ENGLISH 1301 SYLLABUS
PART I: ENGLISH 1301 COURSE INFORMATION
Southwest College
Fall 2011
Instructor
Name: Patricia Green
Office hours: Lunch, 2:20
Class hours: Third, Fifth, and Sixth periods
E-mail: patricia.green@hccs.edu; pgreen@houstonisd.org
Learning Web: Patricia Green
Textbooks
Two textbooks are required for the course:
The Little, Brown Handbook. (2010) Eleventh edition
Fowler, H. Ramsey and Jane E. Aaron
The Writer’s Presence. (2009) Sixth edition.
McQuade, Donald and Robert Atwan
Other Materials
Paper and pens
Folder for handouts
Pocketed paper folder for essay #4 research materials
Jump drive/flash drive
Grade Percentages
Essay #1: (10%) 750 word personal memoir on childhood and family, a sense of
place, or the college essay
Essay #2: (10%) 750 expository essay
Essay #3: (10%) 500 word in-class mid-term essay
Essay #4: (30%) 1,000 word researched and documented argumentative/persuasive
essay on ethics and morality
Essay #5: (10%) 750 word in-class critical analysis 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 12: Classes Begin
November 16: Last Day for Administrative/Student Withdrawals—4:30pm
December 9: Instruction Ends
December 12: Final Exam
December 16: Semester Ends
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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
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
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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
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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;
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;
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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)
 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
Monday-Wednesday-Friday
Dual Credit
Fall 2011
WP – the Writer’s Presence
LBH – Little, Brown Handbook
Schedule of Assignments
WEEK ONE
Monday, September 12
Introduction to English 1301, explanation of Dual Credit English, proof of registration,
diagnostic rough draft narrative essay. Show proof of registration. Diagnostic Essay.
Show students the textbooks.
Read Sherman Alexie’s “The Joy of Reading and Writing: Superman
and Me.” The Writer’s Presence (WP), pp. 13-16
Essay # 1: the personal narrative, memoir, or college essay
Overview of the writing process.
In-class timed essay (15 minutes): write about your thoughts and a recollection of your
memory of 9/11/01 on this 10th anniversary.
HW: Read two of the following: Don Delillo’s “In the Ruins of the Future: Reflections on
Terror, Loss and Time in the Shadow of September” p 361-371, Adam Mayblum’s “The
Price We Pay” p. 189, or Gerald Early’s “Fear and Fate in America,” pp. 371-378,
Nussbaum “Can Patriotism be Compassionate?” p. 783
Wednesday, September 14
Check proof of enrollment
Discuss the 9/11 readings.
Read chapter one of the Little, Brown Handbook (LBH) pp. 2-15. Explain audience.
Chap. 2: Developing and Shaping Ideas p. 16-45.
In class: Ex. 2.6 p. 32: Evaluating thesis statements.
LBH p.14, Chap.4, p. 70-111: writing and revising paragraphs. Ex 4.17 and 4.18
HW: Read Langston Hughes’ “Salvation” p. 142 and “How to Be a Bad Writer” p. 145
by Friday.
Friday, September 16
Discuss purpose, audience, tone, strategy, and thesis for writing assignments.
Discuss Hughes’ “Salvation.”
HW: Read E.B. White’s “Once More to the Lake.” WP, p. 270 or Momaday’s “The Way
to Rainy Mountain” p.487
Journal is due
Quiz on the readings: Alexie, Hughes, 9/11 articles
Essay # 1 is due
WEEK TWO
Monday, September 19
Discuss E.B. White and Momaday: memory and description. Observation of description
and how the author’s memory works. Discuss a sense of place and autobiography. Read
Stephen King’s “Everything You Need to Know About Writing Successfully- in Ten
Minutes.” p. 440
Introduction to expository essay # 2. Discuss gender roles
Freewriting, and clustering. Handout: proofreading marks.
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HW: Read Hoagland, “On What an Essay Is” p.141
Wednesday, September 21
LBH chapter 3: Drafting and Revising p.46-72
Voice: p. 298-299
Chapter 7 p. 135-149: Studying Effectively and Taking Exams.
Chapter 8: Writing in Academic Situations p.162
HW: read “Why Women Smile” p. 324, Read Why Boys Don’t Play With Dolls” by
Pollitt, p.522 and Fallows’ “Throwing Like a Girl” p. 386.
Friday, September 23
Discuss the homework readings and gender roles. Assign Essay # 2: Gender Roles
Expository Essay # 2 is due
QUIZ: LBH: voice, revising, and chaps. 7and 8
WEEK THREE
Monday, September 26
LBH, chapter four, p.72.Writing and Revising Paragraphs, sentence fragments, comma
splices, and shifts.
Discuss identity within the context of ethnicity, nationality, family, school, gender, age,
friends, etc.
Discuss a sense of place. Brainstorm ideas for an essay. List Houston-area sites.
HW: Read Akst “What Meets the Eye,” p. 281 and Carter, “the Insufficiencey of
Honesty” p. 318
Wednesday, September 28
Hand-out: Argumentation
LBH, chapters 9 and 10: reading and writing arguments critically pp. 176 and 196
HW: Read two: Winn’s “TV Addiction” p. 590, Chaudry’s “Mirror,Mirror on the Web”
p. 632, or Gibson’s “The Net is a Waste of Time.” P. 691.
Friday, September 30
Group work: List examples of fallacies and write a logical syllogism and an illogical
syllogism
Quiz: argumentation
Journal is due
WEEK FOUR
Monday, October 3
Review LBH chapter 6: Writing in Academic Situations. Developing Academic Skills p.
128-138 and chapter 7, pp. 135-149: Studying Effectively and Taking Exams. Chap. 8
Writing in Academic Situations.” P. 162
HW: Read Judith Ortiz Cofer’s “Silent Dancing.” p. 64.
Wednesday, October 5
Library Computer Lab
The MLA research process. How to use databases. The annotated bibliography
Friday, October 7
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Quiz
Discuss “Silent Dancing.”
Journal is due
WEEK FIVE
Monday, October 10
Overview of LBH, chapters 9 p. 176 and 10: Writing an Argument p. 196. Discuss
strategies of argumentation. Brainstorm as a class for topics: issues and ethics.
LBH chapter 46: Using MLA Documentation and Format pp. 644- 691
HW: Pre-write or make an outline for an argument essay. Read Sanders, “The Men We
Carry in Our Minds” p. 828
Wednesday, October 12
LBH chapter 25: Using Parallelism p. 398, ex.25.3 p. 404
Read Richard Rodriguez, “Aria” p. 210
HW: Read Unit 9: Research
Punctuation p. 416-482
Friday, October 14
Peer review: argument essay, research paper outline and thesis statement.
Quiz: “Aria” by Rodriguez. Discuss
Journal is due
WEEK SIX
Monday, October 17
Read Nora Ephron’s “The Boston Photographs” p. 676-681.
Essay #2 is due. Turn in the final copy, rough draft, and peer review.
Read WP pp 775-782 - Errol Morris, “Liar, Liar, Pants on Fire”
Wednesday, October 19
Discuss Ephron and Morris.
LBH chap. 22: Mixed and Incomplete Sentences
Friday, October 21
Review MLA research
Quiz: Ephron and Morris.
Journal is due
WEEK SEVEN
Monday, October 24
Read Obama’s “Origins” p. 194 and Carter’s “the Insufficiency of Honesty.” P. 318
Discuss.
Wednesday, October 26
Peer review: Essay # 4 rough draft. Use the checklist for revising an argument: LBH
HW: Read LBH chapter 37 “Using Appropriate Language” p. 502-510. Pay attention to
eliminating sexist language, p.515 Ex. 37.1 p. 510.
Friday, October 28
Quiz on readings. Work on the research paper rough draft. One-on-one conferences
Discuss Obama and Carter
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Review a sense of place
Journal is due
WEEK EIGHT
Monday, October 31
Mid-Term: a sense of place
Wednesday, November 2
LBH Part 9 – MLA Research p. 548 – 725, Chaps. 41 - 47
Discuss MLA Research, MLA format and any questions or problems encountered in the
research process.
Friday, November 4
Annotated bibliography, thesis statement and outline are due
HW: Read Beller’s “The Trouble with T-Shirts” p.53 and Harris, “Celebrity Bodies”
p.425
Journal is due
WEEK NINE
Monday, November 7
Overview: LBH, chapter 9: Reading Arguments critically, pp. 179-198
Read Gore Vidal’s “Drugs” p. 883. Discuss reading and the historical context in which a
piece is written.
HW: Read Eighner, “On Dumpster Diving” p.355
Wed. November 9
Library Computer Lab: Essay # 5 –critical analysis essay based on one of WP readings.
HW: Read Orwell, “Shooting an Elephant” p. 203
Friday, November 11
Forming a critical perspective
Discuss “Shooting and Elephant.”
QUIZ: MLA format
Essay # 4: the research paper is due
WEEK TEN
Monday, 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.”
Wednesday, November 16
LBH – Chap. 17 Sentence fragments and chap 18 Comma splices p. 338
Read “The Declaration of Independence” aloud p. 705. Discuss.
Last day for Withdrawal
Friday, November 18
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Read “The Gettysburg Address” aloud. p. 460 (Nov. 19, 1863 -148th anniversary).
Discuss.
Read Brent Staples’ “Just Walk on By: A Black Man Ponders His Power to Alter Public
Space” WP pp. 283-28
Journal is due
WEEK ELEVEN
Monday, November 21
Discuss Staples. How does perception and experience determine a person’s judgment? Is
there a connection between this essay and Trudeau’s?
HW: Read John Updike’s A&P, p. 967
Wednesday, November 23
Library Computer Lab
Student-teacher conference. Essay #5 is due.
HW: revise and edit essay # 5. Read McBride’s “Hip-Hop Planet” p. 463
Journal is due
Thanksgiving Break
WEEK TWELVE
Monday, November 28
Read Diamond’s “The Ends of the World as We Know Them’ p. 648, or Cormac
Cullinan’s “If Nature Had Rights” p. 641
HW: Final copy of Essay # 5
Wednesday, November 30
Peer review of essay #5. Student-Teacher one-on-one conferences.
Using dialogue to build character.
HW: LBH Drafting and revising, pp. 48-69. Submit essay to Turnitin.com.
Last day to Withdraw: November 18
Friday, December 2
QUIZ: Readings
Read Sedaris, “Me Talk Pretty One Day.” P. 235
HW: Read Hoagland, “On Stuttering” p. 137
ESSAY # 5 is due
Discuss satire
WEEK THIRTEEN
Monday, December 5
Discuss “On Stuttering.” Use examples, such as King George VI and James Earl Jones.
Choose and read one of the essays from The Writer’s Presence. You may choose one that
you haven’t read before, or reread a favorite.
HW: Prepare oral report based on the reading you chose for Essay #5.
Wednesday, December 7
Oral Presentations of Essay # 5
LBH chap.9: Review Reading Arguments critically pp. 179-198
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Friday, December 9
Oral presentations, continued
Overview of the semester: argumentation, voice, etc.
WEEK FOURTEEN
Monday, December 12
Library Computer Lab
Final Retrospective Essay Exam # 6: in-class timed essay
Friday, December 2
Oral presentations
ESSAY # 5: Critical Analysis Essay is due
LBH chap. 39 Writing concisely p.529 Chap. 11: Reading and Using Visual Arguments.
Pp. 219-230.
WEEK FIFTEEN
Monday, December 5
Introduction to Essay # 6
LBH chapter 11: Reading and Using Visual Arguments pp. 216-227
Wednesday, December 7
Practice in-class critical analysis
Oral reports
Friday, December 9
Oral reports
Review for exam. Prepare planning page (purpose, audience, tone, strategy, tentative
thesis, and an outline).
WEEK SIXTEEN
Monday, December 12
Final Exam
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