Dr. Jennifer
Randall, Assistant Professor of English
Office: Lorberbaum Room (LIA) # 227
Office Hours: 7:25-9:25 T TH and 8:25-10:25 M W
Office Phone Number: 706-272-4604
Email Address: jrandall@daltonstate.edu
• English 098 emphasizes the basics of grammar, paragraphs, and essays to prepare students for ENGL 1101. Prospective students will be required to score 70 or above on the
COMPASS exam to exempt this course (Institutional Credit).
• Prerequisite: COMPASS English scores of 32-69.
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• As explained in the College catalog, the Learning Support (LS) program is designed to give students the opportunity to master fundamental principles before moving on to the more complex freshman composition sequence. The emphasis of the program is placed both on grammar competence and the fundamentals of written formal composition.
• Students enter the course by placement on basis of (1) SAT or ACT scores and COMPASS scores; (2) by the English 1101 drop-back policy which allows students having difficulty in
English 1101 to drop that course and pick up English 0098 any time until the end of the third week of the spring and fall semesters or the second week of the summer term. (3)
Some students do audit.
• A student is allowed a maximum of eight semester hours or two semesters in Learning
Support English without exiting before suspension. Enrollment in a course does not count as an attempt, however, if the student withdraws prior to mid-semester. Attempts are cumulative within the University System; during the second semester in a LS class, students are notified that they must exit or face suspension from school. o
NOTE: Withdrawing from all Learning Support classes will result in the student being withdrawn from all courses for the semester.
• Students who have not exited a LS area after two semesters are suspended for one academic year (two semesters exclusive of summer). There is no appeal. Students who are eligible for Disability Support Services MAY qualify for two additional semesters in Learning

Support.
Kemper, Dave, Verne Meyer, John Van Rys, and Patrick Sebranek, eds. Write 2 : Paragraphs and
Essays . Boston: Wadsworth Cengage Learning, 2012. ISBN #:
978-1-133810-49-0
Course Key for Write Experience Website : x2wxx8dcfb9v
The LS program as represented by English 0098 provides up to two semesters of intensive instruction in grammar and writing from the most basic level to English 1101 entry-level competence. The primary goals of this study are the following:
(1) to reach a minimum competency of 70% (as specified by the instructor in the individual course syllabus) on in-class exercises, five essays (which should be 300 words or longer), revisions, corrections, and tests;
(2) to prepare for passing the Exit Essay Test (as determined by Departmental evaluation and the essay is required to be a minimum of 300 words);
In each written assignment and essay, students will demonstrate a mastery of conventional
English, particularly avoiding type I errors:
TYPE I ERRORS:
Type-I errors are considered serious errors in writing because they are errors at the basic sentence level. There are 4 serious errors:
• Fragments
• Comma Splices
• Fused Sentences
• Subject-verb Agreement Errors
Outcome 1: Students will be able to identify and to write complete, grammatically correct, appropriately punctuated sentences.
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Measure 1: Students will be measured by a diagnostic essay and end-of-term essay written by each student attempting to exit the course. The English faculty holistically assesses the exit essays from developmental courses in a blind grading session (i.e.: no faculty member knows the authors of the papers he or she is assessing). The benchmarks and criteria on the departmental rubric are judged on a pass/fail basis, and each essay must receive at least two overall passing votes from three assessors for the student to proceed to the COMPASS.
Target 1: Seventy percent of students who qualify to write the end-of-term essay will succeed on Benchmark 1 and Criterion 4 of the end-of-term rubric.

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Measure 2 : Students will be measured by COMPASS placement scores and scores on a
COMPASS retest taken by each student attempting to exit the course. COMPASS is a test from ACT.
According to the ACT website, “This test asks students to find and correct errors in essays presented on the computer screen. The test items include the following content categories: Usage/Mechanics: Punctuation,
Basic grammar and usage, Sentence structure; Rhetorical Skills: Strategy, Organization, Style.”
Target 2: Seventy percent of students who qualify to sit for the Compass exit retest will achieve a passing score of 70 or higher.
Outcome 2: Students will be able to write paragraphs with at least one appropriate, concrete example.
Measure: Students will be measured by a diagnostic essay and end-of-term essay written by each student attempting to exit the course. The English faculty holistically assesses the exit essays from developmental courses in a blind grading session (i.e.: no faculty member knows the authors of the papers he or she is assessing). The benchmarks and criteria on the departmental rubric are judged on a pass/fail basis, and each essay must receive at least two overall passing votes from three assessors for the student to proceed to the COMPASS.
Target: Seventy percent of students who qualify to write the end-of-term essay will succeed on Criterion 3 of the end-of-term rubric.
Outcome 3: Students will be able to write essays with clear theses, introductory paragraphs, body paragraphs, and conclusions.
Measure: Students will be measured by a diagnostic essay and end-of-term essay written by each student attempting to exit the course. The English faculty holistically assesses the exit essays from developmental courses in a blind grading session (i.e.: no faculty member knows the authors of the papers he or she is assessing). The benchmarks and criteria on the departmental rubric are judged on a pass/fail basis, and each essay must receive at least two overall passing votes from three assessors for the student to proceed to the COMPASS.
Target: Seventy percent of students who qualify to write the end-of-term essay will succeed on Criteria 1 and 2 of the end-of-term rubric.
Outcome 4: Students will exhibit the characteristics of self-directed learners.
Measure 1: Students will use an automated writing evaluation service to work with drafts of their own writing.
Target 1 : Sixty percent of the students completing English 0098 will use an automated
Writing Evaluation service to strengthen their proofreading skills, to enhance their understanding of a writing process, and to strengthen their writing by using it to revise at least two essays.
Measure 2: Students will use the Writing Lab for targeted help.
Target 2: Sixty percent of the students completing English 0098 will use the services of the Writing Lab five or more times during the semester to focus on specific problems.
Measure 3: Students will practice proofreading skills on their own.

Target 3: Sixty percent of students completing English 0098 will complete a practice
COMPASS test to strengthen proofreading skills.
Measure 4: Students will enroll in and successfully meet Outcome 1 of First-year Experience
Seminar. That outcome reads:
“Students will acquire knowledge and examine strategies necessary for academic success.
Students will…. a. Apply critical thinking skills b. Obtain information literacy skills c. Identify and apply time management strategies d. Utilize study skills and test preparation strategies e. Differentiate between various learning styles f. Identify technological resources that will aid academic success”
Target 4: Sixty percent of students completing English 0098 will be enrolled in and will meet Outcome 1 of the First Year Experience Seminar.
Measure 5: Sixty percent of students completing English 0098 will become self-directed learners by achieving four or more of the following, as determined by the instructor: a. Regular class attendance b. Completion of all major assignments c. Participation in class work and/or discussions d. Completion of journal, blog, or wiki entries e. Use of Writers Resource, My Writing Lab, or other software in the Writing Lab f. Others determined by instructor in consultation with the QEP Action TEAM and the QEP
director
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Target 5: Sixty percent of students completing English 0098 will become self-directed learners by achieving four or more of the characteristics outlined in the measure.
Shortly before midterm, there will be an opportunity for students who qualify to take the exit examinations. Students who pass at that time will be able to exit (pass) the course in time to register for C session classes if they choose. In order to attempt to exit, students must have a 75% average on essays for the term. Instructors will provide students with their official essay averages at least one class period before the exit essay to help in their decision; the instructor’s average will be used in determining eligibility. Attempting to exit is the student’s choice – an early exit attempt

is not required. However, all students will write an essay on the day of the early exit attempt; for many, it will be simply another class essay, and for those who wish to attempt to exit, it will also be an end-of-term essay. Therefore, all students must sign a Memorandum of Understanding agreeing that they are or are not attempting to exit; regardless of the outcome of the essay, the agreement is binding. Any students who do not exit successfully will not lose their later attempts at the end of the term, assuming they qualify at that time.
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Attendance and Tardiness
I expect all students to attend class regularly and on time. If you have seven or more absences, you will automatically receive a U in the class. In addition, I will take attendance at the beginning of every class. If you arrive after I have called the roll, you will be marked absent. I DO
NOT MARK TARDIES. Exceptions will be made for properly documented absences and extenuating circumstances (student-athletes, university sponsored travel teams, accidents, death, etc)
Class Expectations and Behavior
I expect students to refrain from using disruptive electronics and devices in class such as cellphones, Ipods and earphones. Students are also expected to participate in all class and group activities, to treat classmates and the professor with respect, and to refrain from rude comments, abusive language, yelling, and other forms of verbal and/or physically inappropriate behavior. The instructor reserves the right to dismiss from class any student who is not in compliance with the class syllabus or DSC’s regulations. Let’s have a positive learning environment. Treat others respectfully and professionally at all times.
Late Assignment Policy
I do not accept late work. All work is due on the date and time listed in this syllabus and/or discussed in class. All assignments and essays need to be submitted via hard copy; I typically do not accept emailed submissions. Late work will not be accepted unless you experience extenuating circumstances, and then it is up to my discretion in setting deadlines and deducting late points. Communicate with me immediately if you anticipate or experience conflicts.
Officially Approved DSC Group and Activities
When students are engaged in officially approved Dalton State groups or activities that require them to participate in events off campus during school days, they shall be treated similarly to any faculty or staff member acting in that same capacity. Thus, just as faculty and staff have excused absences from their regular work schedules, students shall be excused from class without penalty if they are off campus representing Dalton State College in an approved, official capacity during their regular class time. Examples include presenting a paper or otherwise participating in a conference, attending a University System student affairs event, participating in intercollegiate competition (athletic or academic), participating in an approved field trip, etc. Just as faculty and staff members are required to submit Request to Travel forms for approval, in order

6 to be excused, the student needs to provide the following information to the instructor prior to the date when he/she will be absent from class: A.) notification of the event (in the case of athletics, students should provide each instructor a schedule of away events at the beginning of the semester or as soon as possible after the schedule is available); B.) estimated time of departure from and return to campus (for example, if a student has an away game in the evening and will not be leaving campus until 3:00, he/she will not be excused from classes prior to that time on that day; similarly if the event is in the morning and the student will be returning to campus during the day, he/she is expected to attend any class scheduled after the return trip); and C.) contact information for the person or organization sponsoring/authorizing the student’s participation in the event.
The student shall be allowed to make up any work missed during the time he/she is off campus representing DSC in an official capacity. He/she shall discuss what will be missed with the instructor and make arrangements to make up any assignments, tests, presentations, etc. that were scheduled on that date.
Learning Disability Requirement
If you have a documented learning or physical disability, please discuss this with me the first week of class, so I can assist you. Students with disabilities or special needs are encouraged to contact Disability Support Services. In order to make an appointment or to obtain information on the process for qualifying for accommodations, the student should visit the Disability Support
Services Library Guide http://libguides.daltonstate.edu/Disability or contact the Coordinator of
Disability Support Services. Contact information: Andrea Roberson, Coordinator, Pope Student
Center, lower level, 706/272-2524, aroberson@daltonstate.edu
Plagiarism and Academic Dishonesty Policies
Plagiarism and Cheating are serious academic offenses. I expect you to adhere to
DSC’s Plagiarism and Academic Honesty Policies. Cite anything that does not come from your own head, and do not copy or take credit for the work of others. The first offense will result in an
F on the assignment and an incident report will be completed and placed in your file. The second offense will result in an F in the class and possible expulsion. Don’t do it! However, please do avail yourself of the help (and computers) offered by the Writing Lab.
Students wishing to withdraw from the course may do so without penalty until the mid-point of the semester, and a grade of W will be assigned. After that point, withdrawal without penalty is permitted only in cases of extreme hardship as determined by the Vice President for Academic
Affairs; otherwise a grade of WF will be issued. (Please note: At Dalton State College, the
Hardship Withdrawal process requires students to withdraw from all classes at the college.) “The proper form for dropping a course is the Schedule Adjustment Form, which can be obtained at the
Enrollment Services Office in Westcott Hall. All students must meet with a staff member at the
Office of Academic Resources in the Pope Student Center to initiate the withdrawal process. After

7 meeting with the staff member, students will then finalize the withdrawal process in the
Enrollment Services Office.” The Schedule Adjustment Form must be submitted to the Enrollment
Services Office. Students who disappear, completing neither the official withdrawal procedure nor the course work, will receive the grade of F. The instructor will not withdraw students from the class. Withdrawal from any Dalton State College classes is a student responsibility. The last day to drop classes without penalty is October 21
The proper form for withdrawing from all classes at the college after the official drop/add period but before the published withdrawal date is the Schedule Adjustment Form. Students who are assigned to the Academic Advising Center for advisement must meet with an advisor or staff member at the Academic Advising Center (107 Liberal Arts Building) to initiate the withdrawal process. All other students must meet with a staff member or advisor at the Office of Academic
Resources in the Pope Student Center to initiate the withdrawal process. After meeting with the staff member or advisor, all students will then finalize the withdrawal process in the Financial Aid
Office.
Contact: Mr. Scott McNabb, Workforce Investment Act
If a student receiving aid administered by the DSC Workforce Development Department drops this class or completely withdraws from the College, the schedule adjustment form must be taken to the Workforce Development Office first. The office is located in the Technical Education
Building, Room 223, and students can contact Mr. Scott McNabb at 706-272-2635 from 8:00 a.m.-
4:00 p.m. on Mondays, Tuesdays, Wednesdays, and Fridays or through email at smcnabb@daltonstate.edu. You can also contact Krista Kennedy-Leonard 8-4pm Monday through
Friday at 706-272-4499 or kkennedy@daltonstate.edu
. Mr. McNabb is in the Georgia Department of Labor office on from 8:30-2:30 on Thursdays and can be reached at 706-272-4412.
Submit the signed form to the Department of Labor on the last Friday of each month.
The student will participate in such learning activities as the following:
1.
Grammar instruction by a variety of methods;
2.
Grammar exercises in the text, handouts, workbook, or online;
3.
Grammar drill work provided by the instructor;
4.
Grammar quizzes or tests;
5.
Fundamental sentence structure and paragraph exercises;
6.
Basic essay writing skill exercises, including reading and interpreting essay topics; construction of thesis sentences; outlining; introduction, body paragraph structure, and conclusion; and five-

8 paragraph essay composition.
7.
Use of Write Experience Website to compose essays AND/OR practice essay writing during the class period or for homework.
8.
At least five targeted visits to the Writing Lab.
All students enrolled in English 0098 must participate in the learning community with the First
Year Experience course. The only exceptions are students who have already taken and passed
FYES 1000 or those who utilize the drop-back policy after the drop-add period.
Once a student is placed in the English LS program, the student must meet two criteria to exit.
1.) The student must satisfy the instructor’s stated course content requirements with a minimum competency of 70% as defined by the professor in the course syllabus. Sixty percent of a student’s average comes from the five in-class essays; the final 40% will be specified by the instructor in the individual syllabus (Quizzes, Homework, In-class assignments). Most teachers will use an average of graded materials from class activities.
2.) The student must receive Yes ratings (passing) from two of the three raters of the
Departmental Exit Essay Exam given during the last week of the semester in order to pass the course. If the student fails the essay, he/she may be permitted a retest if the student’s average is 80 or above; notice that the score to permit a retest is higher than the score that allows the student to take the essay the first time. It is the individual instructor’s responsibility to read all exam essays and explain to students why the essays passed or failed. The rubric that is used for evaluating the essays is attached to this syllabus. The attached rubric will be used to evaluate the exit essays and the instructor will use it to evaluate some or all class essays.
The student who fails to meet the course requirement (an average of 70 or above) will receive a grade of U for the semester and will continue in the LS program the next semester of enrollment.
The student who has a class average of 70 or better but who the Exit Essay receives a grade of IP.
He/she must continue in the LS program the next semester of enrollment. The student who has a
70 or better in class and passes the Exit Essay receives an S grade and is ready to take English 1101.
Faculty should return all essays, tests, and assignments to their students with the exception of the end-of-term essay, which should be retained for one semester. The professor’s grade book is kept indefinitely and is the property of the College. Part-time teachers who are not teaching the

following semester should give the grade book to the chairperson at the end of the semester and the end-of-term essays to the Department’s administrative assistant.
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S class grade of 70 or better, passed Exit Essay
IP class average of 70 or better, failed Exit Essay
U class grade below 70
A student must have a class average of 70 or better to attempt the exit essay.
A student must have a class average of 80 or better to qualify for a retest.
WF based on attendance, counts as an attempt in LS.
W does not count as an attempt in LS.
Required Benchmarks
Two or fewer Type I errors
Three hundred or more words
Criteria
Essay addresses prompt
___
___
___
Essay has a clear thesis and develops and supports it
Essay has an introduction and conclusion and is organized into clear paragraphs
Essay uses sufficient concrete examples to support the ideas
Essay shows evidence of being proofread and has few Type II and Type III errors pass fail
___ ___
___ ___
___ ___
___ ___
Essay contains language that is clear and idiomatically used.
___ ___
1.
Includes a thesis statement that relates directly to one of the assigned topics;
2.
Has a clear introductory paragraph which contains the thesis statement;
3.
Exhibits organization that includes paragraphs of development which relate clearly to the thesis statement;
4.
Has each developmental paragraph made up of specific examples or details supporting the thesis;

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5.
Includes everyday words used clearly; however, the sentence structure may not be as varied as in an English 1101 essay;
6.
Displays an appropriate, consistent point of view;
7.
May contain as many as two Type I errors, some Type II and Type III errors if the reader deems content and organization of the essay to be good enough for the student to function at the function at the beginning of an English 1101 class;
8.
Contains a minimum of three hundred (300) words.
1.
Lacks a clear thesis or fails to relate to an assigned topic;
2.
Lacks an introductory paragraph which contains the thesis statement;
3.
Has developmental paragraphs that are not related to the thesis statement named in the introduction so that the reader cannot discern the writer’s plan, OR lacks clear paragraph structure that develops the thesis statement;
4.
Contains three Type I errors;
5.
Contains numerous Type II and Type III errors;
6.
Uses ordinary, everyday words inaccurately;
7.
Uses all simple, brief, or rambling sentences;
8.
Shifts its point of view often;
9.
Contains an abundance of misspelled words;
10.
Has developmental paragraphs that are not finished, or the developmental paragraphs are so brief that the reader cannot make a judgment of the writer’s ability
*** All students are required to log 5 visits to the writing lab throughout the course. Once 5 visits are logged, and you attach at least 2 grammar worksheets to your revision, you will be able to revise one of your five essays. Another 5 visits allows you to revise another essay, and so forth.***
I.
Five Essays
II.
Group Grammar PowerPoint Presentations
III.
Individual Grammar PowerPoint Presentation
IV.
3 Grammar Tests
60%
10%
5%
25%
8/11:
Introduction, First Day Business, Syllabus, Desire2Learn, Write Experience : http://www.cengagebrain.com/shop/index.html
8/13:
Chapters 1 and 2; Chapter 20, p. 231-238: Subject, Verb, Adjective; Chapters 3 and 4; Chapter
20, p. 240-246: Adverbs, Prepositional Phrases, Clauses

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8/18:
Chapters 5 and 6; Introduce Narrative Essay Assignment: Chapter 9 and 14; Review Narrative
Essay Assignment (5 paragraphs, at least 300 words); Chapter 36 “Shark Bait” by Dave Barry and “A Doctor’s Dilemma” by James N Dillard
8/20: Review Narrative Assignment; In-Class, Handwritten Essay One (Narrative)
8/25: Visit Writing Lab;
Review Essay 1 Issues; Chapter 7 and 8 on Revising and Editing; Chapter 21:
Simple, Compound, and Complex Sentences; Chapter 22: Sentence Style
8/27:
Chapter 23: Subject-Verb Agreement; Chapter 24: Fragments; Introduce Definition and
Classification Essay: Chapters 11 and 15
9/1: Labor Day Holiday – College Closed
9/3: Review Essay Assignment; In-Class, Handwritten Essay Two (Definition and Classification)
9/8:
9/10:
Chapter 25: Comma Splices, Run--ons, Ramblers; Chapter 26: Additional Sentence Problems;
Review grammar for Test One; Group Grammar Presentations
Grammar Test One
9/15:
Chapter 27: Nouns; Chapter 28: Pronouns; Introduce Cause and Effect Essay: Chapter 12 and
Chapter 18; Chapter 39: “Yes Accidents Happen, But Why” by Robert Strauss and “Spanglish
Spoken Here” by Janice Castro
9/17: Review Essay Assignment; In-Class, Handwritten Essay Three (Cause and Effect)
9/22:
9/24:
Chapter 29: Verbs; Chapter 31: Conjunction and Preposition; Review for Grammar Test Two;
Group Grammar Presentations
Grammar Test Two
9/29:
Early Exit Essay (This grade will replace lowest essay grade if you don’t exit early)
10/1:
Chapter 30: Adjective and Adjectival and Adverbs and Adverbials; Introduce
Comparison/Contrast Essay: Chapter 12 and Chapter 17; Chapter 38: “Chinese Space,
American Space” by Yi-Fu Tuan and “Religious Faith Versus Spirituality” by Neil Bissoondath
10/6: Review Essay Assignment; In-Class, Typed Essay 4 (Comparison/Contrast; Use Write Experience
Website )

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10/8:
Chapter 32: Commas; Chapter 33: Apostrophe and Chapter 34: Quotation Marks and Italics;
Introduce Argument Essay: Chapters 13 and 19; Chapter 40: “Why I changed my Mind on the
Death Penalty” by Lance Morrow; Chapter 40: “A Modest Proposal: Guys Shouldn’t Drive Till
25” by Joyce Gallagher
10/13 – Fall Break – College Closed
10/15: Review Essay Assignment; In-Class, Handwritten Essay Five (Argument Essay)
10/20:
Review for Grammar Test; Individual Grammar Presentations
10/22:
Grammar Test Three (cumulative)
10/27: End of Term Essay – Last Class
10/29:
End-of-Term Retest Essay Written in Class
11/26 – Thanksgiving Break – College Closed
December 2-8 –Final Exams
December 9 – Grades due by 4pm
If the college is closed for inclement weather or other conditions, please consult the course calendar that I gave you at the beginning of the semester and complete the assigned readings and assignments. Then, check your email, D2L, and/or the DSC Portal for additional assignments, activities, and due dates. If it is not possible for me to email you additional assignments/comments or post links to D2L because of loss of power, please continue to follow the assigned readings and activities, complete all exercises and assignments, and bring them to the next class meeting. If conditions allow, I will load PowerPoints and documents of missed lecture in DSConnect and D2L, and I will be available to answer questions through email and phone. Compensatory make-up days may be required if the total number of days lost exceeds the equivalent of one week of class time.
Keep in mind that this syllabus is a contract of class expectations, and, by staying in the course, you agree to abide by the dictates laid out in the syllabus. The class basics and expectations are subject to change based on the needs of the course.