Welcome to English Composition I
Welcome to English 1301. Please make sure that you sign up ASAP for the class at:
http://connect.mcgraw-hill.com/class/j_daniels_85984
Instructor: Jason Daniels
Contact Information:
 Email: jason.daniels@hccs.edu
 elearning site: http://learning.hccs.edu/faculty/jason.daniels
 Office Hours: by appointment
Please contact me concerning any problems that you are experiencing in this course. Do not wait until you
have received a poor grade before asking for my assistance. As your instructor, I am here to help you.
Prerequisites:
A satisfactory assessment score, completion of English 0310 or (for non-native speakers) English 0349.
Minimum Writing Requirement:
Minimum of 5000 words during the semester.
Required Textbooks:
 The Bedford Reader 11th edition (BR)
 The New McGraw-Hill Handbook (MH)
 Suggested Text: College Level Dictionary
Course Description:
A course devoted to improving the student’s writing and critical reading. Writing essays for a
variety of purposes from personal to academic, including argumentation, critical analysis, and the
use of sources.
Course Goals:
In English 1301, we seek to provide writing instruction and practice that will help students master
writing the short essay while developing critical reading skills. We believe that in mastering this
particular kind of writing, students will also gain skills that will permit them to be successful at
writing tasks in other college courses, their careers, and in their personal lives.
Student Learning Outcomes:
1. Demonstrate knowledge of writing as process.
2. Apply basic principles of critical thinking in analyzing reading selections,
developing expository essays, and writing argumentative essays.
3. Analyze elements such as purpose, audience, tone, style, strategy in essays and/or
literature by professional writers.
4. Write essays in appropriate academic writing style using varied rhetorical strategies.
5. Synthesize concepts from and use references to assigned readings in their own academic
writing.
Learning Objectives:
1. Demonstrate writing as a connected and interactive process which includes planning,
shaping, drafting, revising, editing, and proofreading;
2. Demonstrate critical abilities when discussing texts in class and in writing assignments by
delving into the meanings and implications behind the issues, theses, or themes;
3. Analyze texts by professional writers and write critical essays breaking down
rhetorical elements into parts, examining the parts, and showing their effect;
4 Apply various methods of development and organization, and / or rhetorical appeals in
written assignments;
5. Demonstrate effective use and documentation of sources in support of student ideas in
informative and/or persuasive essays.
GRADE DETERMINATION
Your grade will be
determined by the following
McGraw Hill Connect
Details
Points
After completing the diagnostic, complete the personal learning
plan. 1 point is given for every 1% completed.
100
Reading Quizzes
Daily quizzes on assigned reading
100
Two Contrasting Descriptions
A short essay in which you use concrete language to paint
different emotional reflections of a place or thing.
50
Narrative Essay
First major paper (4-6 pages), A personal essay that uses
rhetorical techniques to express a unique point of view
100
Summary
A short, concise, fair summary of an essay
Midterm
An in-class essay. You MUST get at least a C to pass this class
Peer Review
Helpful, knowledgeable feedback on peer essays
Strong Response Essay
An informed, reasoned, passionate response to a controversial
essay.
150
Synthesis Essay
A long form, research based essay that uses at least two major
sources to create an original essay.
250
50
100
100
(50each)
Total:
1,000pts
Attendance: In accordance with HCCS policy, students with more than 6 hours of absences (3classes) may be
dropped for excessive absences, and a daily record of attendance will be maintained throughout the
semester. Remember: it is your responsibility to keep updated on course information if you miss class,
so please make arrangements to contact other students on such occasions, should they occur. If you
demonstrate a pattern of tardiness, and/or you are more than 30 minutes late for class, you will be marked as
absent for the day.
Late Paper/Missed Assignment Policy: All late minor papers immediately receive a zero. All late major
papers are docked a letter grade (10%) each day they are late. Two seconds late is still late. All papers must be
turned in, whether or not they receive a grade, for you to pass the class.
Phone Policy: If I see you looking at your cell phone for any reason, you will be marked as absent for the day.
Laptop/Tablet Policy: Laptops and tablets are allowed, but ONLY for the purpose of contributing to
class/taking notes. If I notice you doing anything other than this (ie: facebook, websites, etc.), you will
automatically be marked as absent for the day.
Academic Integrity Policy: Plagiarism (using another's ideas or words without giving credit), Collusion
(unauthorized collaboration with another person in preparing written work offered for credit), and other forms
of cheating will not be tolerated. To be accepted, all papers require proof of their development. Students who
plagiarize, collude, or cheat may face disciplinary action including the grade of 0 for the assignment, an F for
the course, and/or dismissal from the college. For more on plagiarism, see "Plagiarism" in The New McGrawHill Handbook
Professionalism: You are expected to behave in a professional, responsible manner. This means coming to class
on time, being prepared, maintaining civil conversations, etc. Repeated failure to adhere to this will adversely
affect your grade. Essays due on Eagle online MUST be turned in through eagle online.
CORE Curriculum Competencies:
This course stresses the HCC CORE Competencies of reading, writing, speaking, listening, critical thinking, and
computer literacy.
HCC Grading Scale:
A = 100 – 90
B = 89 – 80
C = 79 – 70
D = 69 – 60
F = 59 and below
HCC Policy Statements:
 EGLS3: -- Evaluation for Greater Learning Student Survey System
At Houston Community College, professors believe that thoughtful student feedback is necessary to improve
teaching and learning. During a designated time, you will be asked to answer a short online survey of researchbased questions related to instruction. The anonymous results of the survey will be made available to your
professors and division chairs for continual improvement of instruction. Look for the survey as part of the
Houston Community College Student System online near the end of the term.
This year, HCC with the help of the Faculty Senate is implementing the online EGLS3 -- Evaluation for Greater
Learning Student Survey System to replace the paper SEOI, Student Evaluation of Instruction. More messages
will come throughout this semester.

Discipline: As your instructor and as a student in this class, our shared responsibility is to develop and maintain
a positive learning environment for everyone. I take this responsibility seriously and will inform members of the
class if their behavior makes it difficult for me to carry out this task. As a fellow learner, you are asked to
respect the learning needs of your classmates and to assist me achieve this critical goal. (See Student Handbook)

Special Needs: Any student with a documented disability (e.g. physical, learning, psychiatric, vision, hearing,
etc.) who needs to arrange reasonable accommodations must contact the Disability Services Office at the
respective college at the beginning of each semester. Faculty is authorized to provide only the accommodations
requested by the Disability Support Services Office. For questions, please contact Donna Price at 713.718.5165
or the Disability Counselor at your college. To visit the ADA Web site, please visit www.hccs.edu then click
Future students, scroll down the page and click on the words Disability Information.
Northwest ADA Counselor – Mahnaz Kolaini – 713.718.5422
Tentative Course Schedule: It is entirely possible that changes will be made to this course throughout
the semester. If so, you will be notified in class and the syllabus will be adjusted accordingly on the
learning page.
Week
Number
Activities
and Assignment
Objectives
and Details
1
2/10
2/12
BR: 153-170
First day of class!
Intro Two Contrasting Essay
2/17
2/19
MH: 227-231; BR: 97-109; Two Contrasting Due
Intro Narrative Essay
2/24
2/26
MH: 76-109; BR: 110-126, 170-184
Work on and revise essays!
3/3
MH: 138-139 BR 9-17, 203-210; Narrative Essay Due
3/5
MH: 126-142; BR: 17-31, 61-73; Summary Due
2
3
4
3/10 – 3/16 Spring Break
5
3/17
BR: 547-563, 233-260
3/19
BR: 399-407, 455-465, 507-516; MH: 60-76; SR Rough
DUE
3/24
3/26
Peer review
BR: 300-319, 408-427
Intro Summary
Intro Strong Response
NO CLASSES
6
7
3/31
4/2
BR: 466-478, 570-579
BR: 86-93; MH: 343-349; SR Final DUE
8
4/7
4/9
Eagle: Letter From Birmingham Jail
BR: 618-633 MIDTERM
4/14
BR: 663-673, 696-709
4/17
Eagle: Graeber “On the Phenomenon of Bullshit Jobs”
4/21
Synthesis Rough DUE
4/23
Peer Review
4/28
Eagle: Smith “Rereading Barthes and Nabokov”
4/30
TBA
5/5
Synthesis FINAL DUE
9
10 10
11 11
Intro Synthesis (urbanized)