[Everything in brackets is a note for you; please follow the instructions in the note and then
delete it.]
Fall 2015
English Composition I with Workshop, ENGL 070-[Section Number] and ENGL 111[Section Number]
[Days, Times, and Room Locations]
Instructor Name:
Office Location:
Mailbox Location:
Email Address:
Catalog Description for English Composition I:
Prerequisites: Grade of A in ENGL 050 or ENGL 060, grade of B in ENGL 050 or ENGL 060
with corequisite of ENGL 070, or appropriate score on placement test. English Composition I is
the first in a two-course composition sequence. The central purposes of English Composition I
are to develop critical reading and thinking skills and to write thesis-driven, text-based essays.
The course takes a process-oriented approach to writing that incorporates prewriting, drafting,
reviewing, and revising. Students in English Composition I learn basic research skills and apply
them to at least one text-based research essay.
Catalog Description for English Composition I Workshop:
Prerequisite: Grade of B in ENGL 050 or ENGL 060, or appropriate score on placement test;
Corequisite: Each section of this course is linked to a single section of English 111. English
Composition I Workshop is linked to English Composition I and is designed to enhance that
course for students who need support in reading/writing. It takes place in a word processing lab
where students are coached in structured ways to use the computer as a tool to improve reading
and writing skills with an emphasis on process. The combined English Composition I and
English Composition I Workshop sections allow students to work on English Composition I
reading and writing assignments in a way that is paced, encourages full comprehension of the
reading, and provides guidance during revision.
Required Texts:
Graff, Gerald, Cathy Birkenstein, and Russel Durst, eds. They Say I Say with Readings. 3rd. ed.
New York: Norton, 2015. Print.
[You should use the one text listed above or the two texts listed below. Please delete whichever
one(s) you’re not using.]
Comley, Nancy, R., et al., eds. Fields of Reading. 10th ed. New York: Bedford, 2013. Print.
Graff, Gerald and Cathy Birkenstein. They Say I Say: The Moves that Matter in Academic
Writing. 3rd ed. New York: Norton, 2014. Print.
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Note about Required Books:
[Consider including the following statement about books:]
If you buy or rent your books from the college bookstore, make sure you are aware of the refund,
buyback, and rental policy. Your English instructor will likely encourage if not require you to
annotate, underline, and/or highlight your text. You are still able to do all of these activities, even
if you rent the book or want to sell it through buyback. The store’s policy states that “Writing,
highlighting and underlining are acceptable” when it comes to buyback and rented books. You
should check with the bookstore for more information, including problems that do impact the
book’s value.
Other Learning Materials:
[Create a list of any other materials that you require or recommend. Below is an example.]
 Multiple ways to back up your work on a computer because computer problems are not an
appropriate excuse for handing a paper in late.
 A notebook (any kind) for class notes.
 Several folders so you can organize handouts from class as well as your writing
Course Learning Outcomes:
[Please include the following items as they’re listed here.]
Writing:
Students will be able to:
1. write clearly, grammatically and fluently with focus and continuity in standard American
English in out-of-class and in-class writings. (Goal 1)
2. exhibit the ability to organize information in order to develop and support a main idea in
both in-class and out-of-class papers. (Goal 1, 2, and 3)
Reading:
Students will be able to:
3. carry out a range of both basic and advanced strategies for effective reading of different
kinds of English Composition I texts, including comprehension, analysis, synthesis, and
evaluation. (Goal 2, 3, and 5)
4. identify thematic connections among and between various texts. (Goal 2, 3, and 5)
5. explicate readings carefully in both written work and during class discussion and/or
group work. (Goal 2, 3, and 5)
Information Literacy:
Students will be able to:
6. access, evaluate, and use information effectively and ethically at an introductory level.
(Goal 4)
7. compose and revise essays using responsible documentation and research. (Goal 4)
Grading Policy:
[The following list is from the course outline. Revise #2, #3, and #6 to suit your specific class,
but make sure you work within the options listed and clarify the relative weight of each item.
Keep the other items as they’re listed.]
English Composition I requires:
1. 25 pages of text-based, graded writing
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2.
3.
4.
5.
6.
4-5 out-of-class essays of 4-8 pages
A minimum of 3 in-class timed essays (including the final in-class essay)
At least one out-of-class essay involving text-based research
A common departmental final in-class essay synthesizing 2 or more texts
Requirement that at least 80% of the student’s final grade be derived from graded essays,
with the following ranges: 45-55% of the final grade should be out-of-class essays, 2535% should be in-class timed essays, and 10-20% should be class participation and
preparation.
7. Class preparation and participation
Attendance Policy:
[Please include the following statement:]
Students are expected to attend all classes, laboratories, and clinical sessions for every course in
which they are enrolled. To accommodate students’ reasonable personal situations that might
prevent them from attending classes, each student is entitled to absences amounting to the
equivalent of one week’s class time in a semester. Any absence in excess of this standard can
prevent students from achieving the course learning outcomes as evaluated by the instructor.
Attendance means more than just being present in class. It means that you are prepared and
participate in each class. Being prepared includes completing all homework that is assigned
(including reading), taking part in class activities (such as discussion, group work, peer review),
having your essay drafts (rough and final) on the day they are due, and maintaining a positive
learning environment (being on time for class, using technology appropriately).
Successful students attend class consistently. Missing two weeks’ worth of class means that
you’re missing critical class time spent on strategies that will help you develop your critical
reading, writing, and thinking skills. If you miss that many classes, either consecutive or not, or
if you are consistently late to class, you will not be able to pass the class. Exceptions will only
be made under extraordinary circumstances. If you are struggling, please talk to your professor
and take advantage of the resources the college offers, including the Academic Support Center
and Advising & Counseling.
Students have the option to withdraw themselves from courses until Friday, November 13.
Instructors cannot withdraw students, so students need to take that responsibility themselves.
Make-up Policy:
[Clarify your policy regarding missed in-class essays and late out-of-class essays. Explain any
grade penalty for late out-of-class essays. Consider the following statement:]
Make-up in-class essays will only be given if you have a documented emergency. If you are
absent when an assignment is due, drop it off or email it to me on the day it is due so that it is not
counted late. Exceptions will be made in the case of an emergency.
College Classroom Etiquette:
[Consider using the following statement:]
As stated in the Student handbook, the College has a Code of Student Conduct. It states: “Faculty
members have the authority to take actions which may be necessary to maintain order and proper
conduct in the classroom. Students whose behavior disrupts the class will be subject to removal
and may be charged with a violation of the Code of Student Conduct. Code of Conduct charges
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will be investigated by the Assistant Dean of Student Services. If the student behavior presents a
concern for immediate safety of the student or members of the community, the student may be
suspended until a hearing is held.”
Plagiarism Policy:
[Consider using the following statement:]
The Student Handbook states the following:
Raritan Valley Community College requires independent, honest work on the part of its
students, and students are expected to conduct themselves with scholarly integrity. Each
confirmed incident of academic dishonesty, cheating or plagiarism must be reported by
the faculty member, in writing, to the Dean of Academic Affairs.
Examples of plagiarism include, but are not limited to:
1) Copying answers from a textbook to submit for a grade.
2) Quoting text or other works without citation when requested by the faculty member to
present one’s own work.
3) Submitting a paper or essay obtained from a term paper service or taken from the
Internet.
4) Submitting a paper or report written by another student, a spouse, or a colleague as
one’s own.
5) Submitting another student’s project, essay, research paper, or computer program as
one’s own.
6) Submitting a paper wholly or in substantial part using the exact phrasing of source
material.
7) Submitting a paper closely paraphrased from source material, where the original
source material is simply edited with perhaps minor word changes occurring.
8) Submitting a paper closely paraphrased from source material, splicing together
sentences from scattered segments of the original.
RVCC email:
[Consider using the following statement:]
Every student automatically receives an RVCC email account. You are responsible for checking
this account regularly; otherwise, you will miss crucial college information. If I need to reach
you, I will email you at your RVCC account, so it’s important that you check it at least several
times a week. Don’t forget that passwords need to be updated periodically.
Essay Requirements:
[Create a statement that includes some basic information about the rough draft and final draft
writing process and requirements. If you allow students to revise graded out-of-class essays,
explain that policy here. Below is an example.]
Essays should follow the assignment guidelines. All out-of-class essays (including rough drafts)
should be word-processed. Due dates for rough and final drafts are listed on the assignments.
Academic Support Center:
The Academic Support Center offers free drop-in tutoring and supports services for most
disciplines offered by RVCC. The hours are: Monday-Thursday 9:00 a.m. - 8:00 p.m.; Friday
9:00.a.m. - 3:00 p.m.; Saturday 10:00 a.m. - 2:00 p.m. The Academic Support Center is located
on the Lower Level of Somerset, room S020, and their extension number is 8393. You can find
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more information about them in your RVCC Student Handbook and on their website at
http://www.raritanval.edu/academicsupport
Reasonable Accommodation:
Students with disabilities who require accommodations (academic adjustments and/or auxiliary
aids or services) for this course MUST provide documentation of accommodations from the
RVCC Office of Disability Services, C143. No accommodations will be made without this
documentation.
Class preparation and participation:
[Create a statement that includes some basic information about how students should prepare for
class. Below is an example. The statement about the number of hours spent outside of class is
required by the college. Be sure to include it on your syllabus.]
Come to every class prepared. Preparation involves doing and bringing the assigned reading and
writing assignments; be ready to discuss and write about the assigned readings in class. Class
participation involves paying attention in class, contributing to the discussion, and listening to
your peers. It can also involve free writing exercises, group work, and pop quizzes. Use of
technology unrelated to the course (cell phones, laptops, etc.) can negatively impact your
participation grade. Come to class ready to share your ideas, and don’t be afraid to ask questions.
In addition to the 6 hours spent in the classroom and computer lab, you should anticipate that
success in English Composition I with Workshop will require at least another 6 hours of work
outside of class every week.
Course Schedule:
[At minimum, create a week by week schedule of reading assignments and essay
assignment due dates (for both in-class and out-of-class essays) so students have a general idea
of what to expect. If you prefer, you can create a daily calendar schedule. The one below is an
example of a weekly schedule specific to Fall 2015. It does not specify any readings, aside from
the “how to” chapters from They Say I Say. Instructors are free to assign readings as they see fit,
provided they come from either Fields of Reading or They Say I Say with Readings.
Also, the example below assigns four in-class essays, even though only two are required;
this is not including the final in-class essay. In this model, you can then drop the student’s two
lowest of the four in-class essay grades, not including the final in-class essay. Also, this sample
assigns a total of four out-of-class essays, although you may assign a fifth one if you wish.
Before or at the beginning of the semester, you should arrange for a Library Instruction
session to be held at the library with a librarian. The library’s website has a form for you to fill
out to schedule it. (On the library's homepage, click Faculty/Staff. Under Course Tools, select
"Request Information Literacy Instruction.") This session needs to be in advance of your out-ofclass essay assignment that requires research, which will likely be your Out-of-Class Essay 4.
9/2-9/4
Introduce course; distribute syllabus; diagnostic in-class writing; [specify
assigned readings]; TSIS Introduction and Chapter 1
9/7-9/11
[specify assigned readings]; prepare for In-Class Essay 1; TSIS Chapter 2
and 3. No classes on Monday 9/7 (Labor Day).
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9/14-9/18
In-Class Essay 1; assign Out-of-Class Essay 1; [specify assigned
readings]; TSIS Chapter 4
9/21-9/25
Prepare for Out-of-Class Essay 1; TSIS Chapter 5; 1st draft Out-ofClass Essay 1 due for Peer Response/Instructor Response
9/28-10/2
Final draft of Out-of-Class Essay 1 Due; [specify assigned readings];
prepare for In-Class Essay 2; TSIS Chapter 6
10/5-10/9
In-Class Essay 2; assign Out-of-Class Essay 2; [specify assigned
readings]; prepare for Out-of-Class Essay 2; TSIS Chapter 7
10/12-10/16
[specify assigned readings]; 1st draft Out-of-Class Essay 2 due for Peer
Response/Instructor Response
10/19-10/23
Out-of-Class Essay 2 Due; [specify assigned readings]; prepare for InClass Essay 3; TSIS Chapter 8
10/26-10/30
In-Class Essay 3; assign Out-of-Class Essay 3; prepare for Out-of-Class
Essay 3; [specify assigned readings]; TSIS Chapter 9 and 10
11/2-11/6
1st draft Out-of-Class Essay 3 due for Peer Response/Instructor
Response
11/9-11/13
Out-of-Class Essay 3 Due; [specify assigned readings]; assign Out-ofClass Essay 4; prepare for Out-of-Class Essay 4
11/16-11/20
[specify assigned readings]; prepare for Out-of-Class Essay 4
11/23-11/27
Work on Out-of-Class Essay 4
Thanksgiving Break—no classes 11/25-11/29
11/30-12/4
1st draft Out-of-Class Essay 4 due for Peer Response/Instructor
Response; assign readings for Final In-Class Essay
12/7-12/14
[Last day of
classes is
Monday
12/14]
Out-of-Class Essay 4 due; Final In-Class Essay
Note: There is no final during final exam week. The final is given on the last day of class for
English Composition I or the last day of lab for English Composition I with Workshop.
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