English 101 – Composition I
Personal and Political Revolutions
Instructors: Christy Scheuer and Kaitlin
E-mail: christina.scheuer@seattlecolleges.edu and
McClanahan
Kaitlin.McClanahan@seattlecolleges.edu
Course Time and Location: 8 a.m. – 8:50 a.m. Office Hours: Office hours, 11 a.m.-12 p.m. (until
M-F, 3449
April 19)
Office: IB 2306 D
Instructor Phone: 206-934-4538
This is what I mean when I call myself a writer. I construct sentences. There's a rhythm I
hear that drives me through a sentence. —Don Delillo
When we read, we start at the beginning and continue until we reach the end. When we
write, we start in the middle and fight our way out. —Vickie Karp
COURSE OVERVIEW
This class focuses on using the writing process to discover and develop ideas about the
world. Throughout this quarter, we will focus on how language might be used to enact
personal and social change. We will explore how people experience revolutions in their
personal lives and worldviews and how these shifts challenge and change the society in
which we live in fundamental ways.
One of the best ways to become a better writer is to read, reread, and critique people
who have devoted themselves to the craft of writing. Although all of the assigned
reading will be significant, your writing is the most important text that we will
consider in this class. Ultimately, the best way to learn how to write is to start
writing—to suspend judgment of your abilities and dive into the process.
You will need to be prepared to write often, both in formal essays and in class. My goal
is to make you feel as comfortable as possible with the writing process, which includes
freewriting and brainstorming, drafting, sharing your writing within a writing
community, and presenting final drafts of which you can feel proud.
Core Goals:
1. Be specific.
2. Be passionate.
3. Become a close, critical reader of other writing.
Required Texts:
Cohen, Stanley, ed. 50 Essays: A Portable Anthology. 3rd edition. New York: Bedford/St.
Martin‘s, 2011. ISBN 031266821X.
Trimble, John. Writing with Style. 3rd Edition. Boston: Prentice Hall, 2011. ISBN:
0205028829.
ENGLISH 101 COURSE OUTCOMES:
1. You will become a more relaxed, confident, and skilled writer.
2. You will learn to see writing as a process, one that requires time and thoughtful attention.
You will practice all phases of the writing, editing, and revising process.
3. You will become comfortable and skilled in expressing yourself in different forms of the
essay.
4. You will be able to recognize, define, and create a thesis statement and to be able to
develop and shape supporting material for that thesis.
5. You will develop the ability to revise your own writing using a variety of forms of
feedback and to offer useful feedback to others on their writing.
6. You will use critical thinking skills to challenge “commonplace” ideas about the world and
to engage in informed discussions with your colleagues.
7. You will become a more effective and confident reader and develop your critical reading
and thinking skills so that you can analyze, synthesize, and evaluate ideas found in each
other’s essays and in academic texts.
8. You will gain the ability to write what you mean in clear, correct sentences and practice
developing a repertoire of sentence structures.
9. You will become more proficient at in-class writing tasks.
10. You will establish your own writing goals and develop strategies to transfer these skills
to your work in other classes.
DEVELOPING A COMMUNITY OF WRITERS
Students come to this class with a broad range of educational, writing, and personal
experiences. This diversity enhances our class by expanding the range of viewpoints
expressed and providing us with new ideas to discuss in class. It is very important that
you are respectful of every student’s work and opinions so that the classroom is an
environment in which everyone feels welcome. Writing can be difficult and frustrating
at times, but the writing process is much more enjoyable and rewarding if we work
through it together.
Please communicate with me at any time regarding any concerns or questions you have
about the course. You can come to my office hours or make an appointment if you
would like to talk about your progress in the class, specific assignments, or any other
concerns or questions that arise during the quarter. I’m here to help you, and I enjoy
talking to students throughout the writing process.
MAJOR ESSAYS
This course is divided into four units, and each unit will give you a chance to practice a
different approach to the essay. In each unit, you will turn in a paper proposal and an
initial rough draft, and we will then discuss the papers in peer work-shopping sessions.
Writing a thoughtful, complete draft will significantly improve your final paper.
Papers must be typed and uploaded as attachments the Essay dropbox. All assignments
(including drafts) should be typed, double-spaced, using 12 point Times New Roman
font.
PREREQUISITES:
This course is a college level English composition course, which requires that you
provide me with a piece of paper, from the NSCC Testing Center
(http://www.northseattle.edu/ enroll/testing/) or from your previous NSCC English
Instructor (http://www.northseattle. edu/humanities/english/), documenting that you
have the skills necessary to succeed in this class. You must present a copy of the
placement test evaluation form from the Testing Center, a recommendation form from
your previous NSCC English instructor, or a signed form from the Testing Center
indicating your placement into English 101 by Friday, April 5.
Please bring your Placement form to class or drop it off in my mailbox in the
Humanities Division Faculty Mailroom. I‘m sorry, but I cannot make any exceptions to
this rule. I CANNOT let you stay in the course without proper placement verification.
Any student who has failed to verify placement by the end of the first week of class will
be automatically dropped.
COURSE POLICIES:
 Attend daily. The importance of regular attendance cannot be overestimated.
Please arrive on time and expect to remain until class is over. Your attendance and
participation will figure into your final grade in the form of your participation grade
and points assigned for in-class exercises and quizzes. These exercises cannot be
made up. If you arrive late or leave early and miss an in-class exercise, you will not
be permitted to complete the exercise you missed.
 Papers must be typed. All assignments (including drafts) should be typed, doublespaced, using 12 point Times New Roman font. I will not accept handwritten drafts.
 Save your work. It is your responsibility to keep a copy of all assignments that you
turn in.
 Submit your work on time. An assignment is counted late if you do not submit it
during class on the date it is due. In-class exercises and drafts (the small stuff) will
not be accepted late. The major essays may be submitted late, but for each class
period an assignment is late, your grade on that assignment will be reduced by one
letter grade. For example, an A paper that is received one class late will be reduced
to a B; two class periods late, a C; three classes late, a D; and four classes late, an F. If
an assignment is turned in even 1 minute after class time on the day it is due, it will
be counted as one day late.


Work that is due should be brought to class in paper form. Only in a
documented emergency will I accept homework or essay drafts via email. It is a
good survival policy for you to locate several possible printer locations on campus
where you could print out your work if your home printer is not working. A nonfunctioning printer is not a valid excuse for missing the due date of a piece of
written work and does not allow you to turn that work in late.
Drafts and revisions are required for the four major papers. The major papers
will go through a typed draft version and a final, corrected version before a grade is
assigned. In terms of the grading system, drafts and final versions constitute
separate assignments, with drafts receiving point for completion. If a draft is
handwritten, haphazard, or incomplete, you will not receive full points. Failure to
bring a draft to class on the assigned date will result in a zero. You must have a
hard copy of the rough draft in class on the day that it is due to get points for
the Rough Draft and Peer Review (20 points)
ATTENDANCE AND CLASS PARTICIPATION
Since this is a small, discussion-based course, your regular attendance is imperative. If
you miss a class, it is your responsibility to seek a trustworthy classmate to provide you
with notes on class discussion and lecture material, information about assignments,
handouts, and announcements. Please let me know as soon as possible if chronic health
problems, a personal emergency, or extraordinary circumstances threaten to interfere
with your attendance so that we can discuss the best course of action.
I will take attendance every day. If you are more than 5 minutes late to class, you will be
counted as “late,” and 3 instances of being late will equal 1 absence.
Please come to every class prepared to discuss the assigned reading for that day. This
means that you will have read the assignment carefully and identified any passages that
you would like to discuss—this can include passages that you loved and those that
confused and annoyed you. You will often be asked to do in-class writing about these
passages.
GRADES
Your grade will be based on a variety of projects and assignments, including drafts,
formal papers, homework, and numerous small in-class writing exercises. I emphasize
both the writing process and improvement in this class, and the grading system reflects
this emphasis. Although each of the longer papers is a significant part of your grade,
there are many other chances to earn additional points through class participation and
more informal writing assignments.
I encourage all of you to come to my office hours—or e-mail me to set up an alternative
office hour—to discuss the drafts of your papers. You may also schedule an appointment
with me at any time if you have a question about how you are doing in the class or a grade
that you received.
The Major Papers:
3-4 page Personal Revolution Essay
Rough Draft and Peer Review
3-4 page Problem/Solution
Rough Draft and Peer Review
4-5 page Rhetorical Analysis
Rough Draft and Peer Review
In-class essay
4-5 page Synthesis Essay
Rough Draft and Peer Review
200 points
20 points
200 points
20 points
200 points
20 points
100 points
200 points
20 points
Everything Else:
Homework and in-class writing
Attendance and Participation
Final Self-Reflection
150 points
50 points
20 points
Total: 1200 points
You will accrue points for each of the above assignments over the semester. These points
will be added together to arrive at a final grade that is calculated as a percent average.
The grade given at the end of the quarter will be based on a 4.0 scale. No grades of I
(incomplete) or NC (no credit) will be granted except in the most extreme circumstances. If
you do not feel you will be able to complete the course to your satisfaction, it is your
responsibility to drop/withdraw from the course. I am happy to consult with you and
advise you in these matters, so that we can determine a course of action that is most
appropriate for you. For more information regarding withdrawing and other registration
related questions, go to https://northseattle.edu/policies/adding-dropping-andwithdrawing-course
The specific point value assigned to any assignment or exercise will correspond to how
well you meet the terms of the assignment. You can find the grading criteria for each major
assignment by looking at the Grading Rubric of that assignment.
As a general guideline:
A (4.0): An “A” paper is outstanding, typically exceeding normal expectations for the
assignment. It explores the subject in great depth and reveals attention to nuances and
complexities of the topic at hand. It is original, focused, carefully supported, nicely
organized, and a pleasure to read. It more than meets the requirements of the assignment
and exhibits the writer‘s mastery of mechanical skills and style.
B (3.0): A “B‘ paper is better than average. It examines the subject in some depth. The
thesis is supported and the organization is generally clear. Paragraphs and sentences are
generally well constructed. Mechanics are clean for the most part. The papers meets the
requirements for the assignment but lacks some of the tight structure, higher level analysis,
and cohesion of an A paper. May have some minor gaps in logic, unsupported assumptions,
or lack of full synthesis that leads to a really strong thesis.
C (2.0): A “C” paper offers an acceptable examination of the subject, but it lacks the depth
that comes with superior analysis. The thesis is present but not well supported with
examples and illustrations. In fact, often these papers require more definiteness,
focus/specificity, and original thought in thesis statements. Skeletal overall organization is
present, but more unity and coherence in body paragraphs is needed. Paragraphs may not
be fully developed. Papers may depend on generalizations and lack detail overall.
Sentences are clear but may be awkward at times. Often more extended summary than
analysis here that omits the thinking beneath the surface of matters.
D (1.0): A “D” paper demonstrates below average effort. It does not examine the subject in
depth and lacks organization. Much of the D essay typically does not support the thesis in a
focused way. Quotations do not support points as they should. Reading may be a bit
simplistic. Furthermore, paragraphs are not developed well. Awkward sentence structure
may create problems for the reader. The paper may exhibit significant mechanical
difficulties and likely will not complete all the requirements of the assignment.
F (0.0): An “F” paper is unacceptable. It lacks thesis and organization. Paragraphs are not
developed. It lacks details and examples. It may be difficult to follow, incomprehensible, or
incoherent. It does not follow the assignment or lacks basic requirements of the
assignment, such as proper length, documentation requirements, recognizable thesis and
support, and overall coherence and unity.
Grade Availability:
After your assignment submissions have been graded, your scores will automatically
appear in the Grades box on the ENGL 101 Angel home page.
Grading criteria are as follows:
94-100: A (3.9 -4.0) 74-76: C
(1.9-2.1)
90-93: A- (3.5-3.8) 70-73: C-
(1.5-1.8)
87-89: B+ (3.2-3.4) 67-69: D+
(1.2-1.4)
84-86: B
(1.0-1.1)
(2.9-3.1) 65-66: D
80-83: B- (2.5-2.8) 64 or below: F (0.0)
77-79: C+ (2.2-2.4)
RESOURCES
Accessibility and Disability Services: My goal is to make the classroom as accessible
as possible to all students. If you require any disability-related accommodations, please
contact me by e-mail, phone, or in person. I would also recommend contacting disability
services. There website can be found here: https://northseattle.edu/disability-services.
To make an appointment, contact the Disability Services office by phone at (206) 5273697, TTY at (206) 526-0079 modem, or e-mail at ds@sccd.ctc.edu.
The Loft Writing Center: The Loft is the campus language lab/writing center, located
on the top floor of the library on the North Seattle Campus. The Loft offers free tutoring!
The tutoring sessions last 30 minutes, are held on a first-come first served basis, and
can help you with reading, writing, grammar, listening and speaking. The Loft also
offers e-tutoring for online students. Although you will not be required to use the
services of the Loft in order to be successful in this class, many students have found
their services helpful. For more information, call (206) 526-0078 or visit
https://northseattle.edu/tutoring/loft-writing-center
Library: The library is a phenomenal resource to use if you have questions about
research or sources—or really questions about anything. We will head to the library a
few times as a class so that you can become more familiar with all that it has to offer.
You can find useful information at https://library.northseattle.edu/
E -MAIL
E-mail is usually the most effective way to get a hold of me. Please e-mail me at any time
with any questions that you may have about the course. I will have office hours each
week, but feel free to e-mail me if these hours do not work for you, and we can set up a
different time to meet. We can also arrange e-office hours (over the internet) if it
becomes difficult to meet in person.
In this class, we will focus on developing effective rhetorical skills; therefore, I expect
your e-mails to be written in clear and communicative prose and proofread for
mistakes.
A NOTE ON (AND AGAINST) PLAGIARISM
Plagiarism is the intentional use of someone else’s words or ideas without giving that
person credit. This includes submitting someone else’s essay in its entirety or in parts
as your own, using any words, phrasing, and/or ideas from a source (this includes the
Internet) without proper citation, having someone else write your paper or assisting so
much that the phrasing and ideas are no longer your own, and re-submitting an essay
previously written for another class. Plagiarism is absolutely prohibited and may result
in receiving a “0” on the paper and/or discipline on the part of the college
administration.
WEATHER-RELATED EMERGENCIES
In the case of a weather-related emergency, I will e-mail the class list. We will try to
maintain our course schedule even in the midst of potential cancelations; therefore, if
you have an assignment due on a day when school is canceled, you should e-mail me
that assignment on the day that it’s due.
COURSE SCHEDULE
Unless otherwise noted, all assignments (marked in bold) are due at 11:59 p.m. PST on the
day they are due. (Sometimes, ANGEL‘s date and time stamp is not set to Pacific Time, so I
trust you to manage your own time!) To begin your work for the week, locate your weekly
list of tasks in the appropriately numbered Week Folder (“Week 1,” “Week 2,” “Week 3,”
etc.) in the Lessons Tab of the course website. Please begin your week‘s discussion forum
participation after having completed the week‘s reading. The schedule is a tentative guide
of what we will do each week. Follow the tasklist in each week’s folder for up-to-date,
complete information about what to do each week.
Week 1: Monday, Sept. 26– Friday, Sept. 30
Monday, Sept 26
HW: Reread syllabus and come to class prepared with any questions.
Tuesday, Sept. 27th
In class: Extended introductions
HW: Read Trimble, “Thinking Well,” (Writing with Style 2-11)
Wednesday, Sept. 28th
In class: In-class writing 1. Introduce Essay 1, “Narrative Analysis: Personal
Revolutions.”
HW: Read Intro for Students (50 Essays, 1-10) and Sherman Alexie, “The Joy of
Reading and Writing: Superman and Me” (50E 15-19).
Thursday, Sept. 29th
In class: Discuss Alexie and Annotating an Essay
HW: Read Trimble, “Quoting” (WS 147-162)
Friday, Sept. 30th
In class: Discussion: Alexie, Quote Sandwiches
HW: Read Langston Hughes, “Salvation” (50E 179-181) and Trimble, “Getting
Launched,” (WS 12-22). Read Easy Writer 121-122, 192-202, and 207-208. Jot
down any questions that you have. (Note: Both Trimble, “Quoting” and these
pages of Easy Writer will lead you through the process of using quotations
properly.)
Week 2 Highlights: Monday, Oct. 3-Friday, Oct. 7
Monday, Oct. 3
In class: Discuss Hughes
HW: HW 1 – Responding to the Reading
Tuesday, Oct.
In class: Workshop responses
HW: Read Gloria Anzaldua, “How to Tame a Wild Tongue” (50E 33-45).
Wednesday, Oct. 5
In class: Discuss Anzaldua. In-class writing 2
HW: HW 2 – Responding to the freewrite.
Thursday, Oct. 6
In class: Finding and Charting Evidence
HW: Read Trimble “Openers” (WS 23-28)
Friday, Oct. 7
In class: In-class writing 3 (Finding the Argument: Freewrite)
HW: HW 3
Week 3: Monday, Oct. 10- Friday, Oct. 14
Monday, Oct. 10
In class: In class writing 4 (Openers)
HW: Read Trimble, “Middles,” (29-43)
Tuesday, Oct. 11
Writing: Discuss Trimble and Focusing and Revising the Thesis
HW: Essay Proposal 1 due in class Wed., Oct. 12
Wednesday, Oct. 12
In class: Workshop Proposals
HW: Work on Draft, Essay 1
Thursday, Oct. 13
In class: Writing bridge sentences
HW: Essay 1 Rough Draft due in class tomorrow, Oct. 14
Friday, Oct. 14
In class: Peer Review
HW: HW 5 (Responding to Peer Review: Self-Reflection and Revision Plan). Read
Trimble, “Closers” (WS 44-47)
Week 4: Mon., Oct. 17– Friday, Oct. 21
Monday, Oct. 17
In class: Strategies for Conclusions
HW: Read Trimble, “Revising” (WS 117-199). Check to make sure that you have
access to Essay 1 Dropbox (Angel)
Tuesday, Nov. 8
In class: Post Draft Outline (reviewing Bridge Sentences and Organization)
HW: Work on Draft, Essay 1. Review Trimble, “Quoting” (147-152) and EW 121-122,
197-202, and 207-208.
Wednesay:
In class: Reviewing Quotations and Citations
HW: Read Trimble, “Punctuation” (Semicolons and Commas) (WS 121-132)
Thursday, Oct. 20
In class: Sentence-level revisions
HW: Essay 1 due Monday. Essay 1 must be uploaded to Essay 1 Dropbox
(Angel) by 9 a.m. on Monday, Oct. 24.
Friday, Oct. 21
Class canceled! Enjoy the weekend!
Week 5: Mon, Oct. 24-Fri., Oct. 28
Monday, Oct. 24
Essay 1 due. Submit the Essay to the Essay 1 Dropbox by 9 a.m. today.
In class: Introduce Essay 2: Personal Revolutions
HW: Brainstorm ideas for the Personal Revolution Essay. Bring 2-3 ideas to class
tomorrow.
Tuesday, Oct. 25
In class: In-class writing 5
HW: Read Fredrick Douglass, “Learning to Read and Write” (50E 12-136)
Wednesday, Oct. 26
In class: Discuss Douglass; continue to discuss personal revolutions
HW: Read Nancy Mairs, “On Being a Cripple” (50E 244-256)
Thursday, Oct. 27th
In class: Discuss Mairs
HW: Read Trimble, “Dramatizing Your Ideas,” (WS 101-116). HW 6 due in class
tomorrow.
Friday, Oct. 28
In class: Workshop Homework.
HW: Trimble, “Readability” (WS 58-68). Essay 2 Proposal due Monday, Oct. 1 in
class
Week 5: Monday, Oct. 31-Friday, Nov. 4
Monday, Oct. 31
In class: Workshop the Proposal
HW: Read Trimble, “Diction” (WS 48-57)
Tuesday, Nov. 1
In class: Work on word choice and active voice
HW: HW 7 (Show, Don’t Tell) due in class tomorrow.
Wednesday, Nov. 2
In class: Workshopping HW 7
HW: Work on Rough Draft, Essay 2
Thursday, Nov. 3
In class: In class work time.
HW: Rough Draft due Friday, Nov. 4 in class
Friday, Nov. 4
In class: In class: Rough Draft due in Class. Peer Review
HW: HW 8 (Response to Peer Review and Revision Strategies) due Monday, Nov. 7
Week 6: Monday, Nov. 7- Friday, Nov. 11
Monday, Nov 7
In class: Discuss Revision Strategies
HW: Read Trimble, “Readability,” (WS 67-75)
Tuesday, Nov. 8
In class: Workshop Revisions; In-class writing 7
HW: HW 9 (Response to in-class writing and revisions)
Wednesday, Nov. 9
In class: Work on Essay 2
HW: Essay 2 due tomorrow, Nov. 10.
Thursday, Nov. 10
In class: Essay 2 due. Submit the Essay to the Essay 2 Dropbox (Angel) by 9 a.m.
today. Introduce Essay 3: Problem/Solution Essay
HW: Read Barbara Ehrenreich, “Serving in Florida” (50E 136-145)
Friday, Nov. 11
In class: Discuss Ehrenreich
HW: Reread Trimble, (WS 112-116)
Week 7: Monday, Nov. 14– Friday, Nov. 18
Monday, Nov. 14
In class: Discuss Ehrenreich
HW: Read Mike Rose, “I Just Wanna Be Average” (50E 331-345)
Tuesday, Nov. 15
In class: Discuss Rose and issues in education
Reading: Read Martin Luther King, Jr., “Letter from Birmingham Jail” (203-220)
(Note: This is the most linguistically complex essay that we will read this quarter.
Give yourself time to read it twice; it will be significant both for this essay and for
Essay 4.)
Wednesday, Nov. 16
In class: Discuss Martin Luther King, Jr.
HW: TBA
Thursday, Nov. 17
In class: Continue to discuss “Letter from Birmingham Jail”
HW: Essay 3 Proposal due Friday, Nov. 18
Friday, Nov. 18
In class: Workshop Proposals
HW: HW 9 (Openers) due Monday, Nov. 21
Week 8: Monday, Nov. 21–Sun. Nov. 27
Monday, Nov. 21
In class: Workshop HW
HW: Work on Essay 3
Tuesday, Nov. 22
In class: In-class writing 8
HW: Rough Draft, Essay 3, due tomorrow (Wednesday) in class
Wednesday, Nov. 23
In class: Peer Review
HW: HW 10 (Peer Review Response and Revision Plan) due Monday, Nov. 26.
Reread Trimble, “Readability,” (WS 58-75)
Thursday, Nov. 22-Friday Nov. 23
Thanksgiving Holiday. Enjoy!
Week 9: Monday, Nov. 28 – Sunday, December 4:
Monday, Nov. 28
In class: In-class writing 9
HW: Essay 3, Problem/Solution Essay, due tomorrow (Tuesday, Nov. 29). Please
Tuesday, Nov. 29
In class: Essay 3 due. Submit the Essay to the Essay 3 Dropbox by 9 a.m. today
HW: Read Handout, Instructor Notes on Synthesis
Wednesday, Nov. 30
In class: Discuss Synthesis
HW: HW 11 (Synthesis Worksheet)
Due Thursday, Dec. 1 by 11:59 PST
In class: Workshop the Synthesis Worksheet; In-class writing 9
HW: Essay 4 Proposal due in class Friday, Dec. 2
Friday, Dec. 2
In class: Workshop Essay Proposals
HW: Work on Essay 4
Week 10: Monday, Dec. 5-Sunday, Dec. 11
Monday, Dec. 5
In class: In class writing 10
HW: Work on Essay 4
Tuesday, Dec. 6 by 11:59 PST
In class: To be Announced
HW: Submit Synthesis Paper Drafts
Wednesday, Dec. 7,
In class: Peer Review, Essay 4
HW: Work on Essay 4
Thursday, Dec. 8
In class: Revisions Strategies
HW: Work on Essay 4
Friday, Dec. 9
In class: Course Evaluations
HW: Work on Essay 4
Week 11: Monday, Dec. 12
Monday, Dec. 12
Final Synthesis Essay due by Monday, Dec. 12 at 9 a.m. PST. Upload essay to
Essay 4 Dropbox.
In class: Final Reflection