ENGLISH 1301 SYLLABUS
PART I: ENGLISH 1301 COURSE INFORMATION
Southwest College
Fall 2010
When the student is ready, the teacher appears. (ancient proverb)
Instructor
Name: Shyama Mishra
E-mail: smishra@stafford.msd.esc4.net
Textbooks
Two textbooks are required for the course:
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McQuade & Atwan, eds., The Writer’s Presence: A Pool of Readings,
sixth edition, 2009. ISBN: 0312486863 ISBN 13: 9780312486860
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Fowler, H. Ramsey & Jane E. Aaron, eds. The Little, Brown Handbook,
11 edition, packaged with MyCompLab code (if you buy the book at the Central
College HCC bookstore). ISBN: 0205651712 or ISBN 13: 9780205651719
th
Other Materials
Paper and pens
Three-ring notebook for handouts
College-level dictionary and thesaurus
Pocketed paper folder for essay #4 research materials
Spiral notebook for note taking
Grade Percentages
Essay #1: (10%) 750 word personal memoir on childhood and family
Essay #2: (10%) 750 expository essay on gender roles
Essay #3: (10%) 500 word in-class mid-term essay on a sense of place
Essay #4: (20%) 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 – critical analysis.
Journal folder: 10%
Other grades:
Daily grades (20%) quizzes, research checks, sentence and paragraph answers
Essay details:
 Length: Journal/Reading Notebook Entries (300-400 words)
 Length: Diagnostic Essay due 09/01/10 (500-600 words)
 Length: Major essays (750-1,000 words)
 Rough drafts, Peer reviews, tutor marked drafts, and all prewriting components will
be submitted with final drafts of major assignments
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Typed papers must adhere to MLA style format
READING QUIZZES: Students will be required to take a total of 10 reading quizzes
which will be based on homework readings and posted assignments/lecture notes. *Be
sure to keep up with the assigned homework readings, Discussion Board postings, and to
read all assignments/lecture notes in class to perform well on this part of your grade.
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.” Last day for 100% refund is August
27.The last day to withdraw from the semester is November 18.
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.
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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.
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 count as a
grade in the course. One goal of the Houston Community College English
Department is to place you in an appropriate English class where you will learn
and succeed.
Inclement Weather
During inclement weather conditions, monitor major local channels for updates on
school closings.
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 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 day. No papers will be accepted more than 3 days
late. If you miss any in-class essays, contact me immediately to schedule a make-up
exam. No make-ups on daily quizzes!
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.
Use of Cameras and Recording Devices
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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.
Other Course 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 result in time
subtracted from the 12.5% attendance policy.
2. No sleeping or heads on desks permitted. If you fall asleep, I will take off
points from participation grade if I find you sleeping. Participation grade is a
major grade given to you for staying on task, timely submissions and for
following the rules and procedures of the classroom.
5. No food allowed in class (campus rule). Beverages are fine in regular
classrooms but not in the computer labs. Please throw away trash at end of the
class session.
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 out-of-class essays must be typed.
12. The time to discuss an essay grade is after it is returned, not at the end of the
semester.
13. When you email me, use correct English and proofread your message. Write
complete sentences, capitalize proper nouns, and use correct punctuation. Do not
write “b4” for “before” or “u” for “you” or use any other shortened form of a
word. Write as if you were on the job and producing text acceptable in the
Houston business community.
15. Good learning attitude, cooperative demeanor, and courteous behavior all go a
long way with me!
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;
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.
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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.
English 1301 Syllabus: Course Information and Student Calendar
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PART II: ENGLISH 1301 STUDENT CALENDAR
WEEK ONE (All books should be purchased by week 1, if not done already)
08/23/10: Introduction to course, Rules and procedures review, intro to texts, discuss
importance of communication and expression.
08/24/10: In Class Writing Activity - diagnostic essays written in class –introduce topic,
begin outlining ideas, brainstorm.
08/25/10: Continue writing diagnostic essay.
8/26/10: Complete writing
And submitDiagnostic essay. Read Garry Trudeau’s “My Inner Shrimp” as homework.
8/27/10: Write in class journal responding to your reading of Trudeau. Donot summarize.
Length – 300 words.
Homework: Read Chapters 1 and 2 of “The Little Brown Handbook” for quiz on
Monday.
WEEK TWO
08/30/10 : Take quiz on chapters 1 and 2
08/31/10: Read “Barrak Obama on the Hazards of Autobiography” (201-202) (WP, in
class), Anne Frank’s “From The Diary of a Young Girl” (115-121) (WP) as homework.
09/01/10: Discuss Homework/ (WP) Readings. Discuss Chapter 3 (LBH), work on
grammar.
Homework due 09/10: Read Walker’s “Beauty: When the Other Dancer is the Self” (WP);
09/02/10: Discuss readings, note similarities and differences in readings..
09/03/10: Quiz on the 3 readings.l.
WEEK THREE
9/7/10: Begin working on rough draft Essay #1 (personal memoir)
09/8/10: Complete rough draft for essay 1 (handwritten). Revise and edit. Read Chapters
37 & 38 and review page 63 for proofreading suggestions (LBH)
Homework due 09/9/10: Complete Rough Draft Essay #1 – draft must be 750 words,
typed to receive full credit for this assignment;
Session Three 09/10/10Peer review rough draft in class. Use pg.67 in (LBH) as a
reference tool for Peer Review/ Introductory, transitional, and concluding paragraphs/
Proofreading techniques.
Homework due 09/13/10: Complete Final Draft Essay #1 -- Peer Review, Rough Draft,
and Final Draft must be turned in to receive full credit for this assignment in a folder;
Read Chapter 39 (LBH)
WEEK FOUR
Session One 09/13/10: Submit essay 1. Introduction to essay 2. Comparison/Contrast and
Definition Strategies. Pop daily on Chapter 39.
Homework due 90/14/10: : Read Katha Pollitt’s “Why Boys Don’t Play with Dolls,”
Session Two 09/14/10: Discuss Chapter 8. Connect with personal opinions, write a short
paragraph on your point of view.
Session 3 09/15/10: Introduce thematic topic “Gender Roles”. Discuss strategies for
critical reading. Evaluate and expand paragraph from previous class to create an
argumentative essay.
Homework due 09/16/10: Read James Fallows’ “Throwing Like a Girl.”
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09/17/10: Discuss Reading from the “gender roles” perspective. Quiz on Pollit and
Farrows.
WEEK FIVE
Session One 09/20/10: Begin first draft of essay 2.
Session Two 09/21/10: Complete first draft in class. Type first draft as homework.
09/22/10: Peer edit first draft. Type and complete second draft based on peer
editing. To receive full credit for this assignment you must turn in the peer review, rough
draft, and final draft of Essay #2
09/23/10: Read Edwidge Danticat’s “We Are Ugly, but We Are Here.”
Homework: Complete journal, topic respond to reading -- length 1 1/2-2 typed pages,
double spaced.
WEEK SIX
Session One 09/27/10: pop daily on WP gender readings.
Session Two 09/28/10:Introduce topic for essay # 3 - Discuss the concept of “sense of
space”. In class activity- journal writing on sense of space – personal experience.
Homework due 10/05/07: Read N. Scott Momaday’s “The Way to Rainy Mountain”.
Session Three09/29/10: Discuss Homework. View all readings..
Homework due 09/30/10: Review all readings for 6 weeks test.
09/30/10: 6 weeks test.
10/01/10: Continue brainstorming essay 3. Write outline in class. Complete first draft at
home.
WEEK SEVEN
Session One 10/04/10:. Peer review rough draft with student partner.
Session Two 10/05/10: Final Draft Essay #3 (in class writing – midterm.).
Session Three 10/06/10 : Complete Final draft in class. To get full score on your essay
you will need to turn in all your previous drafts.
10/07/10: Research online for an argumentative article. Explain whmakes it an
argumentative article.
10/08/10: Read LBH ch. 9. Discuss reading. Homework: bring back a topic on which you
want to write a mini argument.
WEEK EIGHT
Session One 10/11/10: Write a mini argument, topic – student choice.
Introduction to Essay 4. Discuss “planning research”, topic of issues and ethics,
persuading and arguing.
Homework due 10/12/10: Brainstorm a list of possible topics from your readings for
Essay #4
10/16 /10: Discuss homework. Vote and select the topic for essay 4. discuss chapter 9
(LBH); Homework: review chapter 9
Session Two 10/12/10: Quiz on Research processes, chapter 9
Homework due 10/13/07: Read Richard Rodriguez’s “Aria: A Memoir of a Bilingual
Childhood” .
Session Three 10/13/10: Write a response journal on your reading.
10/19/10 Read Marjane Satrapi’s “The Socks”Discuss in one paragraph for each story
explaining the argument presented by each of these two authors in their works –
approximately 75-100 typed words per paragraph.
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10/14/10: Discuss MLA style of writing
10/15/10: Continue discussion, demonstration and practice of MLA Style.
WEEK NINE
Session One 10/18/10: Brainstorm the chosen topic for essay 4. Write an outline
.
Homework due 10/18/10: Type rough draft as per format guidelines.
Session Two 10/19/10: Peer review rough draft of Essay 4.
Homework due for 10/20/10: Type final draft of Essay 4 as per format guidelines (formal
title page, formal topic or sentence outline, and an MLA works cited page included).
Session Three 10/21/10: Submit essay 4. Read Kingston’s “No Name Woman” .
10/22/10: Discuss Kingston. Read Langston Hughes’ “Salvation”.
WEEK TEN
Session One 10/25/10: Read Chapter 8 of LBH. Discuss critical perspective based on
your readings..
Homework due 10/26/10: Research online and make notes of movie reviews (2 movies) ,
(not your favorite movie) of your choice. Bring all Journals to next class to participate in
creating of skeletal Journal Folder Table of Contents; Turn in Journal folder
Session Two 10/26/10: Referring to your notes of movie reviews, discuss review
strategies in class. Write an in-class review of your favorite movie.
10/27/10Pop daily Ch. 25, 26 LBH.
10/28/10 Read George Orwells’ “Shooting an Elephant”. Write a short in class critique.
10/29/10: Read Laura Kipnis’ “Against Love’.
WEEK ELEVEN
Session One 11/01/10 : Write a critical review of your reading assignment.
Homework due 11/02/10: Read chapter 50 LBH
Session Two 11/03/10: Quiz on Chapter 50 LBH
Session Three 11/04/10: Write an analysis of a short story : teacher handout.
11/05/10: Continue and complete analysis.
WEEK TWELVE
Session One 11/8/10: Read McKibben : “Worried? Us?” WP. Class discussion: debate
on the reading.
11/9/10: Write an argumentative journal based on class discussion.
Session Two 11/10/10: In class quiz – WP readings – “Shooting an elephant”, “Against
Love”
Sesion Three 11/11/10: Read Sanders’ “The Men we Carry in our Minds”.
11/12/10: McKibben and Sanders reading s in class. .
WEEK THIRTEEN:
Session one 11/15/10 Write in class argumentative draft on “The Men we Carry in our
minds” or “Worried? Us?”
Session Two 11/16/10; Read King’s “Letter from Birmingham Jail”. Discuss reading in
class.
11/17/10 – 23/10.: Choose either of the 3 readings to write essay 5. Brainstorm, prewrite,
and create first draft of essay 5 in class.
11/24-11/28 – holidays.
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WEEK FOURTEEN:
11/29/10: Peer edit essay 5
Homework due 11/3010: complete essay 5 and submit as per submission policies.
Session Two 11/30/10: Group activity on critical analysis. Assign groups, assign topics.
Homework due 12/01/10: Research assigned topics online at home
Session Three 12/2/10: Continue group work.
Homework due 12/03/10: Continue research on topic for group work.
12/3/10: Continue group work
WEEK FIFTEEN
Session One 12/06/10: Class presentation of group project on critical analysis
Session Two 12/07/10: Review for final essay reviewLBh for ideas
12/8/10 : outline final essay.
12/9/10:-12/10/10- jot down ideas, map the essay,.
12/14-Complete inclass 500 words final essay.
12/15- teacher evaluation.
12/16 and 12/17- early release.
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