Houston Community College-Central Fall 2014
English 1301: Composition I
3 hour lecture course / 48 hours per semester / 12 weeks
Instructor: Kathleen Evans, Instructor CRN 44650
Office: SJAC 215 Central Campus Phone: 713-718-6671
Email: kathleen.evans@hccs.edu Class Time: Tu/Th, 8-10 am
Office hours: Before or after class or by appointment
Web page: http://learning.hccs.edu/faculty/kathleenevans
Course Description: A course devoted to improving the student’s writing and critical reading.
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. Prerequisite: a
satisfactory assessment score, completion of ENGL 0310, or (for non-native speakers) ENGL
0349. 3 credit (3 lecture)
Core Objectives for English Classes
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:
Critical Thinking Skills—to include creative thinking, innovation, inquiry, and analysis,
evaluation and synthesis of information
Communication Skills—to include effective development, interpretation and expression of
ideas through written, oral and visual communication
Personal Responsibility—to include the ability to connect choices, actions and consequences to
ethical decision-making
Teamwork (Comp I, Comp II, and TW)—to include the ability to consider different points of
view and to work effectively with others to support a shared purpose or goal
2004-2005 Freshman English Core Curriculum HCCS 1
English Composition I Student Learning Outcomes
1. Demonstrate knowledge of writing as process.
2. Apply basic principles of critical thinking in analyzing reading selections, developing
expository essays, and writing argumentative essays.
3. Analyze elements such as purpose, audience, tone, style, strategy in essays and/or
literature by professional writers.
4. Write essays in appropriate academic writing style using varied rhetorical strategies.
5. Synthesize concepts from and use references to assigned readings in their own academic
writing.
HCC is committed to provide a working and learning environment that is free from
discrimination on the basis of sex which includes all forms of sexual misconduct. Title IX of the
Education Amendments of 1972 requires that when a complaint is filed, a prompt and thorough
investigation is initiated. Complaints may be filed with the HCC Title IX Coordinator available
at 713-718-8271 or email at oie@hccs.edu.
Required Texts:
Peterson and Brereton, Norton Reader, 13th edition Full edition to be purchased
http://www.wwnorton.com/college/english/write/read12/
Bullock and Weinberg The Little Seagull Handbook.
http://books.wwnorton.com/books/detail-students.aspx?ID=17154
or http://owl.english.purdue.edu/
Other Required Materials:
College-level dictionary
Notebook with lined college-ruled paper
Blue or black pens for in-class writing
Blue books for exams (available in bookstore)
A flash drive or Dropbox.com account for saving and accessing your work
Attendance: Students must attend class regularly and punctually. Students are responsible for
material covered during their absence and must consult with the instructor about make up work.
Texas state law requires that students miss no more than 12.5% of instruction time (6 hours). If
you are absent four consecutive days without contacting me, I may drop you from this class by
the withdrawal deadline (November 10 at 3:00pm). After the withdrawal deadline, you will fail
the course with a grade of FX. I will not accept late essays. No make-ups are allowed for inclass essays or quizzes. You will earn an attendance grade (see “Participation” below) based on
the following scale:
0 absences = 100 (A+); 1 absence = 90 (A -); 2 absences = 85 (B); 3 absences = 75 (C); 4
absences = 70 (C-); 5 absences = 65 (D); 6 absences = 55 (F); 7 + absences = 50 or less (F).
2004-2005 Freshman English Core Curriculum HCCS 2
Course Requirements
In class essays (at least 3)
Out of class papers (at least 3)
Instructor’s choice: reading responses,
collaborative/oral assignments, quizzes
Final in-class
40%
30%
20%
10%
Instructional methods: This course will incorporate reading, lecture, class discussions and
debates, in-class analysis in small groups, essay writing (in class and out), documentation in
proper MLA format, short writings, student presentations in class, and a final examination.
Student Assignments: Several different types of writing assignments comprise the bulk of your
work for this course; these submissions will be graded for appropriateness, unity and focus,
development, organization, sentence structure, word usage, and mechanics, as well as (for
research-based writing) proper citation and documentation of sources in current MLA format.
Assignments Before Class: Please read the assignments before coming to class, and bring your
dictionary to class. Reading prior to the class will give you the opportunity to participate in the
class discussions, journals and group assignments. Class participation will help your grade;
therefore, it is imperative that you are prepared for class each day. Out-of-class essays are due at
the start of class.
Paper Format: All papers are to be double-spaced. The mandatory heading, which follows
MLA, must be in the upper left-hand corner of first sheet, the title centered, the paragraphs
indented as follows:
Student’s name
English 1301, Assignment #
Instructor’s Name
Date
Title of Essay
Grading Scale
A 90-100% =exceptional work; superior in both style and content
B 80-89% =above average work; superior in content
C 70-79% =average work, good enough but not extraordinary
D 60-69% =below average work; mean mechanics, style, content
F 50-59% =failing work; deficient in mechanics, style and content
W (Withdrawn) may be given if a student misses more than 12.5% of instruction (6 class hours)
before the drop deadline.
FX will be awarded for those who discontinue coming to class after the drop deadline.
I= Incomplete
Scholastic Honesty: “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.
2004-2005 Freshman English Core Curriculum HCCS 3
„Scholastic dishonesty‟ includes, but is not limited to, cheating on a test, plagiarism, and
collusion. . . .” See Student Handbook on HCCS website.
Phones and Beepers: Please turn off all cell phones, pagers and beepers before class begins.
Ringing cellular phones or sounding beepers disrupt instruction. Students must turn these off
before class starts.
Reasonable Accommodation: Any student with a documented disability (e.g., physical,
learning, psychiatric, vision, hearing, etc.) who needs to arrange reasonable accommodation must
contact the Disability Services Office in SJAC 102 of the Central Campus or the Counselor at the
South Campus at the beginning of each semester. Faculty are authorized to provide only the
accommodations requested by the Disability Support Services Office. If you have questions,
please contact the Disability Counselor in LHSB106 of the Central Campus or at 713-718-6164.
EGLS3 -- Evaluation for Greater Learning Student Survey System: At Houston Community
College, professors believe that thoughtful student feedback is necessary to improve teaching
and learning. During a designated time, you will be asked to answer a short online survey of
research-based questions related to instruction. The anonymous results of the survey will be
made available to your professors and division chairs for continual improvement of instruction.
Look for the survey as part of the Houston Community College Student System online near the
end of the term.
Support Services
Tutoring: Free tutoring is available in SJAC 384 the Central Campus. Other campuses have
tutoring as well. Askonline is the online tutoring service. http://hccs.askonline.net/
Library: HCC library is on the third floor of the Learning Hub of the Central Campus. The
librarians are dedicated to helping you find whatever you need.
Open Computer Lab: Computers are available for word processing in the Open Lab. Check for
hours.
Changes in this document: At his discretion, the professor may announce necessary changes in
this syllabus and assignment calendar at any time during the term.
English 1301 Course Calendar Fall 2014
WEEK ONE
923: Diagnostic Essay; Introduction to course, textbooks, instructor, and classmates; syllabus,
strategies for critical reading
9/25: Read Norton Reader - (Personal Report)- Chang-Rae Lee
WEEK TWO
9/30: Read NR - (Personal Report) - Franklin, Eighner
10/2: Read Norton Reader: (Personal Report) -Goode
2004-2005 Freshman English Core Curriculum HCCS 4
WEEK THREE
10/7: Read Norton Reader: (Personal Report) - Mairs, Walker
10/9: In Class Essay 1
WEEK FOUR
10/14: Read Norton Reader: (Portraits of People and Places) - Sanders, Cofer,
10/16: Read NR: Morrison
Out of Class Paper A due
WEEK FIVE
10/21: Norton Reader: (Human Nature) – Quindlen, Theroux,
10/23: NR: Cunnigham, Fisher, Smiley
WEEK SIX
10/28: Read Norton Reader: (Cultural Analysis)- Carr, Kristoff
10/30: Read NR: Strebeigh, Staples
In Class Essay 2
WEEK EIGHT
11/4: Read Norton Reader: (Op-Eds) - Ivins
11/6: Op-Eds- Binge Drinking
Out of Class Paper B due
WEEK NINE
11/11: Read Norton Reader –(Ethics)- Levin, Ephron
11/13: Norton Reader – Franklin, H. Bruce
WEEK TEN
11/18: Read Norton Reader – (Spoken Words) - King, Gore
11/20: Out of class Essay C Due
WEEK ELEVEN
11/25: Philosophy & Religion) - Hughes
11/27: Presentation of Argumentative Essay C
WEEK TWELVE
12/2: In Class Essay 3
12/4: Review for Final Exam
FINAL EXAMS: 12/11
At her discretion, the professor may announce necessary changes in this syllabus and
assignment calendar at any time during the term.
2004-2005 Freshman English Core Curriculum HCCS 5
A. Writing Process Instruction
Rationale
In experienced writers often see writing either as a mystical activity that depends upon outside
inspiration or as a tortuous experience akin to beating their heads against the wall. These notions
are dispelled by the presentation of writing as a process that can be earned and followed step-bystep. Acquiring a repertoire of techniques for various stages of the process gives students a
systematic approach that they can apply whenever their college assignments or jobs require
writing. Instructors should allow students ample opportunities to practice writing outside of class
using the writing process.
Teaching Suggestions
 Present and encourage a variety of prewriting techniques for generating ideas for essay
assignments, such as journal writing, freewriting, brainstorming, listing, questioning, and
clustering, so that students may determine their preferred prewriting techniques. Other
prewriting techniques. Other Prewriting techniques not included in The Penguin Handbook
include loping and cubing.

Guide students in determining audience, purpose, tone, and writing strategy before they
begin drafting or after they explore their ideas in a “trial draft” (sometimes called a “free
draft” or “priming writing”).

Have students initiate a first draft through “jumping in” and writing an exploratory draft or
to outline (either formally or informally) before writing a draft.

Aid students in shaping their essays by providing a variety of opportunities for feedback
(according to instructor preference) in the following areas: appropriately narrowed or implied
thesis, adequate development (support), logical method of development, appropriate tone,
unity, coherence, appealing introduction, satisfying conclusion, appropriate word choice, and
effective sentence structure. This feedback could come from written comments on rough
drafts (by instructors), instructor/student conferences, peer analysis, oral reading of papers to
the class, or other activities.

Guide students through revising techniques that focus on content, organization,
development, sentence structure, and word choice. If you are using portfolio assessment
method (a method of evaluating a body of work rather than a single paper), allow students to
revise their papers throughout the semester. (See section E. Evaluation of Student Writing.)

Help individual students avoid grammar/usage/ mechanical problems by providing
individual instruction through conferences, computer programs, practice exercises, etc.
Grammar problems are best corrected by individual instruction.

Guide students through editing techniques that focus on students’ individual problems.

Encourage students to discuss, write about and evaluate their own process of writing, and
emphasize the importance of finding their best way of working.

Encourage the students to find an appropriate structure by using techniques such as
mapping, grouping, formal and informal outlining
2004-2005 Freshman English Core Curriculum HCCS 6
B. In-Class Writing
Rationale
Because the student will be required to write essay exams in most of their college courses and
perform satisfactorily on such important writing tests as the TASP, English 1301 includes
assignments which test the student’s ability to show competence. In both executing the writing
process and producing an acceptable writing sample in a structured classroom environment.
Since all students must pass such as writing sample (often in a relatively short time), instructors
should make sure that students write several in-class essays. All English 1301 students should
demonstrate competence in in-class writing.
Teaching Suggestions
 Provide instruction in ways to modify the writing process (planning, shaping, drafting,
revising, editing) so that it can be successfully applied in a short time (one or two hours)
period.

Emphasize the need for students to balance their concerns for content, organization,
sentence structure, and mechanics in an in-class essay.

Provide students a few opportunities to practice ungraded (or holistically graded) in-class
writing so that they may occasionally write without the pressure that timed in-class writing
often creates.

Assign some content-based topics that allow for preview and preparation (as most essay
exams in college courses do). Consider in-class reading responses that include critical
reading and writing.

Assign some impromptu topics that help determine a student’s ability to respond to a writing
context spontaneously (as often occurs during job applications and on tests such as the
TASP).

Assign an adequate number of graded in-class essays to assure that students have mastered
the writing process well enough to write effectively without outside help from instructors,
tutors, peers, outside sources, etc. (One possibility is to have students write four or five inclass essays and count the two highest grades; another possibility might be to have students
revise in-class essays into out-of-class essays.) Department Heads will have suggestions.

Assign essays that allow students to apply concepts and quotations from the assigned
readings. Students will be better prepared for a research paper and critical reading
assignments if they are encouraged to apply the ideas they encounter in the readings to their
own essays. This application does not mean that the student has to agree with the idea; in
fact, many great essays argue with readings or move tangentially from a quotation.

If you have an in-class writing exam over an essay, give the students a variety of questions
to answer. Students are likely to feel less pressure if they see a question they can’t answer.
2004-2005 Freshman English Core Curriculum HCCS 7
C. Revision
Rationale
Although the advantages would seem to be obvious, students often skip the revising and editing
stages of writing. Revision is the key to understanding writing and the writing process because
revision where students most learn about their writing. Just as professional writers revise their
writing based on self-appraisal and the feedback of editors and reviewers, students should be
encouraged (perhaps required) to revise their work. Although reading and responding to several
drafts of an essay is time-consuming for us as instructors, this process is an essential part of
writing.
Teaching Suggestions
 Students can be encouraged to work through revision by given in-class time before finished
papers are collected, through peer review, and through self-evaluation checklists.

Peer Analysis: Most students believe that once that have written the draft of a paper, they
have only to recopy it for it to be “finished.” Whether this attitude comes from ignorance,
laziness, or both, it is difficult to over come. Peer analysis is one tool that gives them
feedback on their first drafts and helps them develop critical skills.

Many instructors expect students to correct, revise, and sometimes rewrite after they have
been graded. This is one of the best methods for making sure that they do, in fact, understand
and know how to correct the problems the instructor has marked. Since students rarely work
for “free,” assigning a portion of the instructor’s choice grade to revision in one way of
encouraging them.

A system for correction/revision that works some instructors is to divide the writing process
into stages, all of which are marked.

Another way to encourage revision is to have students prepare a class portfolio, which
includes various drafts of papers that have been through self-, peer, and instructor evaluation.
2004-2005 Freshman English Core Curriculum HCCS 8
D. Reflective Writing
Rationale
Students should grow to be aware of themselves as writers. As such, they become their own best
critics and editors.
Teaching Suggestions
 Begin the semester, perhaps with the diagnostic essay, by asking students their current
attitudes toward writing, previous experiences in writing courses, to explain their current
uses for writing, to reflect on their understanding of themselves as writers, etc.

Ask the student to write a one-paragraph evaluation of each paper just before turning it in,
covering such points as what the student thinks is the best and most problematic parts of the
paper, etc. (This could be in the form of a letter to the instructor with questions the student
wants answered).

Have students establish personal writing goals. Including these in the journal could be a
possibility.

Have students write short progress reports from time to time during the semester, describing
and evaluating their work in the course. Including these in their journal could be a possibility.

If you use the portfolio method of evaluation, have students include an introduction to the
portfolio in which they discuss (1) their writing process: how they thought of ideas for
papers, how they drafted, the major revisions they made, the value of feedback from
instructors, fellow students, and other readers, etc.; and (2) the paper, perhaps answering
questions such as: Which paper was your first in terms of final product? Which paper was the
most difficult to write? Which paper do you think you’ll continue to revise or reconsider?
Which paper helped you understand yourself the best?

If you are not using the portfolio method of evaluation, you might have your students write a
self-evaluation of their writing and use the same topic for the final essay topic. Students
can compare and contrast their attitudes at the beginning and end of the semester. This would
be helpful for your own evaluation.
2004-2005 Freshman English Core Curriculum HCCS 9
E. Evaluation of Student Writing
Rationale
For students to monitor their progress in mastering the writing process and in producing an
acceptable piece of writing, they need feedback and evaluation from their instructors. Any
method you use must be approved by your immediate supervisor (Department Head or
Lead Instructor) and expressed in a written document, which will be given to both students
and your English supervisor.
Teaching Suggestions
 Determine a portfolio method of evaluating student papers, discuss the method with your
immediate supervisor (Department Head or Lead Instructor), and give a written description
of the method to both students and your English supervisor. The portfolio assessment
encourages students to revise their papers throughout the semester. With on portfolio
approach, instead of grading each “completed” essay as they’re submitted, instructors and
fellow students will write suggestions to help students improve an essay. The students must
evaluate their own work, determining which essays to spend the most time revising and then
which to present as their best work. The students’ 3-4 selected are assigned a grade at the end
of the semester. Another approach is for the instructor to assign one grade to a complete
portfolio representing all of the student’s work during the semester, but giving major
emphasis to the student’s self-evaluation essay. This grade (if a single grade of an average
based on several papers) might count 50-70% of the grade. Keep in mind that students
must complete the recommended amount of writing and that the types of writing should
still include both in-class and out-of-class writing described in the Core Curriculum.

Use the “Grading Profile for English 1301,” which explains to students the criteria
instructors use to evaluate essays for English 1301 (as agreed upon by the English faculty).
The profile highlights five categories of evaluation: content, organization, sentences word
use and tone, and punctuation and mechanics. Under each category, there are four levels of
evaluation: A, B, C, and D-F and numerical values. The assigned point values for each
category are added together for one total grade.

Mark students’ papers thoroughly for the following errors: run-ons, comma splices,
fragments, subject-verb agreement, misplaced modifiers, pronoun case errors, garbled
sentences and spelling errors. Also, mark papers for such problems as weak thesis and/or
topic sentences, lack of development, and lack of transition and unity. Don’t correct every
mistake on students’ papers. If you do so, they may not learn to make corrections
themselves. Instead, simply mark each error, or try correcting one part of the essay and
explain what problems are being noticed.

At the same time, it is important to mark students’ papers positively. Always have something
positive to say to encourage students to build on their strengths.

Include peer evaluation and student self-evaluation in your methods.
2004-2005 Freshman English Core Curriculum HCCS 10

Think about analytic and holistic grading: The analytic system gives students a specific
direction when revision is required. Holistic grading is good for giving an overall assessment
of a student’s essay, and works well for scoring a large number of essays. While holistic
grading can be just as accurate as analytic, it is less effective for revision because less
feedback is given.
2004-2005 Freshman English Core Curriculum HCCS 11
F. Critical Reading, Thinking,
and Writing
Rationale
To succeed in college, students must begin to evaluate analyze, and assimilate ideas and
information from a variety of reading passages. To this end, English 1301 includes readings
assignments (mostly from a composition reader/rhetoric) and asks students to show their
understanding by responding to these readings in writing. These writing assignments are used to
enhance students’ vocabulary, to show students a variety of methods of organizing ideas, to
provide models for discussion of the elements of a piece of writing (focus, audience, purpose,
style, tone, etc.), and to stimulate critical thought through analysis, evaluation, and synthesis of a
selection’s content.
Teaching Suggestions
 Assign a variety of reading selections in terms of length, difficulty, purpose, style, currency,
etc., to give students a sample of what they will experience in their college careers.

Discuss the readings in class, covering thesis (stated or implied), focus, purpose, audience,
content, writing strategies, style, tone, and other elements as appropriate.

Have students discuss the reading selections in groups of 3-5 students, covering the same
categories as above but adding the students’ own evaluation as appropriate.

Ask students to write brief responses to the reading selections, perhaps using the questions
provided in the textbook or creating your own questions. For example, you might ask
students to state the most important word in a reading and the reasons why the student thinks
this is so. This exercise allows students to discover different meanings in the essay from
other readers (including the instructor), these responses could be journal entries or in-class
activities.

Have students paraphrase or summarize an assigned essay.

Have students compare and contrast the reading selection with another selection already
discussed (or find a connection between the assigned piece and another reading selection).

Have students compare and contrast their own experience with the author’s experience in a
reading selection. Have students apply an idea from a reading selection to their own ideas or
experiences.

Have students read from magazines or newspapers and write responses to what they have
read.

If class is attended in a computer lab, try using a chatroom to discuss assigned essays. Many
students are afraid to speak in a classroom setting; the use of a chatroom can diffuses diffuse
such anxieties an allow for a more comfortable environment.
2004-2005 Freshman English Core Curriculum HCCS 12
G. Additional Classroom and Homework
Activities (Instructor’s Choice)
Rationale
To give instructors additional freedom in choosing methods of instruction, English 1301 includes
an “Instructor’s Choice” option category, which normally counts for 10-20% of a student’s
grade. The specific assignment will depend upon the instructor’s preferences and needs for the
class. Determining a profile of a class might involve analysis of diagnostic essays and discussion
with students regarding previous English courses. Regardless of the choices the instructor makes,
the “Instructor’s Choice” helps to make the class unique and gives the instructor an opportunity
to try creative methods of instruction.
Teaching Methods
 Require students to show that they feels they have to read and thought about the assigned
reading selections by giving quizzes, requiring participation in discussions, or having
students write short responses to the readings. Some possibilities include quizzes on purpose,
audience, tone, thesis, strategies, style, etc. Another possibility is to ask students to consider
what the most important word is in a reading selection and why.

Have students keep journals―reading response journals and/or personal journals.

Assign individual activities to individual students over their particular grammar problems.
Avoid class quizzes over grammar, usage, and mechanics (spelling, punctuation) since not
all students have the same problems with writing conventions.

Plan group activities that require students to discuss their papers, the readings, writing issues,
etc.

Have students read and analyze a novel or non-fiction book as a way to encourage students to
read longer pieces and see the complexity of a book in contrast to a short essay.
2004-2005 Freshman English Core Curriculum HCCS 13
H. Methods of Approaching and
Organizing a Writing Assignment
Rationale
The chief objective of English 1301 is to teach students to write well0organized prose. During
the semester, students will learn the techniques of writing different kinds and lengths of essays,
perhaps reflecting themes, purposes, audiences, and structures. Instructors may discover that
good writing assignments relevant to class interests and abilities are more likely to result in good
papers; therefore, it is to the instructor’s discretion in choosing paper assignments. By the end of
English 1301, students should have practiced many of the basic techniques of writing to prepare
them for their academic writing projects in English 1302.
Teaching Suggestions
 Group reading selections by theme and analyze them thoroughly, generating potential
writing topics during the discussions. Have students choose logical methods for organizing
the support for the focus or point-of-view they choose and cover the basics of whatever
patterns they choose.

Make writing assignments that lead naturally to various patterns of organization, such as
having them tell what something is, having them find similarities and differences,
encouraging them to discover categories, asking them to tell how something is doe, etc.

Have students write for a particular purpose (such as to inform, to persuade, to entertain,
etc.) and guide them on choosing appropriate methods of organizing their ideas. Stress that
purpose directs writing decisions.

Have students apply the methods of particular reading assignments. For instance, you may
want the student to write an essay using a tone similar to Woody Allen. You may want the
student to write a paper which includes personal anecdote similar to Joan Didion or scientific
discourse similar to Thomas Kuhn.
X Avoid mechanical assignments that merely “compare and contrast,” say, chicken and
steak; or “classify” chicken restaurants in Houston, etc. The essay assignments should lead to
meaningful discourse for both the student and instructor.
2004-2005 Freshman English Core Curriculum HCCS 14
I. Principles of Sound Reasoning
Rationale
Because all writers require sound reasoning and much writing has a persuasive purpose, there
should be a formal introduction to the skill of critical thinking and argumentation in English
1301, skills which will be reinforced in the writing assignments in English 1302 The basics f
informal logic may be presented at any time, formally or informally. Instructors who wish to
introduce these skills even further might ask students to use an outside source for one or two
papers to prepare the for the research assignment in English 1302 and give them practice in
finding appropriate support for their ideas.
Teaching Suggestions
 Present concepts of inductive and deductive reasoning so that students may analyze their
writing for sound thinking.

Introduce logical fallacies and ask students to check their own work, assigned readings,
newspapers articles, television and radio advertisements, etc., for these fallacies.

Have students use proper MLA parenthetical citation for citing reading assignments from
the class textbook.

Have students use one or two outside sources and in-text MLA (APA) documentation in
supporting arguments in their essays.
2004-2005 Freshman English Core Curriculum HCCS 15
J. Persuasion and Argument
Rationale
Argumentative/persuasive writing is one of the most demanding kinds of writing. Persuasion and
argument require students to think critically―to distinguish fact from opinion, to gather strong
supporting evidence for a point-of-view, to avoid logical fallacies, to find connections between
ideas, and to consider and refute opposing views. When students have the ability to argue
successfully in writing, they are better prepared to evaluate the information they receive in their
other courses, from media sources, and in their daily lives. Persuasive/argumentative essays may
be either in-class or out-of-class writing and should count from 10-30% of the student’s grade.
Teaching Suggestions
 Have students read and selections which support a particular point-of-view. Have students
write essays which either refute the author’s position or support (with additional evidence)
the author’s view.

Have students read letters to the editor in local newspapers and either respond directly to a
particular letter or compose similar letters in response to news items and editorials in the
newspapers. Have them send them to local papers for possible publication.

Have students write brief position papers which state an opinion on an issue and support that
opinion. These papers could form the basis for longer essays, which may incorporate
research.

Have students write two versions of a persuasive argument to convince radically different
audiences to take a particular action.

Have students analyze an author’s argument (a professional writer or a student writer) for
the following: induction, deduction, logical fallacies, logical appeal, emotional appeal, and
ethical appeal. Having students do this in writing will strengthen their abilities to evaluate
and analyze.

Have students write persuasive/argument essays that follow the classical scheme of
argumentation: introduction, confirmation, concession/refutation, and conclusion.

Have students work in small groups which have the purpose of developing and examining
both sides of an argument, pro and con, so that students will be able to see that their
viewpoint may not be the only logical way to approach a topic.

Have students keep a journal that focuses on current issues, encouraging them to record their
own views (and reasons for these views) concerning these issues. Later, ask them to analyze
their views and determine whether they used induction or deduction to form these
views―and to look for any weaknesses in their arguments.

Have students find outside sources to support their views (or perhaps sources that reveal
arguments for and against their topics) and incorporate their findings into their essays (as a
way of introducing research and documentation methods).
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K. Critical Analysis
Rationale
To succeed in college, to act more effectively as citizens, and to experience richer personal lives,
students must develop strong in evaluating, analyzing, and assimilating information from written
discourse. To this end, English 1301 includes reading assignments, many from distinguished and
influential writers, and asks students, through both class discussion and written work to analyze
and evaluate the rhetorical performances involved. Particularly through their written
assignments, the students will gain insight into the importance of purpose, audience, tone, and
specific rhetorical strategies (comparison and contrast, cause and effect, Rogerian argument, etc.)
in fashioning an effective argument. The analysis of written material also provides students with
a prime means of studying logical fallacies and a way to become active, questioning readers and
to make assessments if important issues in contemporary society. Essays based on critical
analysis may be either in-class or out-of class essays and should count 10-20% of the student’s
overall grade.
Teaching Suggestions
 Discuss the readings in class, evaluating content, purpose, audience, tone, writing strategies,
etc. Encourage evaluations of the reading.

Have the students discuss the reading selections in groups of 3-5 students, assessing the same
categories as above. Unlike the general class discussions, this assignment does not involve
the instructor’s evaluation of the selection.

Ask students to write relatively brief responses to the reading selections, perhaps utilizing
questions provided in the textbook, or assign journal entries dealing with the reading
selections. Overall, these assignments should encourage students to evaluate the author’s
degree of success in various rhetorical areas and to respond intelligently to the selections
subject matter.

Have students paraphrase or summarize the reading selections, primarily to give them
practice in research techniques but also to aid them in assimilating the information from the
essay into their own analysis.

Have students compare and contrast the reading selections with another selection already
discussed, an assignment that enhances the students’ knowledge of the subject, and of
rhetorical elements in writing.

In evaluating the reading selection, whether in a class discussion, in groups, or in written
assignments, identify logical fallacies (or, alternately, have students identify such fallacies)
and assess the validity of the author’s argument.

Once students have examined several essays thoroughly, using one or more of the above
approaches (or other approaches as preferred), assign a critical analysis of one or more of
the essays discussed.
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L. Final Exam Activity
Rationale
The final exam essay truly tests students’ progress in English 1301; however, this essay must be
written during the final week of class so that instructors will have time to evaluate the essays and
give students advice for improvement in future courses. Instructors must meet their classes
during final examination week (the two hours during exam week are part of the state’s
required number of instructional hours) and use this time constructively. The English
department recommends that instructors design a final exam activity consistent with one of the
following options. Instructors should decide on an activity and inform students in writing early in
the semester what will be expected of them. Instructors should provide a copy of their final
exam or a written description of the activity to the Department Head within the first few
weeks of the semester for approval. Any deviations from these options should be discussed
with the Department Head in advance.
Final Exam Suggestions
 Students may be required to bring an essay to the final exam session that they have
written during the semester. You may want them to: A. revise the essay by rewriting it for a
different audience; B. revise the essay by restricting the thesis more fully and including
more specific supporting examples; or C. write a critical analysis of the essay’s strengths
and weaknesses.

Students may be required to prepare a presentation for the class (a written version should also
be turned in to the instructor). The presentation could consist of one or more of the following
components: A. the student may read an essay to the class and discuss the strategies he/she
used to develop the thesis and appeal to an intended audience; B. the student may read a
revised version of an essay to the class and discuss the major revisions included; or C. the
student may present a self-evaluation of his/her writing throughout the semester as a
final exam. You might want to use general questions such as aspects of their writing process
as prewriting, drafting editing, collaborating, researching, etc. Another possibility is to use
more specific questions evaluating the course as you taught it―the value of essays, revisions,
oral presentations, journals, readings, computer-based instructions, videos, collaborative
projects, etc.

Students may be required to write short essays discussing major terms covered in the course
and/or major essays read during the semester.

If you assigned a diagnostic essay on writing attitudes at the beginning of the semester,
return the diagnostic and use the same topic for the final essay topic. Students can compare
and contrast their attitudes.
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Appendix: Collaborative Writing
Rationale
In English 1301, students must practice critical thinking and reading skills. The collaborative
project is an excellent strategy for encouraging students to see the views of others, to Solve
problems of time and energy, to take responsibility for their own contributions to the group.
Students learn to work in groups to solve problems in the home and workplace. A collaborative
project exposes students to different kinds of writing in various subjects and encourages them to
keep journals or logs. Students might write critical essays and practice both in-class and out-ofclass writing. Perhaps most important, as students work in their groups, they recognize the value
of peer review and realize that writing is a process of discovery.
Teaching Suggestions
 Some instructors find that peer analysis is an easy way to ease into collaboration early in the
semester.

Some instructors have students write about possible topics prior to beginning the project.
Students decide, by consensus, what topics to research and discuss, and how and where to
find materials for the project.

Some instructors opt to have each member of the student groups write drafts of parts of the
paper taking one aspect of the position/argument, which are graded individually. Then the
entire group produces a single, unified paper, with a collaboratively written introduction and
conclusion.

The final group product is then carefully revised and edited to speak with “one voice” and
turned in for a grade, which each member of the group receives. Other instructors have the
groups agree on presenting multiple positions on a topic as a collective work, which the
group researches edits, and turns in for a group grade. Then, each member of the group takes
a position on the topic and submits individual position papers for an individual grade.

Have students write individual progress report and final evaluations of the collaborative
assignment.

The role of the instructor in the collaborative process: many instructors have the goal of
making the class more student centered with the instructor as facilitator, or coach, perhaps.
One instructor poses a series of questions of reading materials rather than pronouncing
his/her opinion or assuming the role of authority figure. The instructor’s role in the classroom
decreases as students take responsibility for their learningsomething a project like this one
seems to encourage.
2004-2005 Freshman English Core Curriculum HCCS 19