ENGLISH 1301 SYLLABUS
PART I: ENGLISH 1301 COURSE INFORMATION
Southwest College
Spring 2013
Instructor
Name: Patricia Green
Office hours: Tuesday and Thursday 7:00, or by appointment: room 314
Class hours: Tuesday and Thursday 5:30-7:00 SW – Learning Hub room 314
E-mail: patricia.green@hccs.edu
Learning Web: Patricia Green
CRN # 35022
Textbooks
WP – the Writer’s Presence 7th ed. Some of the articles may be found online, or in
earlier editions of the textbook. Read at least two articles per week. Read the Writer at
Work following some of the articles.
HE – Harbrace Essentials – recommended writing handbook. Strunk and White and the
Purdue University Online Writing Lab can be found online (links in resources).
Questions? E-mail the instructor: patricia.green@hccs.edu
Other Materials
Paper and pen
Folder for handouts
Jump drive/flash drive
Grade Percentages
Essay #1: (10%) 500 word personal memoir on childhood and family, or a sense
of place
Essay #2: (10%) 750 argument essay: gender roles
Essay #3: (25%) 1,000 word researched and documented argumentative/persuasive
Essay
Essay # 4 (10%) Mid-term: Critical Analysis
Essay #5: (15%) 500 word Critical analysis Essay/ oral presentation
Essay # 6: (10%) Final: in-class essay
Other grades:
Daily grades: Quizzes & daily assignments (5%), participation, (5%), and
Journals (10%)
Important Dates
January 14: Classes Begin
March 7: Mid-Term
April 1: Last Day for Administrative/Student Withdrawals—4:30pm
May 7: Final
May 12: Semester Ends
May 17: Grades available to students
Attendance Policy
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. Students who intend to withdraw from a course must
do so by the official last day to drop.
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 rather than a “W.” This grade (due to missing classes
and missing work) will probably be an “F.” The last day to withdraw from the
Fall 2012 semester is November 27th.
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.
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 send email using this
account.
Free English Tutoring
The Southwest College offers you numerous opportunities for free English
tutoring at our tutoring centers (Stafford, Alief, and West Loop) or our electronic
tutoring services. Signs will be posted once the HCC live tutoring hours have
been established. On-line tutoring services include AskOnline and
mycomplab.com. You will find the AskOnline tutoring icon on the HCC
homepage for students. 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 in the Scarcella Science Center and in the West Loop Campus. Check on the
door of the open computer lab for hours of operation.
Academic Honesty
Plagiarism results in a grade of zero (“F”) on that project. Consult your on-line
student handbook on scholastic dishonesty. Cheating and/or collusion also result
in a grade of zero (“F”) on that project. Two instances of plagiarism will sabotage
the course grade and will result in an “F” in the course. Consult your on-line
student handbook for more details on scholastic dishonesty. No opportunities for
rewriting/resubmitting the plagiarized project will be given.
Late Paper Policy and Make-Up Exams
All assignments are required to be submitted on 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 day.
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. Students should not leave the class to make a call or
answer one (or worse—answer a call in class). No cell phones permitted on top of
desks.
2. No Bluetooth devices in ears allowed during class.
3. No MP3 players or other music devices with earphones allowed during class.
4. No laptops open during class.
5. You can answer your calls and make calls during your break.
Use of Cameras and 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.
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.
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.
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.
EDUCATIONAL OUTCOMES FOR ENGLISH 1301: By the time students have
completed English 1301, they will
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understand writing as a connected and interactive process which includes planning,
shaping, drafting, revising, editing, and proofreading;
apply writing process to out-of-class writing;
apply writing process as appropriate to in-class, impromptu writing situations, thus
showing an ability to communicate effectively in a variety of writing situations (such
as essay exams and standardized writing tests like the TASP);
apply suggestions from evaluated compositions to other writing projects;
understand and apply basic principles of critical thinking in analyzing reading
selections, in developing expository essays, and writing argumentative essays;
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apply concepts from and use references to assigned readings in developing essays;
analyze elements of purpose, audience, tone, style, and writing strategy in essays by
professional writers
complete short writing assignments, journal entries, reading quizzes, and other
activities to strengthen basic thinking and writing skills
understand and appropriately apply various methods of development in writing
assignments;
avoid faulty reasoning in all writing assignments;
fulfill the writing requirements of the course, writing at least 5,000 words during the
semester.
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.
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.
English 1301 Student Calendar
Spring 2013
Composition I CRN # 35022
Schedule of Assignments
WEEK ONE
January 15
Show proof of enrollment.
Journal # 1: diagnostic essay. Personal narrative, or memoir. What are your strengths and
weaknesses as a writer? What are your goals and expectations for this course?
Essay # 1: Personal Narrative (about you). Final draft due Thursday, January 24.
Sherman Alexie’s “The Joy of Reading and Writing: Superman and Me.” p. 27.
HE: Argumentation p. 221. Ethos, Pathos, Logos, p. 226. “Writing About Literature”
p. 270. Planning and drafting essays, p. 204, thesis statement, p. 206, revising, p.209, 211
Homework: Read two of the following from WP (some may be found online): Langston
Hughes “Salvation” p. 118, Momaday’s “Way to Rainy Mountain” p. 504, E.B. White
“Once More to the Lake” p. 260, and Hawthorne, “My Visit to Niagara” p. 438.
January 17
Show proof of enrollment
. Discuss purpose, audience, tone, strategy, and thesis for writing assignments. Discuss
Argumentation (handout): reasoning. Definition of fallacies, claims, evidence, and
warrants. Fallacies. Group work: give examples of fallacies (from argumentation
handout). Discuss the readings, including Stephen King’s “Everything You Need to
Know about Writing Effectively in Ten Minutes” p. 451. Discuss HE writing skills.
Argumentation Packet. Group work: fallacies.
First draft of the Essay # 1 is due. Final draft is due January 24th.
WEEK TWO
January 22
Argumentation: discussion. Read the Declaration of Independence WP p. 695.
Read WP “On Reading” pp. 20-22. Annie Dillard p. 374.
HE: Writing About Literature p. 270-292
Journal # 2: based on one of the WP articles. Journals are multi-paragraph essays that
analyze one article and apply outside comparisons, or anecdotes. Give specific evidence
from the article.
HE: Sentence variety p. 113, Writing and Reading Rhetorically p. 198
Homework: WP: Read Swift “a Modest Proposal” p. 831
January 24
Discuss “a Modest Proposal.” Read the newspaper article: “Crayons, Pencil, Gun.”
(provided by instructor in class). Compare.
Read WP: Adam Gopnik “Shootings” pp. 673-677aloud in class. Compare.
Discuss HE writing skills.
Quiz # 1: Argumentation.
Essay # 1 is due: Personal narrative, or memoir.
Homework: WP: Read Sedaris “Me Talk Pretty One Day” pp. 212-216. Pay attention to
the satire.
WEEK THREE
January 29
Gender Roles discussion. Introduce Essay # 2.
MLA research: Purdue University Owl and data bases. The research paper first draft is
due 11/10: 1000 words, two-four sources
HE: MLA p. 238, sources, p. 255, notes, bibliography, p. 257 and 293, or Purdue
University Owl (see resources).
HE: The MLA Research Paper, HE: p. 293-349
Homework: Read two of the following: Why Boys Don’t Play With Dolls” by Pollitt,
p.555, “Why Women Smile” by Cunningham p. 347, and Fallows “Throwing Like a
Girl” p. 400. Be prepared for an in-class discussion on gender roles.
Journal #2 is due January 31 based on a WP article.
January 31
Discuss gender roles articles.
MLA annotated bibliography. Look up four sources for your research paper.
MLA researchformat.
Quiz # 2: MLA research
Journal # 2 is due.
WEEK FOUR
February 5
MLA Research
Work on Essay # 3: Research paper: argumentation, topic of your choice
J#3. This may be based on one of the sources for your research paper. Due 2/14
WP: Read Staples, “Just Walk on By” p. 22,Carter, “the Insufficiencey of Honesty” p.
337 and Carr, “Is Google Making Us Stupid?” p. 633
Forum: research paper, or WP articles
HE: Fact/Opinion p. 223. Fragments p. 128; Comma splices p. 39, ex. 1 32-33
February 7
Share gender roles ideas from Essay # 2.
Discuss articles and MLA research.
Essay # 2 is due: Argumentation/ Gender Roles: 750 words.
WEEK FIVE
February 12
Lincoln’s birthday
Read “the Gettysburg Address” WP pp. 491
MLA research.
HE: Voice and Mood p. 47-49. Fact and Opinion, p. 223. HE: spelling p. 176; ei/ie p.180
Read Albani “The Lottery” p. 25, Kincaid “The Estrangement” p. 129, and Gladwell,
“Small Change: Why the Revolution Will Not Be Tweeted” p. 411
Journal # 6 is due (e-mail 11/21).
Essay # 4: Critical Analysis of one of the WP articles (500 words). An oral presentation
of this essay is due on
Discuss WP readings in Forum.
February 14
No class. Submit Journal # 3 by e-mail.
Work on the research paper.
WEEK SIX
February 19
Munoz, “Leave Your Name at the Border” p. 176, Gorney, “The Urge to Merge” p. 422,
and Paglia “The Pitfalls of Plastic Surgery” p. 774.
Forum: discuss identity within the context of ethnicity, nationality, family, school,
gender, age, friends, etc.
HE: prepositional phrases and appositive phrases p.19, Figurative language, p. 128;
clichés and euphemisms, p. 129, and Sexist language: HE: p. 67, 122-124, ex 2, p. 124.
February 21
Discuss identity. Discuss HE writing skills. One on one conferences on the final research
paper. Discuss satire (Swift, Sedaris).
Essay # 4: Critical Analysis Essay is due.
Quiz # 3: fragments and comma splices
WEEK SEVEN
February 26
WP: Read Barry “Beauty and the Beast” p. 315, Eighner “On Dumpster Diving” p. 377,
and Koeppel, “How to Fall 35,000 Feet – and Survive” p. 470
HE: conciseness p. 133; the comma p. 138, semi-colon p. 149; colon p. 151;capitalization
p. 183; italics p. 188
February 28
First draft of the research paper is due. Peer Review
Quiz: MLA Format
Discuss the WP articles:
WEEK EIGHT
March 5
HE: Denotation/annotation p. 127
Homework: WP Tim O’Brien “The Things They Carried.”
March 7
Mid-term
March 11-15
Spring Break
WEEK NINE
March 19
WP: Read Richard Rodriguez’s “Aria: a Memoir of a Bilingual Childhood” p. 187.
Discuss “Aria” in Forum.
Homework: Read one of the following: WP: Hoagland, “On Stuttering” p. 113, “On
What an Essay Is” p. 117, Hearne “What’s wrong with Animal Rights” p. 677 and
March 21
Essay # 4 Research Paper is due.
WEEK TEN
March 26
March 28
No class. Submit journal # 7
online. Last day for withdrawal is April 1 at 4:30.
WEEK ELEVEN
April 2
Homework: WP read Ephron “Boston Photographs” pp. 655-660, or Morris “Liar, liar,
pants on Fire” pp. pp. 753-760.
April 4
Discuss WP articles.
WEEK TWELVE
April 9
Read Flannery O’Connor’s “a Good Man is Hard to Find.” P. 947 Forum
April 11
Play part of Bruce Springsteen’s Nebraska CD, which was inspired by O’Connor.
Discuss examples, such as the movie, “No Country for Old Men.”
WEEK THIRTEEN
April 16
April 18
Essay # 5 is due: based on a WP article.
Class Presentations.
WEEK FOURTEEN
April 23
Class Presentations.
April 25
Journal # 10 is due (the last journal) based on a WP article.
WEEK FIFTEEN
April 30
May 2
HE: Business writing, p. 458; resumes, p. 465, and application p. 469
Overview of the semester. Review critical analysis.
WEEK SIXTEEN
May 7 Final
A&p p. 949
Oral Presentations of Essay # 4
Orwell, “Politics and the English Language” p. 527 and “Go on the Four Reasons for
Writing” p. 538.
Sanders “The Men We carry in Our Minds” p. 793
WP: read Dealing with Procrastination, p. 12