Syllabus for Eng 1301
2012-2013
Instructor: P. Odabashian
Location: J106
Conference: 2nd and 3rd and by apt. after school
E-mail: plodabashian@bisd.us
Placement: Students who have successfully completed application process at UTB and passed
required placement tests.
Texts: The Longwood Guide to Writing, Fourth Edition ; Write for College ,
Sebranek/Kemper/Meyer ;Readings for Writers, McCuen, Winkler ; The Language of Literature:
American Literature, McDougal, Littell:The Language of Composition, Shea, Scanlon, Aufses
Recommended texts and Web resource: college dictionary,MLA Handbook
http://owl.english.purdue.edu/
Course Description
As described in the UTB department syllabus for English 1301, Comp I “stresses the critical
thinking skills and recursive writing strategies used by successful academic writers.” Students
are required to turn in several polished essays that include topics about personal experiences,
personal observations, critical evaluations, investigations, argumentative positions in response to
course reading material or evidence gathered from reading, and documented research. Each
essay must reflect logical, well-developed, meaningful ideas and be written with a word
processor following MLA format. Students must also learn to research by using resources
found in the UTB library and to critically discern reliable Internet sources. Students are expected
to read assigned essays in text, answer questions after each essay, and participate in class
discussion.
ENG 1301 focuses much attention on helping students learn and foster the process of writing for
academia. The course goals include helping students develop 
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Critical thinking skills, as reflected in substantive discussion of reading and writing;
An awareness of audience and purpose in their writing and in the writing of others;
Effective organization and idea development skills;
Appropriate style, diction, and voice in their writing;
Skillful argumentation, including use of detail and supporting evidence;
The ability to thoughtfully evaluate and productively revise their own work;
The ability to judiciously read and analyze works by professional writers and peers
The ability to edit their own writing for usage, mechanics, and academic conventions.
Reading and analysis of visual texts/synthesize written and visual texts in their
compositions
Content Outline: The course attempts to meet the above objectives by helping students do the
following, arranged in order of minimum competence to full competence:
1. Know the appropriate usage, mechanics, diction, voice, and style to use in a given text.
2. Comprehend the benefits of adopting a recursive writing process and thereby of benefiting
from multiple revisions.
3. Apply the evaluative strategies acquired through class discussion of readings to their own
writing and to the texts they will incorporate as support for their writing.
4. Synthesize the interconnected issues of audience and purpose—of ethos, logos, and pathos—
which have been handed down via Western rhetorical tradition, as they read and write
arguments.
5. Analyze the rhetorical strategies used by other writers in class readings, visuals and in the
writing of other students.
6. Evaluate the effectiveness of an argument and reflect that newfound knowledge in effective
arguments written by the student.
7. Writing assignments that move sequentially toward more sophisticated, rhetorically
challenging requirements, including Narrative, Analytical, and Argumentative Writing.
Personal Philosophy About Good Writing
I believe that the more you read, write, think, and talk about your topic, the easier it becomes to
write a polished piece of writing. I recommend that you read all of the assignments and keep up
with all writing assignments following the recursive writing process. With plenty of practice and
dedication, you can learn to be a good reader and writer.
Participation:
You are expected to participate actively in classroom discussions, take notes, ask questions and
participate in peer evaluations. A productive classroom environment is not just the teacher’s
responsibility: Using textual evidence and observations, you are expected to share—what,
how, and why—you—think and feel—about personal, social, and political issues of the day
related to assigned readings.
Intellectual Competencies Expected of all Students Enrolled in General Education Courses
in English and Speech:
Students will find that every freshman and sophomore class offered through the Department of
English and Communication will afford them the opportunity to refine their existing skills in the
following six areas:
1. Reading: Reading at the college level means the ability to analyze and interpret a variety
of printed materials.
2. Writing: Competency in writing is the ability to produce clear, correct, and coherent
prose adapted to purpose, occasion, and audience.
3. Speaking: Competence in speaking is the ability to communicate orally in clear,
coherent and persuasive language appropriate to purpose, occasion, and audience.
4. Listening: listening at the college level means the ability to analyze and interpret various
forms of spoken communication.
5. Critical Thinking: Critical thinking embraces methods for applying both qualitative and
quantitative skills analytically and creatively to subject matter in order to evaluate
arguments and to construct alternative strategies.
6. Computer Literacy: Computer literacy at the college level means the ability to use
computer-based technology in communicating, solving problems, and acquiring
information.
At the end of the course, students who have successfully completed Comp. I will be able to:
1. Read critically by analyzing and interpreting a variety of printed materials;
2. Think and write critically by producing argumentative essays adapted to purpose,
occasion, and audience;
3. Revise appropriately to produce writing that is clear, correct, and coherent;
4. Use standard university library tools in a recursive process of research;
5. Effectively incorporate research material in writing.
Grades
The percentage is traditional: 90% and above = A; 80-89% = B; 70-79% = C; 60-69% = D; 59%
and below = F. You will have the following assignments:
 2-3 personal essays described in Chapter 5 complete with drafts and polished pieces
 2-3essays responding to reading described in Chapter 4: rough drafts and polished pieces
 2-3 information essays described in Chapter 6: rough drafts and polished pieces
 2-3 position, persuasion and/or problem/solution essays described in Chapters 8, 9, or 10:
rough drafts and polished pieces
 Several close reading and analytic writing assignments that may include answering the
questions at the end of each reading.
 Documented problem /solution or position research paper (MLA format) and
problem / solution project
 Practice MLA documentation exercises throughout the semester
 Practice exercises in mechanics and elaboration as necessary
***Teacher generated rubrics or holistic grading will be used for each assignment.
General Directions
Format:
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500-750 words in length for the essays; 1,250 words for the research paper
Name, course number, and date in the header
No title page
Double space
Use a word processor with standard font (such as Times New Roman) and 12-point type
Print on white 8 1/2 by 11 paper
Assignments:
Essay due dates will be announced during class. Along with reading assignments and
answering questions, you will write one or two polished essays every six weeks.
 Revisions for each essay, which might be documented with rough drafts and/or
rewrites of final drafts in response to instructor or peer commentary
One or more summaries of published essays to indicate the logical structure of the work
A preliminary annotated bibliography for a documented essay
A working outline of research paper
A documented problem/solution or argument essay of several pages, which synthesizes
several appropriate sources
Final exam will be an in-class essay which you must pass to pass the course.
You will need a Flash Drive, 1/2 inch binder, pocket folder, blue or black
pen, and loose leaf paper.
Important Dates to be announced:
Essays, tests and research papers:
Deadline to withdraw without recorded grade:
Deadline to withdraw with a “W” (75%, 56/75):
Satisfactory Academic Progress (SAP)
UTB/TSC monitors academic progress every fall and spring semester to identify those students
who are experiencing difficulty with their courses. Satisfactory Academic Progress (SAP) is
based upon two components: GPA of 2.0 or higher and successful course completion of at
least 70% of course work attempted. Students remain in good standing with the university and
Financial Aid when both criteria are met. Students who do not maintain these required minimum
standards will be placed on probation or suspension as appropriate. The complete Satisfactory
Academic Progress policy and the Undergraduate Satisfactory Academic Progress for Financial
Aid policy can be found in the current Undergraduate Catalog. For more information, please
visit http://blue.utb.edu/vpaa/sap/.
Scholastic Dishonesty
Students who engage in scholastic dishonesty are subject to disciplinary penalties, including the
possibility of failure in the course and expulsion from the University. Scholastic dishonesty
includes but is not limited to cheating, plagiarism, collusion, submission for credit of any work
or materials that are attributable in whole or in part to another person, taking an examination for
another person, any act designed to give unfair advantage to a student, or the attempt to commit
such acts. Since scholastic dishonesty harms the individual, all students and the integrity of the
University, policies on scholastic dishonesty will be strictly enforced. (Board of Regents Rules
and Regulations)
All scholastic dishonesty incidents will be reported to the Dean of Students. Do not allow your
peers to pressure you to cheat. Your grade, academic standing and personal reputation are at
stake.
Students’ Academic Responsibilities
Students are expected to be diligent in their studies and attend class regularly and on time.
Students are responsible for all class work and assignments. On recommendation of the
instructor concerned and with the approval of the Dean, students may, at any time, be dropped
from courses. This may result in a “W” or “F” on the student’s permanent record.
Attendance:
BISD and UTB attendance policies will be enforced. No more than 4 unexcused absences in a
semester.Three tardies will be counted as an absence. Good, consistent attendance can help in
assessment of overall evaluation.
University Policy on Disabilities: “Students with disabilities, including learning disabilities,
who wish to apply for academic adjustments in this class, should notify the Disabilities Service
Office early in the semester so that the appropriate accommodations may be made... In
accordance with federal law, a student requesting academic adjustments must provide
documentation of his/her disability to the Disability Services Counselor. For more information,
call or visit the Counseling Center at Lightner Center, (956) 882-7374.
Emergency:
In compliance with the Emergency UTB/TSC Academic Continuity Program, academic courses,
partially or entirely, will be made available on the My TTBTSC Blackboard course management
system. This allows faculty members and students to continue their teaching and learning via
My TTBTSC Blackboard http://myutbtsc.blackboard.com in case the university shuts down as a
result of a hurricane or any other natural disaster.
The university will use Blackboard to post announcements notifying faculty members and
students of their responsibilities as a hurricane approaches our region. If the university is forced
to shut down, faculty will notify their students using Blackboard on how to proceed with their
course(s). To receive credit for a course, it is the student’s responsibility to complete all the
requirements for that course. Failure to access course materials once reasonably possible can
result in a reduction of your overall grade in the class.
To facilitate the completion of classes, most or all of the communication between students and
the instructor, and fellow classmates will take place using the features in your MyUTBTSC
Blackboard and UTB email system. Therefore, all students must use Scorpion Online to provide
a current email address. Students may update their email address by following the link titled
“Validate Your Email Account” in MyUTBTSC Blackboard Portal. In the event of a disaster
that disrupts normal operations, all students and faculty must make every effort to access an
Internet-enabled computer as often as possible to continue the learning process.