Collin College
English 1301 Syllabus
Fall 2011
Instructor:
Dr. Karen D. Smith, Ed.D.
Email: kdsmith@collin.edu
Course Number:
ENGL 1301; 15497; Section P71
Course Title:
Composition/Rhetoric I
Meetings/Times:
Mondays and Wednesdays, 7:00-8:15
August 22, 2011-December 11, 2012
Classroom L-212
Credit Hours:
3; Lab Required
Pre-Requisite:
Assessment Required
College Repeat Policy:
A student may repeat this course only once after receiving a grade, including W.
Last day to withdraw for the semester with a “W” is October 14, 2011.
Textbooks:
1) Reinking/Hart, Strategies for Successful Writing (with Handbook), 8th edition
ISBN # 0-13-232028-2.
2) Paul, Richard & Elder, Linda, Critical Thinking Concepts and Tools. Foundation
for Critical Thinking. OR; The Miniature Guide to the Human Mind. Foundation
for Critical Thinking (Excerpted Copies Provided).
3) Paul, Richard & Elder, Linda, The Miniature Guide to Analytic Thinking.
Foundation for Critical Thinking (Excerpted Copies Provided).
Course Description:
A beginning freshman composition course with emphasis on expository writing,
development of paragraphs and the whole composition, study of model essays,
extensive essay writing, and individual conferences. A departmental final essay exam
will be given during final exams week.
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Expected Student Learning Outcomes:
Upon successful completion of this course, students should be able to demonstrate
rhetorical knowledge as exemplified by the following:
 Read and interpret a prompt for a writing assignment.
 Write essays that take a position and successfully argue and defend that position.
 Write essays with appropriate evidence, discussion, and organization for a
specific audience.
 Write essays with strong introductions and conclusions that represent
sophisticated thought and writing.
 Write essays that use format, structure, tone, diction, and syntax appropriate to
the rhetorical situation.
 Demonstrate ability to read and think both critically and analytically by being
able to:
a) Use reading and writing for inquiry, thinking, learning, and
communicating
b) Integrate their own ideas with those of others with clear distinction
between the two
 Demonstrate knowledge of the writing process in the following ways:
a) Be aware that multiple drafts are required to complete a successful
text.
b) Develop and demonstrate flexible strategies for generating ideas,
revising, editing, and proofreading.
c) Understand and utilize the collaborative and social aspects of
writing processes by learning to critique their own and others’ work.
 Demonstrate knowledge of conventions in the following ways:
a) Apply knowledge of genre conventions ranging from structure and
paragraphing to tone and mechanics.
b) Control such surface features as grammar, punctuation, and
spelling.
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Course Requirements:
 Students must write a minimum of five essays of 550 words each. The final two
of these must be research-based papers; the final two papers should include three
to five sources.
 Even though this course focuses in part on argumentation and research, students
will study various types of literature and/or current issues and write response
papers and/or analyses.
 Research is mandatory. English 1301 students will not pass the course without
completing research-based papers written in the latest MLA style of
documentation. For continuity in documentation, guidelines from the MLA
handbook will be used; as the goal of English 1301 is to prepare students for 1302
courses and beyond where students are expected to know the current MLA style
of documentation.
 A final exam will be given at the scheduled time during the week of finals. Part
of the final exam will be devoted to current MLA style of documentation. The
final exam will count as portion of the course grade (see below).
 Two end-of-semester papers from each student’s portfolio of work will be
selected and used for a departmental rubric, indicating whether the student
“meets” or “does not meet” the student learning outcomes listed above.
 The rubric, final exam and one end-of-semester writing will be submitted to the
English Department as evidence that students are meeting the required learning
outcomes. A copy of the rubric is attached to this syllabus.
 Students will receive a section syllabus (which includes a calendar of
assignments) the first class meeting and follow that syllabus during the semester.
If the syllabus requires adjustments during the semester, we will discuss the
changes in class.
 The lab component, designed to support writing as a process and writing
improvement, is an integral part of the course. Students will be required to
complete regular “lab assignments” such as outlines, multiple drafts, research
activities, journals, reading responses, grammar and pre-writing exercises,
revisions, summaries of key concepts, etc., throughout the semester. The lab
component develops and reinforces reading, writing, and thinking skills related
to the issues and literary selections in the textbook.
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 For example, “lab” assignments may include the following:
a)
b)
c)
d)
e)
f)
g)
h)
i)
SEE+I essays
Summary essays and/or literary texts
Viewing of selected videos in the LRC
Attendance at CCCCD plays or special events and writing critiques
Research
Outlines
Documentation of Sources
Attendance at Grammar/Writing Workshops
Participation at Service Learning (projects available through Regina Hughes’
office)
j) Visits to the Writing Center
Labs will be assigned throughout the semester. To earn a passing grade, students must
complete the assigned lab component during each class meeting.
Course Format:
Lectures, class discussion, small group discussion, computer-assisted instruction, library
orientation, audio/visual materials, oral presentations, and personal conferences will
reflect the various class activities and class structure.
Method of Evaluation:
A total of six essays will be assigned for the course. Each essay is valued at 100 points, for a
total of 600 points. The midterm and final examinations are worth 100 points each, totaling
200; two quizzes at 50 points each will add to the total of 100; Informal and Formal
Presentations are graded at 100 points each for a total of 200 points. The lab component of
the course (one lab per class@31 meetings) is assigned at 10 points per meeting, for a total
of 310. The final grade will be based on a grading scale of 1120 points. The grading scale is
flexible, subject to additional quizzes, projects, and assessments.
English 1301 Grading Scale
1410-1269
A
1268-1128
B
1127-987
C
986-846
D
845-Below
F
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Grades: Essay and final examination grades will be based on nationally accepted grading
standards for written compositions. Rubrics demonstrate specifically how to improve and
sharpen writing skills.
Students prevented from completing the course because of extenuating circumstances may
qualify for a grade of Incomplete if the student has attended regularly, completed 80% of
the course work, and is present to sign the Incomplete Contract. (See the College Catalog
about Incomplete Grades and Contracts.
Attendance Policy:
All classes are to meet as scheduled. Students are expected to meet each time at the
scheduled time. A sign in sheet will be generated at the start of each class.
Students not on an instructor’s class roll (available on CLIO) should be sent to the
Registrar’s Office. Students will not be enrolled after Census Day even if they have been
attending class.
Religious Holy Days:
Please refer to the current Collin Student Handbook.
Make-Up or Late Work:
Penalties for late work or make-up work will be discussed with individual students as
necessary.
Last Day to Withdraw:
Please the see schedule of classes for the last day to withdraw.
Course Content:
a)
b)
c)
d)
e)
f)
g)
h)
i)
j)
Overview of course
Research orientation
Tour of LRC
Study of argumentation and analysis
Research process
MLA style of documentation
Critical reading, writing, and thinking
Close reading of literary texts
Studying various issues
Summarizing and critiquing literature
WRITING CENTER ASSISTANCE FOR STUDENTS: Students may schedule an
appointment with the Writing Center at (972) 881-5843 to request assistance and
consultations on paper assignments.
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WRITING WORKSHOPS FOR STUDENTS: Several Writing Workshops will be held each
semester to address specific areas of the writing and research process (brochures available
in the Writing Centers). These workshops address topics such as sentence structure, MLA
documentation, writing a literary analysis, essay organization, ESL issues, how to spot and
correct common writing errors, etc. Please see me after attending the writing center, as
extra credit will be awarded for students who attend these workshops.
LRC HELP FOR STUDENTS:
Orientation and instruction sessions for on the library’s resources, as well as specific
research topics will occur at the onset of the course.
AMERICANS WITH DISABILITIES ACT COMPLIANCE:
It is a policy of Collin County Community College to provide reasonable accommodations for
qualified individuals who are students with disabilities. This College will adhere to all applicable
Federal, State and local laws, regulations, and guidelines with respect to providing reasonable
accommodations as required to afford equal educational opportunity. It is the student’s responsibility
to contact the ACCESS Office, SCC-G200 or 972-881-5898 (V/TDD: 972-881-5950) in a timely
manner to arrange for appropriate accommodations.
SCHEDULED READINGS AND ASSIGNMENTS
August 22/24-Course Introduction/ Review of Syllabus/Submission of Writing
Samples/Monday, Chapter 1-Reinking/Wednesday, Chapter 12-Reinking/Essay
Essay 1 Introduction; The Extended Definition Paper
August 29/31- Critical Thinking Introduction/ SEE+I Writing Strategy/Tuesday,
Miniature Guide to the Human Mind (Paul, Elder)/ Chapter 3
Reinking/Wednesday, Chapter 4 Reinking/ Due Wednesday: Essay #1;
Extended Definition
September 5/7-Labor Day-No Class Monday
Verbal and Written Paraphrasing of
Quotes/Tuesday, Miniature Guide to Analytic Thinking (Paul,
Elder)/Argumentation Skills and Writing Strategies/Chapter 8
Reinking/Wednesday, Chapter 13-Reinking/Essay 2 Introduction
September 12/14 Group Practice and Presentation of Argument Charts Tuesday
and Wednesday/Due Wednesday: Essay 2; Arguing a Position
September 19/21-Analyzing the Logic of an Article/Critical Thinking Skills
Monday/Wednesday, Chapter 11 Reinking/Essay 3 Introduction
September 26/28-MLA Citation of Sources/Incorporating Sources within Essays/
Monday and Wednesday, Read Reinking Chapter
21 and 22/Due Wednesday: Essay 3; Speculating About Causes
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October 3/5-Review of Concepts, Critical Thinking, SEE+I Method
Parts of an Argument-Midterm Examination: Critical Thinking
Concepts
October 10/12- Tuesday, review Elements of Thought, Introduction of Critical Thinking
Standards and Traits/Introduction of Essay 4/Review Cause and Effect in
Reinking, Chapter 11/Focus on Effects/Cause and Effect Unit
October 17/19- Tuesday and Thursday, Read Reinking Chapter 14/Due Wednesday, Essay 4;
Analyzing Effects OR/Open Focus/Cause AND/OR Effect
October 24/26- Introduction of Essay 5/ Strategies for Proposing a Solution,
Analyzing the Logic of an Article: Tuesday, Read Reinking Chapter
15/Thursday, Review Reinking Chapter 13, Argumentation Strategies
October 31/November 2-Peer Review of Essays/Tuesday and Thursday, Read Reinking
Chapter 17/Due Wednesday: Essay 5; Proposing a Solution
November 7/9-Introduction of Essay 6/Strategies for Justifying an Evaluation/
Brainstorming and Outlining-Presentation of Ideas/Extended Media Literacy
Unit/Deconstruction of Advertisements/Read Reinking Chapter 18
November 14/16- Media Literacy Viewing and Representing:
Peer Interviews
Media Literacy Checklist
Implications and Consequences: The World of Advertising
November 21/23- Monday and Wednesday: Reading Selections to be announced
Due Wednesday: Paper 6; Justifying an Evaluation
November 28/30- Review of Concepts, Critical Thinking, SEE+I Method
Essay and MLA Examination, Final Examination Review
December 5/7-Final Examination, Course Evaluations, Closing Information
***Each class session will include critical thinking and analytical skill labs, journal writing, essay
invention, drafting and collaborative learning sessions.
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English 1301 Assessment of Student Learning Outcomes Rubric
Class: On-Site___ Distance___
Semester:________________Campus:__________
Student Learning Outcomes
Student shows he/she can:
Write organized argumentative essays with a thesis for a
specific audience and purpose.
Write essays with appropriate evidence to support a thesis.
Writes essays with a sense of style through the use of
appropriate sentence construction, word choice, and tone.
Write essays that demonstrate/include obvious use of
preliminary planning/invention strategies, drafting, and
revision.
Write essays that illustrate proper formatting.
Write essays that demonstrate use of Standard American
English.
Write essays that meet and follow the requirements of the
writing prompt.
Demonstrate the ability to identify in selected texts the
controlling idea/thesis, supporting evidence, the targeted
audience and purpose, and the argumentative and/or literary
elements of the piece.
Demonstrate the ability to use textual support in the student’s
own writing.
Demonstrate the ability to locate, evaluate, and summarize
source material for a writing prompt.
Demonstrate the ability to appropriately synthesize source
material into a student’s own essay.
Demonstrate the ability to cite material in MLA format.
Student Assessment Totals:
The data generated will be viewed holistically and shared with the faculty with the
goal of reviewing the curriculum, textbooks, technology, and teaching
methodologies in an effort to improve student outcomes. Your cooperation is
appreciated!
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Meets or
Exceeds
Does Not
Meet
Academic Ethics: The College District may initiate disciplinary proceedings against a student
accused of scholastic dishonesty. Scholastic dishonesty includes, but is not limited to, statements,
acts, or omissions related to applications for enrollment or the award of a degree, and/or the
submission as one’s own work material that is not one’s own. Scholastic dishonesty may involve,
but is not limited to, one or more of the following acts: cheating, plagiarism, collusion, use of
annotated texts or teacher’s editions, and/or falsifying academic records.
Plagiarism is the use of an author’s words or ideas as if they were one’s own without
giving credit to the source, including, but not limited to, failure to acknowledge a direct
quotation.
Cheating is the willful giving or receiving of information in an unauthorized manner
during an examination, illicitly obtaining examination questions in advance, copying
computer or Internet files, using someone else’s work for assignments as if it were one’s
own, or any other dishonest means of attempting to fulfill the requirements of a course.
Collusion is intentionally aiding or attempting to aid another in an act of scholastic
dishonesty, including but not limited to, providing a paper or project to another
student; providing an inappropriate level of assistance; communicating answers to a
classmate during an examination; removing tests or answer sheets from a test site, and
allowing a classmate to copy answers.
[Notes an instructor may wish to pass along to students: Many cases of plagiarism are the result
of careless documentation or faulty notetaking. Unfortunately, the reader who finds the error,
not knowing the writer's intent, can only assume the plagiarism is intentional. Intentional or not,
plagiarism in any paper will still carry serious penalties.
Students can avoid plagiarizing if they remember to use quotation marks when quoting and their
own words when summarizing or paraphrasing. IN EITHER CASE, THEY MUST DOCUMENT.
Proper paraphrasing does not mean changing a few words here and there, nor does it mean omitting
a few sentences or scrambling their order. For a more complete explanation of proper paraphrasing,
an instructor can point students to print or web resources.
Many students overreact when they learn what plagiarism means. They either assume that they
should not use any sources (thus avoiding the problem entirely), or they assume they should
document every word they have written. Both reactions are in error, for good writing involves the
synthesis of a student’s own ideas with the ideas of others. Documentation serves the purpose of
clearly indicating which ideas are the student’s and which are those of other writers. If students are
in doubt about that dividing line, they should ask the instructor or the Writing Center tutors for
guidance.
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******* PLEASE SIGN BELOW, DETACH, AND TURN IN TO INSTRUCTOR ********
I have read the above brief explanation of plagiarism, collusion, and other forms of scholastic
dishonesty. I understand what it is and am aware of the consequences if I should be guilty of it
either intentionally or unintentionally.
______________________
DATE
______________________
ENGLISH Course/Section
_________________________
SIGNATURE
_________________________
NAME (PRINT)
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