ENGLISH 1301 SYLLABUS
PART I: ENGLISH 1301 COURSE INFORMATION
Southwest College
Fall Semester 2010
When the student is ready, the teacher appears. (ancient proverb)
COURSE INFORMATON
Instructor
Name: Mrs. Edie Vasbinder
Office hours: Before or after class on Friday
E-mail: :mattievasbinder4@msn.com
Voice mail/office phone number: 713-444 0844
Learning Web address: http://learning.swc.hccs.edu/members/mattie.vasbinder
Other Materials
Paper and pens
Paper for printing at home
Three ring notebook for syllabus and handouts (if you want to print materials from our
Learning Web)
Pocketed paper folder for the research project
ESSAY GRADE PERCENTAGES
Essay #1 10%: Personal memoir (narrates and describes) on childhood and family
Essay #2 10%: Critical analysis of Short Story Primary Source only
Essay #3 20% Critical analysis of Short Story with Primary and Secondary Sources
Essay #4 30%: Researched argumentative/persuasive essay on issues and ethics
Essay #5 10%: Final Exam
Journal 10%
Instructor’s choice: 10% (participation, quizzes, in-class writing assignments)
ENGLISH 1301 COURSE DESCRIPTION
English 1301 is a course devoted to improving the student's writing and critical reading. The
course involves writing essays for a variety of purposes from personal to academic, including the
introduction to argumentation, critical analysis, and the use of sources. English 1301 is a core
curriculum course.
DIAGNOSTIC ESSAY
All English 1301 students write a diagnostic essay during the first class session in order to
confirm their placement into English 1301. The essay will not be graded or returned unless it
must be used for placing a student into another English class. One goal of the Houston
Community College English Department is to place you in an appropriate English class where
you will learn and succeed.
ENGLISH 1301 STUDENT CALENDAR
Fifteen week calendar for classes meeting once each week.
NOTE: The items listed under the session number indicate the topics to be covered in class that
day. The items in the assignment section constitute the homework for the next class session.
WEEK ONE Friday, Sept. 3
Brief Introduction to English 1301
Proof of registration
Course description, purpose, objectives, grades, and class policies
Brief guided tour of textbooks
Reading and marking your texts
Keeping a journal
Overview of writing process
Diagnostic essay
Assignment for Week 2: Read Little,Brown Handbook (LBH) Chapter 1: “Assessing the Writing
Situation.” p. 2 Read WP (Writer’s Presence) Langston Hughes’ “Salvation” p. 143. If you do
not have your reader yet, you can read “Salvation” from copy in library.
Also read: “The Joy of Reading and Writing: Superman and Me” by Sherman Alexie p.13
“What’s Your Name, Girl” by Maya Angelou p. 17
Write a journal entry for the three essays above. Journals should be one page double spaced,
12pt. Times New Roman. Use questions at the end of essays to help develop your journal entry.
Brainstorm a list of five childhood and family experiences as possible topics for Essay #1 and
bring this list to the next session.
WEEK TWO
Turn in journals
Quiz on homework assignment (three essays above).
Discuss the Personal Experiences using list brainstormed at home. Narrow down for Essay 1
Personal Experience.
Assessing the writing situation (discussion)
Introduction to Essay #1: Personal Experience
Writing purposes: Reflecting and expressing
Writing strategies: Narration and description
Discussion of “Salvation,” “What’s Your Name, Girl,” and “Superman and Me”
Review of commas and semi-colons to prevent run-on sentences and fragments.
Figurative Language
Planning page: Personal notes on purpose, audience, tone, strategy, tentative thesis, and
optional outline
Review of dialogue and correct punctuation.
Assignment for Week Three. Read “Hiroshima Diary” p. 131, “The Price We Pay” p. 189, “A
City Beyond the Reach of Empathy” p. 110, “Origins” p. 194 Add to journal.
READ: “Developing and Shaping Ideas p. 16 Study SAMPLE ESSAY p. 43 (LBH)
Create: Rough draft of Essay 1 Personal Experience. Bring printed copy to next class period.
Be prepared for peer analysis.
WEEK THREE
Quiz on assigned readings.
Check journals.
Discuss readings.
Use completed rough draft of Essay 1 Personal Experience for peer analysis in class.
Begin making corrections to Essay 1.
Assignments: Bring complete Essay 1 and all drafts and notes to class. Turn in at the beginning
of the class period WEEK FOUR for grading.
Read: “A Good Man is Hard to Find” p. 947
“Where Are You Going, Where Have You Been?” p. 929
Add to journals. See special form on line for creating journals on short stories. Entitled:
METHODS OF ANALYZING SHORT STORIES.
WEEK FOUR
Turn in Essay 1 Personal Experience at beginning of period. Put in the following order: Final
draft on top, all other drafts below. All notes and ideas last.
Quiz on two short stories.
Check journals.
Begin discussion of Essay 2 Critical Analysis of a Short Story. Essay will be documented from
primary source only. (No outside sources allowed—no internet, books, magazines, etc.)
Discuss the elements of the short story using your journals. (Remember to go to my website to
get the correct method for journals. METHOD OF ANALYZING SHORT STORIES.
Discuss using sources. LBH p.
Using dialogue to build character
Discussion of above readings.
Drafting a critical analysis pp.742-749
Creation of the outline. p. 37 (Blank outline on website)
Brief review of complex and compound-complex sentences--notes
Assignment : READ: “This Is What It Means to Say Phoenix, Arizona”909
“”The Bath,” 919 “Girl,” p. 919 “A&P” p. 967
Add to journal.
WEEK FIVE
Quiz on above four short stories.
Discussion of short stories.
More on documentation and organization of critical analysis p. 731-748
More on short story elements using info from your journals.
Creating the works cited for primary source. p. 747 LBH (SAMPLE)
Creating the outline for Essay 2 p. 37 LBH also on website
Begin outline for Essay 2. Select one of the six short stories we have discussed.
ASSIGNMENT: Complete outline for Essay 2. Write rough draft of Essay 2 Critical Analysis of
the Short Story. Bring outline, draft of paper, and works cited to class. Use MLA format for all
papers. SAMPLE ESSAY p. 746). NO SECONDARY SOURCES.
WEEK SIX
Peer critique session for Essay #2 (groups of two/three). Use peer form.
Discussion of Essay 3
Discussion of use of primary and secondary sources in Essay 3. MLA FORMAT pp. 644-690.
How to find the secondary sources from Internet and Library sources.
Creating the works cited for the Essay 3
How to make the new outline for Essay 3
Assignment Week: Complete Essay #2 and have it ready to submit at the beginning of class
Week Seven. Submit in the following order: outline, paper, works cited, and all drafts and peer
sheets.
WEEK SEVEN
Essay #2 is due at the beginning of period.
ORDER: OUTLINE, PAPER, WORKS CITED. Place all drafts and peer analysis sheets below
these.
Continuing to work with Secondary Sources.
Find secondary sources for Essay 3. INTERNET AND LIBRARY SEARCH. You may begin
saving these to your flash drive or make copies in the library.
You will use your Essay 2 and add secondary sources to the paper. This creates Essay 3 which
is made up of the primary and secondary sources. (READ/ PRINT the article on my website
entitled USING PRIMARY AND SECONDARY SOURCES TO CREATE A CRITICAL
ANALYSIS).
Reconstruct the outline to include new sources.
Discussion of documentation of the secondary sources. (See sample on website). Pp.644-690.
Introducing sources in paper p. 669 (LBH)
ASSIGNMENTS: PREPARING FOR MID-TERM EXAM
Find at least three critical articles which contain material to add to your Essay 2 to make it into
Essay 3. Print these or copy them to your flash drive. Bring to class.
BE SURE TO READ THE ARTICLES AND HIGHLIGHT THE SECTIONS THAT YOU CAN
ADD TO YOUR PAPER. ( SEE ARTICLE ABOUT HIGHLIGHTING ON WEBSITE).
RECONSTRUCT OUTLINE. INDICATE WHERE NEW MATERIAL WILL BE INSERTED
IN PAPER BY ADDING NEW SECTIONS TO YOUR OUTLINE.
BRING A COPY OF ESSAY 2 ON YOUR FLASH DRIVE.
MID-TERM WILL BE TO ADD THE NEW SOURCES TO ESSAY 2.
MID-TERM WILL INCLUDE THE FOLLOWING: NEW OUTLINE, PAPER
WITH PRIMARY AND SECONDARY SOURCES, WORKS CITED.
HAVE OUTLINE AND WORKS CITED PREPARED BEFORE COMING TO CLASS.
MID-TERM IS WRITTEN IN CLASS. YOU HAVE 2 ½ HOURS. PRINT PAPER AT
THE END OF THE PERIOD.
ASSIGNMENT: Review topics on website for research paper. First come first served.
Turn in choice to instructor before Mid-Term on Week Eight.
WEEK EIGHT—MID-TERM WRITTEN IN CLASS.
(Before starting exam, give your research topic to instructor).
MID-TERM EXAM. USING ESSAY 2, HIGHLIGHTED SOURCES AND NEW
OUTLINE CREATE ESSAY 3—CRITICAL ANALYSIS USING PRIMARY AND
SECONDARY SOURCES. WRITE IN 2 ½ HOURS. PRINT AT END OF PERIOD.
ASSIGNMENT: Find ten sources for your research paper. Save on your flash drive or
print them out.
REVIEW: CHAPTER 47 “Two Research Papers” pp. 691-730(.LBH)
REVIEW: “Reading Arguments Critically” p. 176
“Writing an Argument” p. 196
READ: “Letter from Birmingham Jail” p. 730 (WP) ADD TO JOURNAL USING THE
QUESTIONS AT END.
Begin reading sources and writing journal entries. CHECK FORMAT ON WEB. You will find
these notes helpful as you write your research paper.
WEEK NINE
Present sources (10 points each)
Quiz on “Letter from Birmingham Jail”
Discuss Argumentation
Discuss outline for argumentation (Sample on web)
Discuss highlighting of sources to match outline
ASSIGNMENT: CONTINUE TO READ SOURCES. WRITE NOTES ON EACH SOURCE. (ADD TO YOUR
JOURNAL. CHECK FORMAT ON WEB). CREATE THE OUTLINE FOR RESEARCH PAPER. HIGHLIGHT
SOURCES TO MATCH THE OUTLINE. BRING OUTLINE TO CLASS.
READ: “Drugs” p. 883 (WP), “Shootings” p. 694 “The Net is a Waste of Time” p. 691 (ADD TO JOURNAL—
USE THE QUESTIONS AT THE END TO CREATE JOURNAL.
WEEK TEN
CHECK SOURCES IN JOURNAL (note taking is critical to paper).
Quiz on essays.
Discussion of essays read for homework.
Discussion of Argumentation. Creating the thesis. Write a thesis for your argument. (pp.
196-215 “Writing an Argument). This chapter is important to understanding the use of
argumentation to develop your paper. Use it as a guide.
Create outline for argument. Begin making sources and outline match.
Work on paper in class.
Assignment: Complete outline and write body 1 and body 2 of paper. BE PREPARED TO
TURN IN HARD COPY OF ASSIGNMENT AT BEGINNING OF PERIOD.
WEEK ELEVEN
TURN IN outline with thesis and body 1/ paragraph 2 AND body 2 of paper.
(Peer analysis in class).
CONTINUE to work on research paper. Make corrections and begin on body 3.
ASSIGNMENT: Make corrections from suggestions made by peer and instructor.
Complete Body 3/ paragraph 4 and Body 4/ paragraph 5
WEEK TWELVE:
Present all body paragraphs of paper along with sources and outline. Make certain that all
information from sources is documented correctly.
Peer analysis
Question and answer
Discussion of introduction (LBH 209) and conclusion (209-210)
Discuss the works cited for paper
Continue to work on paper in class
ASSIGNMENT: Complete first draft of paper. PRINTED COPY. FOLLOW MLA
FORMAT FOR ALL PARTS.
Turn in the following for grading.
1. Outline with thesis at the top
2. Complete paper which contains introduction, body of paper and conclusion
documented correctly
3. Works cited. See sample on p. 716 (LBH) Sample shows order (alphabetical by
author) and form.
4. Highlighted copies labeled to match your outline.
5. All drafts that have been created as you have been working.
WEEK THIRTEEN:
TURN IN ALL ELEMENTS LISTED UNDER HOMEWORK. See assignment above.
PEER ANALYSIS:
BEGIN MAKING FINAL CORRECTIONS
ASSIGNMENT: COMPLETE PAPER AND SUBMIT FOR FINAL GRADE.
WEEK FOURTEEN: FINAL DRAFT OF PAPER. SUBMIT WITH THE FOLLOWING.
1. Outline with thesis at the top
2. Complete paper which contains introduction, body of paper and conclusion documented
correctly
3. Works cited. See sample on p. 716 (LBH) Sample shows order (alphabetical by author)
and form.
4. Highlighted copies labeled to match your outline.
5. All drafts that have been created as you have been working.
WEEK FIFTEEN: FINAL EXAM.
Other Abbreviations
L = late (-10 points/ a letter grade)
R = no grade until revised (for a grade of 75)
P = plagiarized (0 for the assignment)
? = question about your essay—see me!
Grading Components
Content
Organization
Sentences
Diction (word choice)
Punctuation and mechanics
Grading Standards
1. Content
Highest Standard (A): Superior understanding of writing assignment. Strong sense of
purpose and audience. Insightful thesis supported with at least 750 words of substantial,
thorough, significant, and meaningful content. Intelligently handled focused topic and
depth of development. This essay is distinctive because of originality and perceptiveness.
Because of powerful content, this essay produces strong reader interest.
2. Organization
Highest Standard (A): Excellent organizational plan related to thesis. Excellent use of
appropriate developmental strategies (any use of narration, description, examples,
definition, classification, and/or comparison/contrast). Excellent use of topic sentence
paragraphs with topic sentence, development, unity, and coherence. Excellent “framing”
with related introductory and concluding paragraphs. Organization might also include
excellent use of transition paragraphs to create essay coherence. Excellent title.
3. Sentences
Highest Standard (A): Sentences are artistically constructed. Excellent sentence variety
achieved adding a richness and sophistication to the essay. No major sentence errors of
fragment, comma splice, run-on, and/or awkward sentence. Correct and effective
modification and parallelism. No awkward of confusing sentences. Effective use of
intentional fragment (if used) for stylistic effect. Forceful sentence style: graceful yet
energetic. Polished, finished prose.
4. Diction (word choice and usage) and Tone
Highest Standard (A): Excellent use of diction and tone. Diction for the essay is
distinctive and exhibits word form mastery. No clichés. Artistic use of figurative
language: metaphor, simile, personification, allusion, symbol, hyperbole, understatement.
Vivid imagery. Strong verbs. No errors in idiomatic language. Concrete and specific
language. No errors in subject-verb agreement, pronoun-antecedent agreement, pronoun
case, or pronoun reference. Tone is appropriate and complements the subject. Any switch
in tone is done carefully. Mature vocabulary. No misspelled words.
5. Punctuation, Capitalization, and Manuscript Mechanics
Highest Standard (A): Clarity and effectiveness of expression are promoted by effective
and consistent use of standard punctuation and capitalization. Attractive and correct
manuscript mechanics (margins, course information, placement of title, and headers).
Note on Major Sentence/Grammar Errors
Major errors of fragment, comma splice, run-on, and subject-verb agreement cause you to
lose valuable points. You have plenty of opportunity to edit these errors during peer
critique and through tutoring. However, this policy applies to the in-class essays as well.
Since in-class essays are shorter, you must use your editing time carefully.
Attendance Policy
You want to attend all your classes! On most days I give daily quizzes at the beginning of
class—so come to class on time and prepared to participate.
Regular attendance is required at Houston Community College. HCCS class policy states
that a student who is absent more than 12.5% (6 hours) of class may be administratively
dropped.
Coming in late or leaving early will constitute a tardy. I count all tardies toward your
allotted absences. For example, if you are fifteen minutes late, I will deduct fifteen
minutes from your 6 hours of allotted absences. Your attendance and participation are
required!
Students who intend to withdraw from the course must do so by the official last day
to drop. Students who prefer to receive an F rather than a W will need to attend classes
throughout the semester and take the final exam or discuss the situation with the
instructor before they stop attending the class.
Withdrawal Policy
The State of Texas has begun to impose penalties on students who drop courses
excessively. For example, if you repeat the same course more than twice, you have to pay
extra tuition. Beginning in the Fall of 2007, the Texas Legislature passed a law limiting
first time entering students to no more than six total course withdrawals throughout their
academic career in obtaining a certificate or baccalaureate degree. There may be future
penalties imposed.
If you do not withdraw before the deadline, you will receive the grade that you are
making as the final grade. This grade will probably be an “F.”
You should visit with your instructor, an HCC counselor, or HCC Online Student
Services to learn what, if any, HCC interventions might be offered to assist you to stay in
class and improve your performance. Such interventions could include tutoring, child
care, financial aid, and job placement.
Grades of “W” and “I”
A grade of “W” is given for a “withdrawal.” A grade of “I” is given for “incomplete.”
An “I” is for emergencies only. You have one semester to complete the missing work. If
you do not complete the work within one semester, the “I” becomes an “F.”
International Students
Receiving a “W” in a course may affect the status of your student visa. Once a “W” is
given for the course, it will not be changed to an “F” because of the visa consideration.
Please contact the International Student Office at 713-718-8520 if you have any questions
about your visa status and any other transfer issues.
Student Course Reinstatement Policy
Students have a responsibility to arrange payment for their classes when they register,
either through cash, credit card, financial aid, or the installment plan. Students who are
dropped from their courses for non-payment of tuition and fees who request reinstatement
after the official date of record can be reinstated by making payment in full and paying an
additional $75.00 per course reinstatement fee. The academic dean may waive the
reinstatement fee upon determining that the student was dropped because of a college
error.
HCC Student Email Accounts
All students who have registered and paid for courses at HCC automatically have an
HCC email account generated for them. Please go to http://www.hccs.edu/students/email/
to review how to activate and send email using this account. NOTE: You must use your
HCC email account when you want to contact the on-line tutors at Askonline.
Special Conditions
Any student with a documented disability (e.g. physical, learning, psychiatric, vision,
hearing, etc.) who needs to arrange reasonable accommodations must contact the
Disability Services Office at the Southwest College at the beginning of each semester.
Professors are authorized to provide only the accommodations requested by the Disability
Support Services Office. Contact Dr. Becky Hauri at 713-780-7909.
Free English Tutoring
The Southwest College offers you numerous opportunities for free English tutoring at our
tutoring centers or our 24/7 Askonline tutoring support services. Signs will be posted
once the HCC tutoring hours have been established. On-line tutoring services include
askonline.net and mycomplab.com. More information about the on-line services will be
available once the semester gets started.
Open Computer Lab
You have free access to the Internet and word processing in the open computer lab on the
second floor of the West Loop Campus. Check on the door of the open computer lab for
hours of operation.
Library
You may check out books with your E-Card after it is activated of the HCC Library card.
The Library home page is < http://library.hccs.edu/ >.
Student Organizations
Three organizations of interest to students taking English classes are Southwest Writers,
Phi Theta Kappa, and the Gender Studies Club.
The Southwest Writers is a group of students who write and read their works (in a
public forum as well as on the Internet) and receive peer support and constructive
criticism. Students in this group create a supportive network to create poetry, fiction,
drama, and non-fiction prose. Contact advisor Dr. Christopher Dunn at
christopher.dunn@hccs.edu.
Phi Theta Kappa is the honor society of two-year colleges. Students must earn a 3.5
grade point average and accumulate 12 credit hours at HCCS. HCCS has an
internationally recognized chapter: Omega Sigma. Numerous transfer scholarships are
offered through this honors organization. Contacts are available at www.omegasigma.org
.
The Gender Studies Club meets each month and online to discuss the roles of women
and men in society and to investigate how sexual differences and cultural constructions of
gender may affect identity. The organization promotes awareness of gender issues on
campus, encourages research and discussion of gender issues, hosts prominent speakers
in the field, and serves the community. Faculty advisors are Ms. Marie Dybala
(marie.dybala@hccs.edu) and Dr. Amy Tan (amy.tan@hccs.edu ).
Inclement Weather
During inclement weather conditions, monitor major local channels for updates on school
closings. If we have to cancel a class due to inclement weather, follow your course
calendar for reading and writing assignments.
Late Paper Policy and Make-Up Exams
All assignments are required to be submitted at the beginning of class the date they are
due. Due dates are posted on your syllabus and/or assignment page. Late papers will be
docked a letter grade (ten points) per week. No papers will be accepted more than a week
late. If you miss any in-class essays, contact me immediately to schedule a make-up
exam.
Daily Quiz Grades
I give daily quizzes on a regular basis. Some of them are “pop” quizzes.
No make-ups on daily quizzes! You can drop two low or missed quiz grades the end of
the semester. (Note: in three-hour class sessions and in summer school, you might have
two or more quizzes during one class session.)
Use of Cameras and Recording Devices
Use of recording devices, including camera phones and tape recorders, is prohibited in
classrooms, laboratories, faculty offices, and other locations where instruction, tutoring,
or testing occurs. These devices are also not allowed to be used in campus restrooms.
Students with disabilities who need to use a recording device as a reasonable
accommodation should contact the Office for Students with Disabilities for information
regarding reasonable accommodations.
Scholastic Dishonesty
According to the 2006-2009 Student Handbook for the Houston Community College
System :
“Students are responsible for conducting themselves with honor and integrity in fulfilling
course requirements. Penalties and/or disciplinary proceedings may be initiated by
College System officials against a student accused of scholastic dishonesty. ‘Scholastic
dishonesty’ includes, but is not limited to, cheating on a test, plagiarism, and collusion.”
Cheating on a test includes:
Copying from another student’s test paper;
Using materials during a test that are not authorized by the person giving the test;
Collaborating with another student during a test without authority;
Knowingly using, buying, selling, stealing, transporting, or soliciting in whole or part
the contents of an unadministered test; and/or
Bribing another person to obtain a test that is to be administered.
Plagiarism means the appropriation of another’s work and the unacknowledged
incorporation of that work in one’s own written work offered for credit.
Collusion means the unauthorized collaboration with another person in preparing written
work offered for credit” (34-35).
Please note the possible consequences of such dishonesty, as stated in the 2006-2009
Student Handbook: Possible punishments for academic dishonesty may include a grade
of “0” or “F” for the particular assignment, failure in the course, and/or recommendation
for probation or dismissal from the College System (35).
Academic Honesty Policy
Plagiarized papers or projects will receive a grade of “0” (zero). No exceptions.
Cheating or collusion will also result in a grade of “0” (zero) on that paper or project.
Plagiarism or collusion on a second major assignment will result in a zero in the course.
Students need to be aware that the instructor will be utilizing plagiarism software and
internet sources to check student work for potential plagiarism. This will be discussed in
more detail during class lecture.
Course Policies
Together we must create a supportive and positive learning environment for everyone in
class. I am asking you to please respect these policies:
1. Please come to class on time. Time missed before class is subtracted from the 12.5%
attendance policy. Leaving class early or arriving late also results in time subtracted from
the 12.5% attendance policy.
2. Sorry! No sleeping or heads on desks permitted. If you fall asleep, I’ll wake you up by
tapping on your desk.
3. Please do not ever ask, “Are we doing anything important in class today?” The answer
always is “Yes! We are!”
4. If you must leave early, please tell me before class starts.
5. No food allowed in class. Beverages are fine. Please throw away trash at end of the
class session.
6. I dismiss class ten-fifteen minutes early so you can take a break before another class;
therefore, do not pack books before I dismiss class.
7. Please do not chat with class colleagues during discussion. Let us listen to what our
class members have to contribute.
8. Do not bring small children to class.
9. An 89.4 average at the end of the semester is a B. A 79.4 average at the end of the
semester is a C.
10. The time to discuss an essay grade is after it is returned, not at the end of the
semester.
11. The out-of-class essays must be typed. The in-class essays will be written either in
blue books purchased in the bookstore or on the computer in the computer lab or library
classroom.
12. If for some reason, I am more than fifteen minutes late, class is dismissed. Follow
your course calendar and complete any assignments for the next session.
13. When you email me, please use correct English. Proofread your message. Use correct
grammar, punctuation, and spelling. Do not send a message with shortened words such as
“Can’t b in class 2day have to pay fine b4 car taken away pleze snd any assignment.”
14. Save an electronic copy of out-of-class essays and the final draft of your research
paper.
15. The HCC Southwest English Department believes that a turn-around time in grading
a set of essays should be no more than two weeks.
16. Essays #1 (childhood and family memoir) and #2 (expository essay on gender)
require peer critique sessions in class. We gather in groups of three and exchange rough
drafts. On these days, you need to come to class with three copies of your rough draft.
You participation is worth a 100 for a daily quiz grade providing you have a draft of 750
words. Shorter drafts will receive grades based on the percentage of the draft you bring.
If you are absent on a peer critique day, you receive a “0” for the daily quiz grade with no
opportunity to make up that grade.
17. You must be making a passing grade in order for me to write you a letter of
recommendation during the semester. You must have made an passing grade in the
course in order for me to write you a letter of recommendation after the semester ends. I
do not write “last minute” letters of recommendation. I need two weeks notice to write
you a thoughtful letter and place it on HCC stationary.
18. Good learning attitude, cooperative demeanor, and courteous behavior all go a long
way with me!
Electronics Policies
1. Turn off and put away all cell phones, beepers, text-messaging devices and other
electronic devices when class starts. The sounds of cell phones ringing during class
are disruptive to me and other students.
2 Students should not leave the class to make a call or answer one (or worse—answer a
call in class).
3. No cell phones permitted on top of desks.
4. No Bluetooth devices in ears allowed during class.
5. No MP3 players or other music devices with earphones allowed during class.
6. No laptops open during class.
7. No palm pilots used in class.
8. You can answer your calls and make calls before or after your English class!
9. If you have an impending emergency and need to keep an electronics device turned
on, I would like to know as soon as class starts.
Rules for the Writing Lab (314 Stafford Learning HUB)
1. Log in to your own HCC Active Directory (AD) account and be sure to log out before
you leave class (so no one else will have access to your account).
2. No food or beverages (except water) permitted in the writing lab.
3. No viewing of pornography.
4. When class is in session, do not open other accounts or read personal email during
class.
5. Do not change screen savers.
6. Do not print materials for other classes. Printing is reserved only for English 1301
and 1302 classes.
Consequences for Violating Basic and Reasonable Standards of Conduct
I view the use of personal electronic devices during class to be a distraction of the normal
educational process and a failure on your part to abide by basic and reasonable standards
of classroom conduct. If you are text messaging to someone during class, you are
obviously not engaged in the classroom experience.
If I have to ask you to put away a cell phone, text messaging device, or other electronic
communications device, then you will have disrupted the class, and I, as the instructor,
will ask you to leave that day’s class session. (If you have been asked to leave class and
subsequently miss a daily quiz, you may not make up that daily quiz.)
If you refuse to leave the classroom voluntarily, I will call campus security. (The
consequences for violating my class policies are backed by the Student Conduct section
of the Student Handbook.)
COURSE DESCRIPTION, PURPOSE, AND OBJECTIVES
MISSION STATEMENT OF THE ENGLISH DEPARTMENT
The purpose of the English Department is to provide courses that transfer to four-year colleges;
introduce students to literature from diverse traditions; prepare students to write clear,
communicative, well-organized, and detailed prose; and develop students’ reading, writing, and
analytical skills.
COURSE PURPOSE
English 1301 is designed to help students write multi-paragraph expository, analytical, and
argumentative essays that have the following qualities:
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clarity in purpose and expression,
appropriate and sensible organization,
sound content, including applications of concepts from and references to assigned readings,
completeness in development,
unity and coherence,
appropriate strategies of development,
sensitivity to audience
effective choice of words and sentence patterns,
grammatical and mechanical correctness, and
appropriate MLA citation format.
STUDENT LEARNING OUTCOMES FOR ENGLISH 1301
1. Demonstrate knowledge of writing as a process
2. Apply basic principles of critical thinking in analyzing reading selections, developing
expository essays, and writing argumentative essays.
3. Analyze elements such as purpose, audience, tone, style, and strategy in essays and/or
literature by professional writers.
4. Write essays in appropriate academic writing style using varied rhetorical strategies.
5. Synthesize concepts from and use references to assigned readings in their own academic
writing.
EXEMPLARY EDUCATIONAL OBJECTIVES
 To understand and demonstrate writing and speaking processes through invention,
organization, drafting, revising, editing, and presenting.
 To understand the importance of specifying audience and purpose and to select appropriate
communication choices.
 To understand and appropriately apply modes of expression (descriptive, expositive,
narrative, scientific, and self-expressive)
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To participate effectively in groups with emphasis on listening, critical and reflective
thinking, and responding.
To understand and apply basic principles of critical thinking, problem solving, and technical
proficiency in the development of exposition and argument.
To develop the ability to research and write a documented paper and/or to give an oral
presentation.
EDUCATIONAL COMPETENCIES IN HCCS CORE CURRICULUM
Reading: Reading material at the college level means having the ability to analyze and interpret
a variety of printed materials--books, articles, and documents.
Writing: Writing at the college level means having the ability to produce clear, correct, and
coherent prose adapted to purpose, occasion, and audience. In addition to knowing correct
grammar, spelling and punctuation, students should also become familiar with the writing
process, including how to discover a topic, how to develop and organize it, and how to phrase it
effectively for their audience. These abilities are acquired through practice and reflection.
Speaking: Effective speaking is the ability to communicate orally in clear, coherent, and
persuasive language appropriate to purpose, occasion, and audience.
Listening: Listening at the college level means the ability to analyze and interpret various forms
of spoken communication.
Critical Thinking: Critical thinking embraces methods for applying both qualitative and
quantitative skills analytically and creatively to subject matter in order to construct alternative
strategies. Problem solving is one of the applications of critical thinking used to address an
identified task.
Computer Literacy: Computer literacy at the college level means having the ability to use
computer-based technology in communicating, solving problems, and acquiring information.
Core-educated students should have an understanding of the limits, problems, and possibilities
associated with the use of technology and should have the tools necessary to evaluate and learn
new technologies as they become available.