ENGLISH 1301 SYLLABUS PART I: ENGLISH 1301 COURSE INFORMATION Fall Semester 2011 When the student is ready, the teacher appears. (ancient proverb) Know thyself. (inscribed on the Temple of Apollo, Delphi, Greece) Explore thyself! / Therein thyself shalt find / The "Undiscovered Continent"— (Emily Dickinson) COURSE INFORMATON Instructor Name: Mr. Jeff Lindemann, English Professor, English and Education Department West Loop Student Association Advisor Office: West Loop: Office 221 Office hours: Monday/Wednesday: 9:30 – 11:00 Tuesday/Thursday: 9:30 - 11:00 Friday: 9:30 - 12:30 and by appointment in the afternoon E-mail: Jeff.Lindemann@hccs.edu Voice mail/office phone number: 713-718-8853 Learning Web address: http://learning.hccs.edu/faculty/jeff.lindemann Textbooks/Website You do not need to purchase textbooks for the English 1301 courses that I teach. I use sample essays (most from the approved anthologies/readers for English 1301) that I have found on the Internet through open access. Similar materials available in the approved handbook for the Southwest College are also available online. I will also be supplementing the course with handouts that I have created and other readings available online. I have these materials posted on my Learning Web. Instead of the Little Brown Handbook, we will be using Capital Community College Guide to Grammar and Writing: http://grammar.ccc.commnet.edu/grammar/ Diana Hacker Guide to Research and Documentation: http://bcs.bedfordstmartins.com/resdoc5e/ Purdue University OWL (Online Writing Lab): http://owl.english.purdue.edu/owl/ If you wish to purchase The Little Brown Handbook you can purchase it at the Southwest College bookstores or on Amazon.com. 1 OTHER COURSE MATERIALS Paper for printing at home Three ring notebook for syllabus/course calendar and handouts that you print Jump drive to save (1) drafts of essays and (2) research documents (for Essay #4) A vivid imagination, self-discipline, persistence, and desire to learn and succeed! ENGLISH 1301 COURSE DESCRIPTION English 1301 is a course devoted to improving the student's writing and critical reading. The course involves writing essays for a variety of purposes from personal to academic, including the introduction to argumentation, critical analysis, and the use of sources. English 1301 is a core curriculum course. Three credit hours (lecture). DIAGNOSTIC ESSAY All English 1301 students write a diagnostic essay during the first class session in order to confirm their placement into English 1301. The essay will not be graded or returned unless it must be used for placing a student into another English class. One goal of the Houston Community College English Department is to place students in appropriate English classes where they will learn and succeed. ESSAY GRADE PERCENTAGES Essay #1 (10%): Personal writing: Journeys and Memories (narrates and describes a personal experience plus lesson, value, impression, significance, and/or commentary) Essay #2 (10%): Expository essay: Identity and Autoethnography (informs and explains using observations on gender, race, class, body, and language and one’s construction of identity) Essay #3 (10%): In-class mid-term essay: A Sense of Place and a Sense of Self (memoir and expository essay that narrates and informs/explains your response to a visit at a Houston-area site: Historic Places and Sacred Spaces) Essay #4 (30%): Researched argumentative/persuasive essay: Ethics and Issues (argues and persuades on a topic of importance to you) Essay #5 (20%): In-class final exam critical analysis (critiques and reviews an essay or a short work of fiction) Daily quiz average (20%): daily quizzes, research process checks, and peer critique ENGLISH 1301 DEPARTMENTAL WRITING REQUIREMENT English 1301 students are required to write 6,000 words by the end of the semester. This word count includes creating activities, outlining, multiple rough drafts, and a final essay of finished prose. 2 OVERVIEW OF FIVE ESSAYS IN ENGLISH 1301/MAJOR ASSIGNMENTS These five essays are based on a variety of writing purposes supported by a variety of writing strategies on the unifying theme of self-discovery: ESSAY #1: PERSONAL MEMOIR: JOURNEYS AND MEMORIES (10%) Essay #1 has as it purposes to reflect on and express a tone on a significant event from your life. This 600 word out-of-class reflective essay requires the strategies of narration and description. As we study narration, we will cover the elements of plot: exposition, conflict, climax, and denouement. The study of description will include figurative language and imagery. This unit also includes a study of writing as process, creating activities, sentence structure, major sentence errors, modification, parallelism, and manuscript mechanics. We will review basic sentence structure for the purposes of writing sentences effectively with variety, emphasis, and correctness. This essay requires a 600 word rough draft. ESSAY #2: EXPOSITORY ESSAY: IDENTITY AND AUTOETHNOGRAPHY (10%) Essay #2 has as its purposes to inform and explain; therefore, it is an expository essay. This out-of-class “autoethnography” will examine the construction of identity by examining gender, race/ethnicity, class, body, and language. This 600 word essay involves a study of the strategies of example, definition, comparison and contrast, and classification. We will also study writing effective paragraphs. Topics in our paragraph study include topic sentence, development, unity, and coherence. This essay will be based on primary research only: detailed personal observations, experiences, surveys, and interviews. This essay requires a 600 word rough draft. ESSAY #3: MID-TERM ESSAY: A SENSE OF SELF/A SENSE OF PLACE (10%) Essay #3 is a multi-purpose out-of-class essay (any combination of reflect, express, inform, and/or explain). Any of the developmental strategies (narration, description, example, definition, comparison and contrast, and classification) studied so far can be used to accomplish the purpose(s). This essay is a “project” essay. It will involve going somewhere to experience a place of interest to you (such as a museum, historical location, or spiritual site on my website) and writing about that experience. This 500 – 600 word essay is an in-class essay to be written in one class session. There will be no opportunity for tutoring or peer critique during the midterm essay session. For my courses not taught in the writing lab, this essay will be written in the open computer lab. ESSAY #4: ARGUMENTATIVE/PERSUASIVE RESEARCHED ESSAY: ISSUES AND ETHICS (30%) Essay #4 is an argumentative/persuasive out-of-class essay of 1,000 words on an ethical issue of interest to you. Ethics includes the study of right and wrong, moral and immoral human behavior. However, determining what is right and wrong behavior is subjective and will generate much debate. This essay unit includes a study of argumentative techniques such as narration, confirmation, concession, and refutation. We will also study topics such as using logical thinking and avoiding fallacies. It also includes a study of researching and documenting sources with Modern 3 Language Association (MLA) style of documentation. Furthermore, this unit includes a study of persuasive techniques involving sentence style, diction, and tone. The finished essay project will include a title page, formal topic outline, 1,000 word essay, and an MLA works cited page. The essay will be submitted along with your research proposal, all notes used to write the essay, and one marked rough draft. This essay requires a 1,000 word rough draft. ESSAY #5: CRITICAL ANALYSIS (20%) Essay #5 is a 500 – 600 word in-class critical analysis essay based on one of the essays that I provide at the beginning of the final exam session. The word “analysis” means breaking down a topic into smaller parts for discussion. Therefore, this analysis is on one to three "parts" of an essay (such as content, argument, organization, style, persuasive strategies, etc.) The word “critique” means offering informed opinion on the value, worth, and/or effectiveness of one or more of the analyzed parts. This essay is much like a book review in that it offers informed favorable and/or unfavorable critique and might include recommendations. GRADING SCALE A = excellent (90-100): A+ = 100, A = 95, A- = 93 B = good (80-89): B+ = 88, B = 85, B- = 83 C = average (70-79): C+ = 78, C = 75, C- = 73 D = needs work (60-69): D+ = 68, D = 65, D- = 63 F = (0-59) Writing is unacceptable in the Houston business community. (Point value is determined by what student submits.) (Note: a grade of FX is an F due to excessive absences given at the end of the semester.) OTHER ABBREVIATIONS L = late (-10 points/ a letter grade) R = no grade until revised (for a grade of 75) P = plagiarized (0 for the assignment) ? = question about your essay—see me! GRADING COMPONENTS Content (earns most points) Organization Sentences Diction (word choice) Punctuation and mechanics GRADING STANDARDS 1. Content Highest Standard (A): Superior understanding of writing assignment. Strong sense of purpose and audience. Insightful thesis supported with substantial, thorough, significant, and meaningful content. Intelligently handled focused topic and depth of development. This essay is distinctive because of originality and perceptiveness. Because of powerful content, this essay produces strong reader interest. 4 2. Organization Highest Standard (A): Excellent organizational plan related to thesis. Excellent use of appropriate developmental strategies (any use of narration, description, examples, definition, classification, and/or comparison/contrast). Excellent use of topic sentence paragraphs with topic sentence, development, unity, and coherence. Excellent “framing” with related introductory and concluding paragraphs. Organization might also include excellent use of transition paragraphs to create essay coherence. Excellent title. 3. Sentences Highest Standard (A): Sentences are artistically constructed. Excellent sentence variety achieved adding a richness and sophistication to the essay. No major sentence errors of fragment, comma splice, run-on, and/or awkward sentence. Correct and effective modification and parallelism. No awkward of confusing sentences. Effective use of intentional fragment (if used) for stylistic effect. Forceful sentence style: graceful yet energetic. Polished, finished prose. 4. Diction (word choice and usage) and Tone Highest Standard (A): Excellent use of diction and tone. Diction for the essay is distinctive and exhibits word form mastery. No clichés. Artistic use of figurative language: metaphor, simile, personification, allusion, symbol, hyperbole, understatement. Vivid imagery. Strong verbs. No errors in idiomatic language. Concrete and specific language. No errors in subject-verb agreement, pronoun-antecedent agreement, pronoun case, or pronoun reference. Tone is appropriate and complements the subject. Any switch in tone is done carefully. Mature vocabulary. No misspelled words. 5. Punctuation, Capitalization, and Manuscript Mechanics Highest Standard (A): Clarity and effectiveness of expression are promoted by effective and consistent use of standard punctuation and capitalization. Attractive and correct manuscript mechanics (margins, course information, placement of title, and headers). NOTE ON MAJOR SENTENCE/GRAMMAR ERRORS Major errors of fragment, comma splice, run-on, garbled sentence, and subject-verb agreement cause you to lose valuable points. You have plenty of opportunity to edit these errors during peer critique and through tutoring. However, this policy applies to the inclass essays as well. Since in-class essays are shorter (and have no opportunity for peer critique and tutoring), you must use your editing time carefully. ATTENDANCE POLICY You want to attend all your classes! I take attendance every class session and note when students arrive late or leave early. Students who miss the first two days of class are automatically withdrawn (W). No exceptions. On most days I give a daily quiz at the beginning of class—so come to class on time and prepared to participate. 5 Regular attendance is required at Houston Community College. HCC class policy states that a student who is absent more than 12.5% (6 hours) of class may be administratively dropped. Students who have excessive absences (missed six hours) by the 12th class day will be withdrawn (W). Students who have excessive absences after the last day to drop (check youor course calendar) will be assigned a grade of FX (failure due to excessive absences). I cannot assign you a grade of W at the end of the semester. The W will be assigned by our computer system based on your absences. Coming in late or leaving early will constitute a tardy. I count all tardies toward your allotted absences. For example, if you are fifteen minutes late, I will deduct fifteen minutes from your six hours of allotted absences. If you leave thirty minutes early, I subtract the time you leave. If you come in late, please see me at the end of the period so I can mark you on my roll. If you need to leave early, please tell me at the beginning of class. Students who intend to withdraw from the course must do so by the official last day to drop. Students who prefer to receive an F rather than a W will need to attend classes throughout the semester and take the final exam. In other words, you must earn your F! WITHDRAWAL POLICY The State of Texas has begun to impose penalties on students who drop courses excessively. For example, if you repeat the same course more than twice, you have to pay extra tuition. Beginning in the Fall of 2007, the Texas Legislature passed a law limiting first time entering students to no more than six total course withdrawals throughout their academic career in obtaining a certificate or baccalaureate degree. There may be future penalties imposed. If you do not withdraw before the last day to drop deadline, you will not receive a W. You will receive the grade of FX (failure due to excessive absences). You should visit with your instructor, an HCC counselor, or HCC Online Student Services to learn what, if any, HCC interventions might be offered to assist you to stay in class and improve your performance. Such interventions could include tutoring, child care, financial aid, and job placement. GRADES OF “I” A grade of “I” is given for “incomplete.” An “I” is for emergencies only. You have one semester to complete the missing work. If you do not complete the work within one semester, the “I” becomes an “F.” 6 INTERNATIONAL STUDENTS Receiving a “W” in a course may affect the status of your student visa. Once a “W” is given for the course, it will not be changed to an “F” because of the visa consideration. Please contact the International Student Office at 713-718-8520 if you have any questions about your visa status and any other transfer issues. STUDENT COURSE REINSTATEMENT POLICY Students have a responsibility to arrange payment for their classes when they register, either through cash, credit card, financial aid, or the installment plan. Students who are dropped from their courses for non-payment of tuition and fees who request reinstatement after the official date of record can be reinstated by making payment in full and paying an additional $75.00 per course reinstatement fee. The academic dean may waive the reinstatement fee upon determining that the student was dropped because of a college error. HCC STUDENT EMAIL ACCOUNTS All students who have registered and paid for courses at HCC automatically have an HCC email account generated for them. Please go to http://www.hccs.edu/students/email/ to review how to activate and send email using this account. NOTE: You must use your HCC email account when you want to contact the on-line tutors at Askonline. SPECIAL CONDITIONS Any student with a documented disability (e.g. physical, learning, psychiatric, vision, hearing, etc.) who needs to arrange reasonable accommodations must contact the Disability Services Office at the Southwest College at the beginning of each semester. Professors are authorized to provide only the accommodations requested by the Disability Support Services Office. Contact Dr. Becky Hauri at 713-780-7909. FREE ENGLISH TUTORING The Southwest College offers you numerous opportunities for free English tutoring at our tutoring center (c-129) or our 24/7 AskOnline tutoring support services. Signs will be posted once the HCC tutoring hours have been established. On-line tutoring services include askonline.net and mycomplab.com. More information about the on-line services will be available once the semester gets started. OPEN COMPUTER LAB You have free access to the Internet and word processing in the open computer lab on the second floor of the West Loop Campus. Check on the door of the open computer lab for hours of operation. You need a print card (purchased at the Cashiers Office) in order to print. A print card is $2.00 (ten cents a page). LIBRARY You may check out books with your student ID card. The Library home page is < http://library.hccs.edu/ >. 7 STUDENT ORGANIZATIONS Organizations of interest to students taking English classes are Southwest Writers, Phi Theta Kappa, Women’s Studies Club, and West Loop Student Association. The Southwest Writers is a group of students who write and read their works (in a public forum as well as on the Internet) and receive peer support and constructive criticism. Students in this group create a supportive network to create poetry, fiction, drama, and non-fiction prose. Contact advisors Dr. Christopher Dunn at christopher.dunn@hccs.edu and/or Helen Jackson at helen.jackson@hccs.edu. Phi Theta Kappa is the honor society of two-year colleges. Students must earn a 3.5 grade point average and accumulate 12 credit hours at HCCS. HCCS has an internationally recognized chapter: Omega Sigma. Numerous transfer scholarships are offered through this honors organization. Contacts are available at www.omegasigma.org . The Women’s Studies Club meets each month and online to discuss the roles of women and men in society and to investigate how sexual differences and cultural constructions of gender may affect identity. The organization promotes awareness of gender issues on campus, encourages research and discussion of gender issues, hosts prominent speakers in the field, and serves the community. Faculty advisors are Ms. Marie Dybala (marie.dybala@hccs.edu) and Iliana Loubser (iliana.loubser@hccs.edu) The West Loop Student Association exists to improve campus life at the West Loop Campus. Led by student officers, the Association meets to discuss and implement programs and projects. Contact Jeff Lindemann, Faculty Advisor, at jeff.lindemann@hccs.edu. INCLEMENT WEATHER During inclement weather conditions, monitor major local channels for updates on school closings. If we have to cancel a class due to inclement weather, follow your course calendar for reading and writing assignments. LATE PAPER POLICY AND MAKE-UP EXAMS All assignments are required to be submitted at the beginning of class the date they are due. Due dates are posted on your syllabus and/or assignment page. Late papers will be docked a letter grade (ten points) per week. No papers will be accepted more than a week late. If you miss any in-class essays, contact me immediately to schedule a make-up exam. DAILY QUIZ GRADES I give daily quizzes on a regular basis. Some of them are “pop” quizzes. They are usually ten short multiple choice questions. No make-ups on daily quizzes! You can drop two low or missed quiz grades the end of the semester. (Note: in three-hour class sessions and in summer school, you might have two or more quizzes during one class session.) 8 USE OF CAMERAS OR RECORDING DEVICES Use of recording devices, including camera phones and tape recorders, is prohibited in classrooms, laboratories, faculty offices, and other locations where instruction, tutoring, or testing occurs. These devices are also not allowed to be used in campus restrooms. Students with disabilities who need to use a recording device as a reasonable accommodation should contact the Office for Students with Disabilities for information regarding reasonable accommodations. SCHOLASTIC DISHONESTY According to the current Student Handbook for the Houston Community College System: “Students are responsible for conducting themselves with honor and integrity in fulfilling course requirements. Penalties and/or disciplinary proceedings may be initiated by College System officials against a student accused of scholastic dishonesty. ‘Scholastic dishonesty’ includes, but is not limited to, cheating on a test, plagiarism, and collusion.” Cheating on a test includes: Copying from another student’s test paper; Using materials during a test that are not authorized by the person giving the test; Collaborating with another student during a test without authority; Knowingly using, buying, selling, stealing, transporting, or soliciting in whole or part the contents of an unadministered test; and/or Bribing another person to obtain a test that is to be administered. Plagiarism means the appropriation of another’s work and the unacknowledged incorporation of that work in one’s own written work offered for credit. Collusion means the unauthorized collaboration with another person in preparing written work offered for credit” (34-35). Please note the possible consequences of such dishonesty, as stated in the Student Handbook: Possible punishments for academic dishonesty may include a grade of “0” or “F” for the particular assignment, failure in the course, and/or recommendation for probation or dismissal from the College System (35). ACADEMIC DISHONESTY POLICY Plagiarized papers or projects will receive a grade of “0” (zero). No exceptions. Cheating or collusion will also result in a grade of “0” (zero) on that paper or project. Plagiarism or collusion on a second major assignment will result in a zero in the course. Students need to be aware that the instructor will be utilizing plagiarism software and internet sources to check student work for potential plagiarism. This will be discussed in more detail during class lecture. 9 MY COURSE POLICIES Together we must create a supportive and positive learning environment for everyone in class. I am asking you to please respect these policies: 1. Please come to class on time. Time missed before class is subtracted from the 12.5% attendance policy. Leaving class early or arriving late also results in time subtracted from the 12.5% attendance policy. 2. Sorry! No sleeping or heads on desks permitted. If you fall asleep, I’ll wake you up by tapping on your desk. 3. Please do not ever ask, “Are we doing anything important in class today?” The answer always is “Yes! We are!” 4. If you must leave early, please tell me before class starts. 5. No food allowed in class. Beverages are fine. Please throw away trash at end of the class session. 6. I dismiss class ten-fifteen minutes early so you can take a break before another class; therefore, do not pack books before I dismiss class. 7. Please do not chat with class colleagues during discussion. Let us listen to what our class members have to contribute. 8. Do not bring small children to class. 9. An 89.4 average at the end of the semester is a B. A 79.4 average at the end of the semester is a C. 10. The time to discuss an essay grade is after it is returned, not at the end of the semester. 11. The out-of-class essays (mid-term and final) must be typed. The in-class essays will be typed in the computer lab or library classroom. 12. If for some reason, I am more than fifteen minutes late, class is dismissed. Follow your course calendar and complete any assignments for the next session. 13. When you email me, please use correct English (and not text message English). Proofread your message. Use correct grammar, punctuation, and spelling. Do not send a message such as “Can’t b in class 2day have to pay fine b4 car taken away pleze snd any signment.” 14. Save an electronic copy of out-of-class essays and the final draft of your argumentative/persuasive research paper. 15. The HCC Southwest English Department believes that a turn-around time in grading a set of essays should be no more than two weeks. 16. Essays #1 (childhood and family memoir) and #2 (expository essay on gender) require peer critique sessions in class. We gather in groups of three and exchange rough drafts. On these days, you need to come to class with three copies of your rough draft. You participation is worth a 100 for a daily quiz grade providing you have a draft of 750 words. Shorter drafts will receive grades based on the percentage of the draft you bring. If you are absent on a peer critique day, you receive a “0” for the daily quiz grade with no opportunity to make up that grade. 17. If you come in late, please see me after class so I can mark you on my roll. 18. If you come in late and miss the daily quiz, you cannot take it. You can count it as one of the two daily quiz grades you can drop at the end of the semester. 10 19. You must be making a passing grade in order for me to write you a letter of recommendation during the semester. You must have made a passing grade in the course in order for me to write you a letter of recommendation after the semester ends. I do not write “last minute” letters of recommendation. I need two weeks’ notice to write you a thoughtful letter and place it on HCC stationary. 20. Good learning attitude, cooperative demeanor, and courteous behavior all go a long way with me! Electronics Policies 1. Turn off and put away all cell phones, beepers, text-messaging devices and other electronic devices when class starts. The sounds of cell phones ringing during class are disruptive to me and other students. 2 Students should not leave the class to make a call or answer one (or worse—answer a call in class). 3. No cell phones permitted on top of desks. 4. No Bluetooth devices in ears allowed during class. 5. No MP3 players or other music devices with earphones allowed during class. 6. No laptops open during class (except by permission). 7. No palm pilots used in class. 8. You can answer your calls and make calls before or after your English class! 9. If you have an impending emergency and need to keep an electronics device turned on, I would like to know as soon as class starts. Policies for Courses I Teach in the Writing Lab (C-129/West Loop Campus) 1. Log in to your own HCC Active Directory (AD) account and be sure to log out before you leave class (so no one else will have access to your account). 2. No food or beverages (except water) permitted in the writing lab. 3. Do not view personal email or surf the web during class. If you are reading email and web surfing, you are obviously not engaged in the class session. 4. Absolutely no viewing of pornography. Remember you are logged on with your personal ID number. 5. Do not change screen savers. 6. Do not print until it is time to print! I keep the tray open during lecture and discussion. 7. Do not print materials for other classes. Printing is reserved only for English 1301 and 1302 class materials. 8. Make sure to take your jump drive with you after class. Consequences for Violating Electronics Policies I view the use of personal electronic devices during class to be a distraction of the normal educational process and a failure on your part to abide by basic and reasonable standards of classroom conduct. If you are text messaging to someone during class, you are obviously not engaged in the classroom experience. If I have to ask you to put away a cell phone, text messaging device, or other electronic communications device, then you will have disrupted the class, and I, as the instructor, 11 will ask you to leave that day’s class session. (If you have been asked to leave class and subsequently miss a daily quiz, you may not make up that daily quiz.) If you refuse to leave the classroom voluntarily, I will call campus security. (The consequences for violating my class policies are backed by the Student Conduct section of the Student Handbook.) FACULTY EVALUATION (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 after the semester has ended. Look for the survey as part of the Houston Community College Student System online near the end of the term. COURSE DESCRIPTION, PURPOSE, OBJECTIVES, AND SLOs MISSION STATEMENT OF THE ENGLISH DEPARTMENT The purpose of the English Department is to provide courses that transfer to four-year colleges; introduce students to literature from diverse traditions; prepare students to write clear, communicative, well-organized, and detailed prose; and develop students’ reading, writing, and analytical skills. COURSE PURPOSE English 1301 is designed to help students write multi-paragraph expository, 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 and references to assigned readings, completeness in development, unity and coherence, appropriate strategies of development, sensitivity to audience effective choice of words and sentence patterns, grammatical and mechanical correctness, and appropriate MLA citation format. STUDENT LEARNING OUTCOMES (SLOs) FOR ENGLISH 1301 1. Demonstrate knowledge of writing as a process 2. Apply basic principles of critical thinking in analyzing reading selections, developing expository essays, and writing argumentative essays. 12 3. Analyze elements such as purpose, audience, tone, style, and 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. EXEMPLARY EDUCATIONAL OBJECTIVES To understand and demonstrate writing and speaking processes through invention, organization, drafting, revising, editing, and presenting. To understand the importance of specifying audience and purpose and to select appropriate communication choices. To understand and appropriately apply modes of expression (descriptive, expositive, narrative, scientific, and self-expressive) To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding. To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. To develop the ability to research and write a documented paper and/or to give an oral presentation. EDUCATIONAL COMPETENCIES IN HCCS CORE CURRICULUM Reading: Reading material at the college level means having the ability to analyze and interpret a variety of printed materials--books, articles, and documents. Writing: Writing at the college level means having the ability to produce clear, correct, and coherent prose adapted to purpose, occasion, and audience. In addition to knowing correct grammar, spelling and punctuation, students should also become familiar with the writing process, including how to discover a topic, how to develop and organize it, and how to phrase it effectively for their audience. These abilities are acquired through practice and reflection. Speaking: Effective speaking is the ability to communicate orally in clear, coherent, and persuasive language appropriate to purpose, occasion, and audience. Listening: Listening at the college level means the ability to analyze and interpret various forms of spoken communication. Critical Thinking: Critical thinking embraces methods for applying both qualitative and quantitative skills analytically and creatively to subject matter in order to construct alternative strategies. Problem solving is one of the applications of critical thinking used to address an identified task. Computer Literacy: Computer literacy at the college level means having the ability to use computer-based technology in communicating, solving problems, and acquiring information. Core-educated students should have an understanding of the limits, problems, and possibilities associated with the use of technology and should have the tools necessary to evaluate and learn new technologies as they become available. 13 PART II of SYLLABUS: ENGLISH 1301 STUDENT CALENDAR Fifteen Weeks for 29 Sessions (plus a final exam session) Monday/Wednesday Fall 2011 The journey is just as important as the arrival. (ancient proverb) NOTE: The class agenda items listed under the session number indicate the topics to be covered in class that day. The items in the assignment section constitute the homework to be completed for the next class session. WEEK ONE SESSION #1 (Monday, August 29th) Brief Introduction to English 1301 Proof of registration (official class roster) Diagnostic essay (brief writing sample) written in class Assignment for Session #2: Explore our English 1301 Learning Web at http://learning.hccs.edu/faculty/jeff.lindemann. Read the brief descriptions of the five essays we write in the course for 80% of your grade. Note the various locations to visit for Essay #3 by noting the handout: “List of Houston Area Sites.” SESSION #2 (Wednesday, August 31st) Introduction to English 1301 (continued in greater detail) Course description, purpose, objectives, grades, and class policies Assignment for Session #3: Read Introduction to Essay #1 (on Learning Web). Read William Zinsser’s excerpt from How to Write a Memoir: “On Memoir, Truth, and ‘Writing Well’” (found on Learning Web). Read Capitol Community College Guide to Grammar and Writing (CCC): Narrative Essay. Read the document “Narration” (on Learning Web). Read brief biography of Langston Hughes (on Learning Web). Read Langston Hughes’ “Salvation” (on Learning Web). Read the Reading Guide questions on “Salvation.” Be prepared for a daily quiz on “Salvation.” WEEK TWO SCHOOL HOLIDAY (Monday, September 5th) Labor Day! No class! SESSION #3 (Wednesday, September 7th) Overview of stages in writing process Stage 1: Assessing the writing situation: Purpose, audience, tone Introduction to Essay #1: Childhood and Family Memoir Writing purposes: Reflecting and expressing Writing strategy: Narration Critical reading/Forming critical perspectives 14 Critical analysis/discussion of Langston Hughes’ “Salvation” Sentence style: Intentional fragments for stylistic effect Assignment for Session #4: Brainstorm a list of five (or more) childhood and family experiences as possible topics for Essay #1 and bring this list to the next session. Try to focus on experiences that involved conflict. Read “Description” (LW). Read E. B. White’s “Once More to the Lake” (LW). Study “Reading Guide” questions on “Once More to the Lake” (LW). Be prepared for a daily quiz on “Once More to the Lake.” Read “Freewriting” on CCC. WEEK THREE SESSION #4 (Monday, September 12th) Brainstormed list due Brief review of compound sentences (and avoiding run-on and comma-spliced sentences) Stage 2 of writing process: Developing your ideas (freewriting) Stage 3 of writing process: Planning your essay (thesis, strategies, and optional rough draft outline) Planning page: Personal notes on purpose, audience, tone, strategy, tentative thesis Writing strategy: Description (imagery, vivid diction, figurative language) Using correct modification (and avoiding dangling modifier, misplaced modifier) Critical analysis/discussion of “Once More to the Lake” Assignment for Session #5: Make notes on your planning page. You can download the planning page from our Learning Web. Your planning page is due next session. Read Wallace Stegner’s “The Town Dump” (LW). Study “Reading Guide” on “The Town Dump.” Be prepared for a daily quiz on “The Town Dump.” SESSION #5 (Wednesday, September 14th) Planning Page is due (purpose, audience, tone, strategy, and tentative thesis) Brief review of complex sentences (and avoiding dependent clause fragments) Achieving sentence parallelism Stage 4 of writing process: Drafting your essay Critical analysis/discussion of Wallace Stegner’s “The Town Dump” Assignment for Session #6: Read “Dialog” (LW). Read George Orwell’s “Shooting an Elephant.” Be prepared for a daily quiz. Begin rough draft of Essay #1. WEEK FOUR SESSION #6 (Monday, September 19th) Complex sentence, continued Compound-complex sentence Using dialog Titling your essay Critical analysis/discussion of George Orwell’s “Shooting an Elephant” Stage V: Revising your essay How to conduct a peer critique session 15 Manuscript mechanics (course info, headers, margins) Assignment for Session #7: Complete a typed draft (double spaced) and bring three copies for a peer critique session on Session #8 (Monday). Your three copies and participation in the peer critique session count as a daily quiz grade of 100. SESSION #7 (Wednesday, September 21st) Landing an Egg on the Moon Assignment for Session #8: Edit and proofread your essay. Complete Essay #1 and have it ready to submit on the next class session (final draft on top, list of topics, freewriting and any other creating activities, planning page, rough draft(s), and self/peer critique response page). WEEK FIVE SESSION #8 (Monday, September 26th) Peer critique session for Essay #1 (in Study Groups) Assignment for Session #9: Complete Essay #1 and have it ready to submit at the beginning of the class on Session #9. Follow instructions on handout “Submission Requirements for Essay #1. SESSION #9 (September 28th) Essay #1 is due at beginning of the period Introduction to Essay #2: Exploration and Exposition Writing purposes: Informing and explaining (the expository essay) Introduction to writing strategies: Example, definition, comparison/contrast, classification, cause/effect, and process (how-to) Assignment for Session #10: Read essays on gender and identity: Leslie Marmon Silko’s “In the Combat Zone” and Scott Russell Sanders’ “The Men We Carry in Our Minds” (LW). Be prepared for a daily quiz on any or all of the assigned essays. Read CCC on “Clustering.” WEEK SIX SESSION #10 (Monday, October 3rd) Developing ideas (creating activities): Clustering The topic sentence paragraph: topic sentence and development Critical analysis/discussion of “In the Combat Zone” and “The Men We Carry in Our Minds” Assignment for Session #11: Continue to add thoughts to your brainstormed list. Continue clustering if you find this activity helpful. Print “Planning Page” from Learning Web. Start considering your fundamental decisions on your Planning Page (purpose, audience, tone, strategy, tentative thesis, optional outline). Read CCC on “Agreement: Pronoun-Antecedent” and do practice quizzes. Read essays on race/ethnicity and identity: Saira Shah’s “The Storyteller’s Daughter,” Brent Staples’ “Black Men and Public Spaces,” and Judith Ortiz Cofer’s “The Myth of the Latin Woman/I Just Met a Girl Named Maria.” 16 SESSION #11 (Wednesday, October 5th) Achieving topic sentence paragraph unity Critical analysis/discussion of essays dealing with race/ethnicity and identity: “The Storyteller’s Daughter,” “Black Men and Public Spaces,” and “The Myth of the Latin Woman/I Just Met a Girl Named Maria” Assignment for Session #12: Read Nancy Mairs’ “On Being a Cripple,” Alice Walker’s “Beauty: When the Other Dancer Is the Self,” and Rachel Naomi Remen’s “Remembering.” Continue working on your rough draft of Essay #2. WEEK SEVEN SESSION #12 (Monday, October 10th) Achieving topic sentence paragraph coherence Critical analysis/discussion of essays dealing with body and identity: “On Being a Cripple,” “Beauty: When the Other Dancer Is the Self,” and “Remembering” Assignment for Session #13: Read Amy Tan’s “Mother Tongue” and Gloria Anzaldua’s “How to Tame a Wild Tongue.” SESSION #13 (Wednesday, October 12th) Special kinds of paragraphs (introductory, concluding, transitional) Brief review of writing Essay #2 Critical analysis/discussion of essays dealing with language and identity: “Mother Tongue” and “How to Tame a Wild Tongue” Assignment for Session #14: Complete Essay #2 and have it ready to submit on the next class session (final draft on top, listing, freewriting, any other creating activities, planning page, rough draft(s), and self/peer critique response page). * WEEK EIGHT SESSION #14 (Monday. October 17th) Essay #2 is due at beginning of class Introduction to Essay #3: A Sense of Place and a Sense of Self List of Houston-area sites for site visit Notes on visiting your site Assignment for Session #15: Make your visit to a Houston-area site of interest to you and take plenty of notes! Read Henry Louis Gates’ “Rope Burn.” Be prepared for a daily quiz on “Rope Burn.” Make a list of five or more sites that interest you. SESSION #15 (Wednesday, October 19th) Effective diction List of topics (possible sites) due. Discussion of “Place” Critical analysis/discussion of “Rope Burn” 17 Critical analysis/discussion of “Walking into Horror” Assignment for Session #16: Read N. Scott Momaday’s “The Way to Rainy Mountain.” Study “Reading Guide” questions on “The Way to Rainy Mountain.” Be prepared for a daily quiz on “The Way to Rainy Mountain.” Make your site visit over the weekend if you have not already done so. WEEK NINE SESSION #16 (Monday, October 24th) Effective diction Critical analysis/discussion of “The Way to Rainy Mountain” Sample student essay: “Sylvia Hererra’s “Whose Story?” Assignment for Session #17: Prepare for in-class mid-term essay. Be sure to purchase a print card at the Cashier’s Desk. SESSION #17 (Wednesday, October 26th) In-class Essay (Essay #3: Mid-Term Essay) on Historic Places and Sacred Spaces Assignment for Session #18: Read Gore Vidal’s “Drugs.” Be prepared for a daily quiz on “Drugs.” Outline Vidal’s essay by locating his main idea (thesis) and supporting reasons. WEEK TEN SESSION #18 (Monday, October 31st) Introduction to Essay #4: Argumentative/persuasive research paper Research paper schedule Argumentative strategies: Reasons, concessions, and refutations Reading arguments critically Critical analysis/discussion on Gore Vidal’s “Drugs” Assignment for Session #19: Purchase (or recycle) a pocketed paper folder for your research paper project. Make a list of five (or more) topics that are of significant interest to you. Bring your list to the next class session. Narrow your list of topics down to one (or two) possibilities for your argumentative/ persuasive research paper. For the next class session, we meet in the library’s electronic classroom. (Optional: Bring a jump drive if you have one to the next class session.) Make sure you have an active HCC account for logging on to the College’s computers and checking out books. SESSION #19 (Wednesday, November 2nd) Today we meet in the library’s electronic classroom. List of topics for Essay #4 is due. Considering sources (books, journals, magazines, newspapers, databases, Internet, interviews) Search strategies 18 Finding sources (Find four or more sources that represent various sides of your argumentative topic.) Library orientation/researching databases/locating books Assignment for Session #20: Read “Evaluating Sources.” Read Adam Gopnik’s “Shootings” (LW). Be ready for a daily quiz. Locate at least two sources (one for and one against your stance) on your topic. WEEK ELEVEN SESSION #20 (Monday, November 7th) Evaluating sources Outlining and organizing your essay (plus formal topic outline formatting) Critical analysis of Adam Gopkik’s “Shootings” Assignment for Session #21: Bring copies of your sources (one for, one against) in pocketed paper folder to next session. Work on your research proposal. Fine-tune research question/problem and tentative thesis. Read Thomas Paine’s “Common Sense” (LW). Read Thomas Jefferson’s Declaration of Independence (LW). SESSION #21 (Wednesday, November 9th) Structuring your argument Critical analysis/discussion of “Common Sense” Syllogisms Critical analysis/discussion of Declaration of Independence Folder with at least two sources (for and against) on your topic due Research proposal due Assignment for Session #22: Continue research project. Work on your rough draft of your topic outline and include argumentative strategies. Read Dr. Roger Sipher’s “So that Nobody has to Go to School if They Don’t Want To” (LW). Read sample student research paper in Diana Hacker’s Guide to Research and Documentation: http://bcs.bedfordstmartins.com/resdoc5e/pdf/Hacker-Orlov-MLA.pdf . WEEK TWELVE SESSION #22 (Monday, November 14th ) Using sources correctly and effectively: Facts and statistics, direct quotes, paraphrases, and summaries Avoiding plagiarism MLA documentation: In-text and works cited page Sample student argumentative/persuasive research paper Assignment for Session #23: Read Martin Luther King’s “I Have a Dream” (LW). Read Barbara Huttmann’s “A Crime of Compassion” (LW). Be ready for a daily quiz on assigned essays. Work on your rough draft outline that reflects your argumentative structure of your essay. Put your research question and tentative thesis at the top of your rough draft outline. Bring your 19 rough draft outline to the next class session. Begin your rough draft. Incorporate your sources as facts and statistics, direct quotes, paraphrases, and/or summaries. SESSION #23 (Wednesday, November 16th) Rough draft outline due (with research question and tentative thesis) Persuasive style: Selection of details, sentences, diction, tone Critical analysis/discussion of “I Have a Dream” Critical analysis/discussion of “A Crime of Compassion” Review of argumentative/persuasive research project Assignment for Session #24: Prepare your folder for a research check and bring folder to the next class session. (Bring list of topics, copies of sources, rough draft outline, rough draft, draft of works cited page.) WEEK THIRTEEN SESSION #24 (Monday, November 21st) In-class research paper check Rough draft due Self-critique of rough draft Final checklist for research paper project Strategies for giving an oral report Assignment for Session #25: Complete your research paper project and have it ready to submit at the beginning of the next class session. Be ready to give your five minute oral report. SESSION #25 (Wednesday, November 23rd) Research paper is due! Introduction to Essay #5: Critical Analysis Oral reports (five minutes each) Assignment for Session #26: Read “So That Nobody Has to Go to School if They Don’t Want To.” Prepare for your oral report. WEEK FOURTEEN SESSION #26 (Monday, November 28th) Critical analysis/discussion of “So That Nobody Has to Go to School if They Don’t Want To” Oral reports, continued Assignment for Session #27: Read Michael Levin’s “A Case for Torture” and Marzieh Ghiasi’s “A Case for Torture.” Prepare for your oral report. SESSION #27 (Wednesday, November 30th) Oral reports, continued 20 Critical analysis/discussion of Michael Levin’s “A Case for Torture” and Marzieh Ghiasi’s “A Case for Torture” Organizing/writing the critical analysis Assignment for Session #28: Review notes on the critical analysis for the final exam essay. Prepare for your oral report. WEEK FIFTEEN SESSION #28 (Monday, December 5th) Oral reports, continued Assignment for Session #29: Review notes on the critical analysis for the final exam essay. Your final is an on-the-spot critical analysis essay that you write on a short argumentative essay or a short work of fiction that I will distribute on the day of the final. SESSION #29 (Wednesday, December 7th) Assignment for Final Exam: Review the critical analysis for final exam essay. Your final is an on-the-spot critical analysis essay that you write on a short argumentative/persuasive essay or short work of fiction that I will distribute on the final exam date. Final Exam Session for Fall 2011 English 1301: Essay #5: In-class critical analysis M/W 11:00 – 12:30 class: Your final is on December 12th (Monday) from11:00 – 1:00. T/R 11:00 – 12:30 class: Your final is on December 13th (Tuesday) from 11:00 – 1:00. T/R 12:30 – 2:00 class: Your final is on December 15th (Thursday) from 12:00 – 2:00. T/R 2:00 – 3:30 class: Your final is on 15th (Thursday) from 2:00 – 4:00. 21