English Composition I
English 1301 – Fall 2010, CRN 51466
Tuesdays and Thursdays, 12:30 p.m. – 2 p.m., Katy Campus Room 107
3 Credit Hours / 48 hours per semester
16 Weeks: 8/28/2010 – 12/19/2010
Lecture / Core Curriculum
Instructor: Santiago Lopez, M.A.
Contact Information:
● 713-718-5757
● E-mail: santiago.lopez1@hccs.edu (this is the best way to communicate with me)
● elearning site: http://learning.hccs.edu/faculty/santiago.lopez1
● Office: Katy Campus, some point within (update to location will be provided as soon as it is available)
● Office Hours: 11:15 a.m. – 12:15 p.m., Tuesdays; or by appointment
Feel free to contact me at anytime regarding questions or concerns you have regarding this course.
Please contact me as soon as there is a problem you are experiencing with the class – you do not have
to wait until you have received a poor grade before asking for assistance. I am one of the resources
available to you; come by my office during office hours or e-mail me to set up an appointment if you
need to meet at another time. In addition, be sure to take advantage of the tutors and Writing Center
(see Additional Support, below).
Additional Support:
Tutoring and Writing Centers
● 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 713-718-5841.
● Writing Center at Spring Branch Campus, South Hall, Room 703. Look for posted hours or call 713718-5889.
● On-Line Tutors: http://askonline.net
Prerequisites: Satisfactory assessment score, completion of ENGL 0310 or (for non-native speakers) ENGL
0349.
Instructional Materials:
● The Bedford Reader by X.J. Kennedy, Dorothy M. Kennedy, Jane E. Aaron. Tenth Edition, Bedford/St.
Martin’s, 2009.
● Blue Books for in-class mid-term exam and in-class final exam
● Suggested Materials: College Level Dictionary, Thesaurus, Writing Style Guide
Course Description:
English 1301 is devoted to improving the student’s writing and critical reading. Writing essays
for a variety of purposes from personal to academic, including an introduction to argumentation, critical
analysis, and the use of sources.
Course Goals:
In English 1301, writing instruction is provided and writing is practiced to enable students to
master writing the short essay while developing critical reading skills. In mastering this particular
kind of writing, students will also gain skills that will lead to successful writing in other college
courses, their careers, and in their personal lives.
How Goals and Description Apply to You:
English 1301 is a primer for English 1302, where the skills you learn here will be built upon in
the next course. A grade of “C” or better in this class might be required for some classes you wish to
take in the future. You will read and you will write during the course of the semester. With practice,
you shall become a more critical reader and proficient writer in order to better express yourself with
confidence.
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.
Learning Objectives:
1. Demonstrate writing as a connected and interactive process which 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:
You will be exposed to a variety of instructional methods in order to make you a better writer,
reader, and thinker by the end of the semester. These approaches include collaborative activities –
class discussion – and the means through which you will complete the bulk of your work for this class
– on your own. The latter might sound daunting but we will go over as much of each assignment in
our twice-a-week course meetings, and I will give you guidelines to use in composing your essays. We
will look at examples of the paper styles to be used, and you will have ample time to ask questions to
further your understanding.
To become more fluid and confident writers, you will also experiment in different styles of
writing. We will read examples of the kinds of essays you are going to write and look at how different
writers achieve their respective end result. We will discuss these approaches in class and sometimes
write a response to the readings.
CORE Curriculum Competencies:
This course stresses the HCC CORE Competencies of reading, writing, speaking, listening, critical
thinking, and computer literacy.
Minimum Writing Requirement:
As in any other skill, practice advances mastery. To be good on a computer, one must spend many
hours on it. To be a good short stop, one has to field endless amounts of grounders. To be a good
writer, one must write. The minimum amount of prose you will produce over the semester in your
essays is 4,450 words. More is encouraged and expected.
Student Assignments:
This class begins with a slight learning curve – then levels off – so students can gain mastery of the
skills taught. Consequently, students should strive to not miss any classes at the beginning of the
semester. Each assignment builds upon the next so that by the end of the semester, the attentive
student will know how to effectively use connotative language and write provocative analyses and
argumentative papers while properly citing sources and applying MLA style.
Assignments include (all essay due dates are listed on the Class Schedule):
Essay 1 Narration – A 2 to 5 page paper in which you describe an event that happened to you.
For example, you might choose to write about an encounter you had with gypsies while on a
trip to Paris. In this case, you will not write about the entire trip, but depict only those specific
instances when you came across or interacted with gypsies.
Essay 2 Analysis/Division – This is will be a 3 to 5 page paper in which you describe a broad
category by breaking it down into its sub-parts. For example, a baseball team is made up of
infielders, outfielders, pitchers, and (possibly) designated hitters. In addition, there are
managers, coaches, and other support staff. An essay might focus solely on the players in order
to describe how the different positions work together during the course of a game.
Mid-Term Exam – An in-class essay for which you will read a short piece of prose and write
an essay regarding theme epitomized within the reading. For example, you might be given the
Ernest Hemingway story “Indian Camp” and write about the varying degrees of masculinity
portrayed.
Essay 4 Argument/Persuasion – A 4 to 6 page paper echoing a proposal or opinion you have
about a subject. You will state your assertions and use/cite information culled from scholarly
or academic sources to back up your argument. For example, if you feel there should be a
salary cap in Major League Baseball you will find evidence from other professional sports
leagues which offers evidence backing up how the cap is beneficial for all the teams, cities, and
the like involved. Of course, if you feel the opposite then you will have to find enough
supporting evidence to argue against for a cap in MLB.
Final Exam – An in-class essay for which you will read two pieces of writing and compose an essay
comparing/contrasting two views. For example, you might be given two poems from William Blake’s
Songs of Innocence and of Experience and find commonalities and divergent perspectives in them.
You will write of how effective the similarities and differences work together or contradict what Blake
asserts in his poems.
Assessment of Students:
Readings/Quizzes
15%
Class work/Participation
15%
Essay 1 Narration
15%
Essay 2 Analysis/Division
15%
Mid-Term – Exemplification
15%
Essay 4 Argument/Persuasion
15%
Final Exam – Comparison/Contrast 10%
Total
100%
Instructor Grading Criteria:
Essays have various components for their grades – content and organization are key, as
these compositions should display evidence of substantial thought and contain ideas presented
in a logical manner; sentences – grammar, tone, style, punctuation and sentence mechanics are
also important. When writing, editing, and revising – pay close attention to eliminating major
sentence errors such as comma splices, fragments, and fused sentences. Points will be deducted
on essays for such errors.
Readings assigned are to enhance critical thought and analysis. These essays and poems
will be discussed in class, and to insure they are read prior to the class discussed quizzes will
be given over the material.
In class assignments are to prepare for the final, which will be written in class. These in
class writings will come by way of prompts based on material viewed or discussed prior to
their composition. Grades for these assignments will stem solely from how well the essays are
organized and how the ideas are expressed. Grammar, spelling, and the like are not a top
priority.
HCC Grading Scale:
A=100 – 90
B=89 – 80
C=79 – 70
D=69 – 60
F =59 and below
HCC Policy Statements:
Discipline: Instructor and student have a shared responsibility 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. You are asked to respect the learning
needs of your classmates and to assist me in achieving the critical goal of a positive learning environment.
(For more information, see Student Handbook).
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.
On Plagiarism: 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 receiving a 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. (Also, see Student Handbook).
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.
Attendance & Withdrawal
Each student is expected to be on time for and attend each scheduled class meeting. If you must
arrive tardy, enter the classroom as quietly as possible at to not further disrupt instruction.
Consistently arriving tardy is frowned upon. Class meets for only fifty minutes at a time and each
second is crucial to further student development. Unforeseen factors intervene causing a student to
arrive late or not show up for class – in these instances I do not need to receive a phone call, e-
mail, telegram, or other communiqué explaining the delay or absence, nor do you need to supply a
note from a medical professional or some other person attesting to the rationale for lateness or
nonattendance. Miss class at your own peril.
If absent or late to a class, the student is responsible for any information missed. Each student
should exchange emails or phone 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.
You should understand that your in-class grade will suffer as a result of absences, and of
course, your ability to do the work required in the course will also be impaired and grades on that
work will naturally be lower. If a student misses more than 6 hours of class, excused or nonexcused 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, it is their responsibility to
formally withdraw.
If you feel that you cannot complete this course, you will need to withdraw from the course
prior to the final date for withdrawal. Before you withdraw from the 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.
If you wish to withdraw, obtain the withdrawal form from Student Services and submit it in
the registration office or see me about withdrawing you. 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.
In consideration of the above law, I will not give a “W” as a grade option unless you have
submitted the withdrawal form yourself before the deadline for withdrawal. I will only submit the
grade earned by adding up your grades to date. Other instructors may have different rules
concerning giving a "W" grade. Please read the syllabus for each of your classes to be informed of
the rules.
International Students: Receiving a W in a course may affect the status of your student Visa.
Once a W is given for the course (after you have submitted a withdrawal form formally), 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 other transfer issues.
Drop Dates (from HCCS Academic Calendar)
Last day to drop classes online (after this date, students can only drop class(es)in person or by letter): Thursday September 2nd
Last day for Administrative /Student Withdrawals: Thursday November 18th
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. Phone numbers:
* 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-services
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.
Other important course policies:
● Improvement over the semester will positively affect your grade.
● While in class, be sure that all personal electronic devices are turned off or at least silenced (a
vibrating cell phone can still be heard). In today’s fast-paced world it may be important that you are
reachable via cell phone, instant and/or text message, e-mail, Twitter updates, Facebook wall posts,
etcetera and etcetera – but during this class’s timeframe all of the aforementioned will have to go
unheeded. Unless you require a laptop for note-taking in order to reasonably accommodate you, per the
Statement on such above, your personal computer will have to remain switched off during class time.
Semester Calendar for English 1301: Composition I (subject to change with advance notice)
BR=The Bedford Reader
Week
1
Tuesday August 31st
Thursday September 2nd
1st Day of Class
-Discuss Tan
-Discuss Syllabus
-Discuss Chapter 1 BR
-Class Overview
-Begin Chapter 2 BR
For Next Class: Read Tan page 99 BR
-Discuss Narrative Essay Topics
For Next Class: Read Taw pg 110 BR
Week
2
Week
3
Tuesday September 7th
Thursday September 9th
-Discuss Taw
-Discuss Angelou
-Discuss Chapter 2 BR
- Discuss Chapter 3 BR
-Discuss Narrative Topics
-Work on Essay Drafts
For Next Class: Read Angelou pg 93 BR &
work on essay draft and bring to class
For Next Class: Work on essay draft & bring to
class; read Dillard pg 104 BR
Tuesday September 14th
Thursday September 16th
-Discuss Dillard
-Writing Style/Grammar
-Writing Style/Grammar
-Work on Essay Drafts
-Work on Essay Drafts
For Next Class: Essay 1 Due
For Next Class: work on essay drafts &
bring to class
Week
4
Tuesday September 21st
Thursday September 23rd
► Essay 1 Due ◄
-Discuss Brott
-In class reading Kincaid BR 367
-More from Chapter 9 BR
-In class writing assignment
-Writing Style/Grammar
-Discuss Chapter 9 BR
For Next Class: Read Brady pg 340 BR & think
of essay topics and bring to class
For Next Class: Read Brott pg 345 BR
Week
5
Tuesday September 28th
Thursday September 30th
-Discuss Brady
-Discuss essay topics
-Read in class “Dream”
-Discuss essay structure
-In class writing assignment
For Next Class: Work on essay draft & read
Depaulo pg 350 BR
-Discuss essay topics
For Next Class: Research topics & devise
outline and bring to class
Week
6
Week
7
Tuesday October 5th
Thursday October 7th
-Discuss Depaulo
-Read in class “My Wife”
-Discuss Essay Drafts
-In class writing assignment
-Work on Drafts
-Discuss & work on drafts
For Next Class: Work on drafts & bring
to class
For Next Class: Essay 2 Due
Tuesday October 12th
Thursday October 14th
► Essay 2 Due ◄
-Discuss Ascher
-Discuss Chapter 6 BR
-Read Espada poem in class
-Discuss page 184
-In class writing assignment
For Next Class: Read Ascher pg 193 BR
-Discuss Mid-Term Essay
For Next Class: Read Krull pg 203 BR
Week
8
Tuesday October 19th
Thursday October 21st
-Discuss Krull
-Discuss Staples
-Read Wilfred Owen Poem
-In class writing assignment on Technology
-In class writing assignment
For Next Class: Read Rosenblatt pg 215 BR &
complete #3 pg 219 and bring to class
For Next Class: Read Staples pg 208 BR &
complete #2 pg 212 and bring to class
Week
9
Tuesday October 26th
Thursday October 28th
-Discuss Rosenblatt & responses
Mid-Term Exam – In Class Essay
-Discuss Mid-Term
Blue Book Required
For Next Class: Mid-Term Exam – bring
Blue Book
Week
10
Week
11
Tuesday November 2nd
Thursday November 4th
-Discuss Chapter 13 BR
-Discuss Wenke
-In class writing response to pg 516
-Discuss Chapter 13 BR
For Next Class: Read Wenke 533
For Next Class: Read Wurster pg 543 BR &
devise essay topics and bring to class
Tuesday November 9th
Thursday November 11th
-Discuss Wurster
-Discuss Krikorian
-Discuss essay topics
-Work on essay draft
-Read Khan in class & write response
For Next Class: Work on essay draft & bring to
class
For Next Class: Read Krikorian pg 567
BR & work on essay drafts and bring to
class
Week
12
Week
13
Tuesday November 16th
Thursday November 18th
-Discuss & work on essay draft
-Work on essay draft
For Next Class: Bring essay draft to class
For Next Class: Essay 4 Due
Tuesday November 23rd
Thursday November 25th
► Essay 4 Due ◄
-Discuss Chapter 7 BR
→ Thanksgiving Holiday
-Writing Style/Grammar
No Class ←
For Next Class: Read Britt pg 233 BR &
Barry pg 239
Week
14
Week
15
Week
16
Finals
Tuesday November 30th
Thursday December 2nd
-Discuss Britt & Barry
-Discuss Catton
-Discuss Comparison/Contrast Essay
-In class writing – Comparison/Contrast
For Next Class: Read Catton pg 245 BR
For Next Class: Read Mernissi pg 252 BR
Tuesday December 7th
Thursday December 9th
-Discuss Mernissi
-Discuss Final Exam
-In class writing with prompt
For Next Class: Final Exam – bring Blue Book
Tuesday December 14th
Thursday December 16th
Final Exam Time will be announced in
class as soon as it is available via the
HCCS web site
Final Exam Time will be announced in class as
soon as it is available via the HCCS web site