Prince George’s Community College
English 1010: Composition I
Fall 2010
Professor Anthony Fulton
Office
Marlboro Hall 3095
Office Hours
MW 3:30-5:00;
F 2:00-4:00
and by appointment
Office Phone
(301) 322-0585
E-mail
fultonat@pgcc.edu
Course Description
English 1010 focuses on the fundamentals of effective prose writing and research to help students prepare for the demands
of academic writing. In this course, students will work to develop their writing and critical thinking skills by writing for a
variety of purposes, audiences, and contexts. We will pay particular attention to writing and analyzing arguments and
conducting effective research, as many university and college courses across the disciplines place emphasis on
argumentation and engaging source materials. In effect, students will compose a variety of argumentative essays that
analyze and synthesize credible, academic sources.
The overarching theme for this particular course is Language and American Culture. Essentially, we will explore the
diverse ways that language is constructed, shaped, and used by different communities. Accordingly, course readings and
discussions will focus on various issues and problems related to language and communication within specific aspects of
American culture. Exploring the complexities of language is a fitting theme for engaging in the messy work of writing and
research.
Prerequisite: Reading and writing proficiency level, or EGL 100, or a “C” or higher in EFL 202.
Expected Course Outcomes
Upon successful completion of the course, students will be able to:
 Write informative, analytical, and argumentative essays
 Formulate restricted, unified and precise thesis statements for essays
 Organize essay content into introduction, body, and conclusion paragraphs
 Compose restricted, unified, and precise topic sentences for paragraphs
 Write unified, coherent, and well-developed paragraphs
 Apply grammar and usage rules correctly
 Use appropriate diction
 Write clear, concise sentences
In addition, students will demonstrate their ability to conduct basic research by:
 Using the library resources to locate and evaluate material relevant to specific topics
 Taking notes in sufficient detail and with accurate citations
 Demonstrating their understanding of the concept of plagiarism by not using a source without proper
acknowledgement
 Synthesizing several different sources into an essay to support its thesis
 Quoting, summarizing, and paraphrasing responsibly within essays that employ outside sources
 Utilizing at least five reliable sources in the assigned research paper
 Documenting sources accurately and correctly in MLA format
Required Texts
Dornan, Edward A., and Robert Dees. Four in One: Rhetoric, Reader, and Research Guide. 2nd Custom
ed. for PGCC. New York: Longman, 2011.
Hacker, Diana. Rules for Writers. 6th ed. New York: Bedford/St. Martin’s, 2009.
Course Design
This course is divided into five units with a portfolio project at the end to emphasize that writing is both a process and a
product. Within each unit, you will produce an essay, composing multiple drafts and receiving feedback from your peers
and myself before formally submitting it for a grade. Each essay must be submitted in a folder or large envelope that
includes all drafts, peer reviews, and informal exercises completed within the unit. Here, the emphasis is on process, as
students work to develop and shaping their ideas. The essays in the first four units will build on one another, enabling
students to choose and develop their research topic, locate and evaluate sources, and begin drafting key sections of a
major research paper. The culminating project of this course is the portfolio, which will contain revised versions of the
major assignments and an analysis of the student’s writing and development during the semester. The purpose of the
portfolio is to produce a polished body of work by the end of the semester.
Major Writing Projects
Unit 1 Summary & Analysis
Unit 2
Unit 3
Topic Proposal
& Annotated Bibliography
Comparison/Contrast Analysis
Unit 4
Definition Synthesis
Unit 5
Course Portfolio Project
Students will summarize and analyze the persuasiveness of an assigned
course reading related to the Language and American Culture theme
Students will propose a topic for the Unit 4: Definition Synthesis paper
and begin reviewing relevant academic sources
In preparation for the Definition essay, students will compare and contrast
the similarities and differences in two sources from their annotated
bibliography
In this major research project, students will draw on multiple sources to
define a key word or phrase connected to the course theme
Students will revise three of the four major essays (the Unit 4 paper must
be one of the three) and compose an introduction that analyzes their
development as a writer
In-Class Writing/Homework/Class Participation
In addition to the major projects described above, students are expected to contribute to class discussions and participate
in daily activities, such as peer reviews and small group work. Students will regularly compose short, preliminary texts in
class and outside of class to prepare them for the major writing projects. These short assignments will include responses to
readings, practice with invention and style, peer responses, and other forms of writing and research that exercise students’
critical reading and writing abilities. Unless otherwise noted, most of these informal exercises will be graded on a
checkmark system: Check=5 points, Check Minus=2.5 points, Minus=0 points, and the ever elusive Check Plus=6 points.
Grade Breakdown
Unit 1: Summary and Analysis
Unit 2: Topic Proposal and Annotated Bibliography
Unit 3: Comparison/Contrast Analysis
Unit 4: Definition Synthesis
Unit 5: Course Portfolio Project
In-Class Writing/Homework/Participation
10%
10%
10%
10%
40%
20%
100%
Please note: students must pass EGL 1010 with a grade of a “C” or better to register for EGL 1020, 1100, 1320, or 1340.
Plagiarism Statement
Plagiarism is using someone else's work (for instance, information from a book, a magazine, a newspaper, or another
student's essay) without giving credit to the original source. Credit to the source must be given in either the text of your
paper or in a footnote or endnote. There are five basic forms of plagiarism:
1. Copying a source word for word without using quotation marks and without identifying the source
2. Extensive borrowing of words and phrases from a source without using quotation marks and without identifying
the sources.
3. Too close paraphrasing.
4. Using others’ ideas or information (including graphics, statistics, observations, or research data and findings)
without giving credit to the source in the text of your paper in a footnote or endnote.
5. Submitting the work of someone else as your own.
Be advised, these forms of plagiarism can be carried out both intentionally and unintentionally. In this class, plagiarism
issues will be handled on a case-by-case basis. However, plagiarism in any form is dishonest and carries severe academic
penalties, which can include receiving an “F” for an assignment, failing the course, having the incident reported to the
Office of the Vice President for Student Services for disciplinary action, and being suspended from the college.
Class Attendance, Tardiness, and Late Work
Because this is an activity-based writing course, it is important that students come to class on time, ready to participate.
Unexcused absences totaling 25% or more class meetings (10 meetings for MWF and 7 for MW) will result in an
automatic failure for the course. Students who do accumulate this many absences should consider dropping the course.
Missed homework, quizzes, and in-class writing due to unexcused absences cannot be made up. For the major projects,
five points (roughly a half-letter grade) will be deducted for every class day that a project is late. Major projects and
papers submitted after the class period in which they are due will be considered late.
If you are forced to miss a class, please contact me in advance to arrange submission of any projects prior to your absence.
In the event of a family or personal emergency, please contact me as soon as possible. I will require official written
documentation, which will vary on a case-by-case basis, to excuse you from class. Once documentation is submitted and
approved, we will meet to talk about making up any missed work as a result of any excused absences. Finally, please note
that students who are late 10 minutes or more will be marked absent and will not receive credit for that day’s work.
Classroom Conduct
A classroom environment conducive to learning is important to everyone’s success. Therefore, behavior that disrupts the
educational environment and interferes with others’ learning opportunities will not be tolerated. Disruptive behavior
includes (but is not limited to) disrespectful treatment of your instructor or peers, repeated tardiness, and comments and
actions that cause others to feel threatened. Disruptive students will be asked to leave class and, in certain cases, could
even face disciplinary action, which includes suspension from the college. Students barred from class for disruptive
behavior will receive a zero for all missed work, and each missed class day will count as an unexcused absence. While I
encourage lively and healthy classroom discussions, my expectation is that every member of this class will show courtesy
and respect for one another.
Please turn off and put away all cell phones, pagers, iPods, and other electronic devices prior to the beginning of class.
You may not answer calls or text during class or leave the room during class to take calls or respond to texts. Failure to
adhere to this policy will result in receiving a zero for the day’s work and being asked to leave class for that day. For
repeat offenses, you will receive a zero for the entire week. If you are experiencing a family or personal emergency that
requires you to leave your phone turned on, please alert me before class, and we will discuss the issue.
Finally, while beverages are permitted in classrooms (with the exception of computer classrooms), please refrain from
eating in class at all times.
Disability Support Services
Students requesting academic accommodations should contact the Disability Support Services Office (B-124) or call
(301) 322-0122 to establish eligibility for services and accommodations. Students with a documented physical or learning
disability should discuss the matter privately with me at the beginning of the semester to discuss arrangements.
EGL 1010 Daily Schedule
Note: After the date and day of the week there is a brief description of the topic/activity that will be covered on that
specific day. Underneath the date and description is a list of readings and/or work that should be completed prior to
coming to class that day. Quizzes, exercises, or additional work may be assigned at any time.
WK 1 Monday, Aug. 30- First day of class; Introduction to course goals, policies, and assignments
Wednesday, Sept. 1- Begin Unit 1; Discussion of rhetoric and rhetorical situations
Have Written: Writing Profile Diagnostic Essay
Have Read: Four in One, Ch. 1
Friday, Sept. 3- NO CLASS
Have Written: Group Activity (Due via email by 4pm—see prompt)
WK2
Monday, Sept. 6- NO CLASS—Labor Day
Wednesday, Sept. 8- Analyzing arguments and rhetorical appeals
Have Read: Four in One, Ch. 19
Friday, Sept. 10- Analyzing arguments and logical fallacies
Have Read: Four in One, Ch. 3
WK 3 Monday, Sept. 13- Discuss readings for the Summary & Analysis essay
Have Read: Four In One: Ehrenreich, 459-461; Guilbault, 494-496
Wednesday, Sept. 15- Continue discussions of Summary & Analysis readings; thesis statements
Have Read: Four In One: Staples, 566-568; and Tannen, 575-579
Friday, Sept. 17- Thesis statements
Have Read: Four in One, Ch. 6
WK 4 Monday, Sept. 20- Writing a summary
Have Read: Rules for Writers, 346-352
Have Written: Thesis Statement for Summary & Analysis (typed or handwritten)
Wednesday, Sept. 22- Continue discussions of writing summaries
Have Read: Rules for Writers, 418-426
Friday, Sept. 24- Peer review workshop
Have Written: First Draft of Summary & Analysis
WK 5 Monday, Sept. 27- Begin Unit 2: Topic Proposal & Annotated Bibliography
Have Read: “Proposals,” handout, and “Annotated Bibliographies,” Purdue Online Writing Lab:
http://owl.english.purdue.edu/owl/resource/614/01/
Wednesday, Sept. 29- Continue discussions of proposals
Submit: Final Draft of Summary & Analysis
Friday, Oct. 1- Developing a topic
Have Read: Four in One, Ch. 5
WK 6 Monday, Oct. 4- Locating sources
Have Read: Four in One, Ch. 20
Have Written: One-page summary of at least two possible topics
Wednesday, Oct. 6- Continue discussion of locating academic sources
Friday, Oct. 8- Evaluating sources (bring two potential sources to class)
Have Read: Rules for Writers, 397-404
WK 7 Monday, Oct. 11- Writing annotations; avoiding plagiarism
Have Read: Rules for Writers, 405-410
Wednesday, Oct. 13- Documenting sources
Note: Bring Rules for Writers to class
Friday, Oct. 15- Peer review workshop
Have Written: First Draft of Topic Proposal & Annotated Bibliography
WK 8 Monday, Oct. 18- Begin Unit 3: Comparison/Contrast Analysis
Have Read: Four in One, Ch. 14
Wednesday, Oct. 20- Mid-term post-write; Continue discussing comparisons
Submit: Final Draft of Topic Proposal & Annotated Bibliography
Friday, Oct. 22- Developing a thesis and organization plan
Have Read: Rules for Writers, 411-15
Have Written: Discussion of sources for Comparison/Contrast Analysis
WK 9 Monday, Oct. 25- Counterarguments and writing for an audience
Have Read: Rules for Writers, 358-370
Have Written: Introduction and thesis for Comparison/Contrast Analysis
Wednesday, Oct. 27- Organization and transitions; writing effective paragraphs
Have Read: Rules for Writers, 40-57
Friday, Oct. 29- Avoiding plagiarism; in-text citations
Have Read: Rules for Writers, 415-418
WK 10 Monday, Nov. 1- Peer review workshop
Have Written: First Draft of Comparison/Contrast Analysis
Wednesday, Nov. 3- Begin Unit 4: Definition Synthesis
Have Read: Four in One, Ch. 18
Friday, Nov. 5- Continue discussion of definition arguments
Have Read: Four in One, Epstein, 479-482
Submit: Final Draft of Comparison/Contrast Analysis
WK 11 Monday, Nov. 8- Generating ideas and sketching a plan
Have Read: Rules for Writers, 2-19
Wednesday, Nov. 10- Thesis development
Have Written: Introduction and thesis for Definition Synthesis
Friday, Nov. 12- Utilizing evidence and examples
Have Read: Four in One, Ch. 13
WK 12 Monday, Nov. 15- Writing for an audience
Have Read: Rules for Writers, 128-145
Wednesday, Nov. 17- Peer review Workshop
Have Written: First Draft of Definition Synthesis
Friday, Nov. 19- Begin Unit 5: Discuss Portfolio Project
Have Read: “Understanding Writing Portfolios,” handout
WK 13 Monday, Nov. 22: Reflective writing and self-assessment
Submit: Final Draft of Definition Synthesis
Wednesday, Nov. 24- No Class—Thanksgiving Break
Friday, Nov. 26- No Class—Thanksgiving Break
WK 14 Monday, Nov. 29- Revision strategies
Have Read: Four in One, Ch. 9
Have Written: Portfolio Plan
Wednesday, Dec. 1- Writing workshop and individual conferences
Friday, Dec. 3- Writing workshop and individual conferences
Have Written: Revised copy of one essay for the portfolio
WK 15 Monday, Dec. 6- Peer review workshop
Have Written: First Draft of Reflective Introduction
Wednesday, Dec. 8- Final day of class; course evaluations; discuss final exam activity
WK 16 Final Exam Period: __________________________________
Submit: Course Portfolio Project
Important dates to remember:
Sept. 8
Refund deadline for full semester classes
Sept. 24
Last day to change from “audit” to “credit” or “credit” to “audit”
Oct. 26
College Enrichment Day—No Classes
Nov. 19
Last day to withdraw from full semester classes
Dec. 9
Last day of regular classes for Fall 2010 semester
Dec. 10-16
Final exam week