El Paso Community College
Instructor’s Course Requirements
Syllabus – Fall 2014
Riverside High School
Dual Credit English
I.
English 1301 – Expository English Composition
Course Number:
Instructor:
Telephone & Email:
Office Hours:
II.
13831
Carolyn Martinez-Ross
434-7108
cross1@yisd.net
Tuesday, Thursday, and Friday 4:00-4:30 – Room 617
Also by appointment, as necessary
Required Textbooks
Bullock, Richard and Maureen Daly Goggin. The Norton Field Guide to Writing with
Readings. Second Edition. New York: W. W. Norton & Company, 2010.
Hacker, Diane. A Writer’s Reference with Writing About Literature.
Seventh Edition. New York: McGraw-Hill, 2011.
Other Materials Needed
3-ring binder, minimum 1.5”
100 pages of loose-leaf notebook paper
Spiral notebook
Black or blue ink ballpoint pens
Flash drive (not required, but strongly recommended)
III.
Course Requirements
In order to pass English 1301/Expository English Composition, students must attend class
regularly, submit all homework assignments, score well on quizzes, and complete all
essays with a grade of “70” or better. Students must also pass English 1301 with a
minimum final grade of “70” to be eligible to progress to higher level English classes
and/or to use this class as a prerequisite for further study at the community college or
university level of academia.
The major assignments consist of a diagnostic essay, six major essays, multiple readings
with accompanying homework, tests, and regular unannounced quizzes. Each essay will
be approximately 700 to 1000 words. Final essays must be typed using spell check as
well as the structural and grammatical guidelines prescribed by The Norton Field Guide
to Writing and A Writer’s Reference. All essays are due on the date assigned. Students
are expected to keep an error log with each essay. There are no make-up opportunities
for missed quizzes. The student will receive a grade of “0” for missed quizzes.
There is no late make-up opportunity for a missed final exam.
Assignments will be graded as follows:
Diagnostic essay, six major essays, in-class final exam essay
Homework, quizzes, exams, discussions, miscellaneous work
IV.
70%
30%
Instructor’s Requirements
Students are expected to attend class without exception as their success in the course
often depends on consistent attendance and participation. There will be no make-up
opportunities for quizzes. Classes meet Monday through Friday for 48 minutes per day.
Students are expected to arrive for class on time, prepared to work on English 1301. If
you are frequently late, absent, or unprepared for class you are demonstrating a lack of
commitment to the course and may fail or be recommended for withdrawal.
All written assignments must be original work of the student. Downloading essays from
the Internet or copying essays from other students may result in a failing grade or
expulsion from this class. Please see III.4 on the EPCC Official Course Description.
V.
Make-up Work
Every student is expected to follow the syllabus regardless of absences. Work is due on
the day it is assigned. Absences, excused or unexcused per YISD policy, do not excuse
the student from the assignment. Students who are absent when an assignment is due
may submit it via e-mail or send a hard copy to the Riverside High School Business
Office no later than 4:30 pm on the due date.
Make-up Exams
Make-up exams are only allowed if you are participating in an official school-sponsored
activity for which you have received prior permission in the form of a signed UIL form
issued to me at least 1 week in advance of your anticipated absence. You will be
expected to take the exam on a pre-arranged day prior to the regularly scheduled day of
the test. Other exceptions may be made in case of emergency and will require
official verification such as a doctor’s note.
All students are expected to read and follow the syllabus.
VI.
Extra Credit
There are no extra credit opportunities.
VII.
Academic Dishonesty
Any form of cheating is unacceptable in this class and may result in a student’s failure of
the course. Plagiarism is stealing or borrowing work or sources from someone else and
accepting credit for it as if it were a student’s original creation.
Plagiarism most frequently occurs when a student is uncertain about how to go about
executing an assignment and is frustrated and/or stressed about that assignment. As this
is a writing-intensive course, I will become familiar with your writing style very early in
the semester and will immediately spot writing that is not your own. Please avoid a
situation where you might be tempted to plagiarize by taking advantage of my office
hours and/or contacting me via e-mail with questions about any assignment.
In brief:
¬ Students are expected to give credit and acknowledgement to any original
authors or work sources used in the creation of the students’ own original work.
¬ Students must produce their own work at all times.
VIII. Miscellaneous
Cell phones and electronic devices of any kind are to be turned off before the student
enters the classroom. A ringing phone distracts the instructor and other students and will
be confiscated per YISD policy. Students are expected to behave in a mature,
responsible, and respectful manner to the instructor and other students. Students are
further expected to be prepared for any and all unannounced quizzes and to complete the
homework assignments listed on the syllabus.
IX.
Students with Disabilities
See attached Official Course Description.
X.
Essay Format
All submitted essays for this class must follow the same format:
• White 8 ½ X 11 paper; black-colored text
• One inch margin on all sides of paper
• Times New Roman font, size 12
• Double spacing between each line of text
• Five space indentation to indicate a new paragraph
Essays not in compliance with the aforementioned format will affect the writer’s final
essay grade.
If you do not own a computer with word processing abilities at home, I recommend that
you check one out from the Riverside Library. I will be happy to sign permission slips
for the library for any Dual Credit 1301 student.
English 1301 Calendar/Fall 2014
SUBJECT TO CHANGE AT INSTRUCTOR’S DISCRETION
Note: all essays may be re-written and re-submitted for a higher grade throughout the
semester. However, only essays submitted on time and on the original due date will qualify
for re-submissions. Work may always be submitted in advance of the due date.
Week of 8/25
Discuss syllabus/class expectations
In-class Diagnostic Essay (due by end of period)
Discuss audience, purpose (exposition, persuasion, entertainment); length of essays
(700-1000 words)
Return Diagnostic Essay for analysis and discussion; discuss reading actively, annotation
Organizing ideas through webbing/outlines; stated or implied thesis
Week of 9/1
NO SCHOOL – LABOR DAY HOLIDAY
Essay patterns; parts of an essay; essay structure
Read/discuss purpose (pp. 3-4); audience (pp. 5-8); genre (pp. 9-11); stance (pp. 12-14)
Read/annotate/discuss “How I Learned About the Power of Writing” (pp. 24-26) and
Proficiency (pp. 26-27)
Review/discuss pp. 28-37 (guidelines/elements in writing a literacy narrative)
Week of 9/8
Read/annotate/discuss “Se Habla Español” (pp. 560-563)
Read/annotate/discuss “Mother Tongue” (pp. 564-570)
Review/discuss pp.261-271 (guidelines to beginning and ending essays)
Review/discuss pp.272-277 (guidelines to guiding your reader through your essays)
Choose topic for/begin working on rough draft of Literacy Narrative
Week of 9/15
Continue work on rough draft of Literacy Narrative
Editing practice and peer-review training; in-class peer editing/critiquing
Final draft of Literacy Narrative due; read/annotate/discuss “In the 24 World, Family
is the Main Casualty” (pp. 38-40)
NO SCHOOL SEPTEMBER 18-19 – CAMPUS PROFESSIONAL
DEVELOPMENT
Week of 9/22
Read/annotate/discuss “A Spirit Reborn” (pp. 41-43)
Read/annotate/discuss “Stay Sweet As You Are: An Analysis of Change and Continuity
in Advertising Aimed at Women” (pp. 43-49)
Review/discuss pp. 49-58 (guidelines/elements in writing a textual analysis)
Return Literacy Narrative; read/annotate/discuss “Lurid Numbers on Glossy Pages!” (pp.
604-608)
Week of 9/29
Read/annotate/discuss “Changing the Face of Poverty: Nonprofits and the Problem of
Representation” (pp. 622-632)
Using sources responsibly/plagiarism avoidance workshop
Choose topic for/begin working on rough draft of textual analysis essay
Continue work on rough draft of textual analysis essay; in-class peer editing/critiquing
Final draft of Textual Analysis Essay due
View/discuss “TED Talks: The Danger of a Single Story” (www.ted.com)
Week of 10/6
Read/annotate/discuss “Organ Sales Will Save Lives” (pp. 92-96);
Review/discuss pp. 97-110 (guidelines/elements in writing an argument)
Read/annotate/discuss “What’s the Matter with Kids Today?” (pp. 666-669)
Read/annotate/discuss “Just Be Nice” (pp. 671-675)
Parent/Teacher Conferences 10/7
Return Textual Analysis Essay; Choose topic for Argument Essay
Week of 10/13
Create thesis for/begin working on rough draft of Argument Essay
Continue work on rough draft of Argument Essay; in-class peer editing/critiquing
Final draft of Argument Essay due
Week of 10/24
Read/annotate/discuss pp. 111-115 (guidelines/elements in writing an abstract)
Read/annotate/discuss “Guys vs. Men” (pp. 903-909) and “Facebook in a
Crowd” (pp. 958-960)
Read/annotate/discuss “Is Google Making Us Stupid?” (pp. 961-972);
Return Literary Analysis Essay; choose topic for/begin working on rough draft of
Abstract
Week of 10/27
Continue work on rough draft of Abstract; in-class peer editing/critiquing
Final draft of Abstract due; read/annotate/discuss handouts: “The
Declaration of Independence” and “Declaration of Sentiments and Resolutions”
EARLY RELEASE OCT. 29 – CAMPUS PROFESSIONAL DEVELOPMENT
Week of 11/3
Read/annotate/discuss handout “Two Ways to Belong in America”
Read/annotate/discuss pp. 306-313 (guidelines/elements in writing a comparison/contrast
essay)
Return Abstract; choose topic for/begin working on rough draft of
Comparison/Contrast essay
Week of 11/10
NO SCHOOL NOV. 11 – VETERANS’ DAY
Continue work on rough draft of Comparison/Contrast Essay; in-class peer
editing/critiquing
Final draft of Comparison/Contrast Essay due
Read/annotate/discuss “Rural Idaho Town Seeks to Turn Film’s Cult Status into
Prosperity” (pp. 161-166)
Week of 11/17
Read/annotate/discuss pp. 167-170 (guidelines/elements in writing a profile essay)
Read/annotate/discuss “Georgia O’Keeffe” (pp. 853-858)
Read/annotate/discuss “Johnny Depp: Unlikely Superstar” (pp.860-867)
Return Comparison/Contrast Essay; choose subject for/begin introduction for Profile
Essay
Begin working on rough draft of Profile Essay (QEP Assignment)
Week of 11/17
Continue work on rough draft of Profile Essay; in-class peer editing/critiquing
EARLY RELEASE NOV. 19 – CAMPUS PROFESSIONAL DEVELOPMENT
Week of 11/ 24
NO SCHOOL – THANKSGIVING BREAK
Week of 12/1
Final draft of Profile Essay due
Return Profile Essay
Review for final exam
Week of 12/8
12/8
12/9
12/10
12/11
12/12
In-class Final Exam Essay, Day One
In-class Final Exam Essay, Day Two
Last day to submit any essay rewrites
In-class Final Exam Essays returned; final grades revealed
Class evaluation
Read the syllabus daily. Read ahead and annotate carefully. If you are absent, you are still
responsible for the work assigned on that day. Illness, school activities, or personal issues do not
excuse you from assignments, especially essays that are assigned ahead of time. Late work will
not be accepted. You are expected to bring your books, notebook, paper, pens, or other assigned
materials every day. Save your essays on a jump drive. You are expected to maintain a
notebook or binder containing all your essays, notes, error logs, etc. You are expected to attend
class every day prepared to participate in discussion of the material that you will have read and
annotated the night before. Your active participation will make a difference in your success in
this class. All students should participate in the discussions daily. Interactive discussion among
students aids the learning process and exposes you to new ideas that may be vital in your
academic career.