COURSE SYLLABUS
COURSE NAME: English 1101, Composition & Rhetoric
COURSE CRN: 20302
DAY/TIME: T & T @ 3:15 – 5:20pm
CAMPUS/ROOM: Marietta/B105
CREDIT HOURS: 5
INSTRUCTOR: Sheri Easton-Long
OFFICE:
EMAIL: seastonlong@chattahoocheetech.edu PHONE: 770-630-8899
(please call before 9 pm)
OFFICE
2:30 - 3pm MW
HOURS:
12:30 – 1pm TR
By appointment
TEXTBOOK:
Nadell, Judith, John Langan, and Eliza A. Comodromos. The Longman Reader.
9th ed. New York: Pearson/Longman, 2009.
TOOLS/SUPPLIES
NEEDED:
Notebook for in class writing exercises and writing utensils
COURSE DESCRIPTION:
ENG 1101 (ENG 191), Composition and Rhetoric (Credit: 5) (Prerequisite: Program admission –
level language competency) Explores the analysis of literature and articles about issues in the
humanities and society. Students practice various modes of writing, ranging from exposition to
argumentation and persuasion. The course includes a review of standard grammatical and stylistic
usage in proofreading and editing. An introduction to library resources lays the foundation for
research. Topics include writing analysis and practice; revision; research; research writing; and
formatting and documentation. Students write a research paper using library resources and using
MLA formatting and documentation. (5-0-0-5)
METHODS OF INSTRUCTION
Writing Assignments:
Assignments will be distributed evenly throughout the semester and will demand exposition,
analysis, and/or argumentation.
Reading Assignments:
In this course, you will read informative texts about the writing process and rhetorical
strategies, as well as essays written by professionals and your peers. The readings play an
integral role in the course—make sure you keep up with them!
Participation:
Our success as a class (and your success in it) depends upon your active presence and
participation. This means reading carefully and critically, attending class faithfully, arriving on
time and prepared, contributing to class discussions thoughtfully, enthusiastically participating
in informal group works, and completing all writing assignments in a timely manner (Whew!).
Please be here; we need you!
Objectives:
English 1101 is designed to develop the student’s ability to think critically, to read perceptively,
and to articulate ideas clearly and cogently in writing and speech. Specifically, we will work to
achieve this objective by providing reading, writing, and verbal experiences which,
1. Stimulate awareness of and an appreciation for insights into human nature and human
society;
2. Prompt recognition of distinctions between pre-judgments and logically supported
opinions;
3. Strengthen the ways students use language to communicate and relate to others; and
4. Guide students through the process of collecting, organizing, and interpreting data in
documented essays.
Course Requirements:
1. Each student will write five essays, two of which must be documented in the MLA
styled. Essays will range in length from 500 to 1000 words. Except for in-class
assignments, all essays must be typed and formatted in the MLA style.
2. Each student must complete reading and homework assignments before class time and
participate constructively in class activities and/or discussions.
3. To receive credit for journal entries, each student must complete all assigned topics
with thoughtful entries concerning their opinions on the topic.
Grading:
The following assignments will determine the final grade for this course:
Description Essay
Argumentation-Persuasion
Essay
Comparison-Contrast Essay
Cause/Effect Essay
Research Paper
Class Participation
(homework, journal writing,
research process, in-class
assignments, and discussion
participation)
Final Portfolio
Final Average
10%
10%
10%
10%
25%
15%
20%
100%
Qualities of Excellent Work:
1. Students are to compose essays that are logical, engaging, and informative, while
improving on the quality of writing as the semester work continues;
2. Develop essays that include a controlling idea or thesis, provide adequate supportive
evidence, and make use of effective organization;
3. Demonstrate and apply an understanding of basic rhetorical concepts including ethos,
pathos, and logos, and the relationship among audience, purpose, and context;
4. Compose both single-draft and multi-draft essays, using prewriting, drafting, and
revision, as well as editing;
5. Cite and document material taken from sources;
6. Construct clear, precise, grammatically correct sentences, using “Standard English,” and
avoiding awkward phrasing and errors, including but not limited to the following:
fragments, comma splices, run-on sentences, subject-verb and pronoun-antecedent
disagreement, faulty pronoun reference, misuse of possessives, and misspellings.
Chattahoochee Technical College Grading Scale
Grades are issued at the end of each quarter. All grades earned will be reflected on and remain on the
official academic transcript. The following grading scale is used:
A
B
C
D
F
90-100
80-89
70-79
60-69
0-59
Excellent
Good
Satisfactory
Poor
Failing
4
3
2
1
0
Work Ethics Grades
This grade is assigned in accordance with the Technical College System of Georgia standards. The work
ethics grade will be displayed on the student’s official transcript but will not affect the academic grade
point average. It is designed to evaluate and encourage good work habits. Grades of three, two, one, or
zero are issued.
Exceeds
3 Expectations
2 Meets Expectations
Needs
1 improvement
0 Unacceptable
Warranty Statement
The Technical College System of Georgia guarantees that graduates of state technical colleges or
participating local technical colleges have demonstrated competence in those competencies as defined
by the Industry Technical Committee and included in the approved state curriculum standards. “Should
any student within two years of graduation not be able to perform one or more of the competencies
contained in the industry validated standard or program guide, including failure to pass a state required
licensing examination, the Department agrees to provide specific retraining at any state technical
college offering the program to the former student at no cost to the employer or graduate for tuition or
instructional fee.” Georgia’s technical colleges take pride in being the first to offer this guarantee to our
partners in business and industry. To inquire or to file claims under this warranty please contact the Vice
President of Student Affairs, Marietta Campus, 770.528.4545.
Disability Services
Chattahoochee Technical College provides support services for students with disabilities. These services
ensure program accessibility and reasonable accommodation to individuals defined as disabled under
Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990 and the
Americans with Disabilities Amendments Act of 2008. A disability is defined as any condition that
substantially limits one or more of life's major activities. "Major life activities" include such functions as
major bodily functions, carrying for oneself, performing manual tasks, seeing, hearing, eating, speaking,
sleeping, walking, standing, lifting, bending, learning, reading, communicating, concentration, thinking,
and working. The condition may be permanent or temporary.
In order to receive accommodations at Chattahoochee Technical College, it is the student's
responsibility to self-disclose this disability to the Disability Services Coordinator. Documentation of the
disability is required and this documentation must indicate that the requested accommodations are
necessary for “participation in the college's educational programs."
Services provided include but are not limited to the following: registration assistance and priority
registration, orientation to campus, institutional test modification, reader, note taker, use of tape
recorder, copying service, assistance in obtaining books in alternative formats, assistive FM listening
devices, assistive technology and software, c-print services for the hard of hearing, interpreter services
for the deaf, accessible classrooms, accessible parking, and information and referral to campus and
community support services.
Chattahoochee Technical College strives to provide, within reason, appropriate resources, services and
auxiliary aids to allow each qualified person with a documented disability equitable access to
educational programs, social experiences and career opportunities.
Inquiries concerning the application, policies, and practices of the American with Disabilities Act for
Chattahoochee Technical College may be addressed to one of the following:
•
Marietta Campus – ADA/Section 504 Coordinator, Mary Frances Bernard at 980 South Cobb
Drive, Marietta, GA 30060, Building G, Room 1125. Phone: 770-528-4529.
Attendance Policy:
Students are expected to be punctual and attend all classes for which they are
registered. I will keep an accurate record of class attendance. Students anticipating an
absence or tardiness should contact the instructor in advance or provide notification as
soon as possible. It is the responsibility of the student to account for instructional time
missed. If the student does not attend classes, submit assignments, or contact the
instructor in a timely manner, a failing grade may be issued.
*Note: Students who miss 5 consecutive classes without contacting the instructor will
be turned in as students who have Stopped Attending.
Classroom Policies:
•
•
•
•

•
•
In the event of an absence, the student is responsible for obtaining accurate and complete notes
of class lectures and discussions, as well as the nature and due dates of assignments during class
periods.
Students are expected to be respectful of the instructor and fellow students. Students must
complete assigned readings before class time and participate in class discussions in an engaging
manner. No texting in class.
Politeness and respect toward all members of the class and the instructor are required. Cell
phones on silent, please.
There is an expectation that all students are to complete all in-class exercises. Make-up work is
at the discretion of the instructor.
Students are expected to submit work on time. Late work will be penalized. Final drafts of
essays will go down by one letter grade if they are turned in after the date they are due.
You must submit original work; neither plagiarism nor cheating is unacceptable. Plagiarism
comes in many forms, some of which you may not know.
“Plagiarism is defined as "literary theft" and consists of the unattributed
quotation of the exact words of a published text, or the unattributed
borrowing of original ideas by paraphrase from a published text. On
written papers for which the student employs information gathered
from books, articles, web sites, or oral sources, each direct quotation, as
well as ideas and facts that are not generally known to the public at
large, or the form, structure or style of a secondary source must be
attributed to its author by means of the appropriate citation procedure.
Only widely known facts and first-hand thoughts and observations
original to the student do not require citations. Citations may be made
in footnotes or within the body of the text. Plagiarism also consists of
passing off as one's own segments or the total of another person's
work. . . .”
Any plagiarized essay (whether a part or the whole) will receive the grade of “F” and disciplinary
action taken.
Assignment/Class Schedule
Date
Week 1
10/1
Assignments
Class 1
Thursday
Class 2
Tuesday
Week 2
10/6
Class 3
Thursday
Class 4
Tuesday
Week 3
10/13
Introduction; syllabus review
Writing Survey – Who are you as a writer?
In-class writing – writing analysis
Reading Assignment:
Longman Reader – Chapter 2, The Writing Process, pages 13 – 38.
Syllabus Review
The Parts of Speech/Sentence Review
Daily Grammar Review
Longman Reader - The Writing Process, pages 38 - 71.
The Paragraph - topic sentences, thesis statement.
Discuss the crafting of the essay.
Daily Grammar Review
Longman Reader - The Reading Process - pages 1 - 6.
Introduction to Descriptive Writing - How do I write when I wish to
describe a place, event, person, object, or idea?
Daily Grammar Review
Descriptive Writing - In class discussion and practice.
Longman Reader - Description - pages 72 - 80.
Longman Reader - "Flavio's Home"- pages 95 - 101.
Class 5
Thursday
Discuss "Flavio's Home.
Daily Grammar Review.
Discuss Essay Format.
In-class writing assignment - descriptive essay/brainstorming/drafting.
Class 6
Tuesday
First rough draft of descriptive essay due for in-class peer review.
Daily Grammar Review.
Discuss the peer review process of revision, editing, and proofreading.
Discuss the peer review editing form/structure.
Week 4
10/20
Class 7
Thursday
Second rough draft of descriptive essay due for final peer review.
Daily Grammar Review
Introduction to Cause & Effect - How do I write about two things that
are similar or dissimilar?
Longman Reader - Cause & Effect - pages 383 - 392.
Longman Reader - "Why We Crave Horror Movies" - pages 400 - 402.
Week 5
10/27
Week 5
10/27
Class 8
Tuesday
Class 9
Thursday
Class 10
Tuesday
Week 6
11/03
Class 11
Thursday
Class 12
Tuesday
Week 7
11/10
Class 13
Thursday
Week 8
11/17
Class 14
Tuesday
Descriptive Essay - Final Draft Due (beginning of class).
Daily Grammar Review
Discuss "Why We Crave Horror Movies."
In-class writing assignment - brainstorming for the cause/effect essay.
First rough draft of cause/effect essay due for in-class peer review.
Daily Grammar Review.
Discuss the peer review editing form/structure.
Second rough draft of cause/effect essay due for final peer review.
Daily Grammar Review
Introduction to Process/Analysis Essay - How do I write when I want to
explain how something happens or when I want to give instructions?
Longman Reader - Process Analysis - pages 282 - 291.
Cause/Effect Essay - Final Draft Due (beginning of class).
Daily Grammar Review.
In-class writing assignment - brainstorming for the process/analysis
essay.
In-class discussion of - Longman Reader - "How to Say Nothing in 500
Words" - pages 316 - 326.
First rough draft of process/analysis essay due for in-class peer review.
Daily Grammar Review.
Discuss the peer review editing form/structure.
Second rough draft of process/analysis essay due for final peer review.
Daily Grammar Review
Introduction to Comparison/Contrast Essay - How do I write when I
want to explain relationships between ideas, objects, and experiences?
Longman Reader - Comparison/Contrast - pages 337 - 345.
In-class discussion of - Longman Reader - "Beauty and the Beast" pages 337 - 345.
Process/Analysis Essay - Final Draft Due (beginning of class).
Daily Grammar Review.
Discuss "Beauty and the Beast."
Introduction to Argumentation/Persuasion Essay. How do I write about
a controversial subject? What do I write when I want others to see my
point of view?
Road Trip! We will be going to the library for the second half of class.
Class 15
Thursday
Week 9
11/24
Class 16
Tuesday
First rough draft of comparison/contrast essay due for in-class peer
review.
Daily Grammar Review.
Discuss the peer review editing form/structure.
Longman Reader - Argumentation/Persuasion - pages 472 - 477.
Continue with the discussion of the arguementation/persuasion essay.
Second rough draft of comparison/contrast essay due for final peer
review.
Daily Grammar Review.
In class discussion of - Longman Reader - "Let's Tell the Story of All
America's Cultures" - pages 520 - 522.
Discuss - "Let's Tell the Story of All America's Cultures."
In-class research/citation exercisse.
No Classes
11/26
Class 17
Tuesday
Week 10
12/1
Class 18
Thursday
Class 19
Tuesday
Week 11
12/8
Class 20
Thursday
Week 12
12/15
Class 21 Final Exams
Tuesday
Comparison/Contrast - Final Draft Due (beginning of class).
Daily Grammar Review.
Discuss - Incorporating research, citations, and quotes into your essay.
In class discussion of - Longman Reader - "The Damned Human Race" 525 - 530.
First rough draft of argumentation/persuasion essay due for in-class
peer review.
Daily Grammar Review.
Class review for preparing the final copy of your
argumentation/persuasion essay.
Second rough draft of argumenation/persuasion essay due for final
review.
Class review for preparing the final copy of your
argumentation/persuasion essay.
Daily Grammar Review.
Argumenation/Persuasion Essay - Final Draft Due (beginning of class).
In class writing assignment - Preparing your relfective essay for the final
portfolio.
Discuss the research presentations.
Research Presentations.
*Readings and assignments are subject to change; reasonable advance notice will be given if the
syllabus is altered. All readings listed, can be found in the class textbook, The Longman Reader, 9th
edition.