TULSA COMMUNITY COLLEGE SOUTHEAST CAMPUS
COURSE SYLLABUS
ENGLISH 1113
Composition I
Fall 2008
COURSE INFORMATION:
Room/Meeting Times: SE 7117/F 01:00-03:50pm
Instructor: Linda Summers, BA, MLIS
Call #: 11386
TO CONTACT YOUR INSTRUCTOR:
*
Email: linda.summers@mail.tulsacc.edu
Phone: 918-449-6455, leave voicemail
Mail Box: Academic and Campus Support (ACS), Room SE2202
Director of ACS: Leanne Brewer
TO CONTACT THE DIVISION OFFICE:
Communications Division, Room SE1202
Communications Associate Dean: Judy Leeds, 595-7694
HOW YOU WILL BE CONTACTED:
All TCC students receive a designated “MyTCC” email address
(e.g., jane.doe@mail.tulsacc.edu). All communications about TCC and course assignments will
be sent to students at this address. Students must use MyTCC email to exchange email with
instructors.
COURSE PREREQUISITES:
Appropriate CPT or ACT score, or completion of ENG 0923 and ENG 0933 with a grade of “C”
or better, or permission of the Associate Dean. For more information, see the Composition
Prerequisites on pages 10-11 of the Student Manual.
COURSE DESCRIPTION:
Composition I guides students through the writing process with regular practice and analysis of
effective writing. It is the first in a sequence of two freshman composition courses. Lecture 3
hours. Self-paced laboratory may be required.
REQUIRED TEXTS:
 The Little, Brown Handbook, 10th edition, Fowler & Aaron
 The Longman Reader, 8th edition, Nadell, Langan, Coomodromos
 TCC Southeast Campus Student Manual for Composition I and II and Advanced
Composition, English Faculty (available online through Blackboard)
*
Best contact method
COURSE OBJECTIVES:
*In Composition I, you will be given the opportunity to
 engage in the writing process by pre-writing, drafting, revising, and editing/proofreading
 identify an audience and adapt a composition to it
 restrict a subject and define a clear purpose for writing
 choose the best possible words to communicate clearly and effectively
 construct sentences that emphasize your meaning and make your writing interesting
 unify an essay around a compelling, clearly defined message or thesis
 create a coherent essay with an orderly progression of ideas
 write focused, detailed, coherent paragraphs that help develop your ideas
 incorporate other sources into your writing by quoting, paraphrasing, summarizing, and
documenting correctly
 use the TCC Learning Resource Center (i.e., the library) for college-level research
 employ various methods of development, such as description, narration, illustration,
comparison/contrast, classification/division, and definition
* TCC Southeast Campus Student Manual for Composition I and II and Advanced Composition,
English Faculty (p. 11)
TEACHING METHODS:
Each class period will involve a variety of activities including lecture, discussion, group work,
and writing. For more information, see pages 10-13 of the Student Manual.
Course work will include four short essays (500-750 words) – the lowest score of which will be
dropped, miscellaneous assignments, a research project, and a final exam essay.
Quizzes over assigned readings will be given near the beginning of each class period, after
students have had an opportunity to ask questions. Students must be present in class to take
quizzes. Missed quizzes cannot be retaken for any reason; however, the two lowest quiz scores
will be dropped.
GRADING:
Grades will be determined according to the following scale:
Journal (10 entries @ 10 points each)
100 points
Quizzes (10 @10 points each)
100 points
Essay 1
100 points
Essay 2
100 points
Essay 3
100 points
Essay 4
100 points
Research Project
100 points
Miscellaneous Assignments
150 points
Final Exam
150 points
TOTAL
1000 points
A=1000-900; B=899-800; C=799-700; D=699-600; F=599-0
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Essays, including the final exam essay, will be graded using the criteria described on pages 1720 in the Student Manual
Miscellaneous assignments will be graded according to how well the student understands the
skill or concept addressed in the assignment. Grading criteria for the research project will be
provided on the assignment sheet.
LATE WORK:
Essays and the research project will be penalized one letter grade for each day late, regardless of
the reason for being late. Late work should be submitted to the Academic and Campus Services
Office, Room SE2202, or to the Assignments area in Blackboard within 72 hours of the due date.
No essays or research projects will be accepted 72 hours or more past the due date.
Miscellaneous assignments are collected during class and will not be accepted late under any
circumstance. If you miss an assignment or a quiz, you will receive a “0.”
ATTENDANCE/WITHDRAW POLICY:
Because work completed in the classroom cannot be duplicated outside the classroom, you must
plan to attend class regularly. If you are unable to attend class, do not contact your instructor,
contact a student from the class to find out what was covered during class and check Blackboard
for missed handouts and other material.
Enrollment in this course obligates you to attend class regularly. Absence from any class period
is serious because it causes you to miss an entire week of class work. Absence from more than
two class periods is considered excessive, indicating that you are not likely to do well in the
class. If you enroll late, you will be counted absent for each period you have missed from the
beginning of the semester. If you stop attending and do not withdraw, you will receive an “F” as
your final grade in this course. Contact the Counseling Office at any TCC campus to initiate
withdrawal from a course ('W' grade) or to change from Credit to Audit.
English Professors assign "AW" or "I" grades only when genuine emergencies prevent a student
from completing the class and/or from withdrawing before the deadline and only when the
student is earning a satisfactory ("C" or better) grade.
FORMAT FOR COURSE WORK:
Students are required to use Times New Roman 12-point font and one-inch margins for all
assignments. MLA formatting, as described on pages 647-730 of The Little, Brown Handbook, is
to be used for all essay assignments.
WRITING CENTER:
The Writing Center (room 1102) provides free tutoring to all TCC students. The Center is staffed
by professionals who can help you develop your reading skills. Tutors assist students in a
variety of areas, including grammar/mechanics, sentence structure, essay format, methods of
development, the research process, and MLA documentation techniques. In addition to free
tutoring, the center also provides informal seminars/workshops. These seminars are offered to
reinforce and expand upon material covered in the classroom while providing students “hands
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on” writing assistance. The Center tutors are writers who understand the anxieties, frustrations,
and rewards of college writing.
The Writing Center offers students a variety of educational materials, which range from
computer, video, and audio-cassette programs. Word processing software (Windows 2002)
computerized government/history tutorials, internet and an on-line LRC connection are also
available for student use.
You are more likely to receive the most prompt and effective tutoring if you schedule a tutoring
appointment at least two days before your essay is due. To schedule an appointment, simply stop
by the Center or call 595-7749. Walk-ins are welcome on a time available basis, so if you forget
to make an appointment, stop by the Center to see if the tutor is available.
* TCC Southeast Campus Student Manual for Composition I and II and Advanced Composition,
English Faculty (p. 24)
PLAGIARISM POLICY:
Read pages 26-27 of your Student Manual for a better understanding of what constitutes
plagiarism. Work that contains plagiarism, whether accidental or intentional, will receive a “0.”
Students may be required to submit assignments to SafeAssignment to be checked for
plagiarism. Students who do not submit assignments to SafeAssignment when required will
receive a “0” for the assignment. For help submitting essays to SafeAssignment, visit the Writing
Center.
ACADEMIC DISHONESTY OR MISCONDUCT:
Academic dishonesty or misconduct is not condoned nor tolerated at campuses within the Tulsa
Community College system. See the college’s Academic Integrity Statement:
http://www.tulsacc.edu/page.asp?durki=2984&site=16&return=126.
CLASSROOM ETIQUETTE:
Open and mutually respectful communication of varied opinions, beliefs, and perspectives
during classroom or online discussion encourages the free exchange of ideas that is essential to
higher learning.
Students should show respect and courtesy to fellow classmates and participate earnestly in class
activities. Entering class late, talking during lectures, sleeping during class, making fun of or
attacking another's viewpoint, and/or behaving in a disruptive or combative manner are all
considered inappropriate and may be grounds for dismissal from class.
Cell phones must be silenced during class. Hats and sunglasses are to be removed. School policy
does not permit students to bring children to class.
DISABLED STUDENTS/ADA POLICY:
TCC provides accommodations for qualifying students in compliance with the Americans with
Disabilities Act. If you feel you have a disability that may require special accommodations,
please see the Disabled Student Services/ADA Policy in the “Teaching Methods” section of your
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Student Manual and contact the disabled Student Resource Center, 918-595-7115, or the
Resource Center for the Deaf and Hard of Hearing, 918-595-7428V, 918-595-7434TTY.
INCLEMENT WEATHER POLICY:
TCC rarely closes. If extreme weather conditions or emergency situations arise, TCC always
gives cancellation notices to radio and television stations. This information is also posted on the
TCC website (www.tulsacc.edu).
GENERAL EDUCATION GOAL STATEMENT:
The General Education Goals are designed to ensure that graduates of Tulsa Community College
have the skills, knowledge, and attitudes to carry them successfully through their work and their
personal lives. General Education Goals relevant to this course include Critical Thinking,
Effective Communication, Engaged Learning, and Technological Proficiency.
INSTITUTIONAL STATEMENT:
Each student is responsible for being aware of the information contained in the TCC Catalog, the
TCC Student Policies & Resources Handbook, and semester information listed in the class
schedule. All information may be viewed on the TCC website: www.tulsacc.edu
OTHER:
Occasionally, when genuine emergencies or problem situations occur, the course policies
outlined here can be modified to help a student complete the course if the student has been
attending regularly, has completed most assigned work, and is earning at least a "C." It is always
in your best interest, therefore, to contact me immediately if a crisis situation prevents you from
attending class or completing assignments.
This syllabus is subject to change as determined by specific needs of the class. Students will be
given written notification of changes.
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TENTATIVE SCHEDULE
August 22:
Introductions; syllabus review; Contract review and signing; in-class diagnostic writing
Assignment to be distributed:
 take-home quiz over syllabus/Student Manual
Read before beginning of next class:
 Student Manual
 Little, Brown Handbook
o Chapters 1-2 (p. 1-43)
August 29: *Last day to drop and receive full refund
Discussion and quiz over Aug 22nd assigned readings; grammar review; in-class exercise
Assignment due:
 take-home quiz over syllabus/Student Manual
Read before beginning of next class:
 Little, Brown Handbook
o Chapter 3 (p. 44-70)
 Longman Reader
o Introduction to Description (p. 71-78)
o “Sister Flowers” by Maya Angelou (p. 100-104)
o “Once More to the Lake” by E. B. White (p. 107-112)
 “The Way to Rainy Mountain” by N. Scott Momaday (available online through
Blackboard Course Documents)
September 5:
Discussion and quiz over Aug 29th assigned readings; in-class exercise
Assignments to be distributed:
 Essay 1 – Description/Narration
 Journal question 1
Read before beginning of next class:
 Little, Brown Handbook
o Chapter 4 (p. 70-110)
 Longman Reader
o Introduction to Narration (p. 123-131)
o “The Fourth of July” by Audre Lorde (p. 137-140)
o “Salvation” by Langston Hughes (p. 155-157)
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September 12:
Discussion and quiz over Sept 5th assigned readings; film clip from The Graduate; peer review of
essay 1; instructor review
Assignment due:
 Journal entry 1
Assignment to be distributed:
 Journal question 2
Read before beginning of next class:
 Little, Brown Handbook
o Chapters 37-39 (p. 510-536)
 Longman Reader
o Introduction to Exemplification (p. 169-177)
o “Bombs Bursting in Air” by Beth Johnson (p. 209-212)
o Introduction to Division-Classification (p. 223-231)
o “The Ways We Lie” by Stephanie Ericsson (p. 240-247)
o “Psst! Human Capital” by David Brooks (p. 259-261)
o “Doublespeak” by William Lutz (p. 263-268)
o “Propaganda Techniques in Today’s Advertising” by Ann McClintock (p.
270-275)
September 19:
Discussion and quiz over Sept 12th assigned readings; Guest speaker
Assignments due:
 Essay 1-Description/Narration
 Journal entry 2
Assignments to be distributed:
 Essay 2-Division/Classification
 Journal question 3
Read before beginning of next class:
 Longman Reader
o Introduction to Process Analysis (p. 280-288)
o “The American Way of Death” by Jessica Mitford (p. 301-305)
o “The Fine Art of Complaining” by Caroline Rego (p. 327-330)
 “Aria: A Memoir of a Bilingual Childhood” by Richard Rodriguez (available online
through Blackboard Course Documents)
September 26:
Discussion and quiz over Sept 19th assigned readings; peer review of Essay 2; grade update
Assignments due:
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
Journal entry 3
Assignment to be distributed:
 Journal question 4
Read before beginning of next class:
 Little, Brown Handbook
o Chapters 25-26 (p. 405-420)
 Longman Reader
o Introduction to Comparison-Contrast (p. 335-343)
o “And Then I Went to School” by Joseph H. Suina (p. 354-358)
o “Workers” by Richard Rodriguez (p. 361-366)
 “Once Upon a Time” by Nadine Gordimer (available online through Blackboard
Course Documents)
October 3:
Discussion and quiz over Sept 26th assigned readings; in-class exercise
Assignments due:
 Essay 2-Division/Classification
 Journal entry 4
Assignments to be distributed:
 Essay 3-Comparison/Contrast
 Journal question 5
Read before beginning of next class:
 “The Lives of a Cell” by Lewis Thomas (available online through Blackboard Course
Documents)
 Longman Reader:
o “The Santa Ana” by Joan Didion (p. 601-603)
o “The Death of the Moth” by Virginia Woolf (p. 582-585)
o “World House” by Martin Luther King, Jr. (p. 597-600)
 “Love” by Robert Olen Butler (available online through Blackboard Course
Documents)
October 10:
Discussion and quiz over Oct 3rd assigned readings; peer review of Essay 3; instructor review
Assignment due:
 Journal entry 5
Assignments to be distributed:
 Journal question 6
Read before beginning of next class:
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


Little, Brown Handbook
o Chapter 42 (p. 558-570)
Longman Reader
o Introduction to Cause-Effect (p. 381-390)
o “Why People Don’t Help in a Crisis” by John M. Darley & Bibb Latane (p.
417-421)
o “Why We Crave Horror Movies” by Stephen King (p. 397-399)
“I Am in Blood Stepp’d in So Far: Hollywood vs. America” by Michael Medved
(available online through Blackboard Course Documents)
October 17:
Discussion and quiz over Oct 10th assigned readings; in-class exercise
Assignments due:
 Essay 3-Comparison/Contrast
 Journal entry 6
Assignments to be distributed:
 Essay 4-Cause/Effect
 Journal question 7
Read before beginning of next class:
 Little, Brown Handbook
o Chapter 43 (p. 571-597)
 Longman Reader
o Introduction to Definition (p. 432-438)
o “Entropy” by K. C. Cole (p. 445-448)
o “Life as Type A” by James Gleick (p. 450-454)
o “What is the Quarterlife Crisis?” by Alexandra Robbins & Abby Wilner (p.
463-468)
October 24:
Discussion and quiz over Oct 17th assigned readings; peer review of Essay 4; Twain film clip; grade
update
Assignments due:
 Journal entry 7
Assignments to be distributed:
 Journal question 8
Read before beginning of next class:
 Little, Brown Handbook
o Chapter 44-45 (p. 599-638)
 Longman Reader
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o
o
o
o
Introduction to Argumentation-Persuasion (p. 477-500)
“In Praise of the ‘F’ Word” by Mary Sherry (p. 512-514)
“Let’s Tell the Story of All America’s Cultures” by Yuh Ji-Yeon (p. 517-519)
“The Damned Human Race” by Mark Twain (p. 527-532)
October 31:
Discussion and quiz over Oct 24th assigned readings; paraphrase, summary, quotation exercise; LRC
Orientation
Assignments due:
 Essay 4-Cause/Effect
 Journal entry 8
Assignments to be distributed:
 Research Project-Argument/Persuasion
 Journal question 9
Read before beginning of next class:
 Little, Brown Handbook
o Chapter 47 (p. 647-689)
 Other readings to be assigned during class
November 7: *Last day to withdraw with W grade
Discussion and quiz over Oct 31st assigned readings; review documentation formats; instructor
review; work in LRC 2nd half of class
Assignments due:
 Journal entry 9
Assignments to be distributed:
 Journal question 10
Read before beginning of next class:
 To be assigned during class
November 14:
Discussion and quiz over Nov 7th assigned readings; in-class exercise
Assignments due:
 Draft of Research Project-Argument/Persuasion
 Journal entry 10
November 21:
No class: meet for individual conferences; grade update
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November 28:
No class: holiday
December 5:
Review for final exam
Assignments due:
 Research Project-Argument/Persuasion
December 12:
Final Exam 12:00-1:50pm
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