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:
44523
Course Section:
Semester and Year:
Fall 2014
Class Days & Times:
Monday
1014
Credit Hours:
3
Total Contact Hours:
(All hrs. x 16)
48
9:30 AM-11:00 A.M.
Wednesday 9:30 AM-11:00 A.M.
Class Location:
Alief –Hayes Room A218
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)
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)
English 1301: Composition I/Monday/Wednesday Fall 2014
page 1 of 17
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/mcevoyjamil_44523
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)****
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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
Other Recommended Materials
Notebook paper, pens, and a collegiate dictionary

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.

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.
English 1301: Composition I/Monday/Wednesday Fall 2014
Page 2 of 17
Minimum Writing Requirement
Minimum of 5000 words during the semester
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.
Academic Discipline / CTE Program Learning Outcomes
 Write in appropriate genres to explain and evaluate rhetorical and/or literary strategies employed in
argument, persuasion, and various genres
 Analyze various genres of writing for form, method, meaning, and interpretation
 Employ research in academic writing styles and use appropriate documentation style
 Communicate ideas effectively through discussion
 Write in appropriate genres using varied rhetorical strategies
Student Learning Outcomes for ENGL 1301
 Demonstrate knowledge of writing as a process
 Apply basic principles of critical thinking in analyzing reading selections, developing expository essays, and
writing argumentative essays
 Analyze elements such as purpose, audience, tone, style, strategy in essays and/or literature by
professional writers
 Write essays in appropriate academic writing style using varied rhetorical strategies
Synthesize concepts from and use references to assigned readings in their own academic writing
LEARNING OBJECTIVES
 Demonstrate writing as a connected and interactive process which includes planning, shaping, drafting,
revising, editing, and proofreading
 Demonstrate critical abilities when discussing texts in class and in writing assignments by delving
into the meanings and implications behind the issues, theses, or themes
 Analyze texts by professional writers and write critical essays breaking down rhetorical elements into
parts, examining the parts, and showing their effect
 Apply various methods of development and organization, and / or rhetorical appeals in written
assignments
 Demonstrate effective use and documentation of sources in support of student ideas in informative
and/or persuasive essays
English 1301: Composition I/Monday/Wednesday Fall 2014
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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 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 1301: Composition I/Monday/Wednesday Fall 2014
Page 4 of 17
1.
2.
3.
4.
5.
English Composition I Student Learning Outcomes
Demonstrate knowledge of writing as process.
Apply basic principles of critical thinking in analyzing reading selections, developing
expository essays, and writing argumentative essays.
Analyze elements such as purpose, audience, tone, style, strategy in essays and/or literature by
professional writers.
Write essays in appropriate academic writing style using varied rhetorical strategies.
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-of-class writing assignments and activities. by focusing on the writing process in class and out of class through
a series of four major extended academic essay assignments. These assignments and activities are designed to
achieve the learning outcomes and objectives of this course.
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 physically, active in their learning through activities that involve them in gathering information,
thinking and problem solving.”
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 three 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.
English 1301: Composition I/Monday/Wednesday Fall 2014
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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.
Positive and Productive Class Participation
Students are expected to take a consistently active role in class discussions, in pairs, and in groups.
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 e-mail 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 / no-show 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.
Except for in-class essay exams, all other in-class essay assignments are not final drafts of your papers. All final
drafts of your papers must be typed and printed in a 12-point font (Times, Arial, or Times New Roman),
double-spaced with one-inch margins. All final drafts of your papers must follow the assigned format, i.e.,
MLA, format and documentation guidelines (See McGraw-Hill Handbook and Comp I Study Guide.). 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 four major extended essays from a variety of rhetorical modes.
English 1301: Composition I/Monday/Wednesday Fall 2014
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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. Dual-credit students need to be aware that Dr. Jamil, 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 I/Monday/Wednesday Fall 2014
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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. with
their parents or
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, click on “Northwest.” Then click on “Campus Services” under “Campus Life,” and then click on
“Writing Center.”
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, click on “Northwest,” and click
on “Library” under the section titled “Student Life.”
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 I/Monday/Wednesday Fall 2014
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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 October 31, 2014.

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.
Recording Devices Policy
Using recording devices of any kind in the classroom is not permitted.
Cellphone/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 I/Monday/Wednesday Fall 2014
Page 9 of 17
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.
Grade Determination
Final grade will be determined by
the following:
McGraw-Hill’s Connect
Five Journals
Midterm Essay Exam
Final Essay Exam
Research Paper
Portfolio of Four Essays
Details
Points/Percentage
Pre/Post-Diagnostic and PLP
200/20%
Written Reflections on Connect Topics
50/5%
In-class Essay on Assigned Topic
100/10%
In-class Essay on Assigned Topic
100/10%
Typed Final Draft on Assigned Topic
150/15%
Extended Essays on the Assigned Readings
400/40%
Total: 1000/100%
Letter Grade Assignment
Letter Grade
A
B
C
D
F
Final Average in
Percent
100-90
89-80
79-70
69-60
59 & below
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.
English 1301: Composition I/Monday/Wednesday Fall 2014
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Tentative Instructional Outline: Monday and Wednesday, Fall 2014
Week Number
Activities and Assignments
M, 08/25
1
&
Assigned Readings
W, 08/27
Introduction and
Course Overview

McGraw-Hill Connect

Rhetorical Theory: Narration

Maya Angelou
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]

2
MLA Format
(OWL Website)
M, 09/01 (Holiday/No Class) & W, 09/03
Narration/Description
N. “The Way to Rainy Mountain,” pp.119-125, p.1156
disNorton
[Discussion Questions]

N. Scott Momaday

Rhetorical Theory: Description
PEER REVIEW PRACTICAL
ACTIVITY: Using a Checklist for
Editing and Revising 09/17/2014
Personal Narrative/Descriptive Academic Essay

ROUGH DRAFT of Personal
Narrative/Descriptive Essay
DUE 09/17
 JOURNAL ONE
DUE 09/17
English 1301: Composition I/Monday/Wednesday Fall 2014
Page 11 of 17
M, 09/08
3
&
W, 09/10
Comparison/Contrast

M. L. King Jr

Rhetorical Theory:
Comparison/Contrast
M, 09/15
4
&
“Letter from Birmingham Jail,” pp. 818-831,
p. 1152 Norton
[Discussion Questions]
Comparison/Contrast in Academic Writing
W, 09/17
Illustration

Joan Didion

Rhetorical Theory: Illustration

Discourse Communities and
Academic Writing
5
M, 09/22

“On “Going Home,” pp.1-3, p. 1142 Norton
[Discussion Questions]
&
Illustration in Academic Writing
Language Variety/ Register/Diction
[Connotation, Denotation, Figurative
Language]
W, 09/24
Lecture/Discussion on the
Assigned Readings (Continued)
Discussion Questions
Rhetorical Theory/Composition
6
M, 09/29
&
W, 10/01
T,
Cause/Effect

Rachel Carson
“Tides,” pp. 519-525 , p. 1141 Norton
[Discussion Questions]

Rhetorical Theory:
Cause/Effect
English 1301: Composition I/Monday/Wednesday Fall 2014
Cause/Effect in Academic Writing
Page 12 of 17
ROUGH DRAFT of Cause/Effect
Essay
DUE 10/08

M, 10/06
7
&
W, 10/08
Classification

“College Pressures,” pp. 380-386, p. 1169 Norton
William Zinsser
[Discussion Questions]

Rhetorical Theory:
Classification
PEER REVIEW PRACTICAL
ACTIVITY: Using a Checklist for
Editing and Revising 10/08/2014
M, 10/13
8
&
Classification in Academic Writing

ROUGH DRAFT of Cause/Effect
Essay
DUE 10/08
W, 10/15
Process Analysis

Stephen King

Rhetorical Theory:
Process Analysis
“On Writing” pp. 443-445, p. 1152 Norton
[Discussion Questions]
Process Analysis in Academic Writing

FINAL DRAFT of Personal
Narrative/Descriptive Essay DUE IN
FINAL PORTFOLIO 12/08
Midterm Exam

In-class Essay Exam 10/15
Topic as Assigned
 JOURNAL TWO
DUE 10/22
English 1301: Composition I/Monday/Wednesday Fall 2014
Page 13 of 17
M, 10/20
9
&
W, 10/22
Definition

Vladimir Nabokov

Rhetorical Theory:
Definition
“Good Readers and Good Writers,” pp. 973-978,
p. 1157 Norton
[Discussion Questions]
Definition in Academic Writing

FINAL DRAFT of Cause/Effect
Essay DUE IN FINAL PORTFOLIO
12/08
 JOURNAL THREE
DUE 10/29
M, 10/27
10
&
W, 10/29
Research Paper Discussion/ McGraw-Hill Handbook: Part 3/Part 4
Workshop

Conducting Research

Choosing Topics and Writing
Research Questions
Practical Writing Activity on Planning and
Writing Research Papers: Topics and
Research Questions
ROUGH DRAFT of Classification
Essay
DUE 11/05

English 1301: Composition I/Monday/Wednesday Fall 2014
Page 14 of 17
11
M, 11/03
&
W, 11/05
Research Paper Discussion/ McGraw-Hill Handbook: Part 3/Part 4
Workshop

Conducting Research

Choosing Topics and Writing
Research Questions
PEER REVIEW PRACTICAL ACTIVITY:
Using a Checklist for Editing and
Revising 11/05/2014
M, 11/10
12
&
Practical Writing Activity on Planning and
Writing Research Papers: Topics and
Research Questions
ROUGH DRAFT of Classification
Essay
DUE 11/05

W, 11/12
Research Paper Discussion/ McGraw-Hill Handbook: Part 3/Part 4
Workshop

Finding and Evaluating Sources
and Resources: Primary and
Secondary Sources
Practical Writing Activity on Finding and
Evaluating Sources and Resources

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

English 1301: Composition I/Monday/Wednesday Fall 2014
FINAL DRAFT of Classification
Essay DUE IN FINAL PORTFOLIO
12/08
Page 15 of 17
13
M, 11/17
&
W, 11/19
Research Paper
Discussion/
Workshop

Outlining and Drafting
the Research Paper
PEER REVIEW PRACTICAL
ACTIVITY: Using a Checklist
for Editing and Revising
11/19/2014
McGraw-Hill Handbook: Part 3/Part 4
Practical Writing Activity on Outlining and Drafting
the Research Paper
 ROUGH DRAFT of Definition Essay
DUE 11/19
 JOURNAL FOUR
DUE 11/19
14
M, 11/24
&
W, 11/26
Research Paper
Discussion/
Workshop
PEER REVIEW
PRACTICAL ACTIVITY:
Using a Checklist for
Editing and Revising
McGraw-Hill Handbook: Part 3/Part 4
Practical Writing Activity Revising and Editing the
Research Paper
FINAL DRAFT of Definition Essay DUE IN FINAL
PORTFOLIO 12/08
15
M, 12/01
&
W, 12/03
Research Paper
Discussion/
Workshop

Presentations of the
Research Papers
English 1301: Composition I/Monday/Wednesday Fall 2014
Page 16 of 17

FINAL DRAFTS OF ALL ESSAYS DUE IN
FINAL PORTFOLIO 12/08

FINAL DRAFTS Of Research Papers DUE
and SUBMITTED 12/08
 JOURNAL FIVE
DUE 12/03
16
M, 12/08/2014
FINAL EXAM
In-class Final Essay Exam
Assigned Topic
at 9:00 A.M.
English 1301: Composition I/Monday/Wednesday Fall 2014
Page 17 of 17