12/18/2013
Baton Rouge Community College
Academic Affairs Master Syllabus
Date Approved or Revised:
Course Name:
13 January 2014
Foundations of English 091
BRCC Course Rubric:
ENGL 091
CIP Code:
32.0108
Lecture Hours:
3
State Common Course Rubric:
Lab Hours:
Credit Hours: 3
Course Description: Introduces students to the writing process and gives extended practice in
the development of expository methods with special emphasis on revising and editing. Students
must pass a departmental exit exam to pass the course.
Prerequisites:
Appropriate placement test score and/or
“C” or better in ENGL 090
Co-requisites:
Academic Learning Center attendance
Suggested Enrollment Cap:
20
Learning Outcomes: Upon successful completion of this course, the students will be able
to:
1. Write essays with clear succinct thesis statements.
2. Write a paragraph or essay demonstrating proficiency in coherence, unity and focus.
3. Use the standard diction, grammar, and mechanics of American English.
Assessment Measures: Assessment of all learning outcomes will be measured using the
following methods:
1. Instructor-designed tests and/or quizzes
2. Instructor-created essay assignments graded with a departmental rubric
3. Instructors MUST choose FOUR of the following SIX assignment types:
*Narration
*Description
*Process analysis
*Comparison/contrast or classification
*Causal analysis
*Argument
4. Instructors MUST give one in-class assignment set up with the same parameters as the
exit exam; this assignment cannot be the narrative essay.
5. Departmental exit exam given at the end of the semester and graded with the
departmental rubric
6. Assignments other than the above written assignments must NOT constitute more than
10% of the total coursework grade.
Information to be included on the Instructor’s Course Syllabi:

Exit Exam: At the end of the semester, students will be required to take an exit exam. In
order to receive a passing grade for ENGL 091, students must pass the exit exam/folder
challenge and earn a cumulative “C” or better on all paragraph grades. Students who do
not have a minimum cumulative “C” coursework grade are not eligible for either the exit
exam or folder challenge.

Appeal: Students must be aware that their folders will be automatically reviewed as their
course grade appeal; the folder challenge results are the final step in the appeals process
for students enrolled in ENGL 090, ENGL 091, ENGL 098, ENGL 099, ENGL 101 and
ENGL 101H. Students who fail the exit exam but do not submit a folder are not eligible
for a course grade appeal.

Disability Statement: Baton Rouge Community College seeks to meet the needs of its
students in many ways. See the Office of Disability Services to receive suggestions for
disability statements that should be included in each syllabus.

Grading: The College grading policy should be included in the course syllabus. Any
special practices should also go here. This should include the instructor’s and/or the
department’s policy for make-up work. For example in a speech course, “Speeches not
given on due date will receive no grade higher than a sixty” or “Make-up work will not
be accepted after the last day of class.”

Attendance Policy: Include the overall attendance policy of the college. Instructors may
want to add additional information in individual syllabi to meet the needs of their
courses.

General Policies: Instructors’ policy on the use of things such as beepers and cell phones
and/or hand held programmable calculators should be covered in this section.

Cheating and Plagiarism: This must be included in all syllabi and should include the
penalties for incidents in a given class. Students should have a clear idea of what
constitutes cheating in a given course.

Safety Concerns: In some programs this may be a major issue. For example, “No
student will be allowed in the safety lab without safety glasses.” General statements such
as, “Items that may be harmful to one’s self or others should not be brought to class.”

Library/ Learning Resources: Since the development of the total person is part of our
mission, assignments in the library and/or the Learning Resources Center should be
included to assist students in enhancing skills and in using resources. Students should be
encouraged to use the library for reading enjoyment as part of lifelong learning.
Expanded Course Outline:
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I. Introduction to Course
A. The diagnostic essay
B. A review of the writing process
C. A review of writing a paragraph
D. Language skills focus
II. Understanding the process of writing an essay
A. Looking at the essay in comparison to a paragraph
B. Writing a succinct thesis statement
C. Outlining the essay
D. Ordering and linking paragraphs in the essay
E. Writing and revising short essays
F. Language skills focus
III. Expanding the paragraph into an essay
A. Reading selected professional and student essays
B. Creating an outline using a professional essay and a student essay
C. Selecting a topic, generating ideas and creating an outline
D. Writing, editing, and revising the essay
E. Language skills focus
IV. Improving the introduction, conclusion and title
A. Examining types
B. Demonstrating types
V. Writing specific essay types (minimum FOUR of the following to be selected, each one with
a language skills focus)
A. Narration
B. Description
C. Process analysis
D. Comparison/contrast or classification
E. Causal analysis
F. Argument
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