ENGLISH 1301 SYLLABUS
PART I: ENGLISH 1301 COURSE INFORMATION
Southwest College
Spring Semester 2011
Course Reference Number (CRN): 64198
16 Weeks (29 Sessions Including a Final Exam Session)
Web-Enhanced Course
When the student is ready, the teacher appears. (ancient proverb)
COURSE INFORMATON
Instructor
Name: Mr. Jeff Lindemann
English Professor, English, Education, and Humanities Discipline
English Department
Office: West Loop: Office 221
Office hours:
Monday/Wednesday: 9:30 – 12:30
Tuesday/Thursday: 9:30-11:00
Friday: by appointment
Tutoring: Tuesday/Thursday: 2:00 – 5:00 (Room C-129)
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
You do not need to purchase textbooks for the English 1301 courses that I teach. I use
sample essays (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 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 or links to
these materials posted on my Learning Web. We will be using the on-line Capitol
Community College Guide to Grammar and Writing.
Other Materials
Paper and pens
Paper for printing at home
Three ring notebook for syllabus and handouts that you print
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 you in an appropriate English class where
you will learn and succeed.
ESSAY GRADE PERCENTAGES
Essay #1 10%: Personal memoir: Childhood and Family (narrates and describes a
childhood/family experience/lesson)
Essay #2 10%: Expository essay: Gender and Identity (informs and explains observations on
gender and identity)
Essay #3 15%: In-class mid-term essay: Historic Places and Sacred Spaces (narrates and informs
on a Houston-area site visit)
Essay #4 30%: Researched argumentative/persuasive essay: Ethics and Issues (argues and
persuades on a current events topic)
Essay #5 15%: In-class final exam critical analysis (critiques and reviews an essay on a topic
relating to Learning and Understanding)
Daily quiz average: 20%
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 drafts, and a final essay of finished prose.
OVERVIEW OF FIVE ESSAYS IN ENGLISH 1301/MAJOR ASSIGNMENTS
These five essays are based on thematic units and a variety of writing purposes supported by a
variety of writing strategies.
ESSAY #1: PERSONAL MEMOIR ON CHILDHOOD AND FAMILY (10%)
Essay #1 has as it purposes to reflect on and express a tone concerning an event from our
childhood or family 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.
Basic sentence structure will be reviewed for the purposes of writing sentences effectively with
variety, emphasis, and correctness. This essay requires a 750 word rough draft.
ESSAY #2: GENDER AND IDENTITY (10%)
Essay #2 has as its purposes to inform and explain; therefore, it is an expository out-of-class
essay. The general topic of “gender roles” can be focused in a variety of interesting ways as we
examine the roles of men and women in society and how sexual differences and cultural
constructions of gender may affect identity. 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, surveys, and interviews. This essay requires a 750 word rough draft.
ESSAY #3: A SENSE OF PLACE (15%)
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 us going somewhere to experience
a place (such as a museum, historical location, or spiritual site) and writing about that
experience. This 500-750 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. This essay
will be written in the computer lab.
ESSAY #4: ISSUES AND ETHICS (30%)
Essay #4 is an argumentative/persuasive out-of-class essay of 1,000 words on an ethical issue.
Ethics includes the study of right and wrong, moral and immoral human behavior. However,
determining what is right and wrong behavior 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 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 (15%)
Essay #5 is a 500 word in-class critical analysis essay based on one of the essays that I provide
on the final exam session. The word “analysis” means breaking down a topic into smaller parts
for discussion. Therefore, this essay 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.)
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 COPM PONENTS
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.
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! On most days I give daily quizzes at the beginning of
class—so come to class on time and prepared to participate.
Regular attendance is required at Houston Community College. HCCS class policy states
that a student who is absent more than 12.5% (6 hours) of class may be administratively
dropped.
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 6 hours of allotted absences. Your attendance and participation are
required!
If you come in late, please see me at the end of the period so I can mark you on my roll.
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 or discuss the situation with the
instructor before they stop attending the class.
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 deadline, you will receive the grade that you are
making as the final grade. This grade will probably be an “F.”
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 “W” AND “I”
A grade of “W” is given for a “withdrawal.” 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.”
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/ >.
STUDENT ORGANIZATIONS
Three 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 advisor Dr. Christopher Dunn at
christopher.dunn@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)
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.)
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 2006-2009
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.
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. Proofread your message. Use correct
grammar, punctuation, and spelling. Do not send a message with shortened words such as
“Can’t b in class 2day have to pay fine b4 car taken away pleze snd any assignment.”
14. Save an electronic copy of out-of-class essays and the final draft of your 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
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 the Writing Lab (C-129)
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. No viewing of pornography.
4. When class is in session, do not open other accounts or read personal email during
class.
5. Do not change screen savers.
6. Do not print materials for other classes. Printing is reserved only for English 1301
and 1302 classes.
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,
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.)
COURSE DESCRIPTION, PURPOSE, AND OBJECTIVES
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.
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)
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To participate effectively in groups with emphasis on listening, critical and reflective
thinking, and responding.
To understand and apply basic principles of critical thinking, problem solving, and technical
proficiency in the development of exposition and argument.
To develop the ability to research and write a documented paper and/or 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.
PART II of SYLLABUS: ENGLISH 1301 STUDENT CALENDAR
Fifteen Weeks for 29 Sessions (plus a final exam session)
Monday/Wednesday
Spring 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
HOLIDAY: Martin Luther King Day (Monday, January 17)
SESSION #1 (Wednesday, January 19)
 Brief Introduction to English 1301
 Proof of registration
 Diagnostic essay 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.
WEEK TWO
SESSION #2 (Monday, January 24)
 Introduction to English 1301 (continued)
 Course description, purpose, objectives, grades, and class policies
 Overview of stages in writing process
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 (CCC) to Grammar and Writing:
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.”
SESSION #3 (Wednesday, January 26)
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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
Critical analysis/discussion of Langston Hughes’ “Salvation”
Brief review of phrases and simple sentences (and avoiding phrase fragments)
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, January 31)
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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 (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, February 2)
 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 Amy Tan’s “Two Kinds.” Study
“Reading Guide” on “Two Kinds” (LW). Be prepared for a daily quiz on “Two Kinds.” Begin
rough draft of Essay #1.
WEEK FOUR
SESSION #6 (Monday, February 7)
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Complex sentence, continued
Compound-complex sentence
Using dialog
Titling your essay
Critical analysis/discussion of Amy Tan’s “Two Kinds”
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. Your three copies and participation in the peer critique session count as a
daily quiz grade of 100.
SESSION #7 (Wednesday, February 9)
 Peer critique session for Essay #1 (groups of three)
Assignment for Session #8: Read “Editing Your Essay” and “Proofreading Your Essay” in
“Writing as Process” (LW). 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 14)
 Essay #1 is due at beginning of the period
 Introduction to Essay #2/Assessing the writing project: Gender and Identity
 Writing purposes: Informing and explaining (the expository essay)
 Raising awareness/Discovering ideas on gender
Assignment for Session #9: Read “Exemplification” (LW). Note the brief biography of Leslie
Marmon Silko (LW). Read Leslie Marmon Silko’s “In the Combat Zone” (LW). Study “Reading
Guide” on “In the Combat Zone” (LW). Be prepared for a daily quiz on “In the Combat Zone.”
Review “Focused Topics on Gender and Identity” (LW). Make a list of at least five (or more)
topics that interest you on the topic gender and identity. Bring this list to the next class session.
Read “Agreement: Subject-Verb” on CCC and do practice quizzes. Read CCC on “Clustering.”
SESSION #9 (Wednesday, February 16)
 Brief review of subject-verb agreement
 List of five or more topics is due
 Developing ideas (creating activities): Clustering
 The topic sentence paragraph
 Achieving paragraph unity
 Writing strategy: examples
 Critical analysis/discussion “In the Combat Zone”
Assignment for Session #10: Read “Definition” (LW). Read Judy Syfers’ “I Want a Wife”
(LW). Be prepared for a daily quiz on “I Want a Wife” (LW). Select a topic from your
brainstormed list. Print “Planning Page” from Learning Web. Start fundamental decisions on
your Planning Page (purpose, audience, tone, strategy, tentative thesis, optional outline). Read
CCC on “Agreement: Pronoun-Antecedent” and do practice quizzes.
WEEK SIX
HOLIDAY: Presidents’ Day (Monday, February 21)
SESSION #10 (Wednesday, February 23 )
 Sexist language
 Brief review of pronoun-antecedent agreement
 Writing strategy: definitions
 Achieving paragraph coherence
 Critical analysis/discussion of “Shame of Being Labeled ‘Feminist’ Is Shameful” (HO)
 Critical analysis/discussion of “I Want a Wife”
Assignment for Session #11: Read “Comparison and Contrast” (LW). Read Katha Pollitt’s
“Why Boys Don’t Play with Dolls” (LW). Read Anna Quindlin’s “Between the Sexes, A Great
Divide” (LW). Study the “Reading Guide” on these two essays. Be prepared for a daily quiz on
the two assigned essays. Complete your planning page and bring it to the next class session.
Begin working on your rough draft of Essay #2.
WEEK SEVEN
SESSION #11 (Monday, February 28)
 Planning page is due (purpose, audience, tone, strategy, and tentative thesis)
 Brief review of pronoun case
 Paragraph development
 Writing strategy: comparison/contrast
 Critical analysis/discussion of “Between the Sexes, A Great Divide”
 Critical analysis/discussion of “Why Boys Don’t Play with Dolls”
Assignment for Session #12: Read “Classification” (LW). Read Scott Russell Sanders’ “The
Men We Carry in Our Minds.” Be prepared for a daily quiz on “The Men We Carry in Our
Minds.” Continue working on your rough draft of Essay #2.
SESSION #12 (Wednesday, March 2)
 Brief review of pronoun reference
 Special kinds of paragraphs (introductory, concluding, transitional)
 Writing strategy: classification
 Critical analysis/discussion of “The Men We Carry in Our Minds”
Assignment for Session #13: Complete a typed rough draft (double spaced) and bring three
copies for a peer critique session. Your three copies and participation in the peer critique session
count as a daily quiz grade of 100.
WEEK EIGHT
SESSION #13 (Monday, March 7)
 Peer Critique Session
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).
SESSION #14 (Wednesday, March 9)
 Essay #2 is due at beginning of class
 Introduction to Essay #3: A Sense of Place
 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.” Study “Reading Guide” on “Rope
Burn.” Be prepared for a daily quiz on “Rope Burn.” Make a list of five or more sites that
interest you.
SPRING BREAK: March 14-20
Assignment for Spring Break: Make your visit to a Houston-area site of interest to you and take
plenty of notes!
WEEK NINE
SESSION #15 (Monday, March 21)
 Effective diction
 List of topics (possible sites) is due.
 Discussion of “Place”
 Critical analysis/discussion of “Rope Burn”
 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.”
SESSION #16 (Wednesday, March 23)
 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 essay on Historic Places and Sacred Spaces.
Be sure to purchase a print card at the Cashier’s Desk.
WEEK TEN
SESSION #17 (Monday, March 28)
 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.
SESSION #18 (Wednesday, March 30)
 Introduction to Essay #4: Argumentative/persuasive research paper (due April 25th)
 Research paper schedule and proposal
 Argumentative strategies: Reasons, concessions, and refutations
 The problem/solution research paper
 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 on the subject “Issues in Higher Education” for
your argumentative/persuasive research paper. 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.
WEEK ELEVEN
SESSION #19 (Monday, April 4)
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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
 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.”
Study “Reading Guide” questions on “Shootings.” Be ready for a daily quiz.
SESSION #20 (Wednesday, April 6)
 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 in paper pocketed folder to next
session. Work on your research proposal.
WEEK TWELVE
SESSION #21 (Monday, April 11)
 Sample research paper
 Folder with at least two sources on your topic due
 Research proposal due
Assignment for Session #22: Continue research project.
SESSION #22 (Wednesday, April 13)
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Using sources correctly and effectively: Facts and statistics, direct quotes, paraphrases,
and summaries
 Avoiding plagiarism
 MLA documentation: In-text and works cited page
Assignment for Session #23: Read Martin Luther King’s “I Have a Dream.” Study the “Reading
Guide” questions on “I Have a Dream.” Be ready for a daily quiz on “I Have a Dream.” 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. Begin your rough
draft. Incorporate your sources as facts and statistics, direct quotes, paraphrases, and/or
summaries.
WEEK THIRTEEN
SESSION #23 (Monday, April 18)
 Rough draft outline due (with research question and tentative thesis)
 Persuasive style: Selection of details, sentences, diction, tone
 Critical analysis/discussion of Martin Luther King’s “I Have a Dream”
 Review of argumentative/persuasive research project
 Strategies for giving an oral report
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.)
SESSION #24 (Wednesday, April 20)
 In-class research paper check
 Rough draft due
 Self-critique of rough draft
 Final checklist for research paper project
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.
WEEK FOURTEEN
SESSION #25 (Monday, April 25)
 Research paper is due!
 Introduction to Essay #5: Critical Analysis
 Oral reports (five minutes each)
Assignment for Session #26: Read
SESSION #26 (Wednesday, April 27)
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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
WEEK FIFTEEN
SESSION #27 (Monday, May 2)
 Oral reports, continued
 Critical analysis/discussion of
 Organizing/writing the critical analysis
Assignment for Session #28:
SESSION #28 (Wednesday, May 4)
 Critical analysis/discussion of sample final exam essay.
 Oral reports, continued
Assignment for Session #29: Review the critical analysis for final exam essay. Your final is an
on-the-spot critical analysis essay that you write on an argumentative essay that I will distribute
right before the final.
Final Exam Session:
 Essay #5: In-class critical analysis
M/W 12:30 – 2:00 class. Your final is Wednesday, May 11th.
M/W 2:00 – 3:30 class. Your final is Wednesday, May 11th.
M/W 3:30 – 5:00 class. Your final is Monday, May 9th
All finals will be held in the Open Computer Lab on the second floor of the C Wing.