ENGLISH 1301 SYLLABUS
PART I: ENGLISH 1301 COURSE INFORMATION
Spring Semester 2012
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
West Loop Student Association Advisor
Office: West Loop: Office 221
Office hours:
Monday/Wednesday: 9:30 – 2:00
Tuesday/Thursday: 3:30 – 4:30
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.
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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: Memory and Memoir (narrates and describes a
personal experience plus lesson, value, impression, significance, and/or commentary)
Essay #2 (10%): Expository essay: Exploration and Exposition (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 listed in LW document “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: Analysis and Criticism:
(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.
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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: PERSONALWRITING: MEMORY AND MEMOIR (10%)
Essay #1 has as it purposes to reflect on and express a tone on a significant event from
your life. This 750 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 750 word rough draft.
ESSAY #2: EXPOSITORY ESSAY: EXPLORATION AND EXPOSITION (10%)
Essay #2 has as its purposes to inform and explain; therefore, it is an expository essay.
This out-of-class will examine the construction of identity by examining gender,
race/ethnicity, class, body, and language. This 750 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 750 word rough draft.
ESSAY #3: MID-TERM ESSAY: A SENSE OF SELF/A SENSE OF PLACE (10%)
Essay #3 is a multi-purpose 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 listed 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. An issue is a question. 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 reasons, concessions, and refutations. 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 Language
Association (MLA) style of documentation. Furthermore, this unit includes a study of
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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, copies
of all sources 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.
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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
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.
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Regular attendance is required at Houston Community College. HCC class attendance
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 your 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 excessively late or leaving excessively 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 after I have called roll, please see me at the end of the period so I can
mark your attendance. 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 excessively drop
courses. 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.
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.” I will assign an “I” for emergencies only during
the last two weeks of classes. You have one semester to complete the missing work. If
you do not complete the work within one semester, the “I” automatically becomes an “F.”
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INTERNATIONAL STUDENTS
If you are an international student, 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.”
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 from
our on-campus tutors and our 24/7 AskOnline tutoring support services. Signs will be
posted once the HCC tutoring hours have been established. 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/ >.
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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 at
marie.dybala@hccs.edu and Iliana Loubser at 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.)
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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.
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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.
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.
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
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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 MP3 players or other music devices with earphones allowed during class.
6. No laptops open during class (except by permission to access on-line course
materials).
7. You can answer your calls and make calls before or after your English class!
8. 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 classes other than English 1301.
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 I have to ask you repeatedly to put away a cell phone, text
messaging device, or other electronic communications device, then I 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.)
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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.
MENINGITIS IMMUNIZATION NOW REQUIRED
Texas Senate Bill 1107 passed in May 2011, requires that new HCC students and former
HCC students returning after an absence of at least one fall or spring semester who are
under the age of 30 are required to present a physician-signed certificate showing they
have been vaccinated against bacterial meningitis. Beginning with Spring registration,
November 7, students will have to satisfy this requirement prior to enrollment. For more
information and a list of exemptions please go to
http://www.hccs.edu/hccs/admissions-registration-center/new-student-generaladmissions-steps/submit-meningitis-documentation.
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:
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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.
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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.
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.
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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 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.
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PART II of SYLLABUS: ENGLISH 1301 STUDENT CALENDAR
Fifteen Weeks for 28 Sessions (plus a final exam session)
Monday/Wednesday
Spring 2012
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
COLLEGE HOLIDAY: Martin Luther King Day (Monday, January 16th)
SESSION #1 (Wednesday, January 18th)
 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. 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” so you can
start thinking about where you might like to visit for Essay #3.
WEEK TWO
SESSION #2 (Monday, January 23rd)
 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 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.”
SESSION #3 (Wednesday, January 25th)
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Overview of stages in writing process
Stage 1: Assessing the writing situation: Purpose, audience, tone
Introduction to Essay #1: Memory and Memoir
Writing purposes: Reflecting and expressing
Writing strategy: Narration
Critical reading/Forming critical perspectives
Critical analysis/discussion of Langston Hughes’ “Salvation”
Sentence style: Intentional fragments for stylistic effect
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Assignment for Session #4: Brainstorm a list of five (or more) personal experiences as possible
topics for Essay #1 and bring this list to the next session. Focus on experiences that involved
conflict. Read “Description” (LW). Read Annie Dillard’s “The Chase.” Read study questions
(Reading Guide) on “The Chase” and be prepared for a daily quiz. Read “Freewriting” on CCC.
WEEK THREE
SESSION #4 (Monday, January 30th)
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
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
Brainstormed list due
Brief review of compound sentences (and avoiding run-on and comma-spliced sentences)
Stage 2 of writing process: Developing your ideas with freewriting
Stage 3 of writing process: Planning your essay (tentative thesis, strategies, and optional
rough draft outline)
 Writing strategy: Description (imagery, vivid diction, figurative language)
 Using correct modification (and avoiding dangling modifier, misplaced modifier)
 Critical analysis/discussion of Annie Dillard’s “The Chase”
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 E. B. White’s “Once
More to the Lake” (LW). Study “Reading Guide” questions on “Once More to the Lake” and be
prepared for a daily quiz.
SESSION #5 (Wednesday, February 1st)
 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 “Once More to the Lake”
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, February 6th)
 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
 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 of 750 words and participation
in the peer critique session count as a daily quiz grade of 100.
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SESSION #7 (Wednesday, February 8th)
 Peer critique session for Essay #1
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, February 13th)
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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 #9: Read essays on gender and identity: Leslie Marmon Silko’s “In the
Combat Zone” (LW). Be prepared for a daily quiz. Read CCC on “Clustering.” Read CCC on
“Subject-Verb Agreement” and do interactive quizzes.
SESSION #9 (Wednesday, February 15th)
 Developing ideas (creating activities): Clustering
 The topic sentence paragraph
 Brief review of subject-verb agreement
 Critical analysis/discussion of “In the Combat Zone”
Assignment for Session #10: Continue clustering if you find this activity helpful. Read CCC on
“Pronoun-Antecedent” and do practice quizzes. Read essays on race/ethnicity and identity: Brent
Staples’ “Black Men and Public Space,” and Jhumpa Lahari’s “My Two Lives.”
WEEK SIX
HOLIDAY: PRESIDENTS’ DAY (Monday, February 20th)
SESSION #10 (Wednesday, February 22nd)
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Brief review of pronoun-antecedent agreement
Achieving topic sentence paragraph unity
Critical analysis/discussion of essays dealing with race/ethnicity and identity: “Black
Men and Public Space,” and “My Two Lives.”
Assignment for Session #11: Read Nancy Mairs’ “On Being a Cripple,” Alice Walker’s
“Beauty: When the Other Dancer Is the Self,” and Rachel Remen’s “Remembering.” Print
“Planning Page” from Learning Web. Work on your fundamental decisions: purpose, audience,
tone, strategy, tentative thesis, and optional outline.
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WEEK SEVEN
SESSION #11 (Monday, February 27th)
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Planning page is due (I want to hear your tentative thesis.)
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 #12: Read Amy Tan’s “Mother Tongue” and Gloria Anzaldua’s “How
to Tame a Wild Tongue.” Begin writing rough draft of Essay #2.
SESSION #12 (Wednesday, February 29th)
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Special kinds of paragraphs (introductory, concluding, transitional, other)
Brief review of Essay #2
Critical analysis/discussion of essays dealing with language and identity: “Mother
Tongue” and “How to Tame a Wild Tongue”
Assignment for Session #13: Complete a rough draft of Essay #2 and bring three copies to the
next class session for a peer critique. Your three copies (750 words) and participation in peer
critique count as a daily quiz grade of 100.
WEEK EIGHT
SESSION #13 (Monday, March 5th)
 Peer critique of Essay #2
Assignment for Session #14: Complete a final draft of Essay #2 and have it ready to submit on
the next class session (final draft on top, listing, freewriting, any other creating activities like
clustering, planning page, optional outline, rough draft(s), and self/peer critique response page).
SESSION #14 (Wednesday, March 7th)
 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
 Effective diction: correct and precise diction
 Critical analysis/discussion of “Walking into Horror”
Assignment for Session #15: Read Henry Louis Gates’ “Rope Burn.” Be prepared for a daily
quiz on “Rope Burn.” Make your visit to a Houston-area site of interest to you and take plenty of
notes!
SPRING BREAK (Monday, March 12th – Sunday, March 18th)
WEEK NINE
SESSION #15 (Monday, March 19th)
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 Effective diction: concise diction
 Critical analysis/discussion of “Rope Burn”
 Sample student essay: “Sylvia Hererra’s “Whose Story?”
Assignment for Session #16: Prepare for in-class mid-term essay.
SESSION #16 (Wednesday, March 21st)
 In-class Essay (Essay #3: Mid-Term Essay) on Historic Places and Sacred Spaces
Assignment for Session #17: Read “Reading Arguments Critically” (found under Essay #4 on
the Learning Web). Read Gore Vidal’s “Drugs” (also under Essay #4). Be prepared for a daily
quiz on “Drugs.” Outline Vidal’s essay by locating his main assertion (thesis) and his supporting
reasons for believing his assertion.
WEEK TEN
SESSION #17 (Monday, March 26th)
 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 #18: 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. (Optional: Bring a jump drive if you have one
to the next class session.) Make sure you have an active HCC AD account for logging on to the
College’s computers and checking out books (and accessing data bases from home).
SESSION #18 (Wednesday, March 28th)


List of five (or more) topics for Essay #4 is due.
Considering sources (books, journals, magazines, newspapers, databases, Internet,
interviews)
 Search strategies
 Finding sources (Find four or more sources that represent various sides of your
argumentative topic.)
Assignment for Session #19: Read “Evaluating Sources.” Read Adam Gopnik’s “Shootings.” Be
ready for a daily quiz. If you have not done so already, locate at least two sources (one for and
one against your argumentative assertion) on your topic. Bring these two sources in a pocked
paper folder with you to the next class session.
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WEEK ELEVEN
SESSION #19 (Monday, April 2nd)
 Evaluating your sources
 Outlining and organizing your essay (plus formal topic outline formatting)
 Critical analysis of Adam Gopkik’s “Shootings”
Assignment for Session #20: Bring copies of your sources (one for, one against) in pocketed
paper folder to next session. Work on your research proposal and bring it to the next class
session. Fine-tune research question/problem and tentative thesis (argumentative assertion).
SESSION #20 (Wednesday, April 4th)
 Structuring your argument: Ordering your reasons, concessions, and refutations
 Folder with at least two sources (for and against) on your topic due
 Research proposal due
Assignment for Session #21: 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 #21 (Monday, April 9th)

Using sources correctly and effectively: Facts and statistics, direct quotes, paraphrases,
and summaries
 Critical analysis/discussion of “So that Nobody has to Go to School if They Don’t Want
To”
 Avoiding plagiarism
 MLA documentation: In-text and works cited page
 Sample student argumentative/persuasive research paper (in Diana Hacker Guide)
Assignment for Session #22: 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
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 #22 (Wednesday, April 11th)
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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
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Assignment for Session #23: 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 #23 (Monday, April 16th)
 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 #24: 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 #24 (Wednesday, April 18th)
 Research paper is due!
 Introduction to Essay #5: Critical Analysis
 Oral reports (five minutes each)
Assignment for Session #25: Read “So That Nobody Has to Go to School if They Don’t Want
To.” Prepare for your oral report.
WEEK FOURTEEN
SESSION #25 (Monday, April 23rd)

Critical analysis/discussion of “So That Nobody Has to Go to School if They Don’t Want
To”
 Oral reports, continued
Assignment for Session #26: Read Michael Levin’s “A Case for Torture” and Marzieh Ghiasi’s
“A Case for Torture.” Prepare for your oral report.
SESSION #26 (Wednesday, April 25th)


Oral reports, continued
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 #27: Review notes on the critical analysis for the final exam essay.
Prepare for your oral report.
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WEEK FIFTEEN
SESSION #27 (Monday, April 30th)
 Oral reports, continued
Assignment for Session #28: 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 #28 (Wednesday, May 2nd)
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.
WEEK SIXTEEN
Final Exam Session

Essay #5: In-class critical analysis
FINAL EXAM SCHEDULE
2:00 – 3:30 class meets on Wednesday, May 9th
3:30 – 5:00 class meets on Monday, May 7th
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