ENGLISH 1301 SYLLABUS
ENGLISH 1301 COURSE INFORMATION
Southwest College
Instructor
Gina G. Palmer
Office hours: after class
E-mail:gina.palmer@hccs.edu
Textbooks
The Little, Brown Handbook. Eleventh or Custom edition. Jane Aaron and H.
Ramsey Fowler
The Writer’s Presence, Sixth edition. Robert Atwan and Donald McQuade
Other Materials
Manila file folder
Paper and pens
Three-ring notebook for handouts
College-level dictionary and thesaurus
Pocketed paper folder for essay #4 research materials
Small stapler
Grade Percentages
All assignments must be completed to pass the course.
Essay #1: (10%) 1000 word personal memoir on childhood and family
Essay #2: (10%) 1000 expository essay on gender issue
Essay #3: (20%) 1000word multipurpose essay in-class essay on a sense of place
Essay #4: (30%) 1000 words Researched argumentative/persuasive essay on
issues and ethics
Essay #5: (10%) 1000 word critical analysis on an essay in The Writer's Presence
Other grades:
Daily grades (20%) class participation, quizzes, research checks, sentence and
paragraph answers.
Attendance Policy
Regular attendance is required at Houston Community College. HCCS class
policy states that a student who is absent more than 12.5% (6 hours) of class may
be administratively dropped. Students who intend to withdraw from a course must
do so by the official last day to drop.
Special Conditions
Any student with a documented disability (e.g. physical, learning, psychiatric,
vision, hearing, etc.) who needs to arrange reasonable accommodations must
contact the Disability Services Office at the Southwest College at the beginning of
each semester. Professors are authorized to provide only the accommodations
requested by the Disability Support Services Office. Contact Dr. Becky Hauri at
713-780-7909.
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Free English Tutoring
The Southwest College offers you numerous opportunities for free English
tutoring at our tutoring centers (Stafford, Alief, and West Loop) or our on-line
tutoring support services at www.askonline.net . Signs will be posted once the
HCC tutoring hours have been established. On-line tutoring services include
www.askonline.net and mycomplab.com. More information about the on-line
services will be available once the semester gets started.
Open Computer Lab
You have free access to the Internet and word processing in the open computer
lab. Check on the door of the open computer lab for hours of operation.
Student Organizations
Three organizations of interest to students taking English classes are Southwest
Writers, Phi Theta Kappa, and the Gender Studies Club.
The Southwest Writers is a group of students who write and read their works (in a
public forum as well as on the Internet) and receive peer support and constructive
criticism. Students in this group create a supportive network to create poetry,
fiction, drama, and non-fiction prose. Contact advisor Dr. Chris Dunn at
Christopher.dunn@hccs.edu.
.
Phi Theta Kappa is the honor society of two-year colleges. Students must earn a
3.5 grade point average and accumulate 12 credit hours at HCCS. HCCS has an
internationally recognized chapter: Omega Sigma. Numerous transfer scholarships
are offered through this honors organization. Contacts are available at
www.omegasigma.org .
The Gender Studies Club meets each month and online to discuss the roles of
women and men in society and to investigate how sexual differences and cultural
constructions of gender may affect identity. The organization promotes awareness
of gender issues on campus, encourages research and discussion of gender issues,
hosts prominent speakers in the field, and serves the community. Faculty advisors
are Ms. Marie Dybala at marie.dybala@hccs.edu and Ms. Ileana Loubser at
Ileana.loubser@hccs.edu
Inclement Weather
During inclement weather conditions, monitor major local channels for updates on
school closings. You can also check for school closings at
www.school-closings.net and the HCC website www.hccs.edu .
Academic Honesty
Plagiarism results in a grade of zero (“F”) on that project. Cheating and/or
collusion also result in a grade of zero (“F”) on that project. Two instances of
plagiarism results in zero in the course grade. No opportunities for
rewriting/resubmitting the plagiarized project will be given. Consult your online student handbook for more details on scholastic dishonesty.
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Late Paper Policy
Essays turned in late are docked a letter grade (ten points) each late day. Please
note this is each day and not each class. No late papers accepted more than one
week late. Arrange a conference with me regarding late work for special
exceptions. No make-ups on daily quizzes! You can drop one low quiz grades or
missed quizzes at the end of the semester.
Grades of “W” and “I”
A grade of “W” is for “withdrawn.” If you must withdraw from the course for any
reason, be sure to complete the paperwork at the registrar’s office by the last day
of withdrawal. Arrange a conference with me before withdrawing to discuss your
progress in the course and note that your withdrawal may cause you to pay more
for the class in the future. An “I” is given for “incomplete.” An “I” is for
emergencies only. You have one semester to complete the missing work or the “I”
will become an “F”.
Texas Policy for Course Repeaters
Students who repeat a course three or more times may soon face significant
tuition/fee increases at HCC and other Texas public colleges and universities. If
you are considering course withdrawal because you are not earning passing
grades, confer with your instructor/counselor as early as possible about your study
habits, reading and writing homework, test-taking skills, attendance, course
participation, and opportunities for tutoring or other assistance that might be
available.
Student Course Reinstatement Policy
Students have a responsibility to arrange payment for their classes when they
register, either through cash, credit card, financial aid, or the installment plan.
Students who are dropped from their courses for non-payment of tuition and fees
who request reinstatement after the official date of record can be reinstated by
making payment in full and paying an additional $75.00 per course reinstatement
fee. The academic dean may waive the reinstatement fee upon determining that
the student was dropped because of a college error.
Other Course Policies
Arrive on time and be prepared to participate in the class assignment. Time
missed before class is subtracted from the 12.5% attendance policy. Leaving class
early or arriving late also result in time subtracted from the 12.5% attendance
policy.
Use appropriate academic language in all discussions and class activities.
Type all assignments.
Limit talking unless during group discussions.
Turn off all cell phones or other recording devices.
Our class members have to contribute to the discussion.
Do not bring children to class.
The time to discuss an essay grade is after it is returned, not at the end of the
semester. I encourage you to set up conferences with me.
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Use e-mail with discretion. If the question or concern is not worth a personal
meeting, then it is not worth an e-mail. When you email me, use correct English
and proofread your message. Write complete sentences, capitalize proper nouns,
and use correct punctuation. Do not write “b4” for “before” or “u” for “you” or
use any other shortened form of a word. Write as if you were on the job and
producing text acceptable in the Houston business community.
English 1301 Course Description
English 1301 is a course devoted to improving the student's writing and critical reading.
The course involves writing essays for a variety of purposes from personal to academic,
including the introduction to argumentation, critical analysis, and the use of sources.
English 1301 is a core curriculum course.
Student Leaning Outcomes for English 1301
Students will by the end of the semester:
1.
Demonstrate knowledge of writing as process
2.
Apply basic principles of critical thinking in analyzing reading selection,
developing expository essays, and writing argumentative essays
3.
Analyze elements such as purpose, audience, tone, style, and strategy in essays
an/or literature by professional writers
4.
Synthesize concepts from and use references to assigned reading in their own
academic writing
INTELLECTUAL COMPETENCIES IN HCCS CORE CURRICULUM
Reading: Reading material at the college level means having the ability to analyze and
interpret a variety of printed materials--books, articles, and documents.
Writing: Writing at the college level means having the ability to produce clear, correct,
and coherent prose adapted to purpose, occasion, and audience. In addition to knowing
correct grammar, spelling and punctuation, students should also become familiar with the
writing process, including how to discover a topic, how to develop and organize it, and
how to phrase it effectively for their audience. These abilities are acquired through
practice and reflection.
Speaking: Effective speaking is the ability to communicate orally in clear, coherent, and
persuasive language appropriate to purpose, occasion, and audience.
Listening: Listening at the college level means the ability to analyze and interpret various
forms of written communication.
Critical Thinking: Critical thinking embraces methods for applying both qualitative and
quantitative skills analytically and creatively to subject matter in order to construct
alternative strategies. Problem solving is one of the applications of critical thinking used
to address an identified task.
Computer Literacy: Computer literacy at the college level means having the ability to
use computer-based technology in communicating, solving problems, and acquiring
information. Core-educated students should have an understanding of the limits,
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problems, and possibilities associated with the use of technology and should have the
tools necessary to evaluate and learn new technologies as they become available.
EXEMPLARY EDUCATIONAL OBJECTIVES
 To understand and demonstrate writing and speaking processes through invention,
organization, drafting, revising, editing, and presenting.
 To understand the importance of specifying audience and purpose and to select
appropriate communication choices.
 To understand and appropriately apply modes of expression (descriptive, expositive,
narrative, scientific, and self-expressive)
 To participate effectively in groups with emphasis on listening, critical and reflective
thinking, and responding.
 To understand and apply basic principles of critical thinking, problem solving, and
technical proficiency in the development of exposition and argument.
 To develop the ability to research and write a documented paper and/or to give an oral
presentation.
Student Calendar follows on the next page.
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ENGLISH 1301 STUDENT CALENDAR
10 Weeks for 19 Sessions (plus a final exam session)
T-Th, 5:30 p.m.—8:00 p.m.
NOTE: The items listed under the session number indicate the topics to be covered
during class that day. The items in the assignment section constitute the homework for the
next class session.
WEEK ONE
SESSION #1 (Tuesday, 6-7- 2011)
Brief introduction to English 1301
Proof of registration
Course description, purpose, objectives, grades, and class policies
Reading and marking your texts
Overview of writing process
Guided tour of text books
Diagnostic essay
Assignment for Session #2: Purchase and preview textbooks: The Little, Brown
Handbook and The Writer’s Presence.
Writing Strategy –Narratives Leading to Insight or Decision
Read WP (Writer’s Presence) Langston Hughes’ “Salvation”, 142; Barack Obama,
“Origins”, 194
Read The Little, Brown Handbook (LBH): “Preface for Students: Using This Book Read”
LBH Chapter 1: “Assessing the Writing Situation.” and Chapter 2 “Developing and
Shaping Ideas”
SESSION #2 (Thursday, 6-9-2011)
Introduction to Essay #1: Personal Memoir–Narrative
Analysis of sample student essay LBH, p.43
Critical analysis of readings
Brief review of phrases and simple sentences (and avoiding fragments)
Brief review of compound sentences (and avoiding run-on and comma-spliced sentences)
Sentence style: Intentional fragments for effect
Writing process: Thesis statements and optional rough draft outline
Writing strategy: Description, discuss LBH 38e Using Figurative Language
Planning page: Personal notes on purpose, audience, tone strategy, tentative thesis and
outline
Assignment for Session #3:– Writing Strategy—Narratives Defining Words and
Concepts
Brainstorm a list of five childhood and family experiences as possible topics for Essay #1
and draft a tentative thesis statement for Essay #1.
Read WP, Nancy Mairs “On Being Cripple,” 157 “The Writer at Work”, 167
Read LBH, Chapter 3 “Drafting and Revising
WEEK TWO)
SESSION #3 (Tuesday, 6-14--2011)
Brainstorming due
Brief review of complex sentences (and avoiding dependent clause fragments)
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Brief review of complex and compound-complex sentences
Using dialog to build character
Critical analysis of reading assignment
Drafting an essay
Assignment for Session #4: Writing Strategy –Narratives that Report Facts and
Historical Events
Read WP: Michihiko Hachiya, “Hiroshima Dairy”, 131; Hannah Miller, “American Pie”,
479
Read LBH Chapter 4: “Paragraphs”
Complete typed, double-spaced rough draft of Essay #1. Your rough draft critique count
as a daily quiz grade. If you have a 1000 word draft, you get 100. If content of the draft is
missing, the daily quiz grade is lowered.
SESSION #4 (Thursday, 6-16-2011)
Peer critique session for Essay 1 (one hour)
Brief review of modification problems (dangling, misplaced) see LBH 21
Brief review of parallelism
Writing Process: Rewriting, editing, and proofreading
Manuscript mechanics (font, margins, headers, graphics)
Critical analysis of reading
Assignment for Session #5: Writing Strategy –Narratives that Illustrate a Position of a
Philosophical Perspective
Read WP: Don DeLillo, “In the Ruins of the Future,” 361; Marjane Satrapi, “My Speech
at West Point,” 841
Read LBH: Chapter 5 “Document Design”
Revise and edit Essay 1
WEEK THREE
SESSION #5 (Tuesday, 6-21-2011)
Essay 1 Due
Critical analysis of reading
Introduction to Essay 2, Expository writing
Writing purposes: Informing and explaining (the expository essay)
Assignment for Session #6: Writing Strategy—Exposition
Read WP, Akhil Reed Amar, “Second Thoughts: What the Right to Bear Arms Really
Means”, 293; Michael Bérubé, “Analyze, Don’t Summarize”, 301
Read LBH: Chapter 6, Academic Skills
SESSION #6 (Thursday, 6-23-2011)
Critical analysis of reading
Writing Strategy -Using Comparisons
Writing in the academic setting: Developing an issue controlled essay
Assignment for Session #7:
Read WP: Abraham Lincoln, “Gettysburg Address” p.460, 461: Katha Pollitt, “Why Boys
Don’t Play with Dolls”, 522
Read LBH: Chapter 8, “Forming a Critical Perspective”
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WEEK FOUR
SESSION #7 (Tuesday, 6-28-2011)
Thinking and reading critically
Viewing Images Critically
Writing Critically
Critical analysis of reading
Assignment for Session #8. Writing Strategy—Establishing Cause and Effect
Abraham Lincoln, “Gettysburg Address” and Hayes version of Gettysburg Address
Thomas Jefferson, “Declaration of Independence,” p.705
Read LBH: Chapter 9. “Reading Argument Critically”
SESSION #8 (Thursday, 6-30-2011)
Introduction to Argument: Elements, Claims, Evidence, Assumptions
Critical analysis of reading
Assignment for Session #9: Writing Strategy—Fashioning Arguments
Arguing from Personal Experience
Read WP: Stephen King, “Everything You Need to Know about Writing,” 440
Arguing from Factual Evidence and with Irony, Humor and Satire
Jonathan Swift, “A Modest Proposal,” 866
Read LBH, “Writing an Argument,” Chapter 10, 199
WEEK FIVE
SESSION #9 (Tuesday, 7-5-2011)
Critical analysis of reading
Writing Argument: Subject, Audience and Purpose, and Thesis (Issue), Reasoning,
(Reason) Evidence (Analysis), Conclusion
Assignment for Session #10: Writing Strategy—Fashioning Arguments
Correcting Popular Misconceptions
Read WP: Scott Russell Sanders, “The Men We Carry in Our Minds”, p.828
Countering Other Arguments
Sojourner Truth, “And Ain’t I a Woman”, 874
Read LBH, Chapt.42-43, “Planning a Research Project,” “Finding Sources”
Begin developing topics for research paper
Edit Essay 2
SESSION #10 (Thursday, 7-7-2011)
Essay 2 Due
Critical analysis of readings
Sexist language (LBH 187, 312, 508-10, 901)
Continue developing arguments
Introduction to Essay 3 A sense of Place (mid-term)
Introduction to Essay 4 (research paper)
Assignment for Session #11 Writing Strategy—Fashioning Arguments
Arguing from Personal Authority and Expertise
Read WP; Sherry Turkle, “How Computers Change the Way We Think,” 563;
Read LBH, Chapts.44-46, “Working with Sources, “Avoiding Plagiarism and
Documenting Sources,” and “Writing the Paper”
Research Topic due next session
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WEEK SIX
SESSION #11 (Tuesday, 7-12-2011)
Research topic due
Critical analysis of reading
Discuss research and documentation
Discuss LBH, Chapter 11, Reading and Using Visual Arguments
Assignment for Session #12: Writing Strategy—Fashioning Arguments-Urging
Change in Public Policy
Read W P: Cormac Cullinan, “Family Values,” 641; Gore Vidal, “Drugs,” 883
Read LBH, Chap. 47 “MLA Documentation and Format”
SESSION #12 (Thursday, 7-14-2011)
In-class midterm Essay #3 (1 hour A Sense of Place)
Critical analysis of reading
Special kinds of paragraphs: Introductory, concluding, and transitional paragraphs,
LBH, 102-08
Assignment for Session #13: Writing Strategy—Fashioning Arguments-Finding Common Ground
Read WP, David Brooks, “People Like Us”, 306
Leslie Marmon Silko, “In the Combat Zone,” 842
WEEK SEVEN
SESSION #13 (Tuesday, 7-19-2011)
Critical analysis of reading
Continue discussions on Essay 4
Assignment for Session #14 Writing Strategy—Fashioning Arguments
Finding Common Ground
Read WP, Martin Luther King, “I Have a Dream”, 715
Draft Essay 4
SESSION #14 (Thursday, 7-21-2011)
Critical analysis of readings
Assignment for Session #15:
Complete rough draft and outline Essay4
WEEK EIGHT
SESSION #15 (Tuesday, 7-26-2011)
Writing workshop—Essay 4 Revisions
Assignment for Session #16
Read:
LBH, Chapter 53, “Taking Essay Exams.”
Complete draft of Essay 4
SESSION #16 (Thursday, 7-28-2011)
Draft of Essay 4 due
Taking essay exams in college
Assignment for Session #17:
Revise Essay 4
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WEEK NINE
SESSION #17 (Tuesday, 8-2-2011)
Writing Workshop—Finalizing Works Cited
Assign oral presentation order
Assignment for Session #18:
Continue revising and finalizing Essay 4
Prepare oral presentation
SESSION #18 (Thursday, 8-4-2011)
Essay 4 Due
Oral Presentations
Assignment for Session #19: Read critique handout
WEEK TEN
SESSION #19 (Tuesday, 8-9-2011)
Review critique handout
Continue Oral Presentations
SESSION #20 (Wednesday 8-10-2011)
Final Exam, Thursday August 11, 2010, 5:30 p.m.
We must follow the exam schedule listed in the HCC schedule.
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