English
Southwest College
ENGL 1301 – Composition I
CRN 76102 – Spring 2011
Stafford Learning Hub Room 317– 8:00am – 9:30pm
3 hour lecture course / 48 hours per semester/ 16 weeks
Instructor: Alison Teichgraeber
Instructor Contact Information:
Email: a.teichgraeber@hccs.edu
Phone: 832-647-3565 (between the hours of 8am and 4pm)
Office location and hours
Your performance in my class is very important to me. I am available by either email or phone,
and of course, after class. If you send an email, please use collegiate-level writing that clearly
explains your questions, comments, or concerns. I check my email daily, but not usually after
4:00pm. I can also be reached by phone. If you have a quick question, I will also answer very
short text-messages.
Please do not hesitate to contact me for questions either big or small. A separate meeting
after class can also be helpful if you wish to schedule one.
Course Description
ENGL 1301 is a core curriculum course devoted to improving the student’s writing and critical
reading. ENGL 1301 includes 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.
Prerequisites
Student must have a satisfactory assessment score, completion of English 0310, or (for nonnative speakers) English 0349. The Student must be placed into college-level reading and
college-level writing.
COURSE PURPOSE
English 1301 is designed to help students write multi-paragraph expository, analytical, and
argumentative essays that have the following qualities:
1. clarity in purpose and expression,
2. appropriate and sensible organization,
1301Syllabus – page 2
3. sound content, including applications of concepts from and references to assigned
readings,
4. completeness in development,
5. unity and coherence,
6. appropriate strategies of development,
7 sensitivity to audience,
8· effective choice of words and sentence patterns,
9. grammatical and mechanical correctness, and
10. appropriate MLA citations format.
EDUCATIONAL OUTCOMES (COURSE OBJECTIVES) FOR ENGLISH 1301:
By the time the students have completed English 1301, they will:
1. understand writing as a connected and interactive process which includes planning,
shaping drafting, revising, editing, and proofreading;
2. apply writing process to out-of-class writing;
3. apply writing process as appropriate to in-class; impromptu writing situations, thus showing
an ability to communicate effectively in a variety of writing situations (such as essay exams
and standardized writing tests like the TASP);
4. apply suggestions from evaluated compositions to other writing projects;
5. understand and apply basic principles of critical thinking in analyzing reading selections, in
developing expository essays, and writing argumentative essays;
6. apply concepts from and use references to assigned readings in developing essays;
7. analyze elements of purpose, audience, tone style, and writing strategy in essays by
professionals writers
8. complete short writing assignments, journal entries, readings quizzes, and other activities
to strengthen basic thinking an writing skills
9. understand and appropriately apply various methods of development in writing
assignments;
10. avoid faulty reasoning in all writing assignments;
11.fulfill the writing requirements of the course, writing at least 5,000 words during the
semester.
HCCS CORE CURRICULUM INTELLECTUAL COMPETENCIES AND EXEMPLARY
EDUCATIONAL OBJECTIVES -- ENGLISH 1301 AND 1302
I. BASIC INTELLECTUAL COMPETENCIES IN HCCS CORE
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.
1301Syllabus – page 3
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.
II. EXEMPLARY EDUCATIONAL OBJECTIVES: FRESHMAN ENGLISH
1 To understand and demonstrate writing and speaking processes through invention,
organization, drafting, revision, editing, and presentation.
2. To understand the importance of specifying audience and purpose and to select
appropriate communication choices.
3. To understand and appropriately apply modes of expression (descriptive, expository,
narrative, scientific, and self-expressive) in written, visual, and oral communication.
4. To participate effectively in groups with emphasis on listening, critical and reflective
thinking, and responding.
5. To understand and apply basic principles of critical thinking, problem solving, and technical
proficiency in the development of exposition and argument.
6. To develop the ability to research and write a documented paper and/or give an oral
presentation.
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
SCANS or Core Curriculum Statement and Other Standards
Credit: 3 (3 lecture)
This course is designed to help individuals decide whether teaching could be a satisfying
career for them. Information concerning the role of education and educators, teacher
preparation programs, effective teaching, employability, and rewards and challenges of
teaching is presented.
Class Calendar: This calendar is a guideline for the semester. Some changes may be
necessary as the course progresses.
1301Syllabus – page 4
*Items listed first are homework assignments due on the day listed.
*Items after the  are classroom discussion topics to be discussed on the day listed.
*Any changes to the assignment schedule will be announced during class.
*Items listed first are homework assignments due on the day listed.
*Items after the  are classroom discussion topics to be discussed on the day listed.
*Any changes to the assignment schedule will be announced during class.
1
Jan 19:  Introduction & Journal Writing; MLA Works Cited Listings
2
Jan 24:  Avoiding Plagiarism & Diagnostic Essay
3
Jan 26: Read LBH 138-153Forming a Critical Perspective
Read/Journal: WP “The Corn-pone Opinions” Mark Twain p. 878 Discussion
(This essay can also be found online @ http://www.paulgraham.com/cornpone.html)
4
Jan 31: Read/Journal: WP “What’s Your Name, Girl?” Maya Angelou p. 17 Discussion
Introduction to Essay 1
5
Feb 2:
Read LBH 27-39 Thesis & Outline Workshop
Read LBH 689-691 MLA Style
6
Feb 7:
Rough Draft 1 Due (bring 2 copies)
Read LBH 104-109  Introductions & Conclusions; Hook Workshop
Read LBH 68-71 Giving and receiving comments
7
Feb 9:
Read LBH 46-72 Drafting and Revising; Proofreading
Rough Draft 2 Due (bring 3 copies)  Peer Review Workshop
8
Feb 14: Essay 1 Portfolio Due before the door closes Introduction to Essay 2
Read LBH 94 Description
9
Feb 16: Read/Journal: WP “Hip-Hop Planet” James McBride p. 463 Discussion
Feb 21: No Class—President’s Day
10
Feb 23: Read/Journal: WP “Why Women Smile” Amy Cunningham p. 324  Discussion
11
Feb 28: Reading/Journal: WP “Mother Tongue” Amy Tan p. 249Discussion
12
Mar 2: LBH 459-467 Using Quotations
LBH 611-625 Using Summary, paraphrasing, and quotation
13
Mar 7: LBH 87-90 & 111Using Transitions
Bring 3 copies of Essay 2 Rough Draft to class  Transitions & Peer Review Workshop
14
Mar 9: Essay 2 Portfolio Due before the door closes
Read: WP “Everything You Need to Know about Writing Successfully—In Ten Minutes” Stephen
p. 440Discussion and Preparation for Mid-term
Read LBH 136-137Preparing for Exams
Mar 14: No Class—Spring Break
15
Mar 16: No Class—Spring Break
Mar 21: Mid-TermStudents not in a computer lab must bring a Blue Book from the Book Store
King
1301Syllabus – page 5
16
Mar 23: Read/Journal WP ”Salvation” Langston Hughes p. 142Discussion
Read LBH 98-99  Comparison and Contrast and Analogy
Introduce Essay 3
17
Mar 28: Read/Journal WP “Shooting an Elephant” George Orwell p. 203
18
Mar 30: Rough Draft 1 Bring 3 copies for Peer Review Workshop
19
Apr 4:
LBH 548-561
Essay 3 Portfolio Due Annotated Bibliography & Research Paper Introduction
20
Apr 6:
LBH 589-611 Working with Sources
Log onto http://library.hccs.edu/learn_how/orientation/welcome.html
Read the Orientation Website; take the quiz at the end and bring it to class
21
Apr 11: Writing Research Questions & Research Workshop
22
Apr 13: 5 Completed SourcesResearch Workshop
Bring completed Research Question—typed and on a separate sheet
Bring Outline & Thesis
23
Apr 18: 10 Completed Sources Oral Presentations
24
Apr 20: Annotated Bibliography DueOral Presentations
25
Apr 25: Rough Draft 1Bring 2 copies to class
Conference Day
26
Apr 27: Finished Rough Draft 2Bring 2 copies to class
Conference Day & Silent Workshop
27
May 2: Research Paper Portfolio Due
28
May 5: Read: WP “Letter from Birmingham Jail” Martin Luther King, Jr. 730
29
FINAL CHECK FINALS CALENDAR FOR DATE AND TIME
Instructional Methods
Our course activities will revolve around the readings from The Writer's Presence, The Little,
Brown Handbook, class discussions, and writing workshops. The main focus of this class is on
process--both the thinking and writing process--so your mental engagement and participation
is necessary. If you make a good faith effort, work hard, and keep up with the reading and
writing assignments you will find that your ability to think critically and communicate your ideas
clearly will be enhanced, which will prepare you for success in your college career.
Student Assignments
Essay 1—Writing the Personal Opinion essay; Journals; Peer Review Workshops
Essay 2—Writing a Critical Perspective essay; Journals; Peer Review Workshops
Essay 3—Writing a Comparative essay; Journals; Peer Review Workshops
Research Essay—Writing an Argumentative essay using textual support; Peer Review
Workshops
1301Syllabus – page 6
Annotated Bibliography—Research and Oral Presentation
Midterm Essay—In-class Timed Essay
Final Essay—In-class Timed Essay
Assessments
Journals
Essay 1
Essay 2
Essay 3
Research Essay
Annotated Bibliography and Oral Presentation
Midterm Essay
Final Essay
10%
10%
10%
20%
20%
10%
10%
10%
HCC Policy Statement - ADA
Services to Students with Disabilities
Students who require reasonable accommodations for disabilities are encouraged to report to
Dr. Becky Hauri at 713-718-7910 to make necessary arrangements. Faculty is only authorized
to provide accommodations by the Disability Support Service Office.
HCC Policy Statement: Academic Honesty
A student who is academically dishonest is, by definition, not showing that the coursework has
been learned, and that student is claiming an advantage not available to other students. The
instructor is responsible for measuring each student's individual achievements and also for
ensuring that all students compete on a level playing field. Thus, in our system, the instructor
has teaching, grading, and enforcement roles. You are expected to be familiar with the
University's Policy on Academic Honesty, found in the catalog. What that means is: If you are
charged with an offense, pleading ignorance of the rules will not help you. 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 students’ test paper;
Using materials not authorized by the person giving the test;
Collaborating with another student during a test without authorization;
Knowingly using, buying, selling, stealing, transporting, or soliciting in whole or part the
contents of a test that has not been administered;
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.
1301Syllabus – page 7
Collusion mean the unauthorized collaboration with another person in preparing written work
offered for credit. Possible punishments for academic dishonesty may include a grade of 0 or F
in the particular assignment, failure in the course, and/or recommendation for probation or
dismissal from the College System. (See the Student Handbook)
HCC Policy Statements
Class Attendance - It is important that you come to class! Attending class regularly is the best
way to succeed in this class. Research has shown that the single most important factor in
student success is attendance. Simply put, going to class greatly increases your ability to
succeed. You are expected to attend all lecture and labs regularly. You are responsible for
materials covered during your absences. Class attendance is checked daily. Although it is
your responsibility to drop a course for nonattendance, the instructor has the authority to drop
you for excessive absences.
If you are not attending class, you are not learning the information. As the information that is
discussed in class is important for your career, students may be dropped from a course after
accumulating absences in excess of 12.5% hours of instruction. The six hours of class time
would include any total classes missed or for excessive tardiness or leaving class early.
You may decide NOT to come to class for whatever reason. As an adult making the decision
not to attend, you do not have to notify the instructor prior to missing a class. However, if this
happens too many times, you may suddenly find that you have “lost” the class.
Poor attendance records tend to correlate with poor grades. If you miss any class, including
the first week, you are responsible for all material missed. It is a good idea to find a friend or a
buddy in class who would be willing to share class notes or discussion or be able to hand in
paper if you unavoidably miss a class.
Class attendance equals class success.
HCC Course Withdrawal Policy
If you feel that you cannot complete this course, you will need to withdraw from the course
prior to the final date of withdrawal. Before, you withdraw from your course; please take the
time to meet with the instructor to discuss why you feel it is necessary to do so. The instructor
may be able to provide you with suggestions that would enable you to complete the course.
Your success is very important. Beginning in fall 2007, the Texas Legislature passed a law
limiting first time entering freshmen to no more than SIX total course withdrawals throughout
their educational career in obtaining a certificate and/or degree.
To help students avoid having to drop/withdraw from any class, HCC has instituted an Early
Alert process by which your professor may “alert” you and HCC counselors that you might fail
a class because of excessive absences and/or poor academic performance. It is your
responsibility to visit with your professor or a counselor to learn about what, if any, HCC
interventions might be available to assist you – online tutoring, child care, financial aid, job
placement, etc. – to stay in class and improve your academic performance.
1301Syllabus – page 8
If you plan on withdrawing from your class, you MUST contact a HCC counselor or your
professor prior to withdrawing (dropping) the class for approval and this must be done PRIOR
to the withdrawal deadline to receive a “W” on your transcript. **Final withdrawal deadlines
vary each semester and/or depending on class length, please visit the online registration
calendars, HCC schedule of classes and catalog, any HCC Registration Office, or any HCC
counselor to determine class withdrawal deadlines. Remember to allow a 24-hour response
time when communicating via email and/or telephone with a professor and/or
counselor. Do not submit a request to discuss withdrawal options less than a day
before the deadline. If you do not withdraw before the deadline, you will receive the grade
that you are making in the class as your final grade.
Repeat Course Fee
The State of Texas encourages students to complete college without having to repeat failed
classes. To increase student success, students who repeat the same course more than twice,
are required to pay extra tuition. The purpose of this extra tuition fee is to encourage students
to pass their courses and to graduate. Effective fall 2006, HCC will charge a higher tuition rate
to students registering the third or subsequent time for a course. If you are considering course
withdrawal because you are not earning passing grades, confer with your instructor/counselor
as early as possible about your study habits, reading and writing homework, test taking skills,
attendance, course participation, and opportunities for tutoring or other assistance that might
be available.
Classroom Behavior
As your instructor and as a student in this class, it is our shared responsibility to develop and
maintain a positive learning environment for everyone. Your instructor takes this responsibility
very seriously and will inform members of the class if their behavior makes it difficult for
him/her to carry out this task. As a fellow learner, you are asked to respect the learning needs
of your classmates and assist your instructor achieve this critical goal.
Use of Camera and/or Recording Devices
As a student active in the learning community of this course, it is your responsibility to be
respectful of the learning atmosphere in your classroom. To show respect of your fellow
students and instructor, you will turn off your phone and other electronic devices, and will not
use these devices in the classroom unless you receive permission from the instructor.
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. 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
Instructor Requirements
As your Instructor, it is my responsibility to:
 Provide the grading scale and detailed grading formula explaining how student grades
are to be derived
1301Syllabus – page 9





Facilitate an effective learning environment through class activities, discussions, and
lectures
Description of any special projects or assignments
Inform students of policies such as attendance, withdrawal, tardiness and make up
Provide the course outline and class calendar which will include a description of any
special projects or assignments
Arrange to meet with individual students before and after class as required
To be successful in this class, it is the student’s responsibility to:
 Attend class and participate in class discussions and activities
 Read and comprehend the textbook
 Complete the required assignments and exams:
 Ask for help when there is a question or problem
 Keep copies of all paperwork, including this syllabus, handouts and all assignments
 Complete the field study with a 70% passing score
Program/Discipline Requirements
By the end of the semester, the student who passes with a final grade of "C' or above will have
demonstrated the ability to:
1. Complete and comprehend reading assignments. (Assignments vary in length, but a
typical assignment requires 2 hours out of class for each hour in class: e.g. 2 ½ to 3
hours reading to prepare for a 1 1/2 hour class session.)
2. Attend class regularly, missing no more than 12.5% (6 hours) of instruction.
3. Participate in small group and/or class discussions in which assigned readings are
analyzed and interpreted.
4. Write at least 5,000 words in completing written assignments of varying types and
lengths that are relevant to course content.
5. Participate in at least one oral presentation of an assignment.
6. Explain and illustrate stylistic characteristics of authors and literary works included in the
course syllabus.
7. Express clearly and support convincingly an interpretation or analysis of a text.
8. Explain similarities and differences among writers studied and/or among literary works
studied.
9. Use a word processor (available in school labs) to fulfill written assignments and use the
computer as well as the library to research any applicable assignments.
10. Maintain an overall average of 70 or above on written assignments and tests.
1301Syllabus – page 10
Grading
As your instructor, I will conduct quizzes, exams, and assessments that you can use to
determine how successful you are at achieving the course learning outcomes (mastery of
course content and skills) outlined in the syllabus. If you find you are not mastering the
material and skills, you are encouraged to reflect on how you study and prepare for each class.
I welcome a dialogue on what you discover and may be able to assist you in finding resources
on campus that will improve your performance.
Grading Scale
90 - 100 = A
80 - 89 = B
70 - 79 = C
60 - 69 = D
Below 60 = F
Classroom Plagiarism Policy
For the purpose of this class, plagiarism will be considered if a sentence has more than seven
words strung together which match someone else’s text and is not properly cited or if the
rhythm and meaning of a sentence is tremendously similar to someone else’s work. If a
student submits an essay which falls into one of these categories, the work will receive a -0-. If
a second incident occurs, the student will receive an “F” for the course. If students with a
second offence drop the class, the final grade will be changed to an “F” with the explanation
that the grade was received due to plagiarism.
To help avoid plagiarism, all of our class work will be submitted to Turnitin.com. As an
originality checker, Turnitin.com helps students ensure essays have both proper citations and
quotations within each essay. More information about Turnitin.com can be found on
www.turnitin.com.
Please avoid plagiarism by doing your own work, allowing enough time to complete your own
work, documenting sources and ideas properly, and asking questions if you are confused. I
would rather spend an hour in a meeting outside of class helping you understand the work at
hand than submitting an “F” for your end of semester grade.
Classroom Emergency Policy
By law, instructors are required to treat each student the same. There are times, however,
when creative solutions are required to ensure student success. By offering extended
deadlines and make-up exams for emergencies, success can be achieved. An emergency is
defined as something needing immediate and urgent attention. While emergencies happen,
commitment to personal obligations cannot be overlooked. Within the realm of reason, I may
allow a one week extension for extreme situation such as the verifiable death of a family
member or hospitalization of a child. In order to receive such an emergency extension,
students must contact me immediately either through email a.teichgraeber@hccs.edu or
phone 832-647-3565.