Division: (ex: Language Arts)
Course name: (ex: English 28: Intermediate Reading and Composition)
Section: (ex: 9000) / Semester (ex: Fall 2013)
Instructor Name: J. Doe
Class Hours: Monday / Wednesday
8:30 a.m. – 9:50 a.m.
School Website: www.wlac.edu
Address: 9000 Overland Ave., Culver City, CA 90230
Location: Building and room number
Office Hours: Monday / Wednesday
Immediately following class
Instructor E-mail: JohnDoe@wlac.edu
Location: Building and room number
Welcome See example below
This semester, you will work to develop your writing, reading, vocabulary and critical thinking skills. You
will also learn and practice the fundamentals of grammar and mechanics. The goal is for you to be a
better reader, thinker and more confident writer by the end of this course. The skills you learn here will
help you succeed both in and out of class. However, your education is ultimately YOUR responsibility.
YOU determine your level of success. Successful college students are self-motivated. Successful college
students understand the importance of studying the material, coming to class prepared and practicing
skills learned. YOU CAN DO IT and I’m here to help. 
Course Description: (Use catalog course description or approved COR)
see attached link: http://ecd.laccd.edu/CC_Search_1.aspx
Place the catalog course description here and include how the students will benefit from the course, the
specific content that will be covered, and how the course fits into the curriculum. Include UC/CSU
notation. The course description for individual courses can be found on the Electronic Curriculum
Development (ECD) System found at https://ecd.laccd.edu/. Once you click on “find a course” you will be
able to see the official Course Outline of Record. From there, you can copy a catalogue description of the
course.
Required Texts
Inform students how to acquire material not found in the bookstore. List required textbook and readings.
See example below A Pocket Style Manual
Diana Hacker
The Mis-Education of the Negro
Dr. Carter G. Woodson
The Measure of Our Success
Marian Wright Edelman
Course title and semester (ex: English 28: Intermediate Reading and Composition – Spring 2012)
Page 1
Recommended Materials
Include suggested readings and use of the library resources.
See example below
Dictionary – Webster’s New World College Dictionary or American Heritage College Dictionary
Thesaurus – American Heritage College Thesaurus or Roget’s
Required Materials See example below



1 three ring binder
8 ½ x 11 notebook paper (plenty)
2 Blue or Green Composition Books
(WLAC bookstore)



#2 pencils, blue or black pens, and
highlighters
Package of manila envelopes
A stapler
Course Objectives: (use COR / ECD approved objectives) See example below
Objectives will vary by course
http://ecd.laccd.edu/CC_Search_1.aspx
Upon successful completion of this course, students will be able to . . .
A. Identify and restate an author’s thesis or main idea, whether it is stated or implied, and
identify an author’s main support points and organizing features.
B. Evaluate the quality and reliability of support.
C. Explain the author’s tone and how it functions in the text.
D. Recognize connections between two or more authors’ ideas.
E. Demonstrate mastery of subject/verb agreement and other common grammar and
punctuation errors including: subject/verb agreement, past participle and illogical shifts in
verb tense, punctuation (comma, semi-colon, and apostrophe), pronoun agreement, case, and
reference.
F. Compose essays that respond effectively to a topic based on one or more assigned readings.
G. Prepare essays of 500-750 words that include clearly stated thesis statements and detailed
support.
H. Assemble essays that have clearly organized introductions, bodies and conclusions, and
develop well-supported arguments.
I. Employ vocabulary specific to convey intended ideas, as well as references to one’s own
experiences, ideas and observations.
J. Differentiate rhetorical features such as compare-contrast, definition, description and
argument, and analyze effective arguments.
K. Employ MLA style and revise writing for content and mechanics.
L. What campus resources can promote academic success and facilitate transfer to four-year
colleges and universities.
Student Learning Outcomes (SLO)
SLOs will vary by course
http://www.wlac.edu/slo/course_slos.html
At the very minimum all faculty will need to include the CSLOs (Course Student Learning Outcomes) in
the syllabus for the course(s) you're teaching. Faculty may include the ISLOs (Institutional Student
Learning Outcomes) and the PSLOs (Program Student Learning Outcomes.
If you are going to be including all levels of outcomes in your syllabus it is best practice to also speak
to all three levels of outcomes to students when reviewing the syllabus in class during the first week.
Listing the SLOs on your syllabus is now part of your evaluation. See appendix C of the AFT contract.
Course title and semester (ex: English 28: Intermediate Reading and Composition – Spring 2012)
Page 2
Course SLOs are located on the West Los Angeles College SLO website. Please visit
http://www.wlac.edu/slo/course_slos.html; be sure to bookmark it for future reference.
Follow the link on the page to the course SLO listing. Locate your Division on the tabs at the bottom
of the window. Click on the tab and locate your course. Click on the arrow buttons on the right to see
additional divisions. Be sure to include the assessment method (for example exam, quiz, paper,
project) for the SLO(s) you will be assessing in your class. If you have trouble locating this
information, ask your department chair or Todd Matosic for help.
Course Requirements and assignment guidelines See example below
Blog Responses
You are required to post weekly responses to various topics related to the class and the world around
us on the class blog. Blog Responses should be at least 3-4 complete sentences. Support your ideas.
State your point and back them with facts or personal anecdotes. Stay on topic. Respond to each
other’s comments in a respectful manner. See other blog rules and guidelines on the class blog.
Keep in mind comments will be read by me and others in class. Therefore, refrain from making any
deeply personal, sensitive, revealing, private and inappropriate comments. NOTE: If you don’t have
internet access at home, there are computer labs on campus. If accessing the class blog proves
difficult, see me immediately. DO NOT WAIT until the day a response is due to seek help or explain
your situation. Alternate plans can be arranged with notice.
Quizzes
Quizzes will be given regularly to ensure that you are keeping up with the readings and attending
class. Missed quizzes cannot be made up, even if you arrive late to class.
Essays
Essays provide you the opportunity to practice and demonstrate skills learned in class. Previous
drafts must be attached to final essays. NOTE: All writing assignments, except those designated as
in class writing assignments, must be typed. Grading rubrics will be attached to final essays.
Other assignments, as listed below, will occur in class and serve to reinforce learning:
o In Class Writing Responses
o Exams: Midterm and Final
Late Assignments
Each student is allowed one late essay assignment. It must be turned in by the next class meeting to
receive credit and the grade will be reduced by one letter grade. DO NOT e-mail me your essays and
other typed assignments. They will not be accepted. Other late assignments will not be accepted.
Grading
Assignment Category
Quizzes
# of Assign.
5
Points Per Assignment
20
Total Points
100
% of Total Grade
10%
Blog Responses
10
10
100
10%
Presentation
1
100
100
10%
Essays
5
-
500
50%
Course title and semester (ex: English 28: Intermediate Reading and Composition – Fall 2013)
Page 3
In Class Essay
Out of Class Essays
Mid-Term
Final
Grand Total
900 - 1000 = A
1
4
100
100
100
400
-
1
1
100
100
100
100
10%
10%
34
800 - 899 = B
700 - 799 = C
1000
600 - 699 = D
100%
599 and below = F
Class Policies
Attendance
Because class discussions and group work are an integral part of this course, attendance is
mandatory. Up to 3 absences are allowed. After that, you could be dropped. Students are expected
to attend every class meeting, to arrive on time and stay throughout the class period. Excessive
absenteeism will lower your grade, as well as walking in and out of class. 3 tardies = 1 absence.
Students may be dropped from class for excessive tardiness, or for failure to attend class the first day
or during the entire first week of the class.
Walking In and Out of Class
When you arrive to class, make sure you have used the restroom, had a chance to eat, check your
messages, etc. Walking in and out is rude and disruptive. If you need to leave early, or have some
other problem, you need to notify me in advance. Any student who makes a habit of walking in and
out of class may be asked to leave.
Preparedness
You are expected to arrive on time. You will come to each class session prepared. You will have your
books, binder, pens/pencils, any work that is due, and you will be prepared to discuss all
readings/assignments.
Cell Phones, iPods, etc.
Turn them off and put them away when class begins! Although it may not seem possible, you can
survive without talking and texting on your cell phone, or listening to your iPod, for a little over an
hour. Talking and texting on cell phones not only distract you, but they are a distraction for me and
your peers. Distractions interrupt/disrupt the class and I will not tolerate interruptions. You will be
asked to leave if this occurs.
“Netiquette” and “Civilogue”
This semester, you will post weekly responses to the class blog on various topics related to the class
and the world around us. The term “netiquette” is a combination of the words internet and
etiquette. The term “civilogue” is a combination of the words civil and dialogue. Both terms, as well
as the words used to create them, are essential to the class. You may not agree with the views and
opinions expressed by your peers, but you don’t have the right to be disrespectful. Personal attacks,
profanity, vulgarity and comments that are not productive additions to the conversation will be
deleted and you will not receive credit for the assignment.
Contacting Me
E-mail is the best and quickest way to contact me. Thanks to modern technology, my e-mail is linked
to my phone. Therefore, excuses such as, “I tried to contact you but (fill in the blank)” will not work.
If you have a problem, do not let it snowball. Contact me immediately. Students are expected to
ask questions and obtain help from instructor via email and/or during office hours.
Refer to the course website/blog for more information on UMOJA policies.
Course title and semester (ex: English 28: Intermediate Reading and Composition – Fall 2013)
Page 4
For more information refer to the attached link:
http://www.wlac.edu/academics/pdf/WLAC_12-14Catalog_Policies.pdf
College Policies:
Academic Integrity (Plagiarism)
In accordance with code 9803.28, academic dishonesty is prohibited and will not be tolerated in this
class. Violations of academic integrity include, but are not limited to, the following actions: cheating
on an exam, plagiarism, working together on an assignment, paper or project when the instructor has
specifically stated students should not do so, submitting the same term paper to more than one
instructor, or allowing another individual to assume one’s identity for the purpose of enhancing one’s
grade. Academic dishonesty of any type, such as cheating or knowingly furnishing false information,
by a student provides grounds for disciplinary action by the instructor or college. In written work, no
material may be copied from another without proper quotation marks, footnotes, or appropriate
documentation.
o
Plagiarism will result in a zero for the assignment, possible dismissal from the class and
disciplinary action from the college. You will not receive credit for any essay missing
previous drafts, citations and/or a Works Cited page.
Student Conduct
According to code 9803.15, disruption of classes or college activities is prohibited and will not be
tolerated. Refer to the catalog and the Standards of Student Conduct in the Schedule of Classes for
more information.
Recording Devices
State law in California prohibits the use of any electronic listening or recording device in a classroom
without prior consent of the instructor and college administration. Any student who needs to use
electronic aids must secure the consent of the instructor. If the instructor agrees to the request, a
notice of consent must be forwarded to the Vice President of Academic Affairs for approval (WLAC
College Catalog).
For more information refer to the attached link:
http://www.wlac.edu/academics/pdf/WLAC_12-14Catalog_Policies.pdf
Campus Resources
See example below:
As stated earlier in this syllabus, if you are having problems, don’t let them snowball. Come and talk
with me and check out some of the campus resources available to you.
Office of Disabled Student Programs and Services (DSP&S)
Heldman Learning Resources Center (HLRC), Room 119 | (310) 287-4450.
West Los Angeles College recognizes and welcomes its responsibility to provide an equal educational
opportunity to all disabled individuals. The Office of Disabled Students Programs and Services
(DSP&S) has been established to provide support services for all verified disabled students pursuing a
college education. DSP&S students may qualify for: priority registration, registration assistance,
special parking permits, sign language interpreters and assistive technology (WLAC College Catalog).
Instructional Support (Tutoring) & Learning Skills Center
Heldman Learning Resources Center (HLRC) | (310) 287-4486
Course title and semester (ex: English 28: Intermediate Reading and Composition – Fall 2013)
Page 5
Improve your reading, language, vocabulary, spelling, math fundamentals and chemistry knowledge
with convenient, self-paced computer-aided courses in the Learning Skills Center. Increase your
knowledge and learning success: sign up for tutoring in various college subjects (WLAC College
Catalog).
Library Services
Heldman Learning Resources Center (HLRC) | (310) 287-4269 & (310) 287-4486
The WLAC Library provides instruction on how to use the online catalog, periodical and research
databases. In addition to a large collection of books, periodicals and videos the WLAC Library has
course textbooks which students may use while in the Library. Web access is available in LIRL as well
as meeting rooms. The upper floors provide a beautiful view ideal for study (WLAC College Catalog).
For more information refer to attached link:
http://www.wlac.edu/academics/pdf/WLAC_12-14Catalog_Policies.pdf
English 28 Class Schedule – Fall 2011
8:30 a.m. – 9:55 a.m.
Book Abbreviation Key: The Mis-Education of the Negro = TMEN
The Measure of Our Success = TMOS
A Pocket Style Manual = APSM
NOTE: This syllabus and class schedule is subject to change if circumstances warrant it
(e.g. student performance, etc.). Expect revisions and divergences.
See example below—refer to COR in ECD for information on your course topic
Week
Date
Mon.
8/29





1
Wed.
8/31







Mon.
9/5
2
Wed.
9/7
Books
Needed
Today!
Mon.
9/12
3
Course topics
The Way We Speak v. Formal Writing
Welcome & introduction
Review syllabus and course policies
“The Successful College Student: In and Out of Class”
"Traits of Good Readers & Writers"/Active Reading
strategies
Review of grammar & punctuation basics
(APSM 17 & 18)
"Who Are You?" (writing sample)
Week 1 Review Sheet
Discuss handouts
Review punctuation & sentence construction basics
(APSM 14 &15)
“The Essay Part I” Pre-writing and Basic Structure”
Sentence and paragraph construction
Review writing samples
Labor Day - No Class
(But, the wise student knows this is not a day of rest.)
Assignment
(Due Next Class Meeting)



Purchase books and materials
Blog Sign on and Practice topic
Read “Education as Power” from Know
Thyself by Dr. Na’im Akbar and “The
Educated Negro” from The MisEducation of the Negro by Dr. Carter G.
Woodson (handouts)


Blog Response #1
Read “What is Correct English” and
"Writing As a Public Activity" (handouts)
Spell Checker Poem
Read syllabus & come up w/ 4
questions about the course
Week 1 Review Sheet



Get ahead on reading and brainstorm ideas
regarding upcoming and future assignments!








Syllabus Quiz
Discuss handouts
Week 2 Review Sheet
Brief introduction to MLA style
“The Essay Part II”; APSM 1 and 3
Paragraph analysis and transitions
Intro. to Woodson and The Mis-education of the Negro




Essay Analysis: Examples of Good Essays
Commonly confused words
Discuss The Mis-education of the Negro (TMEN):
Preface and Chapters 1-3 and group activity
Week 3 Review Sheet






Read The Mis-education of the Negro
(TMEN): Preface and Chapters 1-3
APSM: 8 & 9
Blog Response #2
Week 2 Review Sheet
MLA Activity???
Read The Mis-education of the Negro
(TMEN):Chapters 4-5, & 7
Course title and semester (ex: English 28: Intermediate Reading and Composition – Fall 2013)
Page 6
Wed.
9/14






Blog Response #3
Read TMEN: Chapters 8-10
Begin work on Essay #1 (bring in draft
of 2-3 pages)
Week 3 Review Sheet

Discuss TMEN: Chapters 4-5, & 7
Introductory Paragraphs; APSM 28: Forming &
Supporting A Thesis
Group Activity - Identifying Thesis Statements
“The Argumentative/Persuasive Essay: Crafting a Good
Argument”
Essay #1 handout






Quiz #2
Week 4 Review Sheet
Discuss TMEN:Chapters 8-10
Support/Developmental Paragraphs,
“Intro. to peer Editing”
Peer edit Essay #1 (3 copies)



Read TMEN: Chapters 11-12
Read APSM 25 - 26d.
Finish Essay #1





In Class Topics
Discuss TMEN: Chapters 11-12
Basic Research Methods
Research Methods: APSM 25 - 26d.
Research Methods Group Activity
Essay #1 Final Draft Due!!






Week 5 Review Sheet
Discuss TMEN: Chapters 13-14
Using quotes in essays
Integrating Research Into Essays
Quiz #3
Discuss TMEN: Chapters 15-16


Read TMEN: Chapters 15-16



Blog Response #5
Week 5 Review Sheet
Read TMEN: Chapter 17 & Appendix




Week 6 Review Sheet
Discuss TMEN: Chapter 17 & Appendix
MLA Style Part I – APSM 30 & 32
MLA practice handout

Come to class with questions about
MLA style
Finish reading The Mis-education of the
Negro






MLA/ Works Cited Assignment
Essay #2 draft
Finish reading The Mis-education of the
Negro

Discuss TMEN: Chapter 17 & Appendix
Review of The Mis-education of the Negro
MLA Style Part II – Citation, Paraphrasing &
Summarizing, Avoiding Plagiarism
Essay #2 handout






Week 7 Review Sheet
Peer editing refresher
Peer edit Essay #2 (3 copies)
Mastering Timed Writing
Timed In Class Essay
Essay #2 Final Draft Due!!


Blog Response #6
Finish Essay #2

Begin reading The Measure of Our
Success (TMOS)
Midterm Exam Study Guide
Week 7 Review Sheet



Review of The Mis-education of the Negro
Grammar review
Midterm Study Guide


Study for Midterm
Begin reading The Measure of Our
Success (TMOS)

Midterm Exam (Blue or Green Book REQUIRED!)
Essay #3 handout


Essay #3 draft
Read TAMX: Chapter 6-8 (pages 87136)


Mon.
9/19
4
Week
Date
Wed.
9/21
4
Mon.
9/26
5
Wed.
9/28
Mon.
10/3
6
Wed.
10/5
Mon.
10/10
7
Wed.
10/12
Mon.
10/17








Assignment
(Due Next Class Meeting)
Blog Response #4
Basic Research Methods (handout w/
questions)
Research Methods Assignment
Read TMEN: Chapters 13-14
Week 4 Review Sheet
8
Wed.
10/19
Course title and semester (ex: English 28: Intermediate Reading and Composition – Fall 2013)
Page 7
9
Mon.
10/24


Wed.
10/26





Mon.
10/31



10

Week
10
Date
Wed.
11/2

Mon.
11/7


Wed.
11/9






11
Mon.
11/14




12
Wed.
11/16
Mon.
11/21
13

Week 10 Review Sheet
Discuss The Measure of Our Success (TMOS) pages
TBA
The Research Paper: Finding Your Subject & Narrowing
Your Thesis
Essay #4 handout

In Class Topics
The Research Paper: Finding Your Subject & Narrowing
Your Thesis continued . . .
Thesis statement group work
Week 11 Review Sheet
Discuss The Measure of Our Success (TMOS) pages
TBA
Work on Essay #4 in class
Individual student conferences
Fine Tuning Your Essay (APSM 22 -24)
Peer editing refresher
Peer edit Essay #4 (Intro & Thesis Statement)
Individual student conferences
Week 12 Review Sheet
Fine Tuning Your Essay Part II (APSM 44)
Peer edit Essay #4 (Supporting Paragraphs &
Conclusion)
Individual student conferences




Read The Measure of Our Success
(TMOS) pages TBA
Finish Essay #3
Week 9 Review Sheet
Blog Response #7
Read The Measure of Our Success
(TMOS) pages TBA

Begin thinking of research paper ideas
(sources will most likely be given)
Read The Measure of Our Success
(TMOS) pages TBA

Assignment
(Due Next Class Meeting)
Read The Measure of Our Success
(TMOS) pages TBA
Week 10 Review Sheet


Read The Measure of Our Success
(TMOS) pages TBA


Blog Response #8
Read The Measure of Our Success
(TMOS) pages TBA
Week 11 Review Sheet


Read The Measure of Our Success
(TMOS) pages TBA
Blog Response #9
Finish reading Read The Measure of
Our Success (TMOS) pages TBA
Week 12 Review Sheet
In Class Writing Exercises
Presentations
Essay #4 Final Draft Due!!




Week 13 Review Sheet
Discuss The Measure of Our Success (TMOS) pages
TBA
In Class Writing Exercises
Presentations



Finish reading Read The Measure of
Our Success (TMOS) pages TBA
Read handout(s) TBA
Work on research paper
Quiz #5
Themes & Connections between The Miseducation of
the Negro & The Measure of Our Success continued . .
In Class Writing Exercises
Presentations


Week 13 Review Sheet
Reading and questions TBA (handout)
Week 14 Review Sheet
Themes & Connections between The Miseducation of
the Negro & The Measure of Our Success continued . .
In Class Writing Exercises


Reading and questions TBA (handout)
Week 14 Review Sheet




Mon.
11/28






Wed.
11/23
Week 9 Review Sheet
Review of grammar, sentence construction and essay
writing basics
Peer edit Essay #3
Quiz #4
Discuss The Measure of Our Success (TMOS) pages
TBA
Reading: Handout on writing and technology
Essay #3 Final Draft Due!!


14


Course title and semester (ex: English 28: Intermediate Reading and Composition – Fall 2013)
Page 8
Wed.
11/30


Mon.
12/5
15
16
Wed.
12/7
Wed.
12/14







Themes & Connections between The Miseducation of
the Negro & The Measure of Our Success continued . .
In Class Writing Exercises


Final Exam Study Guide
Week 14 Review Sheet
Semester recap
Final Exam review
In Class Writing Exercises


Blog Response #10
Study for the Final Exam
Semester recap
Final Exam review
In Class Writing Exercises
Final Exam: Wednesday, December 14th from 8:00 a.m.-10:00 a.m. (Blue or Green Book REQUIRED!)
NOTE: The date and time for the Final Exam could change.
You will be notified well in advance if this is the case.
Some faculty has used a “Student Acknowledgement” sheet such as the one below as a means to check
students’ understanding of the material on the course syllabus. The sheet can be placed at the end of
the syllabus and removed by students after they have signed the form. The sheet can also be given as a
handout.
Another way to check understanding is to give a quiz on syllabus material at the beginning of the second
class period.
Student Acknowledgment
(Please return this sheet to the instructor)
“I ______________________________________, have completely read this syllabus and understand and agree
to the course requirements.”
Please indicate below, any special needs or circumstances that may have some impact on your work in this
class, and for which you may require special accommodations, including but not limited to physical or mental
disabilities, inability to arrive in class on time or need to leave class early, observance of religious holidays, ect.
Special needs or circumstances:
Course title and semester (ex: English 28: Intermediate Reading and Composition – Fall 2013)
Page 9