Prince George’s Community College
Fall 2010
Course:
English 1010 / Comp I: Expository Writing / LD28, #25483
Time:
8-9:15 in Marlboro Hall, Room 3082
Instructor:
Michele Hardy, Associate Professor of English
Email:
hardymm@pgcc.edu
Email availability: Email is the best way to communicate with me outside of class. I
check my email daily. However, I generally do not check mail after 5 p.m. Please
attempt to email me during the week rather than the weekend as I may not be as readily
available.
Student Owl Mail: All students must use their assigned PGCC Owl Email Account to
communicate with professors. This address will also be the one the college uses to
contact you or to send you important information. The account has been set up for you;
however, you need to activate it in order to use it. Go to http://live.pgcc.edu/ then
carefully read and follow the directions given. Once you activate your account, you can
quickly access your Owl mail, your Owl Link account, and much more on the college's
new website for students entitled myPGCC which can be accessed at www.pgcc.edu or
my.pgcc.edu. If you have difficulty activating your Owl mail account or you have
forgotten your Owl Link User ID, email Owlmail@pgcc.edu or go to Technology
Services Help Desk in Bladen Hall, Room 106, on the Largo campus.
Email Etiquette: To ensure a high level of professionalism and courtesy, please follow
the following basic rules for email etiquette:
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Provide a clear subject heading (I do not open emails that have blank
subject headings or are vague in nature—i.e. “Hi”)—i.e. John Smith,
EGL 1010. You may also indicate the nature of your email—John Smith,
EGL 1010, question on Essay 2
Provide an appropriate salutation to begin your email—i.e. Hello
Professor Hardy—and a signature after you message—i.e. Thank you,
John Smith
Do not use “IM-speak” in your correspondence (i.e. omitting
capitalization, irregular spellings, abbreviations) or informal language
Office/Phone: Marlboro Hall, Room 3057; 301-322-0596
Office Hours: Tu 11:12:15, 2-3; Th 11-12:15
Professor’s Mailbox: Marlboro Hall, Room 3072; if submitting anything in my
mailbox, please have one of the department administrative assistants time-stamp your
work. My mailbox is marked by my last name, “Hardy.”
Course Overview
In this course, you will (1) learn the fundamentals of writing which include unity,
organization, development, coherence, emphasis, and diction; (2) demonstrate this
acquired knowledge through homework assignments connected to writing strategies,
open forum discussion and, ultimately, through the completion of the following essays:
Descriptive Narrative, Comparison-Contrast (in-class essay); Evaluation of a
Published Argument; MLA-documented Persuasive Argument; (3) learn to
demonstrate research and documentation skills, stressing the importance of citing works
to their original source; (4) become discerning, critical readers/thinkers of your own work
as well as published work and (5) enjoy the writing process.
**This is one of the most crucial courses you will take in college. It will help you to
develop the writing and communication skills you will need in other courses, in your
professional work, and in daily life experiences.
Textbook Information
Required texts: Kennedy, X.J., Kennedy, Dorothy, M., and Marcia F. Muth. The
Bedford Guide for College Writers with Reader, and Research Manual 8th edition.
Boston: Bedford, 2008. ISBN #: 0-312-46930-6
Hacker, Diana. Rules for Writers (2009 MLA update), 6th edition. Boston: Bedford,
2008/2009. ISBN #: 0-312-59339-1
*Note: Although, as a class, we will not be using Hacker’s Rules for Writers until Week
6, I will be referring you to specific grammar sections in the handbook as part of your
essay evaluation; therefore, it is recommended that you purchase the handbook along
with your main text.
*Used and new textbooks can be purchased through PGCC's Campus Bookstore in
Largo Student Center. Upon enrolling in this course, you have made a commitment, as I
have. This entails purchasing the required textbooks in time to complete the
specified assignments. If you do not have the textbooks by this time, it is your
responsibility to obtain the material, either by contacting a fellow student, or calling
PGCC's library to see if our text is on reserve. You cannot check out reserve books, but
you can xerox the material needed.
*Your syllabus, course schedule, and assignment criteria handouts are to be considered
texts as well. Do not continuously ask me questions that can be answered by referring to
these valuable documents. Be resourceful! If you lose or misplace your syllabus or any
handouts, it is your responsibility to make a xeroxed copy from a peer.
Expected Course Outcomes
Upon successful completion of this course, students will be able to:
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write informative, analytical, and argumentative essays
formulate restricted, unified and precise thesis statements for essays
organize essay content into introduction, body, and conclusion paragraphs
compose restricted, unified and precise topic sentences for paragraphs
write unified, coherent, and well-developed paragraphs
apply grammar and usage rules correctly
use appropriate diction
write clear, concise sentences
In addition, students will demonstrate their ability to conduct basic research:
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use the library resources to locate and evaluate material relevant to specific
topics
take notes in sufficient detail and with accurate citation
demonstrate their understanding of the concept of plagiarism by not using a
source without proper acknowledgement
synthesize several different sources into an essay to support its thesis
quote, summarize, and paraphrase responsibly within that paper
document sources according to MLA, APA, or Chicago format (this course
will use MLA)
Professor's Goals and Philosophy
My goals:
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To:
guide you in reaching every outcome listed above
listen and learn from each student
ensure that you leave this course with a sense of confidence about your
writing skills and your potential to be a creative, critical thinker.
Teaching philosophy: I am a firm believer that every student should be directly
involved in his/her education. This class will be a rigorous, energetic, intellectually
stimulating space. My classes, whether face-to-face or online rely heavily on student
interaction. I have structured the class to be in a workshop atmosphere--a comfortable,
interactive, safe environment where we can make discoveries that lead to positive, critical
thinking and writing. Most important, it is a space of high standards and expectations.
Course Requirements and Grading Scale
The successful completion of all of the following:
Essay 1: Descriptive Narrative
15%
Essay 2: Comparison-Contrast (in-class essay)
20%
Essay 3: Evaluation of Persuasive Argument
25%
Essay 4: Persuasive Argument with MLA
25%
Homework assignments:
15%
Grading Scale: 100-90= A; 89-80= B; 79-70= C; 69-60= D; 59-0= F.
Assignment Policies
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All work is to be typed and double-spaced, unless otherwise specified. Please
use standard print size (12), margins (1”), and font (Times New-Roman).
I do not accept work that is not stapled.
There are no cover pages required.
No late work accepted. If you have a legitimate reason for not meeting an
assignment deadline (this will be determined by me), please communicate with
me beforehand and we will discuss a reasonable course of action. Keep in mind
that forgetting to bring the assignment to class, losing the assignment criteria
handout, or simply “not doing” the assignment are not valid reasons to be given
an extension.
No “double-dipping”—meaning that students may not submit a previous essay
from another class as a submission for this course.
All work should be submitted during our class session on the specified due date.
However, I will accept submissions in my mailbox (M3072) on that date, if you
are absent from class. Please have one of the English Department administrative
assistants time-stamp your work before submission.
I only accept emailed submissions of assignments under special circumstances
that are deemed legitimate. However, you must clear this with me first, before
submitting anything electronically.
Be resourceful and foresee any problems with computers and/or printers. Try
not to fall into the habit of waiting until the day an assignment is due to print out
your essay. Print out your final copy of essay before the designated due date.
Also, save your work in multiple places.
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If you would like assistance from me outside of the classroom (or from the
Writing Center), please make an appointment ahead of time. See me for an
appointment or refer to the Student Support Services section of syllabus for
information concerning the Writing Center.
When to expect essays back from professor? Your essays will be returned to
you before the submission date of the next essay. In general, allow 2 weeks for
essays to be returned; this is standard for composition classes.
Conferencing about your assessments: If you wish to conference with me
concerning any of your assessments, please make an appointment soon after your
receive your work. Keep in mind that I do not conference with students on
the day assignments are returned (students should take time to review all
comments/feedback carefully before making an appointment).
Classroom Policies
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Please turn off all cell phones before class begins (or set it to silent). All cell
phones should be placed out of sight. There is absolutely no texting during
class.
Ipods and other electronic devices should be put away before class begins.
No laptops.
No food allowed. Beverages are fine.
Do not leave the classroom during our session; if you must be excused, please
ask.
No children allowed.
We will discuss, as a class, some basic guidelines to follow for class discussion.
Delayed College Openings: When the college announces a delayed opening, all classes
with at least 45 minutes of class time remaining at the time of the opening will be held.
For example, in the event of a 10 a.m. opening, a 9:30-10:45 a.m. class will be held. This
procedure applies to all credit classes. Consider signing up for Owl Alert, a free
service provided for students to alert them via text message and/or email of any
delays or closings. Visit the college’s website, click on QuickLinks, then Owl Alert
to sign up.
Plagiarism: Academic dishonesty is a serious offense with severe consequences.
Multiple infractions may result in penalties such as failure from the class and suspension
from the college. I also reserve the right to question marked inconsistencies in style.
Prince George’s Community College has a licensed agreement with Turnitin.com, a
service that helps prevent plagiarism from Internet resources. I may be using this service
in this class if any text submitted is questionable. For a first offense, you will receive a
zero on the assignment and a file documenting the plagiarism will be created by me.
However, any other violation will result in being reported to the Vice President of
Student Services and the appropriate sanctions will be determined. Please
do not hesitate to ask me any questions concerning this policy or to enlist my help in
documenting your work correctly. PGCC's Code of Academic Integrity follows:
CODE OF ACADEMIC INTEGRITY
The college is an institution of higher learning that holds academic integrity as its highest
principle. In the pursuit of knowledge, the college community expects that all students,
faculty, and staff will share responsibility for adhering to the values of honesty and
unquestionable integrity. To support a community committed to academic achievement
and scholarship, the Code of Academic Integrity advances the principle of honest
representation in the work that is produced by students seeking to engage fully in the
learning process. The complete text of the Code of Academic Integrity is in the current
edition of the Student Handbook and posted on the college's website.
Attendance: Attendance is vital to success in this class as the pace is energetic and each
session contains valuable discussions and in-class activities. If your attendance is poor, it
most likely will be reflected in your work and, subsequently, in your final grade. If you
miss a class, it is your responsibility to get caught up and to ask me for any handouts that
may have been distributed. According to the English Department’s policy, students
who miss more than 25% of the class (this equates to missing 7 classes) will not pass
the course. I also do not tolerate repeated, distracting lateness. Class begins
promptly at 8 a.m. If you cannot get to class on time, then I advise you to withdraw.
Demeanor: Students are, of course, expected to conduct themselves in a courteous,
respectful, and collegiate manner. There is zero tolerance for any behavior that disrupts
our learning environment. PGCC’s Code of Conduct follows:
The Prince George's Community College Code of Conduct defines the rights and
responsibilities of students and establishes a system of procedures for dealing with
students charged with violations of the code and other rules and regulations of the
college. A student enrolling in the college assumes an obligation to conduct
himself/herself in a manner compatible with the college's function as an educational
institution. Refer to the current edition of the Student Handbook, beginning for a
complete explanation of the Code of Conduct, including the Code of Academic Integrity
and the procedure for dealing with disruptive student behavior.
Student Support Services
Disability Support Services: Students requesting academic accommodations are
required to contact the Disability Support Services Office (B-124) or call (301) 322-0838
(voice) or (301) 322-0122 (TTY) to establish eligibility for services and
accommodations. Students with documented disabilities should discuss the matter
privately with their instructors at the beginning of the semester and provide a copy of
their Student/Faculty Accommodation Form.
Tutoring and Writing Centers: Bladen Hall, Room 107; 301-322-0748. Please call for
times of availability and to set up an appointment.
Campus Bookstore: Largo Student Center, Room 116; 301-322-0912; hours vary at
beginning and end of the semester. Please call or check website to confirm.
http://www-old.pgcc.edu/pgweb/pgdocs/bookstore.html
Collegian Centers:
http://academic.pgcc.edu/collegiancenters
The College’s Collegian Centers provide a “place to belong” outside of the classroom.
They bring students in particular disciplines together for co-curricular activities and
opportunities. Please visit the above website for information on collegian centers created
for humanities, business, administration of justice, psychology, sociology, education,
science and technology.
Computer and Learning Labs
Office
Marlboro Learning Lab
Location
Marlboro Hall
Phone
301-322-0503
Hours of Operation
Mon.-Thurs.: 8 am – 8:45 pm
Fri.: 8 am – 3:45 pm
Room 2129
Sat.: 8:30 am – 2:45 pm
Open Computer Lab
Bladen Hall
301-322-0999
Sun.: 10 am – 1 pm
Mon.-Thurs.: 8 am – 10 pm
Fri.: 8 am – 5 pm
Room 104
Sat.: 9 am – 5 pm
Open Computer Lab
Math Learning Center
High Technology Center 301-322-0999
Sun.: Closed
Mon. – Fri.: 8 am – 10 pm
Rooms 101 and 201
Sat.: Closed
Marlboro Hall
Room 3104
301-583-5257
Sun.: Closed
Mon.: 9 am – 9 pm
Tues.: 9:15 am – 8 pm
Wed.: 9 am – 9 pm
Thurs.: 9:15 am – 8 pm
Fri.: 9 am – 7 pm
Sat.: 10 am – 2 pm
Sun: Closed
English 101 Weekly Schedule
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Schedule is subject to change; any changes will be announced at the start of class
Lecture content will be drawn from indicated textbook readings
Criteria for homework (HW) assignments can be found at the end of weekly
schedule. Essay 1/Descriptive Narration is also attached.
You should purchase the Bedford text right away; however, we will not be
using the Hacker Rules for Writers handbook until Week 6.
Week 1
***All readings are from the Bedford text, unless specified from Rules
For Writers
Tu 8/31
Introduction to English 101 / syllabus distribution and discussion
Th 9/2
Preparing to write /Getting ready: (308-09); the writing process and
importance of audience ( p. 8-15)
Week 2
Tu 9/7
Pre-writing strategies (p. 294-305); opening and closing strategies (p. 34044); elements of organization (p. 336-40)
Th 9/9
Thesis statements (p. 312-317)
Week 3
Tu 9/14
Critical reading and thinking (p. 21-29); “Women Don’t Want Men? Ha!”
(p. 30+);
Th 9/16
Descriptive Narrative/Writing From Recall (p. 62-8)
“The Art of Eating Spaghetti” (p. 56+)
“Salvation” (handout)
HW # 1 due
Week 4
Tu 9/21
Essay 1: Descriptive Narrative can be submitted today or 9/23
Introduction to Comparison-Contrast (p. 111-118); distribution of in-class
comparison-contrast essay criteria
Th 9/23
Organizational patterns for the Comparison-Contrast essay; last day to
submit Essay 1: Descriptive Narrative
Week 5
Tu 9/28
Discussion: “What’s Love Got to Do with It?” (p. 453+); “From Now on,
Let Women Kill their own Spiders” (p. 485+)
Th 9/30
Discussion continued (if needed); preparation for in-class essay; HW # 2
due.
Week 6
Tu 10/5
In-class Comparison-Contrast Essay (Essay 2)
Th 10/7
Introduction to Evaluation of Persuasive Argument; appropriate topics for
argument and research; evaluative criteria for an effective argument;
Rules for Writers: “Evaluating Argument,” p. 371-380
Week 7
Tu 10/12
Conducting research using PGCC’s library databases (meet in Marlboro
Hall Computer lab located across the hall from our classroom)
Th 10/14
Applying evaluation criteria for an effective argument to selected article;
Organization of evaluation of persuasive argument
Rules for Writer Sample Argument: p. 367-371
Week 8
Tu 10/19
Rules for Writers: Integration of sources/signal
phrases/paraphrasing/direct quotes (p. 418-26)
Th 10/21
MLA format for in-text citations and Works Cited
Rules for Writers: MLA Section 55, p. 426+ (I will be referring you to
specific sections that correspond directly to the Evaluation assignment)
Week 9
Tu 10/26
College Enrichment Day. No classes.
Th 10/28
Essay 3: Evaluation of Persuasive Argument due
Introduction to Persuasive Argument
Potential topics and thesis statements: formulating a claim
(Bedford: 147-156)
Week 10
Tu 11/2
Evidence: Audience Appeals (logos, pathos, ethos)
Persuasive Argument Organizational Models
(Bedford: p. 157-8)
Th 11/4
Discussion: “Last Rights for Indian Dead” (Bedford: p. 140+);
Week 11
Tu 11/9
“Why Prisons Don’t Work” (Bedford: p. 168+)
Th 11/11
Discussing selected topics and claims: HW # 3 due
Week 12
Tu 11/16
Locating research for Persuasive Argument (meet in Computer Lab;
details TBA)
Th 11/18
Integration of sources (bring articles to class)
Week 13
Tu 11/23
Choosing an effective organization: HW # 4 due
Review of MLA for Persuasive Argument (powerpoint demonstration);
Rules for Writers MLA References, Section 55, p. 426+ (in-text
citations, p. 427-435; Works Cited, p. 435-463; Online Sources Works
Cited, p. 447-452; Format for preparing the Works Cited, p. 465; sample
Works Cited, p. 474-475)
Th 11/25
Thanksgiving Break. No classes. Enjoy!
Week 14
Tu 11/30
Working with MLA: parenthetical documentation and Works Cited
examples: HW # 5 due.
Th 12/2
Research conferences
Week 15
Tu 12/7: Essay 4: Persuasive Argument with MLA due
Last day of class
Homework (HW) Assignments
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All homework assignments are to be submitted during the class session.
Students will have a total of 5 assignments worth 20 points each, based on
fulfilled criteria.
Assignments should be typed and stapled (if needed). For HWs, you may either
single- space or double-space. Please proofread your work carefully. I do not
accept handwritten assignments.
Follow the criteria given below and refer to course schedule for due dates.
HW # 1:
Please read “The Art of Eating Spaghetti” (p. 56+) and “Salvation” (handout) and
complete the following (A, B, and C should be completed):
A) For “The Art of Eating Spaghetti,” answer the following: 1) Why do you think
the author included this event in his autobiography? 2) Cite at least three direct
examples of descriptive, vivid language that serve to bring this event to life for
readers; 3) Have you ever changed your mind about something you had to do, as
the author did about writing? Or about a person, as he did about Mr. Fleagle?
B) For “Salvation,” answer the following: 1) Identify Hughes’ implied thesis
statement (please type it out as written) and comment on its effectiveness; 2) Cite
at least three direct examples of descriptive, vivid language that serve to bring this
event to life for readers; 3) Discuss your response to how Hughes’ concludes his
narrative.
C) Discuss a potential story from your own life that you could use for Essay 1:
Descriptive Narrative. (You can discuss more than one, if you have multiple
ideas).
HW # 2:
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On the specified date (on course schedule), bring to class an outline of your
comparison-contrast essay. Outline should follow the block pattern of
organization and include thesis statement and an indication of topic sentences and
supporting details.
HW # 3:
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On the specified date (on course schedule), bring to class a proposed topic and
thesis statement for the persuasive argument.
HW # 4:
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On the specified date (on course schedule), bring to class a proposed outline for
the persuasive argument. Outline should follow one of the suggested models for
organization covered in class and should include thesis and an indication of topic
sentences and supporting details.
HW # 5:
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On the specified date (on course schedule), bring to class a proposed Works Cited
(MLA style) as well as a demonstration of how these sources would be integrated
and formatted within the text of your essay. A model for this HW will be
distributed.