: 3
: 3
: 0
Days and times the course meets: Tuesdays and Thursdays from 3:30 to 4:45 pm
Location: ICB 2803
Introduction: Welcome to English 101 Section 32!
Eng 101 is one of the core courses college students have been required to take for years and years.
Different instructors of English answer the questions “what is Eng 101 for?” or “why do students need to take English 101?” in different ways. I believe it’s about two things. One, English 101 is about finding out about yourself and how you relate to other people. More specifically, when you listen and read about different people’s perspectives, you’ll learn how to relate to them in new ways. Plus, you’ll learn more about yourself. Secondly, I believe 101 is about learning to enter the “real world” with your writing. My guess is that most of the writing you have done in the past would need work before it would be considered “publishable” in the real world. For instance, teachers may have accepted papers where the arguments were not 100% backed up or the ideas jump around. In this class, we’ll be learning to avoid these things—so that we create papers that could be published if we sought out a publisher. In other words, claims with out reasons and jumps in ideas won’t work here—this is a place where we learn to argue in such a way that if you did it in future classes and future places of employment, people would take you seriously.
Catalog Description: Prerequisite: Successful completion of ENGL 095 [grade of "C" or better], satisfactory score on English placement exam, or consent of the department. An introduction to college-level writing, with training in the skills needed at each phase of the writing process, including generating ideas about a topic, determining a purpose, forming a controlling idea, analyzing the needs of your audience, organizing and planning your writing, and composing effective sentences, paragraphs, and essays. ENGL 101 is intended to prepare students to write effectively for a variety of audiences and purposes. A research paper is required. Placement in ENGL 101 presupposes competence in English grammar, mechanics, punctuation, and spelling.
Instructor Information:
Instructor name: Julie Fraser
Phone number: 268-8616
Instructor e-mail address: julie.fraser@heartland.edu
(or use WebCT email)
Location of instructor’s office: ICB 2001
Hours and days of instructor’s office hours:
Mondays 2:00-3:00 pm, Tuesdays and
Thursdays 10:00-11:00 am, Wednesdays 4:00-5:00 pm, Fridays 11:00- noon & by appointment.

Textbooks:
English 101 Course Guide . (provided for you on WebCT)
Faigley, Lester and Jack Selzer. Good Reasons . 3 nd Ed. New York: Pearson, 2006.
Relationship to Academic Development Programs and Transfer: (Indicate if course is General
Education/IAI)
ENGL 101 fulfills 3 of the 9 semester hours of credit in Communication required for the A.A. or A.S. degree. ENGL 101 should transfer to other Illinois colleges and universities as the equivalent of the
General Education Core Curriculum course C1 900, described in the Illinois Articulation Initiative.
However, students should consult an academic advisor for transfer information regarding particular institutions. Refer to the IAI web page for information as well at <www.itransfer.org>.
Teacher Beliefs:
Academic Discipline: I believe that knowing how to write effectively enables students to reach their personal and professional goals. Writing can open up doors. For instance, in asking others for what we want and need (at times in writing) whether that be in our jobs, at home or in our communities, we are more likely to receive it. Writing also helps people learn about themselves, think through situations, and become more confident in their values, beliefs, and abilities.
Student Learning: I believe that students learn in different ways and that students learn best when they are active. Listening to information (in a lecture) is somewhat effective, but working with the information, thinking about the information in different ways, and using that information in a way that benefits students is what will make it stick. Therefore, I will ask you, as students, to be active in class.
Instructor’s Role: The instructor’s job is to facilitate, or make possible, students’ learning.
The instructor has a tremendous responsibility to set up activities that will help students learn.
She/he has to determine what works best for her/his particular class and needs to provide a safe, comfortable environment so that learning can occur. After the instructor has done all she/he can do to make learning possible, students are ultimately responsible for their own learning . No one can make anyone learn; you, as students, decide what you take from class.
Student Role: The student’s job is to make time for their work, ask questions of the teacher, tutors and the world around him/her, participate in a community of learners and determine how writing can fit into their lives.
Course Objectives (Learning Outcomes):
Assessment After completing this course, the student should be able to: Learning
Outcome
Establish and maintain a voice that is appropriate to the selected rhetorical context
Portfolio
Demonstrate theoretical and practical understanding of the relationship between audience and purpose, and produce texts that address a variety of audiences effectively
Engage inquiry in evaluating differences in perspectives and opinions—including critical self-assessment of one’s own
CO5 In-class assignments,
Portfolio, Quizzes
In-class assignments, Class discussion, Portfolio,

perspective and its relationship to the perspectives of others
Develop an essay that demonstrates effectively organized and presented reasoning and supporting evidence
Interact effectively with multiple sources, subordinating them to the writer’s purpose; creating confidence that they have been represented fairly; and documenting them in MLA style
CT2
Quizzes, Annotated working bibliographies
In-class assignments,
Portfolio, and Quizzes
In-class assignments,
Portfolio, and Quizzes,
Annotated working bibliographies
Develop an effective writing process that includes successful strategies for inventing, choosing, and narrowing a topic; exploring and developing ideas through research and critical
CT3 In-class assignments,
Portfolio, and Quizzes reading; and employs global and local revision and editing strategies
CO 5 (Communications Outcome 5): “Students communicate ethically through monitoring their behavior and interactions with others.”
CT 2 (Critical Thinking Outcome 2): “Students determine value of multiple sources or strategies and select those most appropriate in a given context.”
CT 3 (Critical Thinking Outcome 3): “Students generate an answer, approach, or solution through an effective synthesis of diverse sources and arguments, and provide a rationale.”
Methods of Instruction:
Course Policies:
Required Writing and Reading:
As stated in the Course Guide, “Students will complete 3-4 major projects and will revise 2 for a minimum of 10 pages (2500 words); a 6-pg., 3 source paper is required.”
The instructor will notify you of each paper page length guideline.
Methods of Instruction: We will be doing a lot of writing in this course. We will also read, listen, draw, diagram, chart, outline, etc. to learn about writing. In one way or another, we will be active in our learning every day in this class. We’ll use different methods to understand our writing because different activities will make concepts click for different people. Here are some activities we’ll do to help you write effective papers:
Writing Workshops/Peer Response: Writing is best learned in a community of writers.
People can write by themselves, but can learn a ton about how they write by reading and discussing others’ writing. Writers can also learn by hearing what others have to say about their writing. Hence, we will be reading and responding to others’ writing and listening to what others have to say about our writing in both writing workshops and peer response sessions.
You will get credit for the responding you do.
Writing Conferences: Along with getting feedback from your peers, I will ask you to meet with me individually outside of class a few times during the semester to talk about your writing. Because writers have different goals and different aspects of their writing to work on, it is important that students with other writers individually. These conferences will be mandatory and you will receive credit for attending and actively using the time.

Revision: Writing is a discovery process. Very rarely do we know exactly what we want to write and produce strong writing in one shot. More often, writers use a step by step process to create a
“finished product.” Hence, one goal of this course is to teach you major revision strategies.
Participation (and Attendance): Attendance in this class is mandatory. The courses that provide the most opportunity for learning are courses in which students depend on each other to learn.
The class becomes a learning community with its members' ideas building on each others’ . Not only do you depend on others to bring what they know to class, but they also depend on you. For instance, your perspective on an article will help others understand their own perspectives. Since community is so important in student learning, students receive credit for what they do in class.
Hence, not attending class will result in a lower grade and can lead to failure of the course.
Make-up of tests and assignments: Class participation is evaluated on completing work in class the day we work on it. If you are not in class or do not do your work in class, you will not get credit for that work. So if absent for class for an in-class activity, the grade will be a 0 on that assignment. Hint for success: come to class and get your work done.
Deadlines: Meeting due dates in class is important to becoming a successful student and writer. In order to move forward in our writing, we need to have previous steps completed. For instance, you need to have your rough draft of your paper with you in class in order to have another students comment on it. If the rough draft isn’t done, you’ve missed an opportunity to get that feedback.
Plus, if you don’t bring a draft, someone else in class won’t have a draft to read. So deadlines are important and you will receive points for meeting those deadlines.
Note: Not meeting those deadlines will result in a loss of 5 points each day.
Incompletes: An HCC instructor may grant an incomplete if a student is in an extreme circumstance, currently passing the course, and has 80% of the course complete as stated in the
Student Handbook. If you find yourself in this situation, talk with me.
Extra Credit: I believe that offering extra credit is one way to encourage to go above and beyond class and do something that benefits their learning (especially when students have limited amounts of time and may not attend certain functions that may help their learning). I don’t believe that extra credit should be significant enough to allow the student to do poorly in meeting class goals and then “make up” that work. Hence, there may be one or two options for extra credit this semester.
One way to improve your writing and hence work towards a higher grade in class is to revise your writing. We’ll do some revision together, but taking this task up on your own will help you earn the grade you are looking for.
Electronic Copies of Work : Students write both inside and out of class in 101. Since we do so much work in side of class, you’ll need an electronic copy of whatever you are working on. Many students have trouble translating documents from home here at school if they are not using a similar version to what HCC uses. I’d suggest doing a “test” during the first week of class to see if you can bring documents back and forth easily. If not, you’ll need to use the ASC computers or find a way to work on a program the computers in our class will read. If you come to class unable

to open your homework file, you will not be able to do the work needed in class and hence, will not get credit for the assignment.
WebCT: We will use WebCT in a few ways. Mainly, I use it as a web site where I post your assignments and schedule. This way you can access assignments, resources, etc. from wherever you have Internet access (home, library, etc). We’ll also use this for posting some assignments and some computer discussions. I’ve gotten your names entered into WebCT—so you have access.
From here, you’ll need to remember your password and have some access to the Internet to post things. If you lose your password, contact Padriac at 268-8414 or Jackie at 268-8361.
Student Conduct: I expect students and the teacher to respect each other and the facility we learn in. In our discussions, we will disagree with each other’s points of view, but if we respect each other as we are talking and working, we will learn more.
I also ask students to turn cell phones off or on vibrate each day before entering class. Also, use email and the Internet in class only if you are using these tools directly for a paper in class. For example, use the library home page to find sources; don’t go to broncos.com to shop for football tickets.
Students engaging in disruptive behavior, whether intended or not, will be subject to the following consequences: 1) verbal warning; 2) second verbal warning followed by an out-of-class meeting with instructor; 3) individual meeting solely outside of class; and 4) class contract.
HCC Policy on Children in Classrooms: HCC no longer allows children in our classrooms. If you have children, you’ll want to have a backup plan in case your childcare falls through.
Method of Evaluation (Tests/Exams, Grading System):
Student assessment will be based on the following:
Portfolio of revised writings:
60%
Peer Responses and Reflection Memos . . . . . 1/3 of 40% grade
Cover Sheets (before portfolio) . . . . . . . . . . . 1/3 of 40% grade
General daily assignments & participation . . . 1/3 of 40% grade
(Including daily work, turning in Paper Packets, reading quizzes etc.)
Final grades will be determined according to the following scale as determined by the Humanities and
Fine Arts Division:
92 to 100% = A
83 to 91% = B
74 to 82% = C
65 to 73% = D
Below 65% = F
Academic Integrity and Plagiarism
Academic Integrity
Academic integrity is a fundamental principle of collegial life at Heartland Community College and is essential to the credibility of the College’s educational programs. Moreover, because grading may be competitive, students who misrepresent their academic work violate the right of their fellow students.
The College, therefore, views any act of academic dishonest as a serious offense requiring disciplinary

measures, including course failure, suspension, and even expulsion from the College. In addition, an act of academic dishonesty may have unforeseen effects far beyond any officially imposed penalties.
Violations of academic integrity include, but are not limited to cheating, aiding or suborning cheating or other acts of academic dishonesty, plagiarism, misrepresentation of data, falsification of academic records or documents and unauthorized access to computerized academic or administrative records or systems. Definitions of these violations may be found in the college catalog.
Plagiarism
Plagiarism is the presenting of others’ ideas as if they were your own. When you write a paper, create a project, do a presentation or create anything original, it is assumed that all the work, except for that which is attributed to another author or creator, is your own. Plagiarism is considered a serious academic offense and may take the following forms:
1 Copying word-for-word from another source and not giving that source credit.
2 Paraphrasing the work of another and not giving that source credit.
3
4
5
6
Adopting a particularly apt phrase as your own.
Using an image or a copy of an image without crediting its source.
Paraphrasing someone else’s line of thinking in the development of a topic as if it were your own.
Receiving excessive help from a friend or elsewhere, or using another project as if it were your own.
Note that word-for-word copying is not the only form of plagiarism.
The penalties for plagiarism may be severe, ranging from failure on the particular piece of work, failure in the course or expulsion from school in extreme cases.
[Adapted from the Modem Language Association’s MLA Handbook for Writers of Research
Papers. New York: MLA, 1995: 26]
Support Services:
Heartland Library Information
The Library, located in the Students Commons Buildings at the Raab Road campus, provides
Heartland students with a full range of resources including books, online journal databases, videos, newspapers, periodicals, reserves, and interlibrary loan. Librarians are available to assist in locating information. For more information please call the Library (309) 268-8200 or (309) 268-8292.
Tutoring Center
Heartland Community College offers tutoring in various forms at no cost to Heartland students at the
Academic Support Center (ASC) in Normal and at the Pontiac and Lincoln Centers. Tutors are available at convenient times throughout the week. Study groups, group tutoring facilitated by a specially-trained tutor, are also available by request. For more information about services available at each location, please call the ASC in Normal (309) 268-8231; the Pontiac Center (815) 842-6777; the
Lincoln Center (217) 735-1731.
Writing Center: The writing center is open to all HCC students. HCC writing faculty help students apply outcomes to their papers. Visit the Tutoring and Testing Center or call the TTC for an appointment: 268-8231.
Disability Concerns: Students who have disabilities may request academic accommodations as provided within federal law. To discuss your questions and/or concerns, please contact Anita Moore in

the Disability Support Services Office (DSS). The DSS office is located in Student Services, room
1004, in the Community Commons Building. Anita Moore can be reached by phone at 268-8029
(voice) 268-8030 (TDD), or by email at anita.moore@heartland.edu.
Information concerning Disability Support Services can be found on the Heartland Community
College website http://www.hcc.cc.il.us/services/disability/index.html.
Notice of Cancelled Class Sessions
Cancelled class sessions, for all HCC classes, will be listed under Cancelled Class Meetings in the A-Z
Index and under Academic Information in the Current Students page on the HCC Web site. Go to http://www.heartland.edu/classCancellations/ to learn what classes have been cancelled for that day and the upcoming week. Be sure to check the last column, which might contain a message from the instructor.
Syllabi disclaimer: I reserve the right to make any changes to this policy outline and syllabus; however, I will discuss changes with the class and provide enough time for the change so that class runs as smoothly as possible.
Course Calendar: Look for updated calendar on WebCT. I will update the calendar at least once a week. You are responsible for checking it for assignments, due dates, etc.