What is a syllabus, and why is it important for students to read it carefully?
O’Rourke Syllabus 1
English 59: Developmental Writing
Spring 2014; Section: 20588; T/Th 3:15 P.M.-5:20 P.M., Room 122
Professor Margaret (Meg) O’Rourke
E-mail: morourke@fullcoll.edu
Class website: margaretorourke.wordpress.com
Office Hours: Usually before class or after class; definitely at an arranged time
CATALOG COURSE DESCRIPTION
Four hours lecture per week. This course is designed for native speakers of English who need to build basic
English skills in writing, reading and thinking. It provides instruction in writing effective sentences,
organization of ideas into paragraphs and essays, fundamentals of English, reading short essays, vocabulary
building, basic critical thinking, and study skills.
Prerequisite(s):
 Validated on 02/29/2008
A minimum grade of 'C' in ENGL 039 F
 Validated on 02/29/2008
or Recommended score on English Placement Test.
REQUIRED TEXTBOOKS
Mangelsdorf, Kate and Evelyn Posey. Choices: A Writing Guide with Readings. 5th ed. Boston:
Bedford/St. Martin’s, 2013. ISBN-13: 9780312611408
Albom, Mitch. Tuesdays with Morrie. New York: Broadway Books, 2002. ISBN-13: 978-0767905923
REQUIRED MATERIALS
 2 blue/green books
 Miscellaneous copying/printing costs
 Binder with loose paper, or notebook and folders
 Pens (2 colors), highlighters, paper, and other school supplies
 Access to a computer with word processing capabilities and Internet access
BRING TO CLASS EACH DAY
 Your textbook
 Any readings or materials given in class, emailed, or printed from the website
 The writing that you’ve done for this class, especially a (fairly updated) draft of the
current essay you are working on
 Homework, handouts, and notes
 Necessary supplies (e.g., paper, pens, highlighters, etc.)
 (Optional: a laptop computer, tablet, or other device)
STUDENT LEARNING OUTCOMES:
Upon successful completion of ENGL 059 F Developmental Writing, students will be able to:
1. Discuss main ideas and supporting points in pre-college-level texts.
2. Compose an essay structured around a thesis statement and developed with personal experience
related to material from texts.
O’Rourke Syllabus 2
3. Employ various sentence structures appropriately and practice developing a variety of rhetorical
strategies.
4. Adopt strategies for time management, use campus support services to improve writing skills, and
establish habits of personal responsibility.
COURSE INSTRUCTIONAL OBJECTIVES:
Upon completion of the course, students will be able to:
A. Distinguish literal and inferential meaning in a pre-college-level text.
B. Identify the relationship between main ideas and supporting points in a variety of pre-college-level
reading materials.
C. Use information in assigned texts to draw conclusions from texts.
D. Discuss connections between course readings and their personal experience.
E. Apply vocabulary-building skills when reading.
F. Apply the writing process: brainstorming, organizing, drafting, revising to produce finished drafts
G. Use basic essay structure of introduction, body paragraphs and conclusion in an essay.
H. Compose paragraphs with topic sentences and supporting details.
I. Compose essays using a variety of methods of development.
J. Use transitions to create coherence in essays.
K. Participate in peer review activities to facilitate revision.
L. Identify and use appropriate revision strategies to improve the focus, organization and development of
drafts.
M. Use coordination and subordination to produce some variety in sentence structure.
N. Apply editing strategies to produce drafts with a limited number of sentence boundary, agreement,
verb tense and usage errors.
O. Adopt time management techniques for successful completion of homework and class assignments.
P. Employ strategies for writing in-class essays.
Q. Use strategies and campus resources that contribute to academic success.
In your own words, describe what you will be able to do by the end of the semester:
Think about challenges you’ve had in the past or obstacles you might face this semester. Then,
list 3 specific goals for the semester:
HUMANITIES DIVISION STUDENT LEARNING OUTCOMES
Students completing courses or programs in the Humanities Division will be able to:
 Use language skills effectively in reading, writing, listening, or speaking to achieve personal, academic,
or vocational goals.
 Use critical thinking skills to examine information, events, and ideas from a broader perspective.
 Recognize the significance of language and culture in human experience.
 Apply principles of academic honesty and integrity.
 Work cooperatively and collaboratively with others.
 Use campus and/or community resources to participate actively in their own education.
O’Rourke Syllabus 3
ATTENDANCE
Before reading the next section, describe why it’s important to attend class every day and
arrive on time.
Study after study concludes that there is a strong correlation between attendance and student
achievement. A recent study reports that 50% of students who miss multiple classes end up failing the course.
Another study estimates that students who have regular attendance perform up to almost 20% better on exams
than their peers with irregular attendance. Therefore, you should attend class every day.
It is especially important to attend this class because much of what you learn will be the result of your
participation in discussions, group work, and in-class activities. During class, we will discuss your
assignments and college success in general, challenges you encounter, and strategies for overcoming these
challenges. Plus, you will have the opportunity to put these strategies into practice and give feedback and
receive feedback on your writing.
Given that the course is discussion and activity based, missed instruction cannot be duplicated for absent
students. Also, students who attend class will earn points for the work that they complete in class, while
students who miss class will lose these points. (See “In-Class Work” section.) Students who miss class time
remain responsible for course deadlines, materials, and announcements as if they had attended. (See
“Late Work Policy” section.)
Before filling out the table below, consider some reasons you’ve missed class in the past or some potential
obstacles that might prevent you from attending class this semester.
What are some reasons you might miss class?
How could you prevent this?
Every semester, students unexpectedly get sick, have family emergencies, or have transportation issues. If
students aren’t careful, these unexpected absences can greatly interfere with their performance or lead to
failing the class. Therefore, I strongly recommend that you tightly conserve your absences in case you
experience one or more of these circumstances. Also, If you ever feel behind, please come speak to me
immediately, and I’ll help you get caught up.
In the event that you do miss class, you should: (1) email me to let me know you will be absent and
when you will return, (2) contact two or more students to see what we did in class, (3) speak with me
when you return to class so that you can pick up any handouts you missed, and (4) use your NQA
coupon to submit late work (See “Late Work Policy” section.).
O’Rourke Syllabus 4
What four things will you do if you miss class?
NOTE: If you do stop attending class and/or submitting assignments, it is your responsibility to drop the
class. If you do not drop the class by the drop deadline, you will earn an “F” in the class.
Emailing Your Professor
Please feel free to email me about anything at any time. I will get back to you as soon as possible. When you
do e-mail me, please make sure you use business letter format, include all necessary information, and use
business language and accurate spelling. Don’t be surprised if you get a little feedback on your emails—this
is a writing class after all!
What to include in emails:
Subject: Class and meeting days/times (I scan my email for this so that I respond to you faster)
Greeting: Salutation and name of instructor
Body: (1) The reason you’re emailing me (if regarding absence when you’ll be absent and when you’ll
return), (2) a description of any attachments, and (3) the reason you’re sending me the attachments.
Closing: Closing and your full name
Email Activity Scenario and Instructions: You are going to miss class on Monday, 9/17 because
you are very ill. Two reading assignments are due in class that day. In the space below, write
the email that you would send me in this situation.
COURSE ASSIGNMENTS
In-Class Work (100 points)
Because the course relies extensively on discussion rather than lecture, your regular attendance and active
participation are essential. (Please see the “Attendance” policy.) During each class, you will have the
opportunity to earn points for your contributions and the work that you complete. If you are absent, you will
not be able to earn points for the day. Also, according to the college catalogue, students who miss more than
two classes may be dropped from or fail those classes.
O’Rourke Syllabus 5
To maximize your ability to earn these points:
 Attend every class and arrive on time
 Complete reading and writing assignments prior to class
 Bring all required materials to class (e.g., books, draft of current essay, notes/homework, etc.)
 Thoughtfully participate in discussions, peer review workshops, and in-class activities
Maximum points based on number of days missed:
0 = 105
1 = 95
2 = 85
3 = 75
4 or more = 0 points
Take-Home Essays (600 points)
Four essays will be assigned in this class, on which the majority of your grade will rely. In order to pass this
class, you must submit every essay. For each essay, multiple components will be required. Final drafts and
reflections will be submitted through Turnitin.com. Please carefully and actively read the Turnitin.com
statement and components chart below.
TurnItIn.Com: In this class, we will be using Turnitin.com to submit drafts, receive feedback, and submit
reflections electronically. Once an assignment is posted to Turnitin.com, you will be able to submit and resubmit
your assignment until the due date. For each essay, you must submit the final draft to Turnitin.com by the time
and date specified.
For step by step instructions on how to create a Turnitin.com account or add this class to your existing account, see
the class website or the tutorials on Turnitin.com. Also see the “Plagiarism” and “Turnitin.com” statements.
Here’s the information you’ll need to create an account or add this class to your existing account:
Class ID: 7571465
Class Name: English 59 (3:15)
Password: student
Essay Components Chart:
Component
Description
For each essay, you must submit prewriting. Your textbook describes many
types of prewriting such as brainstorming, freewriting, clustering, asking
Prewriting
questions, researching, and consulting others. Spend at least an hour
prewriting, and bring your prewriting to class.
For each essay, I will give you feedback on your detailed outline. Your
Detailed
detailed outline should include your thesis, main and supporting points for
Outline
each paragraph, and ample evidence for each point. Your detailed outline
should be well-developed/detailed.
Before the peer review, make sure that you revise your outline based on my
Draft for
feedback; write a complete rough draft; and print 2 clean, hard copies of
Peer
your essay to bring to class. If you do not have a draft on the day of the peer
Review
review, you should still attend class.
Graded drafts should fully address every part of the prompt and should
Graded
reflect each part of the grading rubric. Pay special attention to your thesis,
Draft
topic sentences, evidence and explanations, organization, and clarity.
Submit your draft to Turnitin.com; do NOT submit a hard copy to me.
Essay reflections will ask you to reflect on your writing process, summarize
my feedback, respond to my feedback, and identify how you can improve on
Reflection
your next assignment. Submit your reflection to the “reflection” folder on
Turnitin.com.
Submission
1 copy to class
2 typed copies to
class
2 typed copies to
class
1 typed copy to
TURNITIN.COM
1 typed copy to
TURNITIN.COM
Essay Grading: For each essay, I will provide you with a prompt and grading rubric. However, the following
should give you a VERY general idea of the grading for this course (and other college-level courses).
A = Excellent;
B = Good;
C = Meets basic requirements;
D = Needs improvement;
F = Does not meet requirements
O’Rourke Syllabus 6
In-Class Essays (180 points total)
For your midterm (60 points) and final (120 points), you will be asked to write an in-class essay. We will
discuss and practice in-class writing techniques during the semester so that you feel more prepared for the
midterm and final. On the day of each exam, make sure that you: are well rested, arrive on time, bring a
blue/green book, and bring necessary writing utensils.
Other Assignments (120 points)
 Reading assignments: you will be annotating or taking notes on every reading assignment. For
some reading assignments, you may also be asked to outline the reading and/or write about your
thoughts on the reading. I will check some of your readings periodically, and announced or
unannounced quizzes may be given periodically. To receive full credit, make sure that you (1)
attend every class session, (2) annotate every reading assignment, and (3) bring all your readings to
every class.
 Journal assignments will be assigned on a regular basis and will be checked a few times
throughout the semester. See the “journal assignment” handout for more information.
 Other assignments will be assigned daily/weekly throughout the term. To ensure that you are
aware of all assigned tasks, make sure you attend class and contact your classmates when you miss
class.
EXTRA CREDIT OPPORTUNITY!
(1) SUPPLEMENTAL INSTRUCTION (up to 25 points)
This class will be taught with a supplemental instruction component. Supplemental instruction is a program that
provides classrooms with experienced and well-trained peer tutors who attend every class session. During class
time they often serve as “model students” and sometimes assist instruction. Twice a week, your SI leader will lead
informal one-hour group study sessions outside of class time (usually before or after class). These study sessions
will directly relate to the material covered in class and assignments due for this class. They will give you an extra
opportunity to actively apply and practice essential concepts. Plus, since most SI sessions are fairly active, most
students enjoy them.
It should come as no surprise then that studies have shown that students who regularly attend SI sessions earn an
“average of one half to one full letter grade higher than their classmates who choose not to attend” (UMKC). Our
own studies at Fullerton College have shown that SI classes have a 14% higher retention rate and a 17.6% higher
success rate than non-SI classes. Plus, for each SI session you attend, you will earn 2 points extra credit.
Our class SI leader: __________________________
SI session days/times/locations: (1) ________________________ and (2) __________________________
*Please note that the two SI sessions held each week will cover the same topic and include the same activities,
giving students two opportunities to attend the week’s session.
--------------------------------------------------------------------
(2) ESSAY TUTORING (up to 20 points)
Studies show that most students who attend multiple tutoring sessions per semester are successful in their classes.
To encourage you to attend these valuable sessions, I am offering you extra credit. To earn this extra credit, you
must: (1) attend a 30 minute [or more] on-campus tutoring session for an essay you’re working on in this class,
and (2) submit proof of your visit. Each visit will be worth 3 points, and you may earn a maximum of 20 points
extra credit. Please submit your tutoring proof (form) right after you complete the session. All tutoring forms must
be submitted by the day of the final.
O’Rourke Syllabus 7
ASSIGNMENT BREAK DOWN
**PLEASE NOTE that English 59 is a CREDIT/NO CREDIT
class—YOU MUST EARN A “C” OR HIGHER TO PASS.**
EXTRA CREDIT
(+45 points possible)
In-Class Work
100 points (10%)
Take-Home Writing Assignments
600 points (60%)
Essay #1
50 points (5%)
Essay #2
140 points (14%)
Essay #3
180 points (18%)
Essay #4
230 points (23%)
Midterm and Final
180 points (18%)
Midterm
60 points (6%)
Final
120 points (12%)
Other Assignments
120 points (12%)
Annotated readings, journals, homework assignments, quizzes, etc.
Total Points Possible: 1,000
Course Grading Scale:
A 925-1,000 points (93-100%)
A- 895-924 points (90-92%)
B+ 855-894 points (86-89%)
B 825-854 points (83-85%)
B- 795-824 points (80-82%)
C+ 755-794 points (76-79%)
C 725-754 points (73-75%)
C- 695-724 points (70-72%)
D+ 655-694 points (66-69%)
D 625-654 points (63-65%)
D- 600-624 points (60-62%)
F 599 points & below (59%
& below)
LATE WORK POLICY
If you are ever having trouble starting your essays—you can’t decide on a topic, don’t know what to write,
feel unmotivated or stressed out—come speak to me and/or a tutor as soon as possible. This happens to
everyone! And we know lots of tips and strategies that could help you. Putting off work because it’s
challenging or uninteresting often causes students to fall behind or even fail their courses—don’t let this
happen to you!
Each student is allowed to submit two late “other assignments” (an annotated reading, journal, or homework
assignment) and one late essay, no questions asked (NQA). To take advantage of this offer, fill out the NQA
coupon at the end of this syllabus and submit it along with your late assignment within the time specified on
the coupon. Otherwise, students must have all assignments on the day that I check them (which may be
different from the day they’re due).
GRADE TRACKING
It is your responsibility to keep track of your grade throughout the semester. Keeping careful track of your
grade will help you know how well you are doing and to what degree you might need to adjust your
performance. It will also help you ensure that your grades have been entered in correctly.
I recommend that you write down your grades as soon as you receive them, note each absence, and note each
reading or other homework assignment that you submit or fail to submit. It is also very important that you
keep all the work for this course. If you ever have any questions about your grade, please don’t hesitate
to ask me.
CLASS CONDUCT
What should students do while in class?
What should students avoid doing while in class?
O’Rourke Syllabus 8
While class is in session, please make sure that you are helping to create the best possible learning
environment for yourself and your peers. A good litmus test for your classes is asking yourself this question:
“Is what I’m doing helping me and my classmates learn?” If the answer is “no,” do something that will.
Technology can be a fantastic learning tool—through our cell phones and computers, we have access to
dictionaries and seemingly limitless information on the Internet. However, when used inappropriately, our
technology can also distract us and those around us. Before entering class, make sure you turn off or silence
your cell phones. If you are expecting an important call, let me know ahead of time, set your phone on
vibrate, and leave the classroom to answer it. If you need to use your phone for personal reasons, please do so
outside of the classroom. Please note though that every time you leave the classroom, you may be missing
important information and practice that may help you succeed in this class. Overall, make sure you use
electronic devices only to help you and others learn.
While in class, have you used your phone or computer for non-academic purposes? If so, explain
how, why, and what you could do to ensure that you use technology only to help yourself learn.
RESOURCES
Your Instructor
Please do not hesitate to e-mail me or talk to me in person about anything you are unsure of or are struggling
with. Everyone has different needs and preferences, so it is your responsibility to let me know what you need
or want. My main goal as your instructor is for each of you to succeed in this course so that you may become
stronger, more effective writers and communicators. And I genuinely enjoy helping and getting to know each
of you, so please feel free to email or talk to me about anything and at any time.
Your Classmates
You will have the opportunity to benefit from your peers in class through peer reviews, and pair and group
work. However, I encourage you to help each other outside of class as well—clarify assignments, bounce
ideas off one another, review each others’ writing, share outside sources, form study groups, etc.
The Library and Librarians
Our college’s librarians specialize in finding and utilizing resources and are eager to help students. The library
itself has an extensive collection of books (even textbooks on reserve), online resources, computers and
printers, study areas, and other resources for students. The library was created to make you more academically
successful, so take advantage of it!
The Internet
As we all know, the Internet offers an immense amount of information at the click of a button. You can use
the Internet to help you find answers, find practice exercises, or generate ideas. However, make sure your
sources are reliable and be very careful not to plagiarize.
Here are a few sites that I recommend:
 General writing website: http://owl.english.purdue.edu/
 Grammar website: http://grammar.ccc.commnet.edu/grammar/
If you are looking for something in particular and are having trouble finding it, ask me or a tutor and we will
try to help.
O’Rourke Syllabus 9
FREE AND DISCOUNTED SOFTWARE
Having a program like Microsoft Word will make formatting your essays in college much easier. You can
get FREE or discounted software at the following sites:
 Discounted (Microsoft, Adobe, etc.) software for community college students:
www.collegebuys.org
 FREE (Apache) software: www.openoffice.org
 FREE (Google) Internet-based software: www.drive.google.com
SUPPLEMENTAL INSTRUCTION STATEMENT
This course has been designated as part of Fullerton College’s Basic Skills Initiative Supplemental Instruction
Program (BSISI) – a voluntary student success program. Supplemental Instruction provides academic
assistance through regularly scheduled, out-of-class, peer facilitated sessions. The SI Sessions are 50 minute
sessions about what to learn and how to learn.
FULLERTON COLLEGE ACADEMIC HONESTY POLICY
Students are expected to abide by ethical standards in preparing and presenting material which demonstrates
their level of knowledge and which is used to determine grades. Such standards are founded on basic concepts
of integrity and honesty. These include, but are not limited to, the following areas:
Students shall not plagiarize, which is defined as:
1. Stealing or passing off as one’s own the ideas or words of another, or
2. Using a creative production without crediting the source.
The following cases constitute plagiarism:
1. Paraphrasing published material without acknowledging the source,
2. Making significant use of an idea or a particular arrangement of ideas, e.g., outlines,
3. Writing a paper after consultation with persons who provide suitable ideas and incorporating these
ideas into the paper without acknowledgment, or
4. Submitting under one’s own name term papers or other reports which have been prepared by others.
Students shall not cheat, which is defined as:
1. Using notes, aids, or the help of other students on tests or exams in ways other than those expressly
permitted by the instructor, or
2. Misreporting or altering the data in laboratory or research projects involving the collection of data.
3. Students shall not furnish materials or information in order to enable another student to plagiarize or
cheat.
Instructors may deal with academic dishonesty in one or more of the following ways:
1. Assign an appropriate academic penalty such as an oral reprimand or point reduction.
2. Assign an “f” on all or part of a particular paper, project, or exam.
3. Report to the appropriate administrators, with notification of same to the student(s), for disciplinary
action by the college. Such a report will be accompanied by supporting evidence and documentation.
TURNITIN.COM
Please note that Turnitin.com may be used in this class. In its commitment to academic honesty and accurate
assessment of student work, this college uses Turnitin.com to prevent and detect plagiarism. This instructor
reserves the right to submit student assignments to Turnitin.com to check for similarities between student
submissions and the Internet, various research databases, and the Turnitin.com database of previous student
submissions. Furthermore, this instructor may also submit essays to other instructors seeking plagiarism
matches. Students may be required to electronically submit their written work to the instructor or to
Turnitin.com, and by taking this course, students agree that all assignments are subject to plagiarism detection
processes and plagiarism penalties. Assignments submitted to Turnitin.com by the student or instructor will
become part of their database and will be used for plagiarism prevention and detection. Student papers,
however, will remain the intellectual property of the author.
O’Rourke Syllabus 10
WAIT TIME FOR LATE INSTRUCTORS
If, due to unforeseen emergencies, the instructor does not arrive at the scheduled start time for class, students
are to wait for fifteen minutes (unless otherwise notified by the division). If they do not receive
notification to wait for their instructor to arrive, after fifteen minutes the students may leave with no penalty
for absence or assigned work due for that class meeting.
AMERICANS WITH DISABILITIES ACT (ADA) STATEMENT
Fullerton College is committed to providing educational accommodations for students with disabilities upon
the timely request by the student to the instructor. Verification of the disability must also be provided. The
Disability Support Services office functions as a resource for students and faculty in the determination and
provision of educational accommodations.
EMERGENCY RESPONSE STATEMENT
Take note of the safety features in and around the classroom. Also, please study the posted evacuation routes.
The most direct route of egress may not be the safest. Running out of the building during earthquakes may be
dangerous. During strong earthquakes, it is recommended to duck, cover, and hold until the quaking stops.
Follow the guidance of your instructor. Your cooperation during emergencies can minimize the possibility of
injury to yourself and others.
FULLERTON COLLEGE CATALOG AND CLASS SCHEDULE
The Fullerton College Catalog and the Class Schedule contain a number of policies relating to students that
are important to you. Please be sure that you have read these publications thoroughly. You may purchase
copies of these publications at the campus bookstore, or you may read them online at the Fullerton College
website, www.fullcoll.edu.
PEER CONTACT INFORMATION
In case of absence, contact your peers to find out what you missed and borrow their notes before the start of
the next class. Do not contact me to ask what we did in class. You may also wish to set up homework and
study groups. Next to your contact information, indicate whether you prefer to be contacted by
phone, email, or text message.
Name
Email
Phone
Preferred
method of
contact
In order to help you and your peers, and me and my peers improve, I may use examples from your work in
class, for professional improvement, or for academic research. If you are not comfortable with your writing
samples being used in any of these ways, please let me know immediately.
O’Rourke Syllabus 11
NQA Coupon: 1 Late Essay
(This coupon entitles you to submit late one graded draft of a take-home essay. Please see the
instructor as soon as possible [before or right after the due date] to set a new due date.)
Student Name: _____________________________________________________________
Assignment Name: _________________________________________________________
Original Due Date: _____________________________________
Date Assignment was Submitted: ___________________________________
NQA Coupon: 1 Late “Other Assignment”
(This coupon entitles you to submit one “other assignment”—a reading, journal, or homework
assignment up to one week late.)
Student Name: _____________________________________________________________
Assignment Name: _________________________________________________________
Original Due Date: _____________________________________
Date Assignment was Submitted: ___________________________________
NQA Coupon: 1 Late “Other Assignment”
(This coupon entitles you to submit one “other assignment”—a reading, journal, or homework
assignment up to one week late.)
Student Name: _____________________________________________________________
Assignment Name: _________________________________________________________
Original Due Date: _____________________________________
Date Assignment was Submitted: ___________________________________