Introduction to Writing—ENGL 1010 (3 Credits)
2012
Mrs. Alexis Ence—Spring
English 1010 Syllabus and Course Requirements:
Instructor:
Mrs. Alexis Ence
Office:
McDonald 115 (the office under the stairs)
Office Phone:
(435) 879-4246 (The best way to reach me is via email.)
For Emergencies you can reach me from 9:00 a.m.-5:00 p.m. on my cell:
(435) 229-3483.
Office Hours:
Tuesday and Thursday 2:00 – 2:30 p.m. and 3:45-4:30 p.m.
I am also available before/after class or by appointment.
E-mail:
aence@dixie.edu
→ If you e-mail me, be sure to put the following 2 things in the
subject line: Your name - English 2010.
Class Location:
Jennings Communication Bldg. Rm. 192 TR 9:00 – 10:15 a.m.
Udvar-Hazy Business Bldg. Rm. 148 TR 2:30 – 3:45 p.m.
Course Prerequisite: Proper placement scores or a passing grade in English 0990 or
0991
Corequisites:
If you have not already taken – and passed – Library 1010,
you need to sign up for it and take it along with this English course.
Writing Center: Browning Building, Room 105 (435) 652-7743
You can also visit them online at:
http://new.dixie.edu/english/dsc_writing_center.php
Browning Library: Next to Browning Building – check campus web page for hours or
services: http://library.dixie.edu/
Tutoring Center: Visit web page for hours and services: http://dsc.dixie.edu/
tutoring/
What will you need for this course?
The St. Martin’s Guide to Writing, Axelrod and Cooper (Ninth Edition
A Dixie College e-mail account
An official Dixie College computer username and password (with many “prints”
in your account)
● 1 flash memory stick (put your name and e-mail on it)
● 4 document clips (“wing” or binder clip)
● Blackboard contains copies of the readings I require for this course. You are
required to read and bring printed copies of these for class the day the reading is
assigned.
●
●
●
1
Introduction to Writing—ENGL 1010 (3 Credits)
2012
Mrs. Alexis Ence—Spring
Recommended:
● A college level dictionary and thesaurus (consider the paperback combo in
bookstore)
Course Description:
Partially fulfills General Education English requirement. Designed to improve students'
abilities to read, analyze, and write expository papers. Provides opportunities to write and
revise a number of essays. Activities, library research, portfolios, writing to a style guide, and
tests may also be used to prepare students to write college level papers. Successful completers
(grade C or higher) will be prepared to take ENGL 2010. Prerequisite: LIB 1010 (can be taken
concurrently); AND English placement score 19 or higher OR ENGL 0990 (Grade C or higher
and if ENGL 0995 required, Grade C or higher); AND Reading placement score 17 or higher OR
ENGL 1470 (Grade C or higher). FA, SP, S
Department/Emphasis Mission Statements as well as Course Objectives for
this course can be found at: http://new.dixie.edu/english/english_course.php
General Minimum Writing Requirements:
Students in this course will:
● Write a minimum of 4 essays:
○ Two of which must be approximately 5 pages in length (1,250 words).
○ One of which must be at least a 5-page research essay that incorporates
a sufficient number of credible sources (from such places as the DSC
Library’s article databases, book catalog, subject-specific encyclopedias,
and/or Utah’s catalog).
● Write at least one graded, in-class essay.
● Write no more than one narrative essay.
● Engage in opportunities to draft and revise, and receive instructor feedback on
early drafts (such as non-graded first drafts).
● Write a total of at least 18 pages over the course of the semester (4500 words).
Important Dates:
Mon, Jan 9 Class work starts
Wed, Jan 11 Last day to add without a signature
Mon, Jan 16 Martin Luther King, Jr. Day
Tues, Jan 17 Drop fee begins ($10 per class)
Tues, Jan 24 $50 Late registration/payment fee
Mon, Jan 30 Last day to apply for graduation
Tues, Jan 31 Last day for refund
Tues, Jan 31 Last day to drop without a “W” grade
Fri, Feb 3 Last day to add classes
Mon, Feb 20 President’s Day
Fri, Mar 2 Last day to drop or audit classes
Mon-Fri, Mar 12-16 Spring Break
Fri, Apr 6 Last day for complete withdrawal
Thurs, Apr 26 Last day of classes
Fri-Thurs, April 27-May 3 Final exams
2
Introduction to Writing—ENGL 1010 (3 Credits)
2012
Week
Course Schedule
Week 1
10-Jan
12-Jan
Mrs. Alexis Ence—Spring
Introduction to course/ Assignment Description Diagnostic Essay
Diagnostic Essay Due / Department Pre-Test / Mini-Teach Sign-up /
Analytical Narrative Assignment Description / Brainstorm topics Week 2
17-Jan
19-Jan
Prep Check 1 Due at beginning of class / Read p. 17-37 for class Tues /
Week 3
24-Jan
26-Jan
Peer Conferences Analytical Narrative Ingredient A
Peer Conferences Analytical Narrative Ingredients A, B, & C Week 4
31-Jan
2-Feb
Analytical Narrative Essay Due / In-class Learning Reflection / Discussion
Read p. 628-638 for class Thurs / Pre-writing and Writing Exercises
Literary Analysis Assignment Description / Introduction
Prep Check 2 Due at beginning of class / Discussion
*Print out and bring Native American Origin Stories to class Thurs* Week 5
7-Feb
Prep Check 3 Due / Discussions
Creation, Fall, and Flood stories; and the Quiché Mayan Myth for class Tues*
*Print and read Comparison/Contrast handout for class Thurs* / Pre-writing
9-Feb
Week 6
14-Feb
16-Feb
*Print out and bring: the stories from the Epic of Gilgamesh; the Bible's Literary Analysis Outline Due / Quoting, Citing, & Works Cited
Peer Conferences: Literary Analysis First Draft, Bring 2 copies / Sign-up for Teacher Conferences
Week 7
21-Feb
23-Feb
Teacher Conferences
Teacher Conferences
Week 8
28-Feb
1-Mar
Literary Analysis Essay Due / In-class Learning Reflection / Synthesis Research Essay Assignment Description / Discuss topics
Meet in library / Research Essay Process & Order / Review Annotated Bibliography Assignment Description
Week 9
3
Introduction to Writing—ENGL 1010 (3 Credits)
2012
6-Mar
8-Mar
Mrs. Alexis Ence—Spring
Meet in library / In-class research
Annotated Bibliography Due at beginning of class Thurs / Argumentation
& Logical Fallacies Discussion Week 10
13-Mar
15-Mar
Spring Break
Spring Break
Week 11
20-Mar
22-Mar
Prep Check 4 Due at beginning of class Tues / Read p. 267-290 for class Tues / Discussion
Prep Check 5 Due at the beginning of class / Read p. 660-661, 668-671 for class Thurs / Pre-writing: Thesis, Arguments, & Counterarguments
Week 12
27-Mar
29-Mar
Research Essay Outline Due at beginning of class Tues / Review Week 13
3-Apr
5-Apr
Peer Conferences Research Essay, bring 2 copies / Sign-up for Teacher Week 14
10-Apr
12-Apr
Teacher Conferences
Synthesis Research Essay Due at beginning of class Thurs / In-class
Week 15
17-Apr
19-Apr
"Synthesizing Sources" handout / More on Quoting & Citing
Read p. 757-764 for class Thurs / Paraphrasing & Summarizing
Conferences
Teacher Conferences
Learning Reflection / Begin Research Essay Presentations
Research Essay Presentations
Finish Research Essay Presentations / Portfolio Assignment Description /
In-class work on portfolio
Week 16
24-Apr
26-Apr
Week 17
9:00 a.m.
2:30 p.m.
Portfolio due by end of class Tues / Meet in library
Department Post-Test / Discuss Final Exam
Final Exam: 1-May
Final Exam 8:00-10:00 a.m.
Final Exam 2:00 - 4:00 p.m.
* Indicates materials from Blackboard that you must print and bring to class
4
Introduction to Writing—ENGL 1010 (3 Credits)
2012
Mrs. Alexis Ence—Spring
Essays:
With the exception of prewriting, free writing, and notes, please computer print all
drafts of essays. When handing in a draft, please staple in the upper, left-hand corner,
and format your essays in the following manner:
Firstname Lastname
Instructor’s Name
English 1010
24 August 2011 (Date of Printout)
Title (not bolded)
The body of your essay should be evenly double-spaced, with no extra spaces between
paragraphs. Please use Times New Roman or Courier, 12 pt. font. Also, Microsoft Word users,
remember that you will have to change margins to 1 inch. Please number your pages in the
upper, right-hand corner (every page after the first).
Essay Packets:
Be sure to save your outline, your peer conference draft, and your teacher conference
draft (if applicable) to submit with each of your three major essays. Your essay will lose
points if you lose these outlines/drafts. Remember: Even if you miss the opportunity
5
Introduction to Writing—ENGL 1010 (3 Credits)
2012
Mrs. Alexis Ence—Spring
to turn in an outline in class, the outline is still due with your essay. When you submit
an essay, I would like you to “wing” clip the following:
Top → Final Draft
Teacher Conference Draft (if applicable)
Peer Conference Draft
Outline
Bottom →Any prep checks or pre-writing for the essay
Essay Page Requirement:
Because the department has specified the number of pages you are required to write this
semester, the page requirement on essays is important. I have adopted the ½ page rule:
1) Your essay may be a ½ page shorter than the page requirement. -OR2) Your essay may be a ½ page longer than the page requirement.
If your essay is shorter, the essay will be docked for length. If it is longer, it will be
docked for conciseness. The main purpose of this rule is to give students some “wiggle
room.” I do not want fluff to add length, but I also do not want a 10-pager when I asked
for a 5-pager.
What about Extra Credit?
In an effort to offer students extra credit, and in an effort to help students improve their
writing, I offer extra credit for using the Writing Center. Students who need extra credit
usually need help with their writing. So, I will offer 5 extra points on each of the 3 major
essays (the Analytical Narrative, Literary Analysis, and Synthesis Research essays). You
must use the Writing Center before the final draft of the essay is due. You must have
them stamp your draft and include it in your final packet for your essay. The Writing
Center provides me with regular reports of student attendance (which is how I will
verify your points).
This semester, the Dixie State College Theatre Department is performing an adaptation
of Homer’s Odyssey. The production will be held April 12-21 in the Eccles Black Box.
You may receive 10 extra credit points for attending this production. You must bring me
your ticket stub (with your name on it) to receive your extra credit points.
Can you turn assignments in late?
All essays and drafts are due when noted in the syllabus. If you are absent on
the day a paper is due, have a friend or classmate turn it in for you. If you have
sudden problems with your computer, you may e-mail me your essay (before
class) the day it is due; however, you must bring the printed final draft by the
6
Introduction to Writing—ENGL 1010 (3 Credits)
2012
Mrs. Alexis Ence—Spring
following class day (or I will not accept it). The 3 major essays (the Analytical
Narrative, Literary Analysis, and Synthesis Research essays) are available for late
submission; you may submit essays one class day late for a penalty of 10% of the
essay grade.
All other work, including the portfolio, is not available for late submission (prepchecks, presentations, outlines, or peer-conferences). Since you will have much
time to complete every paper, illnesses need not interfere with getting them in on
time. Please note the course schedule specifies the essays are due at the beginning
of class; if you are late for class, the essay will be considered late (and will receive
a 10% penalty). (If a legitimate emergency causes you to be late on a final draft of
an essay, let me know about it as soon as is humanly possible—that means before
the essay is due. Communication is crucial; if you fail to communicate with me, I
cannot help you.)
Attendance and timeliness:
Because attendance is crucial to learning the tools and knowledge that you will need
to grow as a writer, attendance in all class sessions is mandatory. In this class you will
be working in groups, and the daily in-class work and discussions will be essential to
the essays that you will write for this course. Also, the writing assignments and sample
essays will be given and discussed in class and missing such days hinders you before you
even begin your task. I realize that “life happens,” and you may occasionally miss 1 or
2 classes. However, please know that you are still responsible for knowing the material
that is covered in all class sessions (even if you miss due to a good reason.) If you must
be absent—due to a severe illness, work conflict, death in the family, etc.—please try to
let me know before class if possible.
Peer-Workshop Days:
I will ask you to leave class (and you will miss points for your peer conference draft) if
you come to peer workshop days unprepared. Being prepared means 3 things:
1.
2.
3.
Come to peer response days on time with your typed draft(s).
Come with a genuine effort (not a perfect effort).
Bring specified number of copies (for your peer/teacher
conferences).
I will hand out a peer-conference sheet in class the day of peer conferences. You
must submit this sheet with your essay packet in order to receive points for the peer
conference on your final essay packet. Again, in this class, your active participation
is essential! In a workshop class, your classmates need you here and you need to be
here. There is no easy way to duplicate class instructions, discussions and workshops.
Missing class can result in problems that show up in your writing.
Prep Checks, Learning Reflections, & Outlines:
7
Introduction to Writing—ENGL 1010 (3 Credits)
2012
Mrs. Alexis Ence—Spring
These assignments are due in class and cannot be made up otherwise. Be sure to check
your syllabus regularly for readings. Prep Checks are meant to prepare students for inclass discussions on the readings. Learning Reflections are written in class the day your
essay is due. These serve as a reflection of your experiences with writing your essay.
The Literary Analysis and Synthesis Research Essay outlines are a tool to track your
progress with the essay and to focus you on paragraphing techniques.
"Mini-Teaching" Directions:
1) Try to clearly explain the concept by way of new examples. Please have examples
prepared in advance, in a Power Point, and in large font (so people in back row can see).
2) Do not repeat lists and examples that are already in book. Create new ones.
3) Give advice on how your classmates can better recognize and correct the problem in
their writing.
4) Throughout your mini-lesson, ask the class questions to get them talking! Your
presentation should last about 10 minutes. (Don't just tell them how to fix examples;
challenge them with some problem-examples and ask them to correct them.)
5) You must include a class activity (by way of games, puzzles, group quizzes, etc.).
6) Arrive at class a few minutes early to set up. Presentations are given at the beginning
of class.
7) If you are absent for a presentation, or you do not feel you received an adequate
understanding from the particular presentation, you should feel free to review the pages
listed in your book. You are responsible for all material from these presentations.
MiniTe
ach
Sche
dule
Date
17-Jan
19-Jan
24-Jan
26-Jan
2-Feb
9-Feb
9-Feb
14-Feb
16-Feb
Concept
Sentence Fragments
Fused Sentences
Comma Splices
Cohesive Devices
Thesis & Forecasting Statements
Topic Sentence Strategies
Transitions
Quotation Marks Parallelism
Textbook
Handbook S3
Handbook S2
Handbook S1
p. 606-609
p. 600-602
p. 603-606
p. 610-612
Handbook P6
Handbook E7
Directions for Synthesis Research Essay Presentation:
I will provide a schedule at the start of the research essay for you to sign up to present
your paper to the class. You will not simply read your essay to the class—that is not a
presentation!
8
Introduction to Writing—ENGL 1010 (3 Credits)
2012
Mrs. Alexis Ence—Spring
1) Present your essay findings/arguments to the class in a five-minute presentation.
2) Include a Power Point with your presentation. If necessary, you may also consider
including other visuals (i.e. You-tube clips).
3) Allow 1-2 minutes of questions from your classmates after your presentation
concludes.
4) As part of your grade, you must attend other students’ presentations and participate
by asking questions and arriving on time.
5) Try to have fun and be creative! This is your opportunity for you to share your six
weeks of research.
Teacher Conferences:
Although these are required as part of your essay grade, you should look at these as an
opportunity (rather than a burden). This is an opportunity for me to meet with you on
your essay and help you with ideas for how to improve it before you submit your final
draft.
Grades:
If at any point in the semester, you are concerned about how you are doing, please feel
free to come and talk with me. As you receive graded assignments, be sure to fill out
your “Self-Appraisal Sheet” located at the back of your syllabus.
Grading:
On the following page, I have included a sample rubric for those of you who are
interested in my grading standards.
Essay: ______________________________ Student’s Name ________________________________ Writing Center Points
___________
Special Assignment Requirement(s): ________________________________________ Peer/Teacher Conferences
______________
_______ Competent, Credible, Complete
If you meet these first three standards, you are writing competently and you will earn a grade of “C.” (70-79)
1. Unity & Focus
○ Maintains an organized, unified, and controlled purpose, a thesis or claim, throughout the paper.
○ Organizes writing according to the organizational requirements of the Diagnostic Essay Assignment Description.
○ Achieves the purpose of the writing assignment. Includes outline and peer/teacher conference drafts.
2. Evidence/Development
○ Develops appropriate, logical, and relevant supporting detail and/or evidence.
○ Includes more specific, concrete evidence (or details) that demonstrates critical thinking (not just an opinion or general
commentary).
3. Convention & Mechanics
○ Utilizes proper MLA format.
○ Demonstrates thoroughness and competence in documenting sources.
○ Follows normal conventions of spelling, grammar, and punctuation throughout and has been carefully proofread (there
may be minor errors).
9
Introduction to Writing—ENGL 1010 (3 Credits)
2012
○
Mrs. Alexis Ence—Spring
Meets the specified requirements for length and/or format.
_______ Skillful/Persuasive
If you meet all of the competency standards above and, in addition, achieve coherence and exhibit audience
awareness, you are writing skillfully and you will earn a grade of a “B.” (80-89)
4. Coherence
○ Uses words and sentences, rhythm and phrasing, variations and transitions, concreteness and specificity to reveal and
emphasize the relationship between evidence and thesis.
○ Explains how, why, or in what way the evidence/detail provided supports the claim/point/thesis/topic ideas.
○ Incorporates evidence from outside sources smoothly, appropriately, and responsibly (if required).
5. Audience Awareness
○ Demonstrates a sense that the write knows what s/he’s doing to direct the reader in following the logic of the ideas
expressed.
○ Reflects a respect for values that influence ethos (e.g., common ground, trustworthiness, careful research).
_______ Distinctive
If you meet all of the competency standards, achieve coherence and exhibit audience awareness, and, in addition,
demonstrate a mastery of one or more features of superior writing, you are writing distinctively and you will earn a
grade of “A.” (90-100).
6. Distinction
○ Your writing stands out because of one or more of the following characteristics: complexity, originality, seamless
coherence, extraordinary control, sophistication in thought, recognizable voice, compelling purpose, imagination,
insight, thoroughness, and/or depth.
Essay Grade _______+/- Points for special assignment requirements _______=
Final Grade
_______ Ineffective
If your paper does not meet competency standards, either because you have minor problems in
all three competence areas (1-3 above) or major problems in one or two competence areas, you
will earn a grade of “D” (60-69) or “F” (<60), and you should schedule a conference with me.
0
Plagiarism
A plagiarized paper, of course, will receive a zero. Further sanctions may be taken by the instructor and
the college, according to college policy.
Teacher Comments:
_________________________________________________________________________
_______________________________________________________________________________
______________
_______________________________________________________________________________
______________
Below is a chart of possible correction symbols and meanings that you may find in your
essay:
10
Introduction to Writing—ENGL 1010 (3 Credits)
2012
Specific Objectives of the Course:
READING/THINKING OBJECTIVES
11
Mrs. Alexis Ence—Spring
Introduction to Writing—ENGL 1010 (3 Credits)
2012
Mrs. Alexis Ence—Spring
By the end of English 1010, students will demonstrate their ability to:
1. Identify a writer’s purpose/thesis.
2. Understand a writer’s organization and structure.
3. Recognize a writer’s tone, i.e., an author’s attitude toward subject and audience.
4. Assess the effectiveness of a writer’s presentation of detail in support of a main idea.
5. Analyze a writer’s possible underlying assumptions and biases.
6. Recognize and avoid fallacies in reasoning.
7. Use relevant, convincing, and sufficient evidence and logic.
WRITING OBJECTIVES
By the end of English 1010, students will demonstrate their ability to:
1. Assess the relationship of writers to audience and purpose.
2. Understand the value of the writing process as it can happen in stages, including planning,
brainstorming, organizing, rough draft writing, revising, and proofreading.
3. Carefully choose and restrict the subject, and create a precise thesis statement that will
control the selection, arrangement, and presentation of material.
4. Use strategies for creating effective overall structure, including the use of categories, topic
sentences, transitions, parallel structure, and repeated key words and synonyms.
5. Know and use developmental strategies necessary to write individual paragraphs and the
paper as a whole.
6. Write unified, coherent, and developed paragraphs that effectively use topic sentences,
repeated key terms, synonyms, pronouns, and transitions.
7. Compose introductory paragraphs that get the reader's attention, state the thesis, suggest a
plan of development, make positive first impressions, and set the tone.
8. Compose concluding paragraphs that give a sense of closing.
9. Recognize and avoid fragments, run-ons, fused sentences/comma splices, faulty modifiers,
and problems with subject/verb agreement and pronoun agreement.
10. Consistently use punctuation and mechanics in a manner consistent with standard written
English.
11. Understand choices related to style, emphasis, and sentence variety.
RESEARCH OBJECTIVES
By the end of English 1010, students will demonstrate their ability to:
1. Critically assess research information and incorporate such research into their papers.
2. Paraphrase, summarize, and quote source material in their own writing.
3. Understand and avoid plagiarism.
4. Know when and how to use the following methods of incorporation:
a. Introduction of quotations and paraphrases.
b. Use of quotation marks, brackets, and ellipses.
c. Use of long quotations.
d. Use of passages combining paraphrases and quotations.
e. Proper forms for documenting and citing of sources.
5. Use a broad array of the DSC Library’s print and online research resources, such as the library
catalog, subject-specific encyclopedias, article databases, and Utah’s catalog.
6. Use the MLA style of source lead-ins (when appropriate), parenthetical documentation, and
bibliographic form.
7. Develop a preliminary bibliography, notes, and an outline (or other organizational strategy)
as steps in writing a research paper.
Dmail:
Important class and college information will be sent to your Dmail account. This
12
Introduction to Writing—ENGL 1010 (3 Credits)
2012
Mrs. Alexis Ence—Spring
information includes your DSC bill, financial aid/scholarship notices, notification
of dropped classes, reminders of important dates and events, and other information
critical to your success in this class and at DSC. All DSC students are automatically
assigned a Dmail account. If you don't know your user name and password, go
to www.dixie.edu and select “Dmail,” for complete instructions. You will be held
responsible for information sent to your Dmail email, so please check it often.
Testing-Center:
If you are assigned to take a test in the Testing Center, go to the first floor of the
Career/Financial Aid Building. You can get information on their website at: http://
new.dixie.edu/testing/
Classroom expectations:
It is my responsibility to manage the classroom environment to ensure a positive
learning climate for all students. Students should arrive on time, stay until class is
dismissed, follow instructions, and speak and act respectfully to their fellow students
and me. This includes not talking when the teacher or a fellow student is talking. If
your behavior is disruptive, I will first let you know verbally that you are behaving
inappropriately. If it continues, I will send you written notice that your behavior must
change. As a last resort, I will drop you from the class. For more details, please see the
disruptive behavior policy at: http://www.dixie.edu/humanres/policy/sec3/334.html
College approved absences:
Dixie College Policy explains in detail what needs to happen if you anticipate being
absent from class because of a college-sponsored activity (athletic events, club
activities, field trips for other classes, etc.). Please read this information and follow the
instructions carefully. The policy can be found at: http://www.dixie.edu/humanres/
policy/sec5/523.html
If You Stop Attending Class:
If you stop attending class, it is your responsibility to drop the class before that
semester’s drop deadline. This deadline date can be found at the below web link: http://
dixie.edu/reg/?page=calendar
Academic honesty:
I do not tolerate cheating. If I discover that cheating has occurred, I will give you a zero
grade for that assignment or exam, and you will not be allowed to make it up. Repeated
or aggravated offenses will result in failing the course. Any time you take credit for
work you did not do, you are cheating. Dishonesty includes getting the answers to a
prep check from someone else, copying information from a library or Internet source
13
Introduction to Writing—ENGL 1010 (3 Credits)
2012
Mrs. Alexis Ence—Spring
and presenting it as if it were your own words (plagiarism), looking at someone else's
answers on an exam, or asking someone who has already taken a test about what
questions it contains.
(See “Student Code” http://library.dixie.edu/policies/studentcodesectionfour.pdf page
8).
Plagiarism – Serious Stuff that Can Get You in Serious Trouble!
Plagiarism is a serious offense that can result in your failing the course and can also
result in the permanent marking of your college file. What is plagiarism? It is either:
1) Using someone else’s ideas without giving credit to him/her (in the specific
paragraph in which you use that person’s ideas).
→ It is good to use this method for paraphrasing: Jones explains [idea in
your
own words] (172).
OR, plagiarism is also:
2) Using someone else’s words without quoting them.
→ Use this method for direct quotations: Giles wrote, “Yada yada yada”
(167).
If you are ever unsure about any possible offense regarding plagiarism, it is always
better if you bring it to my attention while you are drafting your essay (rather than my
discovering something suspicious on my own, in your final draft). Feel free to stop by
my office for help in using outside sources in your writing.
Disability Accommodations:
If you suspect or are aware that you have a disability that may affect your success in the
course you are strongly encouraged to contact the Disability Resource Center (DRC)
located in the North Plaza Building. The disability will be evaluated and eligible students
will receive assistance in obtaining reasonable accommodations. Phone # 435-652-7516
Additional Information:
The following link will provide additional information on semester deadline dates, final
exam schedule, campus resources (including the library, disability resource center,
IT Help Desk, Testing Center, Tutoring Center, Writing Center), policies (including
academic dishonesty, disruptive behavior, absences), Dmail (student email client), etc.
http://www.dixie.edu/reg/syllabus/
14
Introduction to Writing—ENGL 1010 (3 Credits)
2012
Mrs. Alexis Ence—Spring
Name:
___________
_____
Self Appraisal Sheet
To determine your grade at any point in the semester, divide the number of points earned by the number of possible points (up to that moment in the semester).
(Example: 81 divided by 100 = .81 = 81% = B)
Keep track of this by filling in your grades every few weeks.
Grade Scale: 80-83 B- 84-86 B 87-89 B+
Available
Points:
Assignment:
Department Pre-Test
Diagnostic Essay
Final Draft of Narrative Essay
Literary Analysis Outline
Final Draft of Literary Analysis
Annotated Bibliography
Synthesis Research Essay Outline
Final Draft of Synthesis Research Essay
Mini-Teach Session
Research Essay Presentation
Prep Checks (10 pts. Each)
Department Post Test
15
6 10 80 10 90 20 10 100 10 15 50 5 5 5 Learning Reflection 1: Analytical Narrative
Learning Reflection 2: Literary Analysis
Learning Reflection 3: Research Essay
Final Portfolio
Final Exam (In-class, comprehensive)
Points
Earned:
24 40 20 Introduction to Writing—ENGL 1010 (3 Credits)
2012
**Save all of your rough and final drafts of assignments for the final portfolio.**
Extra Credit for Writing Center
(5 points per essay)
Extra Credit for attending play
Your Semester Total
Mrs. Alexis Ence—Spring
15 10 500 I have read this document “Syllabus and Course Requirements”
and I understand it, especially the definition of plagiarism on
page 13:
Name: ___________________________________________
Signature: ________________________________________
Date: __________
Occasionally, I might need to contact students for emergency purposes. If you
don’t mind, please tell me your:
Local phone: _____________________
E-mail address: ___________________
A note on the teacher sharing/quoting your writing:
Occasionally I will use student papers as teaching models (without names). If for
any reason you do not want me to anonymously quote or distribute your writing for
educational purposes, please write me a quick note in the space below. If you decide
to send me such a note, I will honor and respect that decision; your grade will not be
affected.
16