Welcome to English Composition I
Engl 1301 - Fall 2012, CRN 23521
Monday, Wednesday, Thursday, 8:26 AM – 9:15 AM
3 Credit Hours / 48 hours per semester
15 Weeks: 9/04/2012 – 12/14/2012
Lecture / Core Curriculum
Instructor: Amanda Cole
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phone: 713-718-5785
email: amanda.cole@hccs.edu
Learning Web: http://learning.hccs.edu/faculty/amanda.cole
Office: Seven Lakes’ Library
Office Hours: 7:00 – 7:20 MWTh
Please contact me concerning any problems that you are experiencing in this
course, and remember that you do not need to wait until you have received a poor
grade before asking for my assistance. I am available. Feel free to come by my
office anytime during these hours and I’ll be glad to discuss things with you.
Also, be sure to take advantage of the tutors (see additional support) who are
available during much of the day, five days a week.
Additional Support
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Tutoring and Writing Centers
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On-Campus tutors in the Katy Campus Writing Center, Room 321, which is
located across from the third floor Library. Look for posted hours or call 713-7185841.
o Writing Center at Spring Branch Campus, South Hall, Room 703. Look for
posted hours or call 713-718-5889.
On-Line Tutors: http://askonline.net
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Prerequisites
A satisfactory assessment score, completion of English 0310 or (for non-native
speakers) English 0349.
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Instructional Materials
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Linda Peterson et al. The Norton Reader, Thirteenth Edition, W.W.
Norton & Company. 2012 (NR)
The New McGraw-Hill Handbook. (MH)
English 1301 Guidebook (SG)
Connect Composition 2.0. McGraw-Hill. Web. 2012 (CC)
Suggested Text: College Level Dictionary
Blue Books for all in-class assignments
Course Goals
In English 1301, we seek to provide writing instruction and practice that will help
students master writing the short essay while developing critical reading skills.
We believe that in mastering this particular kind of writing, students will also
gain skills that will permit them to succeed at writing tasks in other college
courses, their careers, and in their personal lives.
Course Description
1301 is a course devoted to improving the student’s writing and critical reading.
It involves writing essays for a variety of purposes, from personal to academic,
including an introduction to argumentation, critical analysis, and the use of
sources.
How Goals and Description Apply to You
1301 is a challenging course because it requires you to analyze the writing process
and engage it with your own ideas, experiences, and interests. This course will
prepare you not only for 1302, but also for all future courses, assignments, and
projects that deal with writing. Our shared goal is to have you gain the skills
needed to express yourself with confidence and proficiency in a variety of writing
scenarios.
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.
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Learning Objectives
1. Demonstrate writing as a connected and interactive process that includes
planning, shaping, drafting, revising, editing, and proofreading;
2. Demonstrate critical abilities when discussing texts in class and in writing
assignments by delving into the meanings and implications behind the issues,
theses, or themes;
3. Analyze texts by professional writers and write critical essays breaking down
rhetorical elements into parts, examining the parts, and showing their effect;
4. Apply various methods of development and organization, and/or rhetorical
appeals in written assignments;
5. Demonstrate effective use and documentation of sources in support of student
ideas in informative and/or persuasive essays.
Instructional Methods
To fulfill my personal goal of making you the best writer and thinker I can in 15
weeks, you will experience a variety of instructional methods. Although you will
often be involved in collaborative activities—discussion, group work, peer
reviews—I will give you specific guidance on writing analyses, arguments, and
assignments. Furthermore, any reading I assign you, whether required or
suggested, can be regarded as a good guideline for your own writing.
I will periodically introduce quizzes at the beginning of class on the assignment
you were to read the class before. These quizzes are meant to motivate you to do
the assigned reading. Class discussion hinges upon participation from many
students engaging with the text and offering their ideas to others. Your
participation is vital, not only to your own learning, but to that of other students.
Any experimental work, such as free-writing, will not be graded on content so
much as on effort and reflection.
CORE Curriculum Competencies
This course stresses the HCC CORE Competencies of reading, writing, speaking,
listening, critical thinking, and computer literacy.
Minimum Writing Requirement
To be good on a computer, one must spend many hours on it. To be good at
whatever sport or instrument you have doubtless learned to play, you must
practice, both on your own and at lessons. To be a good writer, one must first see
that it involves just as much practice as any other discipline . . . and then one has
to undertake that practice. 5,000 words minimum.
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Student Assignments
Assignments include (and will be explained in-depth when they are assigned):
Connect Composition Personalized Learning Plan, an online assignment
designed to pinpoint a student’s grammatical problem areas and guide them to
mastery.
Personal Narrative, one 750+ word essay in which you both narrate and
interpret the significance of a personal experience.
Portraying a Person, one 750+ word essay that portrays a person in his or her
typical context.
Midterm Analysis, one 625+ word in-class mid-term where a student both
analyzes an essay and provides an objective summary, clearly distinguishing
between the two.
Understanding a Place, one 750+ word essay that describes, creates the essence
of, and interprets the meaning of a place.
Cultural Analysis, one 750+ word essay that analyzes and comments on a specific
feature of modern culture.
Persuasive Argument, one 750+ word persuasive essay, meant to influence a
wide audience, that follows the lines of the opinion pieces and editorials we will
read.
Final, one 625+ word in-class argumentative paper that takes a stand on an issue
and demonstrates a student’s ability to argue and analyze effectively.
Student Assessments
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Personal Narrative 12.5%
Portraying a Person 12.5 %
Mid-term: Analytical Essay In-class 12.5%
Understanding a Place 12.5%
Cultural Analysis 12.5%
Persuasive Argument 12.5%
Final: Essay showing knowledge of skills learned 12.5%
Class Participation, Quizzes, Connect Composition, Peer Reviews 12.5%
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Copies of Assignments & Written Support for this Class
On the elearning site noted above, you can find copies of specific assignments
and written support for this class, as well as this syllabus and calendar,
assignments, handouts, and other materials concerning English, all available to
read, download and/or print.
Instructor Grading Criteria
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Out of class papers—personal narrative, the essays concerning a person, a
space, a cultural analysis, and the argument—will be graded holistically.
Holistic grading means that your essay will be judged not solely by its
parts but as a working whole. Clean, clear English is vital, but so is
organization and cohesion of thought (and logic and argument, when
applicable). All these things combine to produce a truly effective essay,
which is your goal. You will also be graded on your ability to follow
directions, i.e. the assignment and its specific criteria as stated.
Midterm and Final
o These papers will be graded by English Discipline standards, which
include grammar, sentence structure, punctuation, word usage,
tone, and mechanics. The grading profile is weighted by the
following percentages:
 Content 27%
 Organization 23%
 Sentences 20%
 Word Use and Tone 17%
 Punctuation and Mechanics 13%
o In addition to the average of grades on out-of-class writing, a
student must obtain a passing average (70 - 100) on in-class writing
in order to make at least a C in the course. If the average of in-class
writing is a D (60 - 69), the student must receive a D in the course.
If the average of in-class writing is an F (0-59), the student must
receive an F in the class. (The average of in-class essays is formed
by counting the first in-class essay once and by counting the last
one twice.)
o Even though high-achieving seniors may be exempt from finals in
high school classes, this exception does not exist in college. You
must take your final if you want the grade for it.
Instructor Requirements
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Submission of materials. As in any activity, like basketball, for
example, writing follows certain rules so that audience and participants
know what to do and what to expect.
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In-class essays must be written on blue books. Unless told
otherwise, students will write on one side of a page and skip every
other line to allow room for instructor comments.
Out of class papers are to be turned in at the beginning of the
class period on which they are due: first 20 minutes. Papers and
other work will be penalized one letter grade (10 points) after the
beginning of class when due and every calendar day they are late,
up to three days. After that a paper is no longer accepted. Makeup of in-class exams follows the same criteria.
Out-of-class essays must follow basic MLA rules (Modern Language
Association: the writing body that is the equivalent of the NBA) and
be typed, double spaced, and printed on 8 1/2 x 11" white paper
with 1" margins and use a 12 pt. plain font. For my class, unless
told otherwise, please do not submit title sheets, cover booklets, or
bindings. Secure the required materials with a staple or paper clip.
Points will be deducted from papers that do not meet requirements.
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Backing up your paper. It is crucial that you save your work in case of
computer failure. This is a simple process that takes only a couple of
minutes. External hard drives, flash-drives, and email are all excellent and
easy ways to back up your work. Email is, moreover, free. I do not want to
hear, on the date your assignment is due, that your computer did not save
your work, you lost it and you need an extra day. Back up your work. If
you do not have access to any of the three examples I mentioned, or if you
don’t understand how to back up documents, tell me immediately, not the
day your paper is due.
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Electronics in the classroom. 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 to your fellow
students and instructor, you will put your phone and other electronic
devices on silent – not vibrate – and will keep the use of them to yourself.
If such a device sounds or distracts another student, it will be considered a
disruption of the educational process (such as other forms of
inappropriate behavior) and the student may be asked to relinquish their
device for the rest of the class period. If a student expects an emergency
call, he or she must speak to the instructor to receive an exception to this
policy.
HCC Grading Scale
A = 100 – 90
B = 89 – 80
C = 79 – 70
D = 69 – 60
F = 59 and below
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HCC Policy Statements
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Discipline: As your instructor and as a student in this class, our shared
responsibility is to develop and maintain a positive learning environment
for everyone. I take this responsibility seriously and will inform members
of the class if their behavior makes it difficult for me to carry out this task.
As a fellow learner, you are asked to respect the learning needs of your
classmates and to assist me achieve this critical goal. (See Student
Handbook)
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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 enforcing roles. You are expected to be familiar with the HCC’s policy
on Academic Honesty found in the catalogue. What that means is that if
you are charged with an offense, pleading ignorance of the rules will not
help you.
o Just so there is no misunderstanding, plagiarism (using another's
ideas or words without giving credit), collusion (unauthorized
collaboration with another person in preparing written work
offered for credit), and other forms of cheating will not be tolerated.
To be accepted, all papers require proof of their development.
Students who plagiarize, collude, or cheat may face disciplinary
action including the grade of 0 for the assignment, an F for the
course, and/or dismissal from the college. For more on plagiarism,
see "Plagiarism" in The New McGraw-Hill Handbook, second
edition. (See Student Handbook)
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Special Needs: 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 respective college at the beginning of each semester. Faculty is
authorized to provide only the accommodations requested by the
Disability Support Services Office. For questions, please contact Donna
Price at 713.718.5165 or the Disability Counselor at your college. To visit
the ADA Web site, please visit www.hccs.edu then click Future students,
scroll down the page and click on
the words Disability Information.
Northwest ADA Counselor – Mahnaz Kolaini – 713.718.5422
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Missing Class: If absent or late to a class, the student is responsible for
any information missed. Each student should exchange emails or phone
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numbers with at least three other students. After an absence, students are
to find out what they missed before returning to class. Do not ask the
instructor if you missed anything important. If students come in tardy, it is
their responsibility to find out what they missed and to make sure, after
class, that their attendance has been recorded; otherwise, they will be
considered absent.
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Attendance/Withdrawals: You should understand that your in-class
grade will suffer as a result of absences, that your ability to do the work
required in the course will also be impaired, and that grades on that work
will naturally be lower. If a student misses more than 6 hours of class,
excused or non-excused absences, the student may be dropped from the
course. Three tardies equal one absence. Leaving early is the same as a
tardy. If students stop attending the class, they will receive an Fx, failure
due to absences, on their transcript.
o If you feel that you cannot complete this course, please take the
time to meet with me to discuss why you feel it is necessary to do so.
I may be able to provide you with suggestions to enable you to
complete the course. Your success is important.
o If you wish to withdraw, fill out the withdrawal form online and
submit it. Faculty can only withdraw you from a class for excess
absences. However, before you withdraw from any class, please
consider the following carefully: The State of Texas imposes
penalties on students who drop courses excessively. For example, if
you take the same course more than two times, you have to pay
extra tuition. In 2007, the Texas Legislature passed a law limiting
new students (those starting college in Fall 2007) to no more than
six total course withdrawals throughout their academic career in
obtaining a baccalaureate degree. There may be future penalties
imposed.
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International Students: Receiving an Fx in a course may affect the
status of your student Visa. Please contact the International Student
Office at 713-718-8520 if you have any questions about your visa
status and other transfer issues.
* Last day for Administrative/Student
Withdrawals is Friday, November 2, 4:30 PM
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Library
If I ask you to refer to outside sources, please know that the high school library
will not be sufficient for your needs. The high school library can help you with
high school-level work, but for college-level work (like you will be doing in this
class), you will need to refer to a college library. The HCC Libraries offer
assistance in finding and documenting resources. That is, in fact, their job. If you
would like help with research, you may contact the librarians listed below or the
libraries themselves:
Katy:
The librarian is Daniel Dylla, at daniel.dylla@hccs.edu; or call the library at 713718-5747. The library is in room 325.
Spring Branch:
The librarians are Melba Martin and Peggy Edwards, at melba.martin@hccs.edu
or at peggy.edwards@hccs.edu, respectively; or call the library at 713-718-5655.
The library is in room RC1.
Alief:
The librarian is Jo Blair, at jo.blair@hccs.edu; or call the library at 713-718-5447.
The library is in the ERC.
HCC Student Services Information
Student Services provides master’s and doctoral-level counseling for the
Northwest College student body. Counselors are available at each campus to
assist students in creating class schedules, evaluating college transcripts, and
completing degree/certificate plans.
Student Services regular business hours are the same at both campuses.
* 8 a.m. – 7 p.m. M – Th
* 8 a.m. – 1 p.m. F – Sat
* Katy Campus, 713-718-5751
* Spring Branch Campus, 713-718-5669
Additional Information:
http://northwest.hccs.edu/northwest/campus-servies
Early Alert: HCC has instituted an Early Alert process by which your professor
will “alert” you through counselors of concerns that you might fail a class because
of excessive absences and/or poor academic performance.
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Calendar for Composition I: Fall 2012
Readings and assignments must be read or completed by the date assigned and
may be augmented or deleted by instructor. If a reading is listed as “for further
guidance,” it is not required, only suggested, reading. In-class activities are not
listed here (with the exception of peer review).
Week 1
9/5, 6
W. Syllabus and Calendar.
HW: Connect Composition: Personalized Learning Plan (CC). You
have until 9/14 to complete this, but complete it you must.
Th. Free-write.
Introductions; Discuss Organization of Texts: Norton Reader (NR) and
McGraw-Hill Handbook (MH)
HW: Locate a sample of writing that you think is good/decent/effective, to
be discussed next class. Continue completing your Personalized Learning
Plan (CC).
Week 2
9/10, 12, 13
M. Overview of Writing Assignments
Discussion of personal choice essays
W. George Orwell, “Shooting an Elephant” (NR p. 784); Langston Hughes,
“Salvation” (NR p. 1059)
Th. Joan Didion, “On Going Home” (NR p. 1); Chang-Rae Lee, “Coming
Home Again” (NR p. 3)
“Personal Narrative” assignment explained.
HW: Begin rough draft of Personal Narrative, to be brought to class on
Monday for peer review.
Complete your Personalized Learning Plan Initial Diagnostic in
Connect Composition by Friday, 9/14 (CC).
Week 3
9/17, 19, 20
M. Assignment Due: Rough draft. Peer review of “Personal Narrative”
rough draft.
HW: Revise your rough draft. For further guidance, read Terry
Tempest Williams, “The Clan of One-Breasted Women” (NR p. 543).
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W. Assignment Due: Revision of rough draft. Peer review of “Personal
Narrative” revision.
HW: Continue revising, editing, and otherwise perfecting essay. For
further guidance, read Brent Staples, “Black Men and Public Space” (NR p.
314).
Th. Assignment Due: “Personal Narrative” final draft
Week 4
9/24, 26, 27
M. N. Scott Momaday “The Way To Rainy Mountain” (NR p. 125); Judith
Ortiz Cofer, “More Room” (NR p. 116)
W. Scott Russell Sanders, “Under the Influence” (NR p. 100)
Th. Annie Dillard, from An American Childhood (NR p. 110)
“Portraying a Person” assignment explained.
HW: Begin rough draft of “Portraying a Person” essay, due next
Wednesday for peer review.
Week 5
10/1, 3, 4
M. Rita Dove, “The Epistle of Paul to the Ephesians” (NR p. 1061)
W. Assignment Due: Rough draft. Peer review of “Portraying a Person”
rough draft.
HW: Revise your rough draft.
Th. Assignment Due: Revision of rough draft. Peer review of
“Portraying a Person” revision.
HW: Continue revising, editing, and otherwise perfecting your essay.
Week 6
10/8, 10, 11
M. Student Holiday
Tu. Assignment Due: “Portraying a Person” final draft
W. Judith Ortiz Cofer, “More Room” (NR p. 116); Henry Louis Gates, Jr.,
“In the Kitchen” (NR p. 260)
Th. Jhumpa Lahiri, “Rhode Island” (NR p. 144)
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Week 7
10/15, 17, 18
M. Ian Frazier, “Take the F” (NR p. 154)
W. Fred Strebeigh, “The Wheels of Freedom: Bicycles in China” (NR p.
276)
Th. Mary Oliver, “Waste Land: An Elegy” (NR p. 537)
“Understanding a Place” assignment explained.
HW: Begin rough draft to be turned in for peer review on Monday,
10/29, after midterm.
Week 8
10/22, 24, 25
M. Mid-term Review and Prep
W. Mid-term In-class Essay: begin
Th. Mid-term In-class Essay: complete.
HW: Continue working on rough draft.
Week 9
10/29, 31, 11/1
M. Assignment Due: Rough draft. Peer review of “Understanding a
Place” rough draft.
HW: Revise rough draft. For further guidance, read Dave Guterson,
“Enclosed. Encyclopedic. Endured: The Mall of America” (NR p. 161)
W. Assignment Due: Revision of rough draft. Peer review of
“Understanding a Place” revision.
HW: Continue revising, editing, and perfecting your essay.
Th. Assignment Due: “Understanding a Place” final draft
Week 10
11/5, 7, 8
M. Roland Barthes, “Toys” (NR p. 274); Henry Louis Gates, Jr., “In the
Kitchen” (NR p. 260)
W. Susan Allen Toth, “Going to the Movies” (NR p. 1036); Adam
Goodheart, “9.11.01: The Skyscraper and the Airplane” (NR p. 241)
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Th. Nicholas D. Kristof, “Saudis in Bikinis” (NR p. 272); Malcolm
Gladwell, “Java Man” (NR p. 248)
“Cultural Analysis” assignment explained.
HW: Begin rough draft, due for peer review next Wednesday.
Week 11
11/12, 14, 15
M. Martin Luther King, Jr., “Letter from a Birmingham Jail” (NR p. 818)
W. Assignment Due: Rough draft. Peer review of “Cultural Analysis”
rough draft.
HW: Revise your rough draft.
Th. Assignment Due: Revision of rough draft. Peer review of “Cultural
Analysis” revision.
HW: Continue revising, editing, and otherwise perfecting your essay.
Week 12
11/19, 21, 22
M. Assignment Due: “Cultural Analysis” final draft
TBA.
HW: Complete your Personalized Learning Plan Performance
Summary Report by Tuesday, 11/20.
W. & Th. Thanksgiving – Have a Good Holiday
Week 13
11/26, 28, 29
M. Op-eds on binge-drinking: Harold Wechsler et al., “Too Many Colleges
Are Still In Denial About Alcohol Abuse” (NR p. 336); Jack Hitt, “The
Battle of the Binge” (NR p. 340); Kenneth A. Bruffee, “Binge Drinking as a
Substitute for a Community of Learning” (NR p. 343)
W. Betty Rollin, “Motherhood: Who Needs It” (NR p. 286)
Th. Nicholas D. Kristof, “Saudis in Bikinis” (NR p. 272); Molly Ivins, “Get
a Knife, Get a Dog, but Get Rid of Guns” (NR p. 323)
“Persuasive Argument” assignment explained.
HW: Begin rough draft for peer review 11/28, next Monday.
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Week 14
12/3, 5, 6
M. Assignment Due: Rough draft. Peer review of rough draft.
HW: Revise rough draft. For further guidelines, read Brent Staples,
“Why Colleges Shower Their Students with A’s” (NR p. 329)
W. Assignment Due: Revision of rough draft. Peer revision of revised
draft.
HW: Continue revising, editing, and perfecting your “Persuasive
Argument” essay. For further guidelines, read Anna Quindlen, “Stuff Is
Not Salvation” (NR p. 321) or Thomas Friedman, “America’s Real Dream
Team” (NR p. 327)
Th. Assignment Due: “Persuasive Argument” final draft
Prep work for final.
Week 15
12/10, 12, 13
M. Prep-work for final.
W. Final In-class Persuasive Argument Essay: begin.
Th. Final In-class Persuasive Argument Essay: complete.
*The college semester ends Friday, 12/14.
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