ENGLISH 1301 SYLLABUS
PART I: ENGLISH 1301 COURSE INFORMATION
Southwest College
Fall 2012
Instructor
Name: Patricia Green
Office hours: Lunch, Sixth and Seventh Periods
Class hours: First and Second Periods
E-mail: patricia.green@hccs.edu; pgreen@houstonisd.org
Learning Web: Patricia Green
Textbooks
Two textbooks are required for the course:
The Writer’s Presence. (2012) Seventh edition.
McQuade, Donald and Robert Atwan
Harbrace Essentials. Glenn, Cheryl and Loretta Gray
Other Materials
Paper and pens
Notebook
Folder for handouts
Jump drive/flash drive
Grade Percentages
Essay #1: (10%) 500 word critical analysis on an editorial.
Essay #2: (10%) 500 word narrative, personal memoir, or the college essay
Essay #3: (30%) 1,000 word research paper
Essay #4: (10%) 500 word in-class mid-term essay
Essay #5: (20%) 750 word argumentative essay
Essay #6: (10%) 500 word in-class final exam essay
Other grades:
Daily grades: Quizzes & daily assignments (5%), participation (5%), and
Journals(10%)
Important Dates
September 4: Classes Begin
November 2: Last Day for Administrative/Student Withdrawals—4:30pm
December 7: Instruction Ends
December 10: Final Exam
December 14: Semester Ends
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
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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
2009 semester is November 3rd.
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.
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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.
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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;
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.
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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)
 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.
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English 1301 Student Calendar
J - Journal
HW - homework
Monday-Wednesday-Friday
Dual Credit English Fall 2012
WP – the Writer’s Presence
HE – Harbrace Essentials
Schedule of Assignments
WEEK ONE
Monday, August 27
Library Computer Lab: enroll in English 1301. Assign Essay # 1: critical analysis of an
editorial from the September 3, 2013 Houston Chronicle, or the New York Times. Due
September 7th.
Journal # 1: the Hero Essay. Due August 31st.
Wednesday, August 29
Argumentation: reasoning. Definition of fallacies, claims, evidence, and warrants.
HE: Argumentation p. 221
Show proof of enrollment. Over view of English 1301.
Friday, August 31
Discuss fallacies. Group work: give examples of fallacies. Show proof of enrollment.
Journal # 1 is due
WEEK TWO
Wednesday, September 5
Show proof of enrollment. Discuss critical analysis. Use examples from the editorial
pages from the Sunday newspapers (Houston Chronicle and the New York Times).
Arguments: HE: p. 221. Ethos, Pathos, Logos, p. 226. “Writing About Literature” p. 270,
theories, p. 278. Interjections p. 11 ex.1 due 9/7
Read Sherman Alexie’s “The Joy of Reading and Writing: Superman and Me.” WP p. 27
Journal # 2: personal narrative
Friday, September 7
HE p. 11 ex. 1 interjections. P. 13 ex.2 subject/ predicate
Discuss Alexie
Journal; # 2 is due
Essay # 1 is due
Hand out folders for writing portfolios.
Assign and work on Essay 2: the college essay/the personal narrative.
QUIZ: Argumentation
WEEK THREE
Monday, September 10
Library Computer Lab. MLA research: Purdue University Owl and data bases. The
research paper, essay # 4 is due October 19th.
HE: MLA p. 238, sources, p. 255, notes, bibliography, p. 257 and 293.
HW: WP: read “The Price We Pay” by Mayblum, p. 164, “In the Ruins of the Future:
Reflections on Terror, Loss, and Time in the Shadow of September.” By DeLillo p. 355.
Journal # 3 is due 9/14 based on the 9/11 readings.
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Wednesday, September 12
Discuss September 11th and the readings the day after the 11th anniversary.
The College Essay # 2. Personal narrative.
HE: fragments p. 128; comma splices p. 39, ex. 1 32-33
Assign Essay # 2: the College Essay/ personal narrative
Friday, September 14
Discuss purpose, audience, tone, strategy, and thesis for writing assignments.
WP: read Dealing with Procrastination, p. 12, Langston Hughes’ “Salvation” p. 118 and
Hughes’ “How to Be a Bad Writer” p. 121.
HE: Planning and drafting essays, p. 204, thesis statement, p. 206, revising, p.209, 211,
Fact and Opinion, p. 223.
Journal # 3 is due
WEEK FOUR
Monday, September 17
Fall Holiday.
Work on Essay # 2, the college essay/ personal narrative.
HW: WP: read E.B. White’s “Once More to the Lake.” p. 260.
Journal # 4 Personal narrative
Wednesday, September 19
Read WP: N. Scott Momaday’s “the Way to Rainy Mountain” p. 504 and Stephen King’s
“Everything You Need to Know About Writing Effectively in Ten Minutes” p. 451.
Discuss E.B. White and Momaday: memory and description, observation of description
and how the author’s memory works.
HE: Fact/Opinion p. 223
Friday, September 21
Discuss Gender roles.
Group Work: Rhetorical terms
HW: Read Why Boys Don’t Play With Dolls” by Pollitt, p.555 and Fallows’ “Throwing
Like a Girl” p. 400
College Essay # 2 is due
Journal # 4 is due.
WEEK FIVE
Monday, September 24
Discuss gender roles, Pollitt and Fallows.
Sexist language: HE: p. 67, 122-124, ex 2, p. 124.
HW: read “Why Women Smile” p. 347
Journal # 5: gender roles
Wednesday, September 26
The MLA Research Paper, HE: p. 293-349
HW: WP: Read Richard Rodriguez’s “Aria: a Memoir of a Bilingual Childhood” p. 187.
Friday, September 28
HE: Voice and Mood p. 47-49
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Journal # 5 is due.
QUIZ on Rodriguez
Discuss “Aria.”
WEEK SIX
Monday, October 1
Journal # 6: autonomy and separation.
Read Kincaid’s “The Estrangement” p. 129, repetition, p. 132.
Discuss identity within the context of ethnicity, nationality, family, school, gender, age,
friends, etc.
HE: prepositional phrases and appositive phrases p.19
HW: WP: Read and discuss Staples, “Just Walk on By” p. 22.
Wednesday, October 3
Read Carter, “the Insufficiencey of Honesty” p. 337.
HE: Figurative language, p. 128; clichés and euphemisms, p. 129.
Friday, October 5
WP: read Albani, “The Lottery” p. 25.
Journal # 6 is due
QUIZ
WEEK SEVEN
Monday, October 8
WP: Gladwell, “Small Change: Why the Revolution Will Not Be Tweeted” p. 411.
HE: spelling p. 176; ei/ie p.180
Journal # 7
Wednesday, October 10
WP: Tuchman, “This is the End of the World: the Black Death” p. 584.
HE: conciseness p. 133; the comma p. 138, semi-colon p. 149; colon p. 151
Friday, October 12
Quiz
Discuss Tuchman.
HE: capitalization p. 183; italics p. 188
Journal # 7 is due
WEEK EIGHT
Monday, October 15
HE: Denotation/annotation p. 127. Review MLA p. 293
WP: Hoagland, “On Stuttering” p. 113, “On What an Essay Is” p. 117.
Wednesday, October 17
WP: Orwell, “Politics and the English Language” p. 527 and “Go on the Four Reasons for
Writing” p. 538.
HE: pronouns p. 51 ex. 1 p. 64; ex 3 p. 166; ex.3 p. 168; ex. 4 p. 171
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Friday, October 19
Essay # 4: Research paper is due.
Peer review: argument essay, research paper outline and thesis statement.
WEEK NINE
Monday, October 22
Read Nora Ephron’s “The Boston Photographs” p. 676-681.
HE: Sentence unity p. 88; mixed metaphors p. 89
Assign Essay #5: Argumentation.
Journal #8
WP: read Chabon, “Faking It” p. 343.
Wednesday, October 24
HE: Emphasis p. 108; Usage p. 113; Variety ex. 1 p. 114 and ex. 2 p. 116
Discuss Ephron.
Friday, October 26
WP: “Under Water” p. 121
HE: Writing About Literature p. 270-292
Review for mid-term
Journal #8 is due
WEEK TEN
Monday, October 29
Library Computer Lab: Mid-Term
Journal #9
Wednesday, October 31
HE: Sentence variety p. 113 ex.1 p. 114 and ex. 2 p. 116
WP: “The Lottery” p. 25
Discuss.
Friday, November 2
HE: Rhetoric; Thinking rhetorically p. 16. Review rhetorical terms. Group work.
Journal #9 is due.
WEEK ELEVEN
Monday, November 5
WP: Hawthorne, “My Visit to Niagara” p. 438.
Journal # 10 – choose any article from WP: rough draft for Essay #5
Wednesday, November 7
WP: Read WP “The Men We Carry in Our Minds” p. 915
Discuss
Friday, November 9
HE: Business writing, p. 458; resumes, p. 465, and application p. 469
Journal #10 is due
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WEEK TWELVE
Monday, November 12
Read “On Dumpster Diving” p.377. “Challenges of Writing While Homeless” p. 388.
Wed. November 14
Read Flannery O’Connor’s “a Good Man is Hard to Find.” P. 947
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.”
Friday, November 16
Quiz
Forming a critical perspective
WEEK THIRTEEN
Monday, November 19
Library Computer Lab
Read “The Gettysburg Address” WP p. 460, or online (Nov. 19, 1863 -149th anniversary).
Work on Essay #5
Wednesday, November 21
Read “The Declaration of Independence” aloud p. 705. Discuss argumentation with
examples. Apply syllogisms.
HE: review argumentation p. 223
Essay #2 is due
Thanksgiving Break
WEEK FOURTEEN
Monday, November 26
WP: Read John Updike’s “A&P”, p. 949
Review personal narrative
HE: conciseness p. 133, ex. 1 p. 136
Wednesday, November 28
WP: Read McBride’s “Hip-Hop Planet” p. 495
Journal is due
Friday, November 30
Read “Me Talk Pretty One Day.” P.212. Discuss satire
WEEK FIFTEEN
Monday, December 3
HW: Final copy of Essay # 5
Oral presentations based on Essay #5.
Overview of the semester: argumentation, voice, etc.
Wednesday, December 5
Peer review of essay #5. Student-Teacher one-on-one conferences.
Using dialogue to build character.
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Oral Presentations, continued
Friday, December 7
QUIZ: Readings
Review for exam. Prepare planning page (purpose, audience, tone, strategy, tentative
thesis, and an outline).
ESSAY # 5 is due
WEEK SIXTEEN
Monday, December 10
Library Computer Lab: Final Essay # 6
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