ENGLISH 1301: COMPOSITION I
Spring 2011 / Mondays, Wednesdays 9:30-11:00 AM
Instructor:
Email Address:
Mr. Tremblay
austin.tremblay@hccs.edu
Office Hours: Available by appointment
COURSE DESCRIPTION / PURPOSE
English 1301 is a course devoted to improving students’ writing and critical reading. The
course introduces the student to argumentation, critical analysis, rhetoric, researching a
topic or issue, and the use of sources. Prerequisite: A satisfactory assessment score,
completion of ENGL 0310, or (for non-native speakers) ENGL 0349.
English 1301 is designed to help students write multi-paragraph analytical and
argumentative essays that have the following qualities: clarity in purpose and expression;
appropriate and sensible organization; sound content, including applications of concepts
from class lecture and references to assigned readings; completeness in development;
unity and coherence; appropriate strategies of development; and sensitivity to target
audience and writing situation (context).
COURSE POLICIES
Attendance / Turning in Assignments
Attendance is required. After three (3) absences, I may drop you from the course.
Regardless of your reason for missing class, it is your responsibility to speak with a
classmate to find out what you missed. Do not email me to ask me what happened in
class. Presentations, peer reviews, and in-class assignments cannot be made up.
Whatever you need to do to get to class on time, do it. If you arrive later than 10 minutes
into class, you will be marked absent for the day.
As you complete assignments for this course, keep in mind that effective communication
requires professionalism in documents; delivery is just as important as content. Please
follow these guidelines when you submit your assignments:
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All assignments must be typed, except for in-class writing assignments.
All text should appear in a readable font at a reasonable size.
If you know in advance that you will miss a class session in which an assignment is due,
you must find a way to get it to me. Discuss it with me beforehand. Late = less points.
General Policies
Unexpected things—family emergencies, medical issues, car problems, etc.—can happen
that interfere with your academic work. If such an event should occur, contact me as soon
as possible. I can’t help you if you don’t let me know what’s going on, but if you stay in
contact, we can usually reach a reasonable compromise.
English 1301, Spring 2011
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This is not a class for shy people. Just like in the real world, if you want to achieve
success, you have to participate. This means you should speak up in class and share your
work willingly. I do not go out of my way to embarrass students, and I have asked some
really dumb questions in my time. So you should feel safe when speaking in class. This
does not mean, though, that talking for long periods of time about irrelevant subjects will
earn you a high participation grade. If you plan to sit in class silently, I suggest you get an
add/drop slip and find another section of this course.
We all text these days and we all, on occasion, forget to turn our phones off. If your
phone rings on one occasion, that’s forgivable. If you repeatedly text in class, though, I
will call you out. The same goes for using the Internet during class.
Most rules about appropriate behavior in any environment come down to the general
guideline, “Don’t be a jerk.” I ask that you respect your classmates to the utmost degree. I
like to have fun in class. However, any comments, jokes, or remarks that denigrate the
worth of an individual’s physical or mental ability, body size, religion, race, creed, ethnic
background, sexual preference, or gender are inappropriate and will not be tolerated.
Special Conditions
HCC policy states that 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 members are authorized to provide only the accommodations requested
by the Disability Support Services Office. If you have any questions, please contact the
disability counselor at your college or Donna Price at 713-718-5165. I urge you to let me
and the Support Services know if you have any special conditions, extenuating
circumstances, or needs that may affect your progress in this course or other courses. I'm
happy to work with you in any way I can.
Texas Law Regarding Course Withdrawal
Students who repeat a course more than twice face significant tuition/fee increases at
HCC ($50 per course hour). Please ask your instructor or counselor about opportunities
for tutoring and/or other assistance prior to considering course withdrawal.
International Students
Receiving a “W” in this class 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.
Mission Statement of the English Department
The purpose of the English department is to prepare students to write clear, well-organized, detailed, and cogent prose; develop
students’ reading, writing, and analytical skills; introduce students to literature from diverse traditions; and provide courses that
transfer to four-year colleges.
HCCS STUDENT-LEARNING OUTCOMES FOR ENGLISH 1301
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Demonstrate knowledge of writing as process;
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Apply basic principles of critical thinking in analyzing reading selections, developing expository essays, and writing
argumentative essays;
English 1301, Spring 2011
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Analyze elements such as purpose, audience, tone, style, strategy in essays and/or literature by professional writers;
Write essays in appropriate academic writing style using varied rhetorical strategies;
Synthesize concepts from and use references to assigned readings in their own academic writing.
HCCS CORE CURRICULUM INTELLECTUAL COMPETENCIES AND EXEMPLARY EDUCATIONAL
OBJECTIVES—ENGLISH 1301 AND 1302
I. BASIC INTELLECTUAL COMPETENCIES IN HCCS CORE

READING: Reading material at the college level means having the ability to analyze and interpret a variety of materials—
books, articles, and other documents.
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WRITING: Writing at the college level means having the ability to produce clear, correct, and coherent prose adapted to
purpose, occasion, and audience. In addition to knowing correct grammar, spelling, and punctuation, students should also
become familiar with the writing process, including how to discover a topic, how to develop and organize it, and how to
phrase it effectively for their audience. These abilities are acquired through practice and reflection.

SPEAKING: Effective speaking is the ability to communicate orally in clear, coherent, and persuasive language
appropriate to purpose, occasion, and audience.
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LISTENING: Listening at the college level means the ability to analyze and interpret various forms of spoken and other
audible communication.
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CRITICAL THINKING: Critical thinking embraces methods of applying both qualitative and quantitative skills
analytically and creatively to subject matter in order to evaluate arguments and to construct alternative strategies. Problem
solving is one of the applications of critical thinking used to address an identified task.
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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 possibilities, limits, and problems associated with the use of technology and should have the tools
necessary to evaluate and learn new technologies as they become available.
II. EXEMPLARY EDUCATIONAL OBJECTIVES: FRESHMAN ENGLISH

To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing,
and presentation.
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To understand the importance of specifying audience and purpose and to select appropriate communication choices.

To understand and appropriately apply modes of expression (descriptive, expository, narrative, scientific, and selfexpressive) in written, visual, and oral communication.
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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 give an oral presentation.
GRADING
Project 1
Project 2
Project 3
Reading Response
Participation
200 points
200 points
300 points
100 points
200 points
Total
1,000 points
PROJECTS
Project 1: Personal Writing / Narrative Argument
For this project, you will write a narrative argument, an essay that uses a story to argue a
particular point.
Project 2: Rhetorical Analysis
For this project, you will write a rhetorical analysis of a textual or visual argument made
by another.
Project 3: Research Writing / Documented Argument
For this project, you will write a research paper, otherwise known as a documented
argument, in which you use strong, verified sources to support a thesis.
English 1301, Spring 2011
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RESOURCES
English Tutoring
The Southwest College offers free tutoring at our tutoring centers where you will receive
individual attention with any of your writing concerns. Make certain to bring your books
and assignments with you when you go to the tutoring lab. Partial list of locations: Alief
Center—Rm. 154; Greenbriar Annex (Stafford Campus)—Rm. 106; Scarcella Stafford
Campus—Rm. E113; and West Loop Center—Rm. 168.