NORTHWEST INDIAN COLLEGE: ENGLISH: 101-A, WINTER 2015
Class Time: Mon.-Thurs. 8:40-9:50 AM
Location: SAC-2
Instructor: Rebecca Saxton
Office: FAC-208
Email: rsaxton@nwic.edu
NWIC Phone: 360-392-4330
Office Hours: Mon-Thurs – 3:30-5pm; Fri – 8:30-11 AM and 2-5:30 PM
Tutoring Center: M/W – Noon-1:45 PM; T/R – 10-11:45 AM
NWIC MISSION STATEMENT
Through education, Northwest Indian College promotes indigenous self-determination and
knowledge.
COURSE DESCRIPTION
Introduces and develops evidence-based, college-level writing skills. Designed to improve
critical thinking, reading, and writing proficiencies through the use of strategies for turning
personal experience, observations, and analyses into evidence appropriate for academic writing.
Emphasizes composition of short, focused, concretely-developed academic papers. Prerequisite:
C or better in ENGL 100 or placement test. 5 credits
COURSE PHILOSOPHY
The composition curriculum covers the following areas of inquiry: the meaning of indigenous
intellectualism, the purpose of language as critical communication, the study of American Indian
rhetoric and argumentation strategies, and a study of issues that arise in tribal community
discourse. In centering the course on Native American voices and authorship and by privileging
the educational needs and concerns of Native American students directly, the course seeks to
affirm Native American college writers’ home and university knowledge as integral components
to their development as Native writers and rhetoricians.
NWIC INSTITUTIONAL OUTCOMES:
Native Leadership - to acquire a quality education:
 effectively communicate in diverse situations, from receiving to expressing information,
both verbally and non-verbally
 use analytical and critical thinking skills to draw and interpret conclusions from multiple
perspectives including Indigenous theory and methods
COURSE OUTCOMES:




Demonstrate writing skills that utilize standard English mechanics and grammar in
creating texts.
Demonstrate academic research skills.
Show evidence of critical reading, thinking, and writing through the application of social
discourse concepts and persuasive writing.
Organize ideas in an academic style.
English 101A (updated 1/19/2015)
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REQUIRED TEXT AND MATERIALS:
 Readings listed in Course Schedule will be provided by instructor.
 Email account and computer access. Data storage device (thumb drive, etc.) and/or
Google Docs account.
 Lummi (or local) library card. Student ID.
 Composition Book, pen, and highlighter for in-class assignments
 2” three-ring binder for storing handouts.
 Three-prong paper report folders for portfolios (2)
 It Is Strongly recommended that you have easy access to a dictionary and a thesaurus.
COURSE SCHEDULE (students will be notified in class if schedule changes – see Instructor
Discretion section below for details):
Unit 1
Week 1
Week 2
Week 3
Week 4
Unit 2
Week 5
Week 6
Week 7
Unit 3
Week 8
Week 9
Week
10
Week
11
Week
12
Language and Critical Communication
1/7 & 1/8 Leslie Marmon Silko, “Language
and Literature from a Pueblo
Indian Perspective
Leslie Marmon Silko reading
1/12-16
continues
N. Scott Momaday, “Man Made
1/20-23
of Words”
1/26-1/30 Academic Conversation/MLA
Style
Tribal Community and Social Discourse
Wilma Mankiller, “Rebuilding
2/2-6
the Cherokee Nation”
2-3 page (500-750 words) MLA
narrative essay
2-3 page (500-750 words) MLA
descriptive essay due:
3-4 page (750-1000 words) MLA
compare/contrast essay due:
Due:
1/20
1/26
2/2
Midterm portfolio AND
2-3 page (500-750 words) MLA
2/9
rhetorical analysis due:
LaDonna Harris, A Comanche
2/9-2/13
2-3 page (500-750 words) MLA
Life (excerpts)
rhetorical analysis due:
2/17
2/17-2/20 Academic Conversation/MLA
3-4 page (750-1000 words) MLA
Style
compare/contrast essay due:
2/23
Warrior Thinking, Warrior Writing / Social Discourse and Indigenous
Scholarship
2/23-2/27 Vine Deloria Jr. Chapter 1 Custer 2-3 page (500-750 words) APA
Died for Your Sins
persuasive essay
3/2
Ata Brett Stephenson, “Kaua E
3/2-3/6
2-3 page (500-750 words) APA
Mangere – Do Not Be Idle”
exploratory #1 essay due:
3/9
Social Discourse / APA Structure
Social Discourse / APA Structure 2-3 page (500-750 words) APA
3/9-3/13
exploratory #2 essay due:
3/16
Forming and Drafting final social 6-page rough draft and
3/16-20
discourse essay/ APA Structure.
Final Portfolio due:
3/19
Revising final social discourse
3/23-25
6-8 page (1500-2000 words
DUE
essay
w/references) FINAL
5pm
RESEARCH PAPER
3/25
English 101A (updated 1/19/2015)
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INSTRUCTOR DISCRETION:
As the instructor of this course I reserve the right to make alterations to the tentative schedule
outlined in this syllabus. If at any time I find it to be relevant or pertinent to the course or the student,
I may substitute reading assignments or writing assignments as I deem necessary in order to create a
more effective learning environment or learning opportunity for the student. If such a change is made,
it will be done in a timely manner so as not to impede the learning process.
DAILY PARTICIPATION:
Students are expected to demonstrate participation in class by:
 Daily attendance.
 Reading out-loud in class.
 Summarizing previous class discussions verbally.
 Composing and submitting Revising review sheets, vocabulary logs, and annotations.
o Revising review sheets are due on Wednesdays
o Annotations and Vocabulary logs are due on Thursdays
 Completing short daily writing assignments as assigned.
 Complete a Course Evaluation at the end of the quarter.
Students are also encouraged to participate in class discussions about readings and how they apply to
current events.
SHORT ACADEMIC ESSAYS (2-3 pages or 500-750 words each essay):
Short essays will be written in direct response to the assigned readings. As students it will be your job
to ascertain what topic(s) the authors of the weekly readings are attempting to convey within their
work and then address those topic(s). For example if the author is discussing ‘the boarding school
experience’ for Native people, within their writing and how that may have impacted them as a Native
person, then it will be your job, as the student, to address ‘the boarding school experience,’ within
your own writing. In other words, the author’s topic(s) becomes your topic. Carefully read the
Writer’s Guidelines provided by your instructor for each assigned paper to be sure you complete each
requirement.
UNIT ESSAYS (3-4 page or 750-1000 words each essay):
Unit essays are an opportunity for the student to demonstrate, in writing, the connections that can be
drawn between the ideas/topics present in the weekly reading assignments. Essays will be structured
according to the prescribed style and should include references when material is quoted. Students
should assume the reader is familiar with the terms and concepts used in the essay and will be
drawing from the texts to show how those terms and concepts are applied. Essays will compare and
contrast class texts and author viewpoints. Carefully read the Writer’s Guidelines provided by your
instructor for each assigned paper to be sure you complete each requirement.
SOCIAL DISCOURSE AND INDIGENOUS SCHOLARSHIP ESSAY (6-8 pages or 1500-2000
words, APA style):
The final course essay is an opportunity for the student to demonstrate, in writing, the connections
that can be drawn from the ideas/topics present in course texts. The essay will be structured according
to APA style and should include references when material is quoted. Students should assume the
reader is familiar with the terms and concepts used in the essay and will be drawing from the texts to
show how those terms and concepts are applied. Essay will reflect on the class texts and author
viewpoints in relation to the writer’s personal experience and central question. Carefully read the
Writer’s Guidelines provided by your instructor for each assigned paper to be sure you complete each
requirement.
English 101A (updated 1/19/2015)
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PORTFOLIO:
Keep all your writing (assigned essays, annotations/vocabulary logs, revision review sheets, and daily
writing) in a portfolio (three-prong folder) for submission at midterms and the end of the quarter. You
may revise any essay submitted during the quarter for a higher grade by including the original and
revision in your final portfolio IF you turned in the original on time. Extra credit to make-up absences
will need to be turned in with the portfolio also.
Midterm portfolio: due 2/16. Final portfolio: due 3/19.
GRADING:
 All essays will be graded as follows:
 50% - Text – How well did the essay follow the writer’s guidelines provided?
 25% - GPS – How well did the essay use standard English Grammar, Punctuation, and Spelling?
 25% - Style – How well did the essay follow the assigned style (MLA or APA)?
 All essays must be turned in on time to receive full credit. ‘On time’ essays qualify for revision to
a higher grade if original and revision are included in portfolio. Late work is penalized at the rate of
10% per week. Beyond four weeks late, student must arrange extra credit with instructor to receive a
passing grade. If you experience any setback in your work, please contact instructor as soon as
possible to formulate a plan for making up work. The absolute final deadline for turning in late
work and extra credit to me is March 19, 2015, at/by 5:00PM. NO EXCEPTIONS!!!
 Rubric:
Criteria
Accomplished
Developing
Beginning
Text – How well did
the essay follow the
writer’s guidelines
provided?
Answers all
questions/prompts
provided in guidelines
with examples from
text and correct usage
of vocabulary
words/concepts
discussed in class. Text
is clear, concise, and
logically organized.
Answers 80-90%
questions/prompts
provided in guidelines
with examples from
text and correct usage
of vocabulary
words/concepts
discussed in class. Text
is clear and logically
organized.
Answers 70-80%
questions/prompts
provided in guidelines
with examples from
text and correct usage
of vocabulary
words/concepts
discussed in class. Text
is clear and readable.
GPS – How well did
the essay use English
Grammar,
Punctuation, and
Spelling?
Completes 90%
grammar, spelling,
and punctuation
requirements outlined
in assignment.
Sentences are
complete, contain one
thought, and logically
link in paragraphs.
Completes 80-90%
grammar, spelling,
and punctuation
requirements outlined
in assignment.
Sentences are
complete, contain one
thought, and logically
link in paragraphs.
Completes 70-80%
grammar, spelling,
and punctuation
requirements outlined
in assignment.
Sentences are
complete, contain one
thought, and logically
link in paragraphs.
Style – How well did
the essay follow the
assigned style (MLA or
APA)
Shows no more than
20% errors in citation
and formatting
conventions.
Shows 20-30% errors
in citation and
formatting
conventions.
Shows no more than
50% errors in citation
and formatting
conventions.
English 101A (updated 1/19/2015)
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Final Grade will be calculated and assigned a letter grade as follows
 Daily Participation (attendance, daily writing, and class discussion), editing practice, and
annotations will comprise 25% of your overall grade.
 Weekly Essays (average percentage) will comprise 50%of your overall grade.
 The Final Social Discourse Essay will comprise 25%of your overall grade.
F ------- Participation and writing assignments missing/incomplete.
D ------- Participation and writing assignments poorly/inconsistently completed.
C ------- At least 70% of Daily Participation AND all weekly essays and final essay completed
with grade of 70% or better.
B ------- At least 80% of Daily Participation AND all weekly essays and final essay completed
with grade of 80% or better.
A ------- At least 90% of Daily Participation AND all weekly essays and final essay competed
with a grade of 90% or better.
ACADEMIC ACCOMODATION: An academic accommodation is an alteration in the usual way in
which students perform academic tasks. Parts of a task may be changed through an accommodation if the
changes do not remove an essential course or program requirement. Please speak to your instructor
and/or advisor.
COURSE POLICIES:
 Courtesy: Students are expected to conduct themselves in accordance with all NWIC policies
regarding student conduct. This classroom will follow a protocol of respect especially during
lively debates on subject matter.
 Keep your instructor informed of any circumstance that may prevent you from attending
class or completing assignments in a timely manner. An absence will only be considered an
excused absence when proper documentation is provided to the instructor, i.e. a doctor’s note
excusing you from having missed class. Do not let missing class become a habit. It is much easier
to stay caught up with your assignments than it is to get caught up with your assignments.
 Maximum attendance is critical. Students who have more than 5 unexcused absences will not
pass the course automatically. There will be a wealth of material and information presented and /
or discussed in class. In order to ensure your success and subsequently the success of your fellow
students in English 101, it is of the utmost importance that you attend every class session and be
continually aware of the fact that attendance comprises a large portion of your final, overall
grade.
 Out of respect for your fellow students and your instructor, be on time for every scheduled class
meeting. When you show up late for class it disrupts your fellow students and your instructor.
Don’t let being late for class to become a habit. BE ON TIME!
 Students are prohibited from using cell-phones in any manner, while class is in session, including
texting. If you have a family emergency that needs monitoring, please inform the instructor at the
beginning of class.
 Students are prohibited from smoking or using eCigarettes in class or within 20 feet of any
entrance.
 Academic Honesty: All writings and activities that are turned in for credit are to be your own
work written in your own words. Copying the work of others without attribution/citation is
plagiarism. Assignments that are identical or nearly identical to other’s work will be returned
with no grade given. Outright plagiarism will earn a zero for the assignment and a make-up
assignment would be required to pass the course.
English 101A (updated 1/19/2015)
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ENGL 101 WINTER 2015 CALENDAR
Important Academic, Financial, Student Activities, and Class Specific Dates To Know
(subject to change)
Mon – Paper Due
Wed – Revising Sheet Due
Tues
Fri –
Thu - Annotation Due
Wk #1
JAN
5
6
7 – First Day of Class
8
9
Late Reg Ends
Wk #2
JAN
12
13
14 – Lesson 1&2 Due
15 – Silko
Annotation/Vocab Due
3
Last Blue Slip
Reg
Wk #3
JAN
19
20 – Silko Narrative
Essay Due by 5pm
21 – Lesson 3&4 Due
NO
CLASS
FDD
22 – Momaday
Annotation/Vocab Due
Last day for S/U grading, to
drop with no “W”, to receive
full refund.
29 – Library Tour No
annotation/vocab due
23
Wk #4
JAN
26 – Momaday
Descriptive Essay Due by
5pm
27
28 – Lesson 5&6 Due
Wk #5
FEB
2 – Momaday/Silko
Compare/Contrast Essay
Due by 5pm
3
4 – Lesson 7&8 Due
5 – Mankiller
Annotation/Vocab Due
Wk #6
FEB
9 – Mankiller Rhetorical
Analysis Essay Due by
5pm AND
Midterm Portfolio Due by
5pm
10
11 – Lesson 9&10 Due
12 – Harris
Annotation/Vocab Due
Wk #7
FEB
16
NO
CLASS
18 – Lesson 11&12 Due
19
20
Last Day to
Withdraw (W
grade)
Wk #8
FEB
23 – Mankiller/Harris
Compare/Contrast Essay
Due by 5pm
24
25 – Lesson 13&14 Due
26 – Deloria
Annotation/Vocab Due
27
Wk #9
MAR
3 - Deloria Persuasive
Essay Due by 5pm
4
5 – Lesson 15, 16 & 17 Due
6 – Stephenson
Annotation/Vocab Due
7
Wk #10
MAR
9 - Social Discourse
Exploratory Essay #1 Due
10
11 - Lesson 18 & 19 Due
12
13
Wk #11
MAR
16 – Social Discourse
Exploratory Essay #2 Due
17
18
19 - Final Portfolio Due
By 5PM
Course Evaluations Due
20
Wk #12
MAR
23 - Social Discourse
Rough Draft Essay Due
24
25 - Social Discourse Final
Essay Due by 5pm
26
12
Quarter Ends
17 – Harris Rhetorical
Analysis Essay
30
6
MidTerm
Grading thru
2/15
13
Peer-Review Workshops
English 101A (updated 1/19/2015)
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