ENGL 0310 • Fundamentals of Grammar and Composition II • Syllabus
CRN 62252 • Fall 2013 • Second 8 Weeks
October 21 through December 15 • 10 a.m. to Noon • MTWR
Room 305 • Spring Branch Campus • 1010 W. Sam Houston Pkwy. N • Houston, TX 77043
Contact Information
Debbie Service • 713-460-3514 • debra.service@hccs.edu
Students should feel free to call, text or e-mail concerning any problems in this course. Student success can
best be ensured through effective communication.
Course Description
Credit: 3 hour 1 lab lecture course (64 hours per semester)
Pre-requisites: None. Students are placed into English 0310 with specified scores on SAT, ACT, THEA, or
ASSET or placement alternative tests like Compass or Maps and diagnostic essay evaluation by HCCS
designated faculty.
This course is designed to prepare students for ENGL 1301. Students will ordinarily proceed to ENGL 0310
after taking ENGL 0300. Some students may, however, test directly into ENGL 0310 (ENGL 0300 is not a
prerequisite for ENGL 0310). ENGL 0310 provides a basic review of the principles of grammar, usage and
mechanics and utilizes the writing process to teach the students to write short essays (350-500 words).
Upon completion of English 0310, students will be able to write papers that are organized, unified, well
developed, and clearly and coherently expressed. Within their papers, they will be able to include a variety of
types of clear and sophisticated sentences that express logical relationships between ideas. They will be able
to write so that errors in mechanics and grammar do not interfere with their written communication. Students
will be able to write papers that are free of distracting mechanical and grammatical errors. Each student’s
writings will be diagnosed for errors in mechanics and grammar, and each student will concentrate on
eliminating those errors from his or her writing by being able to recognize and correct them. The instructor will
lead the class in discussing various methods of sentence construction. Students will work on sentence
construction both in and out of class, and both independently and in collaboration with other students. Students
will consult tutors in the Writing Center to help improve sentence structures occurring within the paper in
process. The sentence structures of the final version of each essay will be assessed. English 0310 Objectives
include and incorporate federally mandated SCANS SKILLS include skills development in listening, speaking,
reading, writing, critical thinking skills and computer literacy.
Required Texts:
Maimon, E., Peritz, J. & Yancey, K. (2011). The McGraw-Hill Handbook (2nd ed.). New York: McGraw-Hill.
ISBN: 9780073383989
Buscemi, S. & Smith, C. (2010). 75 Readings plus (10th ed.) Boston: McGraw-Hill
ISBN: 9780077426446
ISBN-10: 9780077706647 (Package)
Bookstore: http://hccs.bkstore.com
NOTE: Purchase the two books individually or as a package.
Electronic Resources:
Companion Web Site: http://connect.mcgraw-hill.com/connectweb/static_pages/index/index.html
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FUNDAMENTALS OF GRAMMAR AND COMPOSITION I |
ENGL 0310
Instructional Methods
Through lectures, discussion, demonstrations, reviews, journaling activities, and assessments, students will be
guided through material that will give them a broad overview of various methods for improving writing skills.
Course Goals
When students complete English
0310, they will have met specific
goals of basic mastery in writing
skills, standard usage, and
mechanics conventions.
[http:www.edu/Discipline/
DevelopEng/Engl0310.html]
Complete and comprehend reading assignments.
Attend class regularly, missing no more than 12.5% (8 hours) of instruction.
Participate in small group/class discussions in which assigned composition
models are analyzed and interpreted.
Write passing essays as assigned.
Pass with 70%+ average in the course.
Be prepared to successfully manage academic writing assignments in the
standard curriculum courses.
Pass the Texas Higher Education Assessment (THEA).
Student Learning Outcomes
Improve writing skills
Comprehend, respond
to assigned readings
Compose paragraphs
using a variety of
appropriate rhetorical
modes
Compose essays
using a variety of
appropriate rhetorical
modes
Write under various
conditions
Succeed on the final
assessment
Master college-level
writing skills
2
Use of a variety of sentence patterns in writing.
Employ the writing process (planning, drafting, revising, editing, and developing
thesis and topic sentences) in assigned writings.
Incorporate the ideas and words of other writers in their own essays using
established strategies.
Students will use writing skills at the sentence, paragraph, and essay levels to
demonstrate mastery of reading strategies.
Students will employ double-column note taking and impromptu writing
sessions to facilitate reflection and recall.
Students will use writing skills to compose sentences to form a paragraph to
narrate or describe.
Students will use writing skills to compose sentences to form a paragraph that
defines.
Students will compose an essay designed to compare and/or contrast.
Students will compose an essay designed to present a cause and effect
relationship.
Students will compose an essay designed to present an argument.
Students will write timed and impromptu assignments.
Students will demonstrate writing skills sufficient to score 70% or greater on the
final (argument) essay exam.
Students will compose sentences, paragraphs, and essays using standard
grammar, sentence, and word usage, and the standard conventions of
mechanics (punctuation, capitalization, and spelling).
FUNDAMENTALS OF GRAMMAR AND COMPOSITION I |
ENGL 0310
Course Map
WEEK ONE
October 21
October 22
October 23
October 24
WEEK TWO
October 28*
October 29
October 30
October 31
WEEK THREE
November 4
November 5
November 6
November 7
WEEK FOUR
November 11
November 12
November 13
November 14
WEEK FIVE
November 18
November 19
November 20
November 21
WEEK SIX
November 25
November 26
November 27
November 28
WEEK SEVEN
December 2-5
WEEK EIGHT
Dec. 9-12
HANDBOOK CHAPTERS and ESSAYS
READINGS from 75 Readings plus
ACTIVITIES
Syllabus
Chapter 61. Parts of Speech, 573
Chapter 62, Parts of Sentences 586
Review parts of speech, crafting essays
Discussion
Practice
Practice
Practice
Chapter 42, Fixing Sentence Fragments, 427
Chapter 43, Repairing Comma Splices and Run-on
Sentences, 434
Pre-writing: Narration Essay
Rough Draft: Narration Essay
Revision: Narration Essay
Peer Review: Narration Essay
Editing: Narration Essay (Due by midnight)
Orwell, “Shooting an Elephant,” 2
Hughes, “Salvation,” 10
Chapter 44, Maintaining Subject-Verb Agreement, 442
Pre-writing: Definition Essay
Rough Draft: Definition Essay
Revision: Definition Essay
Peer Review: Definition Essay
Editing: Definition Essay (Due by midnight)
Parker, “What is Poverty?” 115
Goodman, “The Company Man,” 121
Practice
Chapter 45, Recognizing Problems with Verbs, 452
Catton, “Grant and Lee: A Study in
Contrasts,” 194
Twain, “Two Views of the Mississippi,”
199
Britt, “Neat People vs. Sloppy People,”
209
Chapter 46, Fixing Problems with Pronouns, 465
Pre-writing: Comparison-Contrast Essay
Rough Draft: Comparison-Contrast Essay
Revision: Comparison-Contrast Essay
Peer Review: Comparison-Contrast Essay
Editing: C-C Essay (Due by midnight)
Chapter 35, Fixing Misplaced and Dangling Modifiers, 381
Pre-writing: Cause-Effect Essay
Rough Draft: Cause-Effect Essay
Revision: Cause-Effect Essay
Peer Review: Cause-Effect Essay
Editing: Cause-Effect Essay (Due by midnight)
Chapter 49, Commas, 509
Chapter 50, Semicolons, 523
Pre-writing: Argument Essay (Final Exam)
Rough Draft: Argument Essay
Revision: Argument Essay
Peer Review: Argument Essay
Holiday
Practice
Lab
Lab
Lab
Salopek, “Shattered Sudan,” 300
Andres C. Revkin, “Global Warming is
Eroding Glacial Ice,” 389
Lab
Lab
Phillip Stott, “Cold Comfort for ‘Global
Warming’,” 418
Plato, “The Myth of the Cave,” 333
Lab
No class
Lab
Online
Wrap-up, review, Final Exam
Online
*Official Day of Record
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Scholastic Dishonesty
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 a test not yet administered; and 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.
Possible punishments for academic dishonesty may include a grade of zero or “F” on the
particular assignment, failure in the course, and/or recommendation for probation or dismissal
from the College System. (2010)
Attendance and Participation
Students are expected to attend class regularly, arrive on time, and come prepared by following the
syllabus and completing reading and practice assignments. Students are also responsible for material
covered during absences and should consult with the instructor for make-up assignments.
The student is responsible for dropping a course for non-attendance. Failure to withdraw officially
may result in a grade of “F” in the course.
The instructor has the authority to drop students for excessive (maximum of three) absences.
Administrative drops are at the discretion of the instructor.
Students may be dropped from a course after accumulating absences in excess of 12.5 percent of
the total hours of instruction (lecture and lab). For a three credit-hour lecture class meeting three
hours per week (48 hours of instruction), students can be dropped after six hours of absence.
HCC Course Withdrawal Policy
If a student feels that he or she cannot complete this course, withdrawing from the course prior to the
final date of withdrawal is recommended. Before withdrawing, the student should discuss possibilities
for alternatives for completing the course with the instructor. Texas law limits first time entering
freshmen to no more than six total course withdrawals throughout the educational career in obtaining
a certificate and/or degree.
To help students avoid having to drop/withdraw from any class, HCC has instituted an Early Alert
process by which professors may provide warnings to HCC counselors that students might fail a class
because of excessive absences and/or poor academic performance. Students are responsible for
visiting with professors or counselors to learn about what HCC interventions might be available
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FUNDAMENTALS OF GRAMMAR AND COMPOSITION I |
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(online tutoring, child care, financial aid, job placement, etc.) to help them stay in class and improve
academic performance.
Students withdrawing from a class must contact a counselor or professor prior to withdrawing
(dropping) the class for approval and this must be done prior to the withdrawal deadline to receive a
“W” on the transcript. A 24-hour response time is required when communicating via e-mail or
telephone with a professor or counselor. The student should not submit a request to discuss
withdrawal options less than a day before the deadline. Failure to withdraw before the deadline will
result in the student receiving the grade posted at the time the absence begins.
Repeat Course Fee
The State of Texas encourages students to complete college without having to repeat failed classes.
To increase student success, students who repeat the same course more than twice, are required to
pay extra tuition. The purpose of this extra tuition fee is to encourage students to pass their courses
and to graduate. Effective Fall 2006, HCC will charge a higher tuition rate to students registering the
third or subsequent time for a course.
Classroom Behavior
According to its policy on student conduct, the Houston Community College views college-level
students as adults who subscribe to a basic standard of conduct which requires that they not
violate any municipal, state, or federal laws. A student’s membership in the community of
scholars is a privilege and carries with it obligations to participate in and contribute to the
educational mission of the College and to avoid any behavior that is contrary to that mission.
Therefore, no student may disrupt or otherwise interfere with any educational activity being
performed by a member of the College System. In addition, no student may interfere with
his/her fellow students’ right to pursue academic goals to the fullest in an atmosphere
appropriate to a community of scholars. (2009)
Note: Pagers and cell phones (on vibrate), laptops, tablets are allowed in this class.
Use of Camera and/or Recording Devices
As a student active in the learning community of this course, you are responsible for being respectful
of the learning atmosphere in your classroom. To show respect of your fellow students and instructor,
you will turn off your phone and other electronic devices, and will not use these devices in the
classroom unless you receive permission from the instructor.
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. 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.
Instructor Requirements


5
Provide the grading scale and detailed grading formula explaining how student grades are
to be derived
Facilitate an effective learning environment through class activities, discussions, and
lectures.
FUNDAMENTALS OF GRAMMAR AND COMPOSITION I |
ENGL 0310




Provide a description of any special projects or assignments.
Inform students of policies such as attendance, withdrawal, tardiness and make-up.
Provide the course outline and class calendar that will include a description of any special
projects or assignments.
Arrange to meet with individual students before and after class as required.
Student Requirements






Attend class and participate in class discussions and activities.
Read and comprehend the textbook.
Complete the required assignments and exams.
Ask for help when a question or problem arises.
Keep copies of all paperwork, including this syllabus, handouts and all assignments.
Establish a reliable e-mail address.
Course and Grading Standards
Students are required to submit assignments electronically. Students are to submit homework
assignments by the dates indicated on the Assignments chart. Students should attain a score no
lower than a “C” or its equivalent on all exercises, tests, assignments and exams.
All performance assessment depends upon the accomplishment of certain learning outcomes (2009).
Students are graded on achievement rather than effort.
LETTER GRADE
A
B
C
D
F
IP
W
I
NUMERICAL SCALE
90-100
80-89
70-79
60-69
0-59
EVALUATION
Excellent
Good
Fair
Passing
Failing
In Progress
Withdrawn
Incomplete
Students may access their grades within one week of the end of the course at www.hccs.edu (2010).
Student Assignments
ASSIGNMENT CATEGORY
Double entry journals and Impromptu writing assignments
Narration/Description Essay
Definition Essay
Comparison-Contrast Essay
Cause-Effect Essay
Final Exam (Argument Essay)
Total
6
POSSIBLE POINTS
30
10
10
10
10
30
100
POINTS EARNED
FUNDAMENTALS OF GRAMMAR AND COMPOSITION I |
ENGL 0310
Drop and Withdrawal Refunds Schedule
Class Length
8 wks.
Last Day for 100% Refund *
10/18/2013
70%*
10/21-30/2013
25%* ______
10/31-11/1/2013
*A $15.00 Change of Schedule Fee is deducted after computing the percentage refund. All nonrefundable fees (see catalog) will be deducted before the percentage for refund is applied.
Course Changes
Students will receive notice if either the syllabus or the class assignments change. A new syllabus or
an addendum will be issued electronically.
Incompletes
Students can expect an incomplete, or “I,” to be posted as a grade only in extenuating circumstances
and after discussion with faculty. Student tardiness in submitting assignments is not a reason for
seeking/awarding an “I.”
Computer Assistance and Open Labs
The Communications Department provides computers for student use. Each college has student labs
for supplemental course study and any duly enrolled student with student ID may use the open
computer labs (2010).
Feedback and Confidentiality
Students can expect all work to be graded and returned the week after it is submitted. Assignments
will be returned to the student by the instructor in a timely manner with specific, objective feedback to
facilitate learning. The student may contact the instructor to discuss concerns or schedule a
conference. For the purpose of confidentiality, any discussion of scores or dispute of grades will take
place only between an individual student and the instructor through a secure electronic method.
Sexual Harassment
For an employee, agent, or student of the College to engage in sexual harassment as defined in the
Equal Employment Opportunity Commission (EEOC) guidelines is a violation of HCC policy. Any
student who has a complaint concerning this policy has the opportunity to seek resolution of such a
complaint in accordance with procedures set forth in the Student Handbook. Report any complaints
immediately to College Administration or call the Institutional Equity & Compliance Office 713-7188271.
Insurance
Students are strongly encouraged by the College to carry some form of medical insurance to cover
illness and injury, both on and off campus. Under Texas state statute, HCCS is immune to liability in
the event of accident or injury. The following link opens an enrollment form.
http://www.hccs.edu/hcc/System%20Home/Departments/Risk_Management/FormsWorkers%20Comp./Enrollment%2007-08.pdf
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EGLS3: Evaluation for Greater Learning Student Survey System
At Houston Community College, professors believe that thoughtful student feedback is necessary to
improve teaching and learning. During a designated time, you will be asked to answer a short online
survey of research-based questions related to instruction. The anonymous results of the survey will
be made available to your professors and division chairs for continual improvement of instruction.
Look for the survey as part of the Houston Community College Student System online near the end of
the term.
Meningitis Immunization Required
Texas Senate Bill 1107 passed in May 2011, requires that new HCC students and former HCC
students returning after an absence of at least one fall or spring semester who are under the age of
30 are required to present a physician-signed certificate showing they have been vaccinated against
bacterial meningitis. Beginning with Spring registration, November 7, students will have to satisfy this
requirement prior to enrollment. For more information and a list of exemptions please go to
http://www.hccs.edu/hccs/admissions-registration-center/new-student-general-admissionssteps/submit-meningitis-documentation
Students with Disabilities
Houston Community College is committed to providing an accessible and supportive
environment for students with disabilities. The Americans with Disability Act (ADA) applies to
all colleges and universities receiving any type of federal financial assistance and implements
section 504 of the Rehabilitation Act of 1973.
Students with disabilities will request accommodations through the DSSO by disclosing a
disability which substantially limits one or more major life functions, by providing the required
supportive documentation, and by following the institutional procedures implemented by the
Disability Support Service Office. (2012)
Lisa Parkinson
ADA Counselor
Northwest (Spring Branch)
1010 W. Sam Houston Pkwy. N
Houston, TX 77043
713-718-5667
equal.ed@hccs.edu
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FUNDAMENTALS OF GRAMMAR AND COMPOSITION I |
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DOUBLE ENTRY JOURNAL
Complete a double entry journal for each reading assignment listed on the syllabus.
Directions:
1. Divide a page lengthwise into two columns.
2. At the top, write the date, the title of the reading selection, and the author.
3. In the left column, write a quotation from the reading. (If it's a longer piece of writing, including the page number may be
useful.)
4. In the right column, write your reaction to that entry.
READING NOTES
REFLECTION NOTES
1. Quote directly from the reading: words, phrases or sentences
that for you clearly suggest meaning or that you simply like.
1. Comment on a direct quotation. Explain why you found it
significant or enjoyable, or paraphrase it.
2. Write down anything you find challenging or different: any
image or idea, or way of saying something that strikes you in
some way.
2. Explain why you found something challenging or different.
Analyze it.
3. Write down any parts you do not understand or parts with which
you have questions or problems.
3. Explore anything that confuses you or gives you trouble. Write
your question(s). You do not have to answer the questions, just try
to figure out what the questions are, or challenge the point being
made: argue.
4. List words whose meanings you do not know for sure. You must
include at least three words.
4. Consult a dictionary and write down definitions of words you do
not know. Remember, you need at least three words.
5. Draw pictures or diagrams to help you understand the reading.
5. Explain your drawings to achieve further understanding of the
reading.
6. Short summary.
6. Make any closing comments about your reactions to the reading as
a whole. (Required-do not skip.)
The following are ideas to help you begin. All areas need to be addressed.
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Grading Profile: Essay
Name ________________________________________ Date _____
Appropriateness
(10-9) _____
(8-7) _____
(6-5) _____
(1-4) _____
Unity and Focus
(20-17) _____
(17-15) _____
(14-11) _____
(1-10) _____
Development
(15-12) _____
(11-8) _____
(7-5) _____
(1-4) _____
Organization
(15-12) _____
Topic clearly stated, style and language appropriate for purpose, audience, occasion.
Topic generally stated, style and language appropriate for purpose, audience, occasion.
Vague use of topic, some style and language inappropriate purpose, audience, occasion.
Indefinite topic, little or no idea of purpose, audience, occasion.
Strong focus, central idea is clearly stated near beginning and maintained throughout essay.
Generally clear focus, central idea is stated near beginning, a few unrelated details.
Weak focus, central idea is vague or misplaced, many unrelated details.
Little or no focus, no central idea, little or no support, random use of details.
Significant topic; outstanding examples; vivid, concrete details; ample support.
Appropriate topic, acceptable examples, mostly specific details, effective support.
Weak or general topic, poor or few examples, mostly general details, needs support.
Inadequate topic, unsupportive examples, vague or random details, little or no support.
Effective paragraphing, number of paragraphs appropriate, strong introduction/conclusion,
smooth flow logical order of information.
(11-8) _____ Acceptable paragraphing, number of paragraphs needs work, adequate introduction/conclusion,
some choppy transitions or connectors, some information loosely organized.
(7-5) _____ Organization needs work, poor/unsatisfactory paragraphing, weak introduction or conclusion.
(1-4) _____ Non-fluent, ideas confused or disconnected, illogical or missing paragraphing, ineffective, weak,
or missing introduction or conclusion.
Sentence Structure
(20-19) _____ Variety of sentence forms, no awkward sentences, no unnecessary repetition,
complete and properly constructed sentences (No fragments, comma splices, or run-ons).
(18-16) _____ Generally effective sentences, some awkward phrasing, some unnecessary
repetition, some sentence problems (a few fragments, comma splices, and run-ons).
(15-12) _____ Frequent problems with awkward phrasing, garbled sentences, frequent unnecessary
serious construction problems (many fragments, comma splices, and run-ons).
(1-11) _____ Communication severely hampered by garbled sentences, nonstandard written English.
Word Usage
(20-19) _____ Effective word choice, idiom choice, usage, and word form mastery.
(18-16) _____ Occasional errors of diction or usage (pronoun case/agreement, subject/verb, verb forms)
(15-12) _____ Limited vocabulary, frequent errors of diction or usage (pronoun case/agreement,
subject/verb, verb tenses, verb forms), serious/frequent word choice or faulty idiom.
(1-11) _____ Communication seriously hindered by word form errors, nonstandard written English.
Mechanics
(10)
(9-8)
(7 -1)
(1-4)
_____ Spelling and capitalization perfect, periods and other punctuation mostly correct,
manuscript form correct, no spacing problems, excellent presentation.
_____ Some spelling or capitalization errors, some comma/period/other punctuation errors,
manuscript form generally correct, good presentation.
_____ Frequent spelling or capitalization errors, numerous comma/punctuation errors,
manuscript form needs major work, presentation hinders communication.
_____ Spelling errors seriously hinder communication, frequent capitalization errors,
nonstandard use of commas/periods/punctuation, manuscripts is hard to read or illegible.
Total Score _____
10
Revise or re-write_____
Unsatisfactory_____
FUNDAMENTALS OF GRAMMAR AND COMPOSITION I |
ENGL 0310
Reference
Houston Community College System, (2010). Student Handbook. Houston, TX: Houston Community
College.
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