ELCAMINO COLLEGE COMPTON CENTER
Spring 2014 Syllabus
Course: English 1A –Reading and Composition
Instructor: Professor Roach
"In the darkness of the mine I noiselessly crept as close as I could to the two men
Section Number: 9346
who were talking. . . . As they went on describing the school, it seemed to me that
Lecture Meeting Days: TTh
it must be the greatest place on earth"
Lectures Times: 10:15 a.m.-12:20 p.m.
-Booker T. Washington, "Struggle for an Education," Up From Slavery (1901)
Meeting Room: D 41
Instructor Information: (310) 900-1600, Ext. 2232
Instructor’s Office Location: D31-B
Office Hours: TTh 9:30-10:15 a.m. and 12:30 - 2:15 p.m.
Your www.turnitin.com account
E-Mail: rroach2003@yahoo.com; roach_r@compton.edu; rroach@elcamino.edu Username:___________________ Password: _____________
Supplemental Information: *FREE STUDENT EMAIL: mail.elcamino.edu OR www.compton.edu > MyECC (upper left side) >Login or First Time
User to see email messages (inside, click “messages” near top, check weekly and/or place on cellphone)*CLASS WEBSITES: www.turnitin.com
(Code: 7428797 Password: english1a) *LIBRARY: (310) 900-1648 (www.compton.edu/library). *BOOKSTORE: (310) 900-1600 x2820
MISSION STATEMENT: El Camino College offers quality, comprehensive educational programs and services to ensure the educational success of
students from our diverse community.
I. REQUIRED TEXTS:
(1) Nadell, Judith, John Langan, and Eliza A Comodromos. The Longman Reader. 9th ed. New York: Pearson/Longman, 2009. ($35 used)
(2) Douglass, Frederick. Narrative. New York: Dover, 1995. http://www.gutenberg.org/catalog/world/readfile?fk_files=2163547 ($1)
(3) Hurston, Zora Neale. Their Eyes Were Watching God. (1937). New York: Harper, 2006. ($6 used)
(4) Hacker, Diana. A Writer’s Reference with Writing in the Disciplines. 6th ed. Boston: Bedford, 2007. ( www.dianahacker.com/writersref )
(5) Pocket or Notebook College Dictionary with Thesaurus (highly recommended--$3)
Supplies: 2-Pocket Folder (Portfolio) and five (5) large bluebooks for in-class writing, including Midterm and Final Exam essays (or 2 wi/ laptop)
II. COURSE DESCRIPTION (Catalog): This course is designed to strengthen the students’ ability to read with understanding and discernment, to
discuss assigned readings intelligently, and to write clearly. Emphasis will be on writing essays in which each paragraph relates to a controlling idea,
has an introduction and conclusion, and contains primary and secondary support. College-level reading material will be assigned to provide the
stimulus for class discussion and writing assignments, including a required research paper.
III. COURSE PREREQUISITES: Credit in English A and credit in English 84 or English 7; or qualification by English Placement Test
IV. EL CAMINO COLLEGE COURSE OBJECTIVES:
Students will learn the following:
1. From review of grammar and usage, students will locate and demonstrate the ability to correct the following errors in composition:
sentence fragments, comma splices, fused sentences, misplaced and dangling modifiers, incorrect pronoun case, faulty pronoun
references, pronoun-antecedent disagreement, subject-verb agreement, and wrong tense
2. From instruction in reading of essays, students will locate and paraphrase the thesis/proposition; identify the basic types of support used to
develop the thesis or proposition (examples, facts, details, reasons, illustrations, anecdotes); indicate the shift from general to specific
levels of support; distinguish statements of facts from statements of opinions; identify the method of development/strategy used
(comparison, contrast, classification, definition, cause/effect, process, persuasion); summarize the idea and content; and advocate or
challenge the author’s opinions.
3. From instruction in reading of short fiction and poetry, students will paraphrase the work; identify and define the central theme or metaphor;
assess the aesthetic qualities of the work; compare the work with another, drawing conclusions based on appropriate criteria.
4. From instruction in reading of book-length nonfiction, students will summarize the work in its separate units and as a complete entity,
identify the central theme or themes, judge the value of the information, and advocate or challenge the author’s opinions.
5. From instruction in reading of novels, students will summarize the plot, identify the central themes, indicate the functions of characters,
plot, and setting in relation to the themes, judge the aesthetic value of 2 or 3 and of the whole work.
6. From instruction in composition, students will compose theses/topic statements of a proper scope for the composition; delimit subjects by
brainstorming and outlining; organize the content of a composition using spatial, climatic, and/or chronological principles; use a range of
general and specific levels of support with proper transitions to signal shifts from one level to another; compose introductory and
concluding paragraphs for a composition; compose a timed essay; perform research techniques (use library resources, cite and document
sources) and compose a formal research paper of at least 1250 words, utilizing parenthetical documentation.
V. EL CAMINO COLLEGE ENGLISH 1A STUDENT LEARNING OUTCOME (SLO): Upon completion of the course, the student should
demonstrate the following skill--Students will complete a research-based essay that has been written out of class and undergone revision. The
essay must use multiple sources and be focused on a particular topic. It should demonstrate the student’s ability to thoughtfully support a single
thesis by integrating sources using analysis and synthesis. Citations must be in MLA format and include a works cited page. The final draft should
be organized and technically correct in terms of paragraph composition, sentence structure, grammar, spelling, and word use.
VI. ASSESSMENT:
The following activities will be used to assess specific competencies:
A. Summary and response reading journal (ECC Course Objective #2)
B. Individual papers (ECC Course Objective #6)
C. Research paper (ECC English 1A Student Learning Outcome)
D. Portfolio (ECC Course Objectives #1, #2, #3, #4, #5, #6)
VII. EVALUATION CRITERIA: 90-100%=A; 80-89%=B; 70-79%=C; 60-69%=D; etc.
Paper #1
Exploratory Paper (ECC Course Objective #2)
100 Points (10%)
Paper #2
Midterm and Literary Paper (ECC Course Objective #3, #4, #5)
100 Points (10%)
Paper #3
Expository Paper (ECC Course Objective #6)
100 Points (10%)
Paper #4
Research Paper
200 Points (20%)
(ECC Course Objective #6 and ECC English 1A SLO)
Final Exam with Portfolio
(ECC Course Objectives #1, #2, #3, #4, #5, #6)
Reading Journals and Online Reactions (Blogs)
Summaries of assigned reading selections and reaction postings
(ECC Course Objective #2)
Reviews
Questions to answer about essays and reading selections
(ECC Course Objective #2 and #6)
Attendance, Assignments,
and Class Participation (ECC Course Objective #2 and #6)
Total
200 Points (20%)
100 Points (10%)
100 Points (10%)
100 Points (10%)
1000 points
Grading Distribution:
A
=
900 -1000 points
B
=
800-899 points
C
=
700-799 points
D
=
600-699 points
F
=
0-599 points
VIII. ATTENDANCE REQUIREMENTS:
A. Tardy Policy—Three tardies due to emergency are equivalent to one absence.
B. Absence Policy—You may be dropped for missing 10% or more than three class meetings. Each day, you also have an attendance grade.
IX. STATEMENT OF STUDENT CONDUCT (ALL COLLEGE POLICIES APPLY):
A. Instructor expectation of student conduct: Students should participate in all class sessions by taking notes, actively engaging in group
sessions, and completing in-class writing assignments. Textbooks should be brought to class, and references and bluebooks to midterm and final
exam. No ear buds or cells phones are permitted during class.
B. Late/Missed assignment policy: Late assignments receive one quarter credit.
C. Academic conduct, cheating, plagiarism: Plagiarism and cheating result in failing the assignment and possible expulsion for repeated offenses
with due process (Catalog, p. 270). Place word-for-word copying in quotation marks and cite by author and page in parentheses at end of sentence.
D. Computer Policies: Cooperative compliance with Writing Lab and Writing Center policies (F39) where tutoring and computer privileges are
provided is expected.
X. SPECIAL ACCOMMODATIONS: If you study for a long time or reread information and still do not understand it or if you have a recognized
disability, you need to contact me and the Special Resource Center in VT 109 (x2402) and the High Tech Center in VT 226-B (x2405) within the first
week of class so that you can be diagnosed, offered study strategies, and/or receive reasonable accommodations.
XI. DISCLAIMER STATEMENT: Students will be notified ahead of time when and if any changes are made to course requirements or policies.
XII. SEMESTER SCHEDULE OF TOPICS AND ASSIGNMENTS ANALYZING AMERICAN CULTURE:
Note on assignments: Assignments should be completed within bluebooks or on your laptop (“LTO” for “laptop option”) in Standard English.
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Date
1/21
Topic
Welcome /
Intro to College-level
Composition ->
Objective/Outcome
*Be able to identify & form
effective and valid arguments
through the reading and writing
process ->
Assignment/Assessment
*Diagnostic essay ->
Homework
*Review class notes
1/23
Workshop on
sentences ->
*Be able to write with sentence
variation ->
*Review of sentences
*Review of key terms assignment ->
( Chapt. 1, 2, 11 in LR)
*Buy large bluebook #1
1/28
Intro to College-level
Narration ->
*How to analyze narrative essays
->
*Groupwork / Discuss Lorde, Orwell,
and Hughes in LR ->
*Post online reactions to
assigned readings at
www.turnitin.com
*How to write exploratory
narrative essays for college and
beyond ->
*Summaries due
*Review of key terms
*In-class outline (LTO) ->
* Chapters 3 and 4 in LR,
(pp. 72-85 and 123-135)
*How to analyze descriptive
essays ->
*Groupwork / Discuss Parks, Helvarg,
Kamiya, and Ortiz-Cofer in LR ->
Review class notes
*Summaries due
*Review of key terms assignment ->
Post reactions online at
www. turnitin.com
*How to write exploratory
descriptive essays for college
and beyond ->
*How to write an appropriate title
*How to effectively introduce and
conclude a college essay /*How
to write a carefully considered,
specific thesis statement / *How
to format college papers
->
*In-class outline
*In-class draft
(LTO)
*Discuss Hacker, pp. 14-18
*Titles, introduction paragraph, and
conclusion paragraph due
*Peer Review ->
(LTO)
Complete, revise, and edit
typed draft
*How to write a college-level
exploratory essay ->
TYPED PAPER DUE (2 copies)
[Send to www.turnitin.com] –LTO ->
Read Douglass,
Chapters 1-7
*How to use critical thinking to
classify ->
Groupwork /
Discuss Douglass’ Narrative ->
*Summary due /Review of key terms
assignment/ *In-class outline (LTO) ->
Post reactions online /
Chapter 6 in LR (pp. 228-243)
*Buy large bluebook #2
Read Douglass,
Chapters 8-Appen.
*Groupwork /
Discuss Douglass’ Narrative ->
Read Chapter 7 in LR
(pp. 282-297)
Key Term Review / In-class outline
(LTO) / *Summary due ->
Post online reactions
*How to analyze literature-poetry, short stories, novels ->
*Discuss poetry and short story /
*Summaries due ->
Read Chapters 1-6 of Their
Eyes Were Watching God
Post reactions online /
Chapter 8 in LR (pp. 337-351)
*How to write a literary analysis
paper ->
*Discuss Chapters 1-6 of Their Eyes
Were Watching God / *Review of key
terms / *Summary due ->
In-class essay --MIDTERM
(Bring Bluebook #2!) ->
1/30
Wk
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2/4
Intro to College-level
Descriptions ->
2/6
Wk
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2/11
2/13
Wk
5
2/18
2/20
Wk
6
Intro to College-level
Process Analysis ->
*How to use critical thinking to
identify processes ->
¾
3/6
Wk
8
Intro to College-level
Classification ->
2/25
2/27
Wk
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*MLA format ->
Intro to College-level
Literature ->
3/11
3/13
Read Chapters 7-13 of Their
Eyes Were Watching God
Wk
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3/25
Intro to College-level
Comparison ->
3/27
Wk
10
4/1
Intro to College-level
Cause and Effect ->
*How to use critical thinking to
identify comparisons and
contrasts ->
*Groupwork /*Discuss Chapters 7-13
of Their Eyes Were Watching God /
*Summary due ->
Post reactions online /
Chapter 9 in LR (pp. 383-398)
*Using punctuation effectively ->
* Discuss Hacker, pp. 259-293 /
*In-class outline (LTO) ->
Read Chapters 14-20 of Their
Eyes Were Watching God
*Use critical thinking to identify
causes and effects ->
*Discuss Chapters 14-20 of Their Eyes
Were Watching God /
*Summaries due ->
Post reactions online at
www.turnitin.com
*Review of key terms /
*In-class outline & draft (LTO) ->
*Groupwork / Discuss Sykes, Savan,
Hymowitz, and Johnson in LR /
Chapter 5 in LR (pp. 173-187)
*Buy large bluebook #3
Post reactions online
*Summaries due /
*Review of key terms assignment ->
Image with source
* How to adjust writing style /
*How to format papers for
science classes ->
Discuss Hacker, pp. 123-160 /
*In-class outline and draft (LTO) /
*Peer Review (LTO) ->
Complete, revise, and edit
typed draft
*How to write and format papers
for science classes ->
TYPED PAPER DUE (2 copies)
[Send to www.turnitin.com] –LTO ->
In-class assignment
*Groupwork /*Discuss Cole and
Raspberry in LR / In-class outline/
*Summaries due ->
Chapter 10 in LR (pp. 430-442)
*Buy large bluebook #4
4/3
Wk
11
4/8
Intro to College-level
Illustration ->
* How to analyze exemplification
essays for adequate and
appropriate examples ->
4/10
Wk
12
4/15
*Style workshop &
APA format ->
4/17
Wk
13
Wk
14
4/22
Intro to College-level
Definition ->
*How to analyze and write
definitions ->
4/24
Discuss
Argumentation ->
*How to analyze and form modern
and contemporary arguments ->
*Discuss four King essays, LR
*Summaries due ->
Post reactions online
4/29
Intro to College-level
Research ->
*How to find, evaluate, and
paraphrase sources ->
*Library research orientation
(Working bibliography due)—LTO ->
Prepare debate with classmate
(sources)
*How to narrow a topic and form
a claim or argument ->
*Debate assignment due (LTO) ->
Complete typed outline
*Notecards due (bring sources)
*Revise draft / Peer Review (LTO) ->
Complete, revise, and edit
typed draft of research paper
5/1
Wk
15
5/6
Discuss combining
patterns ->
5/8
Wk
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5/13
*How to write a research paper >
Review ->
Post reactions online /
Chapter 11 in LR (pp. 472-506)
*RESEARCH PAPER DUE (2 copies)
[Send to www.turnitin.com] –(LTO)
*Portfolio revisions (LTO) ->
Review notes and papers
*Buy large bluebook #5
5/15
*FINAL EXAM (Bring bluebook #5!!)
*Portfolio Due
FINAL RESEARCH PAPER: The portfolio of revised and edited thematic papers analyzing American culture and showing writing across the
disciplines is concluded by a capstone research paper on an assigned topic. It is your task to (1) narrow the topic, (2) gather information in a working
bibliography, (3) prepare a minimum of three summary, paraphrase, and quotation notecards, (4) form a carefully considered, specific thesis
statement and outline, (5) write first draft, (6) revise and edit draft, and (7) produce final draft of 5 pages, typed, double-spaced in MLA format.
IMPORTANT DATES SPRING 2014
-1st Day to Apply for Spring Degrees & Certificates Mon., Jan. 6, 2014
-Concurrent Enrollment (11th & 12th Grade) Web Registration
Begins Monday, January 13, 2014
-All Registration Ends (Full Semester Classes) Wed., Jan. 15, 2014
-Saturday Classes Begin Saturday, January 18, 2014
-Sunday Classes Begin Sunday, January 19, 2014
-Weekday Classes Begin Tuesday, January 21, 2014
-Last Day to Add (Full Semester Classes)* Friday, January 31, 2014
-Last Day to Challenge Residency Status for Current Semester
Friday, January 31, 2014
-Last Day to Drop w/ Enrollment Fee Refund (Full Semester Classes)
Friday, January 31, 2014
-Last Day to Drop Without Notation on Permanent Record Friday,
January 31, 2014