HOUSTON COMMUNITY COLLEGE: Alief-Hayes Campus
Instructor Contact Information
Instructor:
Dr. Patricia A. McEvoy-Jamil
Office Phone:
HCC English Department
Office:
English Department
Office Hours:
By Appointment
Instructor
E-mail:
p.mcevoyjamil@hccs.edu
Welcome to ENGLISH 1301: Composition I
Course Subject:
English
Course Catalog Number:
1301
Course Number:
74256
Course Section:
2000
Credit Hours:
3
Total Contact Hours:
(All hrs. x 16)
48
Semester and Year:
Fall 2015/1st Eight Weeks
Class Days & Times:
Monday and Wednesday
2:30 PM to 5:30 P.M.
Class Location:
Alief – Hayes Room B125
Course Prerequisites: A satisfactory assessment score, completion of English 0310, or English 0349 (for non-native
speakers, and successful completion of remedial reading courses, if required.
.
Course Overview
ENGLISH 13O1 Course Catalog Description
“A course devoted to improving the student‘s writing and critical thinking. Writing essays for a variety of
purposes from personal to academic, including the introduction to argumentation, critical analysis and the use of
sources. Core Curriculum course.” (HCCS Catalog)
Course Goals
English 1301 is part of the Core Curriculum and, as such, emphasize all of the Core Competencies: reading,
writing, speaking, listening, critical thinking, and computer literacy. In English 1301, we seek to provide
writing instruction and practice that will help students master writing the short essay while developing critical
reading skills. We believe that in mastering this particular kind of writing, students will also gain skills that will
permit them to be successful at writing tasks in other college courses, their careers, and in their personal
lives.
English 1301: Composition/ Monday and Wednesday/Fall 2015 /August 24, 2015 to October 18, 2015
Page 1 of 16
Required Materials

Maimon, Elaine P., et al. The McGraw-Hill Handbook. 3rd. ed. New York: McGraw-Hill, 2012. Web.
(MH), available via McGraw-Hill Connect Composition 2.0

The current edition of the English 1301 Study Guide, available in PDF format via McGraw-Hill Connect Composition 2.0
(S)

Peterson, Linda H., et al. The Norton Reader: An Anthology of Nonfiction. 13th ed. New York: Norton, 2012.
Print. (NR)
Other Recommended Materials
Notebook paper, notebook binder, USB drive, pens, thesaurus, and a collegiate dictionary
McGraw-Hill’s Connect Composition 2.0
This site includes an adaptive diagnostic and personalized learning plan. The Connect Composition 2.0’s
adaptive diagnostic assesses student proficiency in grammar and editing skills, and then it presents the
student with an individualized learning plan designed to enhance writing proficiency in precise areas of
study, ultimately saving the instructor time and increasing students’ confidence in their own writing.
NOTE: Access to this course’s Connect website is through the following instructor link:
http://connect.mheducation.com/class/mcevoy_74256
Technical support is available: Please call McGraw-Hill at (800) 331-5094 (Central Time)
Support Center Announcement
*CXG Hours of Operation (All times in CT)****










Sunday - 12:00 pm - 11:00 pm
Monday - 8:00 am - 11:00 pm
Tuesday - 8:00 am - 11:00 pm
Wednesday - 8:00 am - 11:00 pm
Thursday - 8:00 am - 11:00 pm
Friday - 8:00 am - 6:00 pm
Saturday - 10:00 am - 4:00 pm
Intellectual Competencies / Educational Objectives HCCS Curriculum ENGL 1301
Reading: Reading material at the college level means having the ability to analyze and interpret a
variety of 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.
English 1301: Composition/ Monday and Wednesday/Fall 2015 /August 24, 2015 to October 18, 2015
Page 2 of 16

Listening: Listening at the college level means the ability to analyze and interpret various forms
of spoken communication.

Critical Thinking: Critical thinking embraces methods of applying both qualitative and quantitative skills
analytically and creatively to subject matter in order to evaluate arguments and 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.
general core objectives
Given the rapid evolution of necessary knowledge and skills and the need to take into account
global, national, state, and local cultures, the core curriculum must ensure that students will
develop the essential knowledge and skills they need to be successful in college, in a career, in
their communities, and in life. Through the Texas Core Curriculum, students will gain a
foundation of knowledge of human cultures and the physical and natural world, develop
principles of personal and social responsibility for living in a diverse world, and advance
intellectual and practical skills that are essential for all learning.
Students enrolled in this core curriculum course will complete a research project or case study
designed to cultivate the following core objectives:
o Critical Thinking Skills—to include creative thinking, innovation, inquiry, and analysis,
evaluation and synthesis of information
o Communication Skills—to include effective development, interpretation and expression
of ideas through written, oral and visual communication
o Personal Responsibility—to include the ability to connect choices, actions, and
consequences to ethical decision-making
o Teamwork—to include the ability to consider different points of view and to work
effectively with others to support a shared purpose or goal
o
Student proficiency in Communication Skills will be assessed as a formal written out-of-class
essay, which is at least 3 pages long and which includes an oral presentation component as well
as a visual component. Student proficiency in Critical Thinking will be assessed by a formal
out-of-class essay assignment. Personal, Social Responsibility, and Teamwork will be assessed
as part of long unit or major essay assignment, which will include assigned reading responses,
pre-writing activities, multiple drafts, and group activities (such as peer review or group
presentations). Student project grades will account for at least 5% of the final course grade.
English 1301: Composition/ Monday and Wednesday/Fall 2015 /August 24, 2015 to October 18, 2015
Page 3 of 16
English Program Student Learning Outcomes
(Composition, Literature, Creative Writing, and Technical Writing)
1. Write in appropriate genres using varied rhetorical strategies.
2. Write in appropriate genres to explain and evaluate rhetorical and/or literary strategies
employed in argument, persuasion, and various genres.
3. Analyze various genres of writing for form, method, meaning, and interpretation.
4. Employ research in academic writing styles and use appropriate documentation style.
5. Communicate ideas effectively through discussion.
English Composition I Student Learning Outcomes
1. Demonstrate knowledge of writing as 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, 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.
Teaching Methods
The instructional methods in this course include lecture/demonstration, as well as having students
participating in class discussions, reading textbook assignments, responding critically to the essays
in the textbook through oral and written assignments, writing reflective journals, and using
computers to perform internet searches and visit web sites related to this academic course. Students
also conduct library research and watch clips from videos/DVDs in the classes in this course.
Students intensively study and practice their writing skills in this course through in-class and out-ofclass writing assignments and activities by focusing on the writing process in class and out of class
through a series of two major extended academic essay assignments. These assignments and
activities are designed to achieve the learning outcomes and objectives of this course. As the
instructor, I am here to help you succeed in this class!
The instructor incorporates elements of active learning, as well as collaborative/cooperative learning
strategies, into this course. As defined in the Greenwood Dictionary of Education, active learning is
“the process of having students engage in some activity that forces them to reflect upon ideas and
how they are using those ideas. Requiring students to regularly assess their own degree of
understanding and skill at handling concepts or problems in a particular discipline. The attainment of
knowledge by participating or contributing. The process of keeping students mentally, and often
English 1301: Composition/ Monday and Wednesday/Fall 2015 /August 24, 2015 to October 18, 2015
Page 4 of 16
physically, active in their learning through activities that involves them in gathering information,
thinking and problem solving.”

Classroom Etiquette
All students are responsible for following the rules and guidelines related to student
conduct as outlined in the HCC Student Handbook.

Students are expected to conduct themselves appropriately while on college property or in a
college environment. Students may receive disciplinary action up to and including suspension, if
they violate System or College rules, disrupt classes, or interfere with the opportunity of others to
obtain an education. Students who pose a threat to the safety of others will be subject to
immediate withdrawal from the classroom, campus environment, and/or online environment, as
well as face subsequent criminal charges, as appropriate.

Students must not chat with classmates on topics not related to class discussions. If I have to call
attention to anyone more than once for talking out of turn during the class, I will ask him/her to
leave class and meet with me outside the classroom after class to resolve the problem. I will also
inform the appropriate authority about students who chat and disrupt the class so that they can be
counseled.

Students are not permitted to work on any other activity not related to ENGL 1301
assignments during the class.

Students are not permitted to sleep in class! Students who cannot remain awake during
the class will be asked to leave the class. I will also inform the appropriate authority about
students who cannot remain awake for the class so that they can be counseled.
Positive and Productive Class Participation
Students are expected to take a consistently active role in class discussions, in pairs, and in groups.
Recording Devices Policy
Using recording devices of any kind in the classroom is not
permitted.
Taking notes in class is more conducive to learning! Therefore, students are
encouraged to take notes, not record sounds or images, in class!
Cell Phone and Beeper Policy
Cell phones and text messaging are disruptive and, therefore, they are prohibited in class.
Please turn off cell phones and put them away out of sight before class
starts. If electronic or communication equipment disrupts class, then appropriate
deductions will be made toward the student class participation grade. Please note that I
document all instances of cell phone/beeper distractions. In addition, students
with ringing cell phones or students who are text messaging will be asked to leave or to
give their cell phone to the instructor for the duration of the class. Instructor claims no
responsibility for lost or stolen cell phones or computers.
English 1301: Composition/ Monday and Wednesday/Fall 2015 /August 24, 2015 to October 18, 2015
Page 5 of 16
Laptop/Tablet Policy
No laptops/tablets are allowed to be used during class without permission
from the instructor.
With the instructor’s permission, laptops/tablets/computers may be used during class strictly for class
activities; otherwise, they must be turned off during class. Any non-class use of a computer, including
(but not limited to) checking email, instant messaging, internet browsing, game playing, etc. will result in
confiscation of personal laptops or loss of computer privileges for the duration of the class period or loss
of privilege of the lab computers or removal from that day’s class. Please note that I document
all instances of laptop/tablet distractions.
Attendance
Your daily attendance is vital to your development as a student, reader and writer. It is also important
to your success in the class. Because my class is active-learning oriented with daily in-class reading
and writing, your mental presence and your physical presence are required.
Attendance is required in this class. Every class or lab period you will sign-in. The sign-in sheet will
be the official record that you were in class that day; therefore, it is critical that you sign-in. If you
must be absent, please talk to me in advance. Talking to me during class does not constitute “prior
notice.” If you find it necessary to stop attending class, you must process an official drop in the
Registrar’s Office before the withdraw date. You may go to Student Services to complete the proper
documentation to drop the class. As a courtesy, please notify me that you will not return to class.
Please note that there is no distinction between “Excused” and “Unexcused” absences. Each
absence will count towards the limit of 20% of the class, regardless of the reason for the absence. (If
a student misses 20% of a class, which is four days of class, the instructor has the right
to fail the student based solely on attendance.). The tardy policy will also continue to be
enforced.
HCC Course Withdrawal Policy for Students
You are expected to attend class. In accordance with HCCS policy, students with more than 6
hours of absences (4 classes) may be dropped for excessive absence, and a daily record of
attendance will be maintained throughout the semester. It is your responsibility to keep updated
on course information if you miss class.
NOTICE: The State of Texas has begun to impose penalties on students who drop courses
excessively. For example, if you take the same course more than two times, you have to pay
extra tuition. (Students who enroll for most credit CEU classes for a third or more times will be
charged an additional $50.00 per semester credit hour and $3.00 per contact hours.) In 2007, the
Texas Legislature passed a law limiting new students (those starting college in fall 2007) to
no more than six total course withdrawals throughout their academic career in obtaining a
baccalaureate degree. There may be future penalties imposed.
NOTE: Once you stop attending this class, you must officially withdraw from the course by the deadline
for withdrawal. The deadline for withdrawal is September 28, 2015.
English 1301: Composition/ Monday and Wednesday/Fall 2015 /August 24, 2015 to October 18, 2015
Page 6 of 16
Late Arrival and Early Departure
Instances of arriving late to class and leaving class early will be documented. Three instances of
arriving to class 10 minutes or later or leaving before the end of class more than 10 minutes early
without prior notice will result in one absence. You are “late” to class if you arrive any later than the
posted class/lab “start” time, regardless of whether instruction has started. You are leaving the class
early if you leave before the posted class/lab “end” time, regardless of whether instruction has
stopped.
Late Paper/Missed Assignment Policy
To do well in this course, you must keep up with assignments. You cannot make a satisfactory grade
without studying and participating. If you have to miss an assignment due date, you must notify me
before that date. If you have contacted me regarding your absence and have a valid reason, you may
turn in the assignment by the date we will agree upon. If you do not contact me before the assignment
is due, I will consider your absence unexcused, and you will get a zero for that assignment. Do not email late essays unless you have gotten the instructor’s permission in advance, and do not ever turn
them in to clerical staff.
Make-up Essays and Exams
Make-up essays and exams will be allowed only in dire or emergency situations. A simple, no-call / noshow will result in a zero. If an emergency situation arises and you cannot take the exam or turn in the essay,
I will need documentation as proof of an “excused” absence such as a receipt from a doctor’s office,
paperwork from jury duty, etc. I reserve the right to determine any reduction in points.
Essay Format
Except for in-class essay exams, all other in-class essay assignments are not final drafts of your papers.
The outline, as well as the peer-reviewed rough draft, must be attached when the final rough draft
is submitted. The outline, the peer-reviewed rough draft, and the final rough draft must be
attached when the final draft is submitted.
All drafts of your papers, including all rough drafts and final drafts, must be typed and printed in a
12-point font (Times, Arial, or Times New Roman), double-spaced with one-inch margins. All
drafts of your papers, including rough drafts and final drafts, must follow the assigned format, i.e.,
MLA, and documentation guidelines (See the McGraw-Hill Handbook). Your essays will receive
major reductions in points, and your grade on the final drafts of your papers will be lowered by
one letter for violation of formatting guidelines.
Final Portfolio
The final portfolio is composed of the final drafts of the two major extended essays from a variety
of rhetorical modes. Only the final drafts of the essays in the final portfolio are graded. All
outlines and rough drafts of papers for the portfolio are assigned points for completion and
timeliness.
Minimum Writing Requirement
Minimum of 5000 words during the semester
English 1301: Composition/ Monday and Wednesday/Fall 2015 /August 24, 2015 to October 18, 2015
Page 7 of 16
Instructor Guidelines / Policies on Academic Integrity: HCC Policy Statement
Definition of Scholastic Dishonesty
According to the 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 district officials against a student accused of scholastic
dishonesty. ‘Scholastic dishonesty” includes, but is not limited to cheating on a test, plagiarism and collusion”
(14).
“Cheating” includes:

Copying from another student‘s 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 non-administered test

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
one‘s own written work offered for credit.

“Collusion” means the unauthorized collaboration with another person in preparing written work
offered for credit.
Please note the possible consequences of such dishonesty, as stated in the 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 district. A recommendation for
suspension or expulsion will be referred to the college Dean of Instruction for disciplinary disposition.
Students have the right to appeal the decision” (14).
Plagiarism 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 their work for potential plagiarism. This will be discussed in
more detail during class lecture. For more on plagiarism, see “Plagiarism” in The New McGraw-Hill
Handbook, on the HCC Library site, on the Northwest Writing Center‘s site, or in the HCC Student Handbook.
INTERNATIONAL STUDENTS
Receiving a W in a course may affect the status of your student Visa. Once a W is given for the course (after
you have submitted withdrawal form officially), it will not be changed to an F because of the visa
consideration. Please contact the International Student Office (713-718-8520) if you have any questions
about your visa status and other transfer issues.
English 1301: Composition/ Monday and Wednesday/Fall 2015 /August 24, 2015 to October 18, 2015
Page 8 of 16
Reasonable Accommodations - HCC ADA Policy Statement
Any student with a documented disability (such as physical, learning, psychiatric, vision, hearing, and so on)
who needs to arrange reasonable accommodations must contact the Disability Services Office for Northwest
College at the beginning of the semester. Faculty members are authorized to provide only the
accommodations requested by the Disability Support Service Office. For Northwest College, the
Accommodations Center is located at the Spring Branch campus in RC 14. Only those accommodations
specified by the Center, in accordance with Texas law, may be provided.
For questions, contact the Disability Counselor at Northwest College (713-718-5422) or go to www.hccs.edu
and click on “Campus Services” under “Campus Life.” Then scroll down the page and click on “Disability
Support Services.”
FERPA Policy
The academic, financial, and non-directory information on your student account is confidential and protected
by the Family Educational Rights & Privacy Act (FERPA). We cannot release certain information to another
person without your written authorization. The privacy of student academic progress, grades, and records are
all protected under FERPA. Simply stated, FERPA means that instructors only discuss student academic
progress with students, not with their parents or any other person without the student’s written consent.
Free English Tutoring
Free tutoring is available at one of the local HCC writing centers. Tutors can help you organize and develop
ideas for your writing assignments and can help you work on your problems with grammar and sentence
structure. Tutors do not write, rewrite, edit, or correct papers for you, but they can help you do the
tasks better. (However, anyone other than your instructor, such as the tutor, your mother, your high school
teacher, your friend, etc. is NOT the final judge of your work.) For information on the HCC Northwest Writing
Center locations and hours, go to www.hccs.edu.
On-line Tutoring
is also available through askonline.net which is a useful resource for all students. However, plan in advance
and submit your work well before its due date in order to receive timely advice. The URL for the online
tutoring option is: http://hccs.askonline.net. First, register. To do that, you must use an email account. You
may use your personal email account or your HCC email account. To activate the HCC e-mail, students
should go to the HCC Home Page, click on “For Students.” From the right column of choices, click on
“Student E-Mail” and follow the directions.
HCC Libraries
The HCC libraries provide useful research materials and offer assistance in finding resources. For more
information about HCC Northwest library locations and hours of operation, go to www.hccs.edu.
HCC Student Services Information
HCC Northwest has academic advisors, at both the Master’s and doctoral-level, who are available at each
campus to assist students in creating class schedules, evaluating college transcripts, and completing
degree/certificate plans.For more information, visit the following link:
http://northwest.hccs.edu/northwest/campus-services.
EGLS3 -- Evaluation for Greater Learning Student Survey System
Instructors who belong to the HCC System believe that thoughtful student feedback is necessary to improve
teaching and learning. HCC students are asked to take an online survey of research-based questions related
to instruction. The anonymous results of the survey will be made available to instructors and division chairs
for continual improvement of instruction.
English 1301: Composition/ Monday and Wednesday/Fall 2015 /August 24, 2015 to October 18, 2015
Page 9 of 16
Early Alert
The Early Alert system allows an HCC instructor to “alert” a student who is close to failing a class due to
excessive absences and / or poor academic performance.
Grade Determination
Assignment
Details
McGraw-Hill’s Connect
Pre/Post-Diagnostic and LSA
Five Journals
Written Reflections on Connect Topics
Midterm Essay Exam
In-class Essay on Assigned Topic
100/10%
Final Essay Exam
In-class Essay on Assigned Topic
100/10%
Research Paper in MLA Format
MLA Format, three to five pages
150/15%
 Outline
 Peer-Reviewed Rough
Draft
 Final Rough Draft
 Final Draft
 Oral Presentation
Portfolio of Essays (FOR EACH ESSAY)
Points/
Percentage
200/20%
50/5%


Outline
Peer-Reviewed Rough Draft in MLA
10 points
20 points

Final Rough Draft in MLA
Final Draft with Bibliography in MLA
Ten-Minute Individual Oral
Presentation with Audio/Visual
20 points
75 points
25 points
Two Extended Essays on Assigned Topics
 Outline
 Peer-Reviewed Rough
Draft
 Final Rough Draft
 Final Draft
Final Exam


Outline
Peer-Reviewed Rough Draft in MLA

Final Rough Draft in MLA
Final Draft in MLA
400/40%
(200/Essay)
20 points
40 points
40 points
100 points
In-class Essay on Assigned Topic
100/10%
Total:
1000/100%
Letter Grade Assignment
Letter Grade
A
B
C
D
F
English 1301: Composition/ Monday and Wednesday/Fall 2015 /August 24, 2015 to October 18, 2015
Final Average in
Percent
100-90
89-80
79-70
69-60
59 & below
Page 10 of 16
Tentative Instructional Outline: Monday and Wednesday, Fall 2015
Class Number
Activities and Assignments
1,2
WEEK ONE
08/24/2015
MONDAY
Introduction and
Course Overview

McGraw-Hill Connect
and

Rhetorical Theory: Narration
08/26/2015
WEDNESDAY

Maya Angelou
Assigned Readings
Discuss Course and HCC Policies
Introduction to McGraw-Hill Connect: Policies
Writing Personal Narrative Academic Essay
“Graduation,” pp.15-24, p. 1137 Norton
[Discussion Questions]

MLA Format
3,4
WEEK TWO
08/31/2015
Narration/Description
(OWL Website)
MONDAY

Lecture/Discussion on the
Assigned Readings (Continued)
Discussion Questions
Rhetorical Theory/Composition
TO
N. “The Way to Rainy Mountain,” pp.119-125, p.1156
disNorton
[Discussion Questions]

N. Scott Momaday

Rhetorical Theory: Description
Personal Narrative/Descriptive Academic Essay
English 1301: Composition/ Monday and Wednesday/Fall 2015 /August 24, 2015 to October 18, 2015
Page 11 of 16
 JOURNAL ONE
09/02/2015
WEDNESDAY
DUE 09/02/2015
WEEK THREE
5
Comparison/Contrast
09/07/2015
MONDAY
(HOLIDAY)
TO

M. L. King Jr

Rhetorical Theory:
Comparison/Contrast
PEER REVIEW PRACTICAL
ACTIVITY: Using a Checklist for
Editing and Revising 09/09/2015
09/09/2015
WEDNESDAY
Comparison/Contrast in Academic Writing

ROUGH DRAFT/OUTLINE of ESSAY
ONE: Personal
Narrative/Descriptive Essay
DUE 09/09/2015
WEEK FOUR
6,7
Process Analysis
09/14/2015
MONDAY
TO
“Letter from Birmingham Jail,” pp. 818-831,
p. 1152 Norton
[Discussion Questions]

Stephen King

Rhetorical Theory:
Process Analysis
“On Writing” pp. 443-445, p. 1152 Norton
[Discussion Questions]
Process Analysis in Academic Writing
 JOURNAL TWO
DUE 09/14/2015
09/16/2015
Midterm Exam
Midterm Review of Connect
In-class Essay Exam
Topic as Assigned
WEDNESDAY

English 1301: Composition/ Monday and Wednesday/Fall 2015 /August 24, 2015 to October 18, 2015
Page 12 of 16
8,9
WEEK FIVE
Cause/Effect
09/21/2015
MONDAY

Rachel Carson
“Tides,” pp. 519-525 , p. 1141 Norton
[Discussion Questions]
TO

Rhetorical Theory:
In-class Student-Instructor Discussions
Cause/Effect in Academic Writing

FINAL ROUGH DRAFT of ESSAY
ONE: Personal
Narrative/Descriptive Essay
DUE 09/21/2015
Illustration
09/23/2015

Joan Didion

Rhetorical Theory: Illustration

Discourse Communities and
Academic Writing
WEDNESDAY
“On “Going Home,” pp.1-3, p. 1142 Norton
[Discussion Questions]
Illustration in Academic Writing
Language Variety/ Register/Diction
[Connotation, Denotation, Figurative
Language]
 JOURNAL THREE
DUE 09/23/2015
English 1301: Composition/ Monday and Wednesday/Fall 2015 /August 24, 2015 to October 18, 2015
Page 13 of 16
10,11
WEEK SIX
Classification
09/28/2015
MONDAY

William Zinsser
“College Pressures,” pp. 380-386, p. 1169 Norton
[Discussion Questions]
TO

Rhetorical Theory:
Classification
Classification in Academic Writing

PEER REVIEW PRACTICAL
ACTIVITY: Using a Checklist for
Editing and Revising 09/28/2015
ROUGH DRAFT/OUTLINE of ESSAY
TWO: Cause/Effect Essay (Carson)
DUE 09/28/2015
Definition
09/30/2015
WEDNESDAY

Vladimir Nabokov

Rhetorical Theory:
Definition
“Good Readers and Good Writers,” pp. 973-978,
p. 1157 Norton
[Discussion Questions]
Definition in Academic Writing
In-class Student-Instructor Discussions
**DEADLINE TO COMPLETE LSA CONNECT
10/11/2015
English 1301: Composition/ Monday and Wednesday/Fall 2015 /August 24, 2015 to October 18, 2015
Page 14 of 16
WEEK SEVEN
12,13
10/05/2015
MONDAY
Research Paper Discussion/ McGraw-Hill Handbook: Part 3/Part 4
Workshop
 JOURNAL FOUR
DUE 10/05/2015
TO

Conducting Research

Choosing Topics and Writing
Research Questions
In-class Student-Instructor Discussions
Practical Writing Activity on Planning and
Writing Research Papers: Topics and
Research Questions

10/07/2015

WEDNESDAY
Outlining and Drafting the
Research Paper
In-class Student-Instructor Discussions
14
10/12/2015
MONDAY
FINAL ROUGH DRAFT/OUTLINE of
ESSAY TWO: Cause/Effect Essay
(Carson) DUE 10/05/2015
Practical Writing Activity on Outlining
and Drafting the Research Paper:
Research Paper
OUTLINE and Rough Draft
DUE 10/07/2015
WEEK EIGHT
Research Paper Discussion/ McGraw-Hill Handbook: Part 3/Part 4
Workshop
 JOURNAL FIVE
DUE 10/12/2015
In-class Student-Instructor Discussions

Finding and Evaluating Sources
and Resources: Primary and
Secondary Sources
Practical Writing Activity on Finding and
Evaluating Sources and Resources
English 1301: Composition/ Monday and Wednesday/Fall 2015 /August 24, 2015 to October 18, 2015
Page 15 of 16
15
10/14/2015
WEDNESDAY

Making an Annotated
Bibliography and References
Page
Practical Writing Activity on
Documenting Sources for the Research
Paper

Avoiding Plagiarism: Integrating
Quotations, Summaries, and
Paraphrases
Practical Writing Activity on Integrating
Sources Using Quotations, Summaries,
and Paraphrases
WEEK EIGHT
FINAL EXAM
Assigned Topic
In-class Final Essay Exam
at 2:30 P.M.

FINAL DRAFTS OF ALL ESSAYS
DUE IN FINAL PORTFOLIO 10/14/2015
**DEADLINE FOR COMPLETING
POST-DIAGNOSTIC CONNECT 10/14/2015

FINAL DRAFTS Of Research Papers
DUE and SUBMITTED 10/14/2015
English 1301: Composition/ Monday and Wednesday/Fall 2015 /August 24, 2015 to October 18, 2015
Page 16 of 16