ENGLISH 1301 SYLLABUS
PART I: ENGLISH 1301 COURSE INFORMATION
Southwest College
Spring Semester 2010
Class information
Crn 18022
Room 314 Stafford Learning Hub
Tuesday/Thursday 9:30 A.M. – 11:00 A.M.
Instructor Information
Name: Ms. Bernice Ann Fisher
Office hours location: Learning Hub Faculty Workroom
Office hours: Immediately after class
E-mail: bernice.fisher@hccs.edu
Learning Web address: http://learning.swc.hccs.edu/members/bernice.fisher
Textbooks
McQuade, Donald, and Robert Atwan. The Writer’s Presence: A Pool of
Readings. 6th ed. Boston: Bedford/St. Martin’s, 2009.
Fowler, Ramsey H., and Jane E. Aaron. The Little, Brown Handbook. 11th ed.
New York: Longman, 2009.
Other Materials
Flash drive or zip diskettes or other means to save work in the lab
Paper and pens
Notebook for handouts
College-level dictionary and thesaurus (optional)
Pocketed paper folder for essay #4 research materials
Grade Percentages
Essay #1: (10%) 750 word expository essay
Essay #2: (10%) 750 word expository essay
Essay #3: (10%) 500 word in-class mid-term essay on a sense of place
Essay #4: (20%) 1,000 word out-of-class researched and documented
argumentative/persuasive essay
Oral Report (10%)
Essay #5: (10%) 750 word out-of-class critical analysis essay
Essay #6: (10%) Final exam essay/activity
Journal: (10%)
Daily grades (10%) quizzes, research checks, grammar exercises, sentence and
paragraph answers, drafts, and peer editing
Grading Scale
A = 90 – 100 (excellent)
B = 80 – 89 (good)
C = 70 – 79 (average)
D = 60 – 69 (needs work)
F = 0 – 59 (not acceptable in the Houston business community)
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Grading Components
Content
Organization
Sentences/paragraphs
Diction (word choice)
Punctuation and mechanics
Late Paper Policy and Make-Up Exams
All assignments are required to be submitted at the beginning of class the date
they are due. Assignments are due even if you are absent. 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. There are no make-ups on daily quizzes and in-class activities and
assignments.
Essay Format Requirements
All out-of-class essays must be typed in a 12-point standard font (Times New
Roman is preferred), double-spaced, in black ink. All papers will be in MLA
format with one-inch margins at the top, bottom, and on each side. Paragraphs
will be indented ½ inch. The first page will be headed in the upper left-hand
corner with the student’s first and last names, instructor’s name, the class title and
number, and the date (day month year). Each page, including the first will have
the student’s last name followed by a space and the page number in the upper
right-hand corner, ½ inch from the top of the page. (See page 689 of The Little,
Brown Handbook for an example.) No cover page is necessary unless otherwise
instructed. Papers should be stapled in the upper left-hand corner. Save all
papers, including those that have been graded and returned. Save evidence
of the writing process including prewrites, notes, and drafts. You may be
asked to turn in a draft with the final essay.
All in-class essays will be written in blue or black ink on standard, college-ruled
white notebook paper or, if we are in the computer lab, typed according to the
format for typed papers.
All essays must have an original title.
Attendance Policy
Attendance counts. Most classes begin with a quiz and/or a journal writing
assignment, 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 ten minutes late, I will deduct ten
minutes from your 6 hours of allotted absences. Your participation is required.
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Students who intend to withdraw from the course must do so by the official
last day to drop (April 15th – 4:30pm). 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.” The last day for
Administrative/Student Withdrawals is April 15th before 4:30 pm.
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.
Please note: If you are dropped for non-payment, you run the risk of not being
able to renter the course you selected because it filled to seat capacity before you
were ready to pay.
New Policy on Repeating Courses:
"NOTICE: Students who repeat a course three or more times will be charged an
additional fee at HCC and other Texas public colleges and universities. Please
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ask your instructor/counselor about opportunities for tutoring/other assistance
prior to considering course withdrawal, or if you are not receiving passing
grades."
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 send email using this
account. You must use your HCC email account when you want to contact the online tutors.
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 Dona Price at
713.718.5165 or the Disability Counselor at your college.
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.
Free English Tutoring
The Southwest College offers you numerous opportunities for free English
tutoring at our tutoring centers (Stafford, Alief, and West Loop) or our on-line
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
labs. Check on the door of the open computer lab for hours of operation.
MyCompLab Companion Website (with Little, Brown Handbook)
With the purchase of your Little, Brown Handbook, you have access to
MyCompLab Companion Website. Go to < www.ablongman.com/littlebrown >,
and click on The Little, Brown Handbook, tenth edition. You will then see
numerous activities including grammar reviews.
Library
You may check out books with your HCCS ID card.
The Library home page is < http://hccs.edu/system/library/library.html >.
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
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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.
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. Students should not leave the class to make a call or
answer one (or worse—answer a call in class). No cell phones permitted on top of
desks.
2. No Bluetooth devices in ears allowed during class.
3. No MP3 players or other music devices with earphones allowed during class.
4. No laptops open during class.
5. No palm pilots used in class.
5. You can answer your calls and make calls during your break between classes.
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
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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 20062009 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.
Further definitions and examples of plagiarism are in your Little, Brown
Handbook.
Other Course Policies
1. Sorry! No sleeping or heads on desks permitted. If you fall asleep, I’ll wake
you up by tapping on your desk. If you wear a baseball cap, do not pull it down
over your eyes. If you fall asleep, I will tap on your desk to wake you up. If you
continue to fall asleep, I will ask you to leave the class. You will be counted
absent. Please do not wear sunglasses in class.
2. No food allowed in class (campus rule). Beverages are fine in regular
classrooms but not in the computer labs. Please throw away trash at end of the
class session.
3. Please do not ever ask, “Are we doing anything important in class today?” The
answer always is “Yes! We are always doing meaningful activities in class!”
4. If you must leave early, please tell me before class starts. (The classroom is not
a movie theater.)
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5. Please do not leave the class during the class session except for breaks in
summer school classes or the three-hour classes.
6. Please do not pack books before I dismiss class.
7. If you should miss class for any reason, you are responsible for making up
missed work and asking me for any handouts from the session you missed. You
might want to contact me through email concerning any missed classes.
8. Please do not chat with class colleagues during discussion. Let’s listen to what
our class members have to contribute to the discussion.
9. Please 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. Essays that do not follow the essay format requirements will be penalized up
to ten points.
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, use correct English and proofread your message. Write
complete sentences, capitalize proper nouns, and use correct punctuation. Do not
write “b4” for “before” or “u” for “you” or use any other shortened form of a
word. Write as if you were on the job and producing text acceptable in the
Houston business community.
14. The Southwest English Department considers two weeks to be a reasonable
“turn-around” time for essays to be graded and returned to students.
15. Good learning attitude, cooperative demeanor, and courteous behavior all go a
long way with me!
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.
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.
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,
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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.
EDUCATIONAL OUTCOMES FOR ENGLISH 1301: By the time students have
completed English 1301, they will
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understand writing as a connected and interactive process which includes planning,
shaping, drafting, revising, editing, and proofreading;
apply writing process to out-of-class writing;
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);
apply suggestions from evaluated compositions to other writing projects;
understand and apply basic principles of critical thinking in analyzing reading
selections, in developing expository essays, and writing argumentative essays;
apply concepts from and use references to assigned readings in developing essays;
analyze elements of purpose, audience, tone, style, and writing strategy in essays by
professional writers
complete short writing assignments, journal entries, reading quizzes, and other
activities to strengthen basic thinking and writing skills
understand and appropriately apply various methods of development in writing
assignments;
avoid faulty reasoning in all writing assignments;
fulfill the writing requirements of the course, writing at least 5,000 words during the
semester.
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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.
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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.
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)
 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.
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PART II: ENGLISH 1301 STUDENT CALENDAR
Sixteen Weeks
Tuesday/Thursday
NOTE: The class agenda 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
to be completed for the next class session. Assignments may be modified, added to, or
changed.
WEEK ONE
Dr. Martin Luther King, Jr. Day (Monday, January 19)
No class today
SESSION #1 (Wednesday, January 21)
 Brief Introduction to English 1301
 Proof of registration
 Diagnostic essay written in class
Assignment for Session #2: Purchase and preview textbooks. Read this syllabus
carefully. Read LBH (The Little, Brown Handbook) pages iii-vi “Preface for Students”
and Chapter 1 (skip exercises): “Assessing the Writing Situation.” Read WP (The
Writer’s Presence) pages 1-10: “Introduction for Students.”
WEEK TWO
SESSION #2 (Monday, January 26)
 Introduction to English 1301 (continued)
 Course description, purpose, objectives, grades, and class policies
 Reading and marking your texts
 Overview of stages in writing process
Assignment for Session #3: Read LBH: 138-42 (skip exercises): “Reading for
Comprehension.” Read LBH 150-64 (skip exercises): “Forming a Critical Perspective.”
Read WP: Langston Hughes’ “Salvation.” If you do not have The Writer’s Presence yet,
you can read “Salvation” at < http://www.courses.vcu.edu/ENG200-dwc/hughes.htm >.
SESSION #3 (Wednesday, January 28)
 Stage 1: Assessing the writing situation (LBH 2-15)
 Introduction to Essay #1: Childhood and Family Memoir
 Writing purposes: Reflecting and expressing
 Writing strategy: Narration
 Forming a critical perspective (LBH 150-63)
 Critical analysis/discussion of Langston Hughes’ “Salvation”
 Brief review of phrases and simple sentences (and avoiding phrase fragments)
 Sentence style: Intentional fragments for stylistic effect
Assignment for Session #4: Brainstorm a list of five childhood and family experiences as
possible topics for Essay #1 and bring this list to the next session. Read WP E. B. White’s
“Once More to the Lake.” Read WP “E. B. White on the Essayist” 317-18. Read LBH
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Chapter 2: “Developing and Shaping Ideas.” Read LBH 38d Using Figurative Language
525-28. If you don’t have The Writer’s Presence yet, read “Once More to the Lake” at
http://dfll.fudan.edu.cn/College%20English/DocFile/Third/new/03090401/Online%20Assignments/Supplementary%20Reading%20-%20I.doc.
WEEK THREE
SESSION #4 (Monday, February 1)
 Stage 2: Discovering ideas (freewriting, LBH 20-21)
 Thesis and optional rough draft outline
 Writing strategy: Description
 Figurative Language
 Critical analysis/discussion of “Once More to the Lake”
 Stage 3: Shaping ideas
 Planning page: Personal notes on purpose, audience, tone, strategy, tentative
thesis, and
 optional outline
 Brief review of compound sentences (and avoiding run-on and comma-spliced
sentences)
Assignment for Session #5: Read WP: Judith Ortiz Cofer’s “Silent Dancing.” Read WP:
“Judith Ortiz Cofer on Memory and Personal Essays” 118-20. Read LBH: Chapter 3
“Drafting and Revising” (read section on drafting 44-48).
SESSION #5 (Wednesday, February 4)
 Brief review of complex sentences (and avoiding dependent clause fragment)
 Description, continued
 Critical analysis/discussion of “Silent Dancing”
 Drafting an essay (LBH 44-48)
 Brief review of complex and compound-complex sentences
 Sentence style: Emphasis, loose and periodic sentences, and parallelism (LBH
384-91)
Assignment for Session #6: Read LBH: Chapter 3: “Drafting and Revising” (read section
on revising 48-69). Begin rough draft of Essay #1. Read WP Danielle Ofri’s “SAT.”
WEEK FOUR
SESSION #6 (Monday, February 9)
 Brief review of modification problems (dangling, misplaced)
 Critical analysis/discussion of “SAT”
 Using dialog to build character (LBH 108-09, 471-72)
 Revising an essay (LBH 48-69)
 Sample student essay
 Manuscript mechanics (font, margins, course information, headers, graphics)
Assignment for Session #7: Complete typed, double-spaced rough draft of Essay #1 and
bring three copies to class for a peer critique session. Your rough draft and attendance for
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peer critique count as a daily quiz grade. If you have a 750 word draft, you get 100. If
content of the draft is missing, the daily quiz grade is lowered.
SESSION #7 (Wednesday, February 11)
 Peer critique session for Essay #1 (groups of three)
Assignment for Session #8: Complete Essay #1 and have it ready to submit at the
beginning of Session #8 (final draft, brainstormed list of topics, freewriting, planning
page, rough draft, self/peer critique response sheet).
WEEK FIVE
Presidents’ Day (Monday, February 16)
No class today
SESSION #8 (Wednesday, February 18)
 Essay #1 is due
 Introduction to Essay #2: Gender Roles
 Writing purposes: Informing and explaining (the expository essay)
 Discussion on gender topics
 Discovering ideas on gender roles
Assignment for Session #9: Read LBH Chapter 4 “Writing and Revising Paragraphs”
(read section 4b on “Maintaining Paragraph Unity” 70-77). Brainstorm a list of at least
five possible gender role topics for Essay #2. Read WP Leslie Marmon Silko’s “In the
Combat Zone.”
WEEK SIX
SESSION #9 (Wednesday, February 23)
 Discovering ideas on gender roles, continued
 Writing strategy: Examples
 Critical analysis/discussion of “In the Combat Zone”
 Achieving paragraph unity (LBH 70-72)
 Brief review of subject-verb agreement (LBH 305-13)
Assignment for Session #10: Read LBH Chapter 4: “Writing and Revising Paragraphs”
(read section 4b: “Achieving Paragraph Coherence” 77-88). Continue brainstormed list of
topics for Essay #2. Read WP Katha Pollitt’s “Why Boys Don’t Play with Dolls.”
SESSION #10 (Wednesday, February 25)
 Writing strategy: Definition
 Achieving paragraph coherence (LBH 77-88)
 Critical analysis/discussion of “Why Boys Don’t Play with Dolls”
 Sexist language (LBH 515-17)
Brief review of pronoun-antecedent agreement (LBH 313-317)
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Assignment for Session #11: Read LBH Chapter 4: “Writing and Revising Paragraphs”
(read section 4c: “Developing the Paragraph”). Read WP Scott Russell Sanders’ “The
Men We Carry in Our Minds.”
WEEK SEVEN
SESSION #11 (Monday, March 2)
 Writing strategy: Comparison/contrast
 Critical analysis/discussion of “The Men We Carry in Our Minds”
 Paragraph development
 Brief review of pronoun case
Assignment for Session #12: Read WP Edwidge Danticat’s “We Are Ugly, but We Are
Here.” Read LBH Chapter 4: “Writing and Revising Paragraphs” (Read section 4d:
“Writing Special Kinds of Paragraphs.”) Complete planning page (personal notes on
purpose, audience, tone, strategy, tentative thesis, and optional outline). Begin drafting
Essay #2.
SESSION #12 (Wednesday, March 4)
 Special kinds of paragraphs: Introductory, concluding, and transitional paragraphs
 Writing strategy: Classification
 Critical analysis/discussion of “We Are Ugly, but We Are Here”
 Brief review of pronoun reference
Assignment for Session #13: Complete typed, double-spaced rough draft of Essay #2 and
bring three copies for peer critique on Session #13. The rough draft and attendance for
peer critique count as a daily quiz grade.
WEEK EIGHT
SESSION #13 (Monday, March 9)
 Peer critique of Essay #2 (groups of three)
Assignment for Session #14: Complete Essay #2 and have it ready for submission at
beginning of Session #14 (final draft, brainstormed list of topics, planning page, rough
draft, self/peer critique response sheet).
SESSION #14 (Wednesday, March 11)
 Essay #2 is due
 Introduction to Essay #3: A Sense of Place
 Creating activities and class discussion on Houston-area sites
 Tips on writing in-class essays
Assignment for Session #15: Read WP Henry Louis Gates’ “Rope Burn.” Read WP:
“Henry Louis Gates Jr. on the Writer’s Voice.” Make your site visit over spring break if
you have not already done so.
SPRING BREAK: March 14 (Saturday) – March 20 (Friday)
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WEEK NINE
SESSION #15 (Monday, March 23)
 Discussion of “place”
 Critical analysis/discussion of “Rope Burn”
 “Henry Louis Gates Jr. on the Writer’s Voice”
 Effective words: Writing concisely (LBH 509-35)
 Analysis of sample student essays
Assignment for Session #16: Read WP “The Way to Rainy Mountain.” Read LBH
Chapter 7: “Studying Effectively and Taking Essay Exams.”
SESSION #16 (Wednesday, March 25)
 Discussion of “place”
 Critical analysis/discussion of “The Way to Rainy Mountain”
 Sample student essay
 Taking essay exams (LBH Chapter 7)
Assignment for Session #17: Complete planning page for Essay #3. Review notes for inclass essay (Essay #3).
WEEK TEN
SESSION #17 (Monday, March 30)
 In-class essay #3
Assignment for Session #18: Read LBH Chapter 9: “Reading Arguments Critically,
Chapter 10: “Writing an Argument,” and Chapter 42: “Planning a Research Project.”
SESSION #18 (Wednesday, April 1)
 Introduction to Essay #4: Issues and Ethics
 Arguing and persuading
 Argumentative strategies
 Planning your research
Assignment for Session #19: Brainstorm a list of possible topics for Essay #4. Read WP
Gore Vidal’s “Drugs.” Read WP Bill McKibben’s “Worried? Us?” Read LBH Chapter
43: “Finding Sources.”
WEEK ELEVEN
SESSION #19 (Monday, April 6)
 Finding sources
 Critical analysis/discussion of “Drugs”
 Critical analysis/discussion of “Worried? Us?”
Assignment for Session #20: Decide on research topic. Next class session is in the
library computer classroom. Get your library card ahead of time.
SESSION #20 (Wednesday, April 8)
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 Argumentative/persuasive research paper topic is due
 Library orientation and electronic researching
Assignment for Session #21: Read LBH Chapter 44: “Working with Sources” and
Chapter 45: “Avoiding Plagiarism and Documenting Sources.”
WEEK TWELVE
SESSION #21 (Monday, April 13)
 Using sources: Facts and statistics, direct quotes, paraphrases, and summaries
 Sample research paper (in LBH)
 MLA documentation
 Avoiding fallacies
 Avoiding plagiarism
Assignment for Session #22: Read WP “Letter from Birmingham Jail.” Work on your
rough draft of Essay #4
SESSION #22 (Wednesday, April 15)
 Persuasive style: Sentences, diction, tone
 Critical analysis/discussion of “Letter from Birmingham Jail”
Assignment for Session #23: Continue working on Essay #4. Remember that Essay #4 is
due on Session #24. Bring questions about your research paper to session #23.
WEEK THIRTEEN
SESSION #23 (Monday, April 20)
 Persuasive style, continued
 Review of research project
 Strategies for giving an oral report
Assignment for Session #24: Complete Essay #4 and have it ready for submission on
Session #24. In the left side of your paper-pocketed folder, place all Xeroxed or
downloaded notes and bibliography cards, one well-marked and edited rough draft,
planning page, and self/peer critique response sheet. In the right pocket, place the final
project: title page, formal topic outline, final draft, and works cited page.
SESSION #24 (Wednesday, April 22)
 Essay #4 is due
 Introduction to Essay #5: Criticism and Analysis
 Sample student essay
 Oral reports (five minutes each)
Assignment for Session #25: Read WP “Shooting an Elephant.” Read LBH Chapter 8:
“Forming a Critical Perspective.” Begin a brainstormed list of topics for Essay #5.
WEEK FOURTEEN
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SESSION #25 (Monday, April 27)
 Forming a critical perspective
 Critical analysis/discussion of “Shooting an Elephant”
 Oral reports, continued
Assignment for Session #26: Read WP “On Dumpster Diving.”
SESSION #26 (Wednesday, April 29)
 Critical analysis/discussion of “On Dumpster Diving”
 Oral reports, continued
Assignment for Session #27: Complete Essay #5 and have it ready for submission at the
beginning of Session #28 (final draft, brainstormed list of topics, planning page, rough
draft, self/peer critique response sheet).
WEEK FIFTEEN
SESSION #27 (Monday, May 4)
 Essay #5 is due
 Introduction to Essay #6: Final Exam Activity
 Oral reports, continued
Assignment for Session #28:
SESSION #28 (Wednesday, May 6)
 Oral reports, continued
Assignment for Final Exam Session: Prepare for final exam.
WEEK SIXTEEN
SESSION #29: In-class final exam activity (Check Final Exam Schedule for date and
time of exam.)
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