Engl 1301 – Summer 2013 M-F 8:00-10:00 3 Credit Hours / 48 hours per semester 5 Weeks: 07/08/2013 – 08/11/2013 Lecture / Core Curriculum Instructor: Ms. K.S. Thomas, M.A. Contact Information: Phone: N/A Email: kisha.thomas@hccs.edu Office: N/A Office Hours: Available by appointment only Course Description: This course is designed to prepare students for college-level composition through an intensive review of paragraph development, organizational patterns, and essay structure. Students are introduced to a variety of rhetorical strategies for the informal and formal essay. Students will analyze model essays, learn principles and patterns of construction for each model, write five paragraph essays in multiple drafts, and consider the language for a specific audience and purpose. Students will also review and eliminate typical errors in sentence structure that weakens the fluency of an essay. Prerequisites: A satisfactory assessment score, completion of English 0310, or (for non-native speakers) English 0349. Rationale: By studying the development of the five-paragraph essay and the four modes of discourse, students can begin to examine the role of writing, to see relationships between and among ideas, and to clarify concepts and patterns all writers use. By actually composing their own essays, students can practice self-expression, demonstrate critical reading skills, and produce clear, concise, expository writing in college level courses across the curriculum. General Course Goals: 1. The student should be able to develop college-level essays. 2. The student should be able to develop the ability to express ideas clearly, concisely, and logically. 3. The student should be able to use the various patterns of development. 4. The student should be able to write an essay using the writing process. 5. The student should be able to increase vocabulary skills. 6. The student should be able to read critically and independently. 7. The student should be able to use Standard English correctly. 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 an introduction to 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 Assignments: Personal Narrative or Memoir: One 750+ word out-of-class reflective essay that requires narration and description, including figurative language and imagery. Basic sentence structure will be reviewed for the purposes of writing sentences effectively with variety, emphasis, and correctness. Critical Analysis: 750+ word out-of-class essay comparing two essays in the text. The goal is to break down a topic into smaller parts for discussion via content, argument, organization, style, persuasive strategies, etc. Informative Essay: 750+ word out-of-class essay informing the reader about a topic of interest which includes primary research via detailed observations, surveys, and interviews. Any of the developmental and organizational strategies may be used. Midterm Analysis: 600+ word in-class essay that critically analyzes the essay handed out to the student the day of the exam. Persuasive Essay: 1000+ out-of-class essay that focuses on an ethical issue, which will require some research as well as the use of MLA documentation, including parenthetical references and a works cited page. This essay also focuses on the effective use of the three appeals of logic, emotion, and credibility. Final: 600+ word in-class persuasive essay chosen from three topics presented to the class at the time of the exam. Instructional Method: The lecture method is used to introduce material. Student models from our text or from handouts will be discussed before most essays are written. Students will often collaborate in assigned and unassigned groups. Peer revising and peer editing groups or pairs are vital in the writing process. In addition, sentence structure, grammar, mechanics and paragraph development will be addressed as needed, although some usage exercises are built around certain lessons. In addition, students may access the WebCT companion site to take notes, tests, or quizzes. Students may also complete library assignments and write some essays in the computer lab as well as write reaction papers to videos and assigned readings. CELL PHONES: Please silence or turn off ALL cell phones upon entering my classroom. If your phone happens to ring or buzz during a lecture, group assignment, or test/quiz politely silence your phone; however, DO NOT answer your phone and start talking in the classroom or you will be asked to leave the room, receive a zero for the day, and not be able to return that day. Evaluation of Writing: The first essay will be evaluated on the structure of the essay alone. This essay must demonstrate the competencies listed in items 1-10. Subsequent essays must meet the same requirements as well as demonstrate appropriate usage and punctuation skills throughout the course. 1. 2. 3. 4. 5. 6. 7. EFFECTIVE THESIS- The writer organizes the composition around a clearly stated, effective thesis statement that appears at the end of the introduction. LOGICAL ORGANIZATION- The writer demonstrates competence with the use of an organizational pattern: developmental, spatial, order of importance, chronology. COHERENCE - The writer uses a variety of transitional devices, repeats key phrases, pronouns to connect ideas smoothly. UNITY-The writer eliminates unrelated or irrelevant ideas. ADEQUATE DEVELOPMENT OF IDEAS. The writer meets the length requirement and develops his or her essay using specific facts, examples, reason, statistics, and anecdotes. STRONG INTRODUCTION AND CONCLUSION- The writer grabs the audience’s attention and focuses the reader; the writer indicates that he or she understands the purpose, adapts and uses language appropriately for different audiences. The conclusion reinforces the thesis and leaves the reader satisfied that the writer has accomplished his or her purpose. VARIES SENTENCE STRUCTURE- The writer avoids using short, choppy sentences and uses subordination and coordination effectively. 8. 9. 10. ADHERENCE TO ASSIGNMENT AND FORMAT- The writer demonstrates that he or she understands the assigned topic and addresses it effectively with relevant details, illustrations, and examples. He or she uses MLA correctly. INDENTIONS FOR PARAGRAPHING – The writer separates his essay into natural shifts of meaning and indents appropriately for each new paragraph. USAGE AND PUNCTUATION- The writer demonstrates knowledge of grammar, mechanics, and usage by having few errors, if any, in the essay. Student’s Grade Determination: Your grade will be determined by the following 4 papers + Writing Assignments In-Class Writing/Work/Pop Quizzes Homework/independent/gro up assignments Journal Entries Peer Review/Mid-term Research Paper Details Points (if applicable) Must be typed 400 Percent of Final Average 20% Must be present to complete and receive credit for either. 200 10% Must be complete at time of instructor review Must be complete with question and complete answer 200 10% 100 10% Must have complete draft to exchange and review Final 100 20% 100 30% 1,100 100% Total: Text and Materials: BOOK: The Bedford Reader, 11th edition by: X.J. Kennedy, Dorothy M. Kennedy, and Jane E. Aaron MATERIAL: Spiral Notebook (for note taking) Binder with Pockets (for Handouts, Essays, and Worksheets) Highlighters, Pens, and Pencils (for Active Reading note taking) USB Drive (for saving research information and papers) Rubrics /Checklists for Essays: You will have a rubric (grading scale for some essays). The rubric indicates what the A -paper, B -paper, C- paper contains or does not contain. If I need to point out particular types of problems found in your work, I will do so; however, I will not be writing comments or marking errors on all essays. I have found that students rarely pay attention to my comments, they rarely make changes in grammar, usage, or punctuation skills even when I point them out; and students see my comments not as constructive criticism to improve the writing. Therefore, if you need to know specifically what caused you to make an A, B, C, or D, etc., you may consult the rubric. Otherwise, you may schedule an appointment to discuss your paper. Some returned essays might have a checklist attached to them. In this way, students will be able to see which skills need to be reviewed throughout the semester. Attendance and Punctuality: The attendance policy is outlined in Houston Community College Catalog and Student Handbook. Note that three absences are considered excessive. The instructor reserves the right to decide if the circumstances are beyond the students’ control. However, I realize that sometimes students cannot avoid missing a class. Students should report to class on time. A student is considered tardy if he or she is not present when I call the roll. If students are consistently tardy for class, the instructor reserves the right to lock the door once class has begun, and students will not be allowed to enter. Make-up Policy and Late Work: Although a student is allowed to be absent, he or she will not be allowed to make-up work, even with documentation. Students who do not have drafts ready for peer revision or peer editing will not receive credit for the essay. Late homework, essays, or drafts will not be accepted because students will have received ample time to complete essays. The final copy of an essay, its drafts, and prewriting are due when I ask for the work. Special Circumstances: The instructor reserves the right to amend the policies for individual circumstances. Students with serious problems should discuss them with me, and I will do what I can to assist you. Students will be treated with dignity, equity, and fairness. If students have failed to meet the requirements of the class, they should not ask for nor expect to receive special consideration. Extra Credit: Students will not be given any extra credit work for this course. Essay Format and Software: Every essay will be formatted according to MLA (Modern Language Association). All papers must be typed and saved in Microsoft Word because that’s what our institution uses. If students do not have Word, they should save the essay as a “rich text” file. Originality/Plagiarizing: Plagiarism –whether intentional or unintentional- is a serious offense and can be grounds for failing the course. If a student plagiarizes an assignment, he will receive 0/F for that assignment. Deliberate acts of plagiarism exists when the student borrows a previously written work from someone, uses a paper he has previously written for another class, seeks assistance from others without the instructor’s permission, buys or takes a paper from someone else, and uses a source without appropriate documentation. In other words, a student can plagiarize if he or she borrows, purchases, uses something that is not his original idea, is not common knowledge, or fails to use complete documentation when a source was used. The mere suggestion that one doesn’t know how to avoid plagiarizing will not exempt the student of responsibility or liability. Assignment Schedule: No assignment schedule will be given with the syllabus. However, there will be times that I will hand out a tentative assignment schedule. I may need to modify that schedule to accommodate students’ needs. When I see that additional work is needed, I will require students to view Internet websites, view videos, work assigned material from these sites, or review material from supplemental sources. We may also complete assignments from our Composition I website. When homework, quizzes, or tests are assigned for our class through the assigned Comp website, students will have to use their own time to access the website. Sometimes I may schedule our class time for us to use a computer lab, but the students should not expect me to provide computer time for them. Students are responsible for getting the assignments completed just as they would be responsible for any other assignment. Lacking a computer does not release a student from completing the requirements or assignments for the course since computers are available on campus for student use. Rough Draft Days: Sometimes, students will be assigned a day to write their rough drafts, to type their essays, to receive assistance from a campus provided tutor, or to obtain help from me before the completed essay is due. Class time may be divided among students so that I can assist individuals. Students will sign a log in sheet. If students do not meet with me for scheduled rough draft time, they will be counted as absent. Receiving Lecture Notes and Handouts: When I disseminate handouts or give a lecture, I expect students to be present to receive the information. If students are absent, they should not expect me to bring the handouts to class again. It is the students’ responsibility to get the handout from me. Students should not interrupt class to ask what they have missed. I will not make copies of lecture notes for students. Timed Tests/Quizzes: Some tests and quizzes are timed. If you are not present when the tests or quizzes begin, you will not receive additional time to complete your work. Your work must be turned in when I call for it. Checking Homework: I do not give busy work or frivolous assignments. Homework is designed to give students practice on skills that they need to strengthen. However, not all homework will receive a grade. Several homework assignments will be checked in class. Students may be called upon to answer questions, or we may exchange the work and check it as a group. If I see that students are not working the assignments, I will give pop quizzes that will cover the homework. I will not take up all of the assignments and check the papers individually, but I do reserve the right to decide to check homework randomly for a grade. These checked assignments will count as quiz grades. Assignments/Take-Home/Open Notebook Tests/Group Work: All work is individualized unless I indicate otherwise. I will assign group work when I deem it appropriate, especially for peer editing or peer revising. If, however, students work in groups, prior permission must be received from the instructor, or the students can receive a zero for the work. HCC Policy Statements: 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) Academic Honesty: A student who is academically dishonest is, by definition, not showing that the coursework has been learned, and that student is claiming an advantage not available to other students. The instructor is responsible for measuring each student’s individual achievements and also for ensuring that all students compete on a level playing field. Thus, in our system, the instructor has teaching, grading, and enforcing roles. You are expected to be familiar with the HCC’s policy on Academic Honesty found in the catalogue. What that means is that if you are charged with an offense, pleading ignorance of the rules will not help you. Just so there is no misunderstanding, 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 McGraw-Hill Handbook, second edition. (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 Instructional Outline: Note: Assignments and Dates may be modified by instructor!!! EACH ESSAY ASSIGNED OUT OF THE CLASSROOM MUST BE TYPED!!!!! (MLA FORMAT) Week, Review, Assignments, Quiz, & Essays: Reading and Homework: After each Reading you will be assigned a brief homework/journal assignment TBA Week 1 Monday: Syllabus Review, Ice breakers, and The Writing Process Tuesday’s Reading: Read “The Writing Process” p 33-51 Wednesday’s Reading: “Champion of the World” p 110 Thursday’s Reading: “The Lottery” p139 Handouts Group Assignment Research Topic Discussion Week 2 Handouts Group Assignment Journal Writing Week 3 Handouts Group Assignment Choose Topic MID-TERM!!!!!!! Friday: Essay 1 Narrative Due Monday: “Description: Writing with Your Senses” p 153-161 Tuesday’s Reading: “Arm wrestling with My Father” p163 Wednesday: “Shooting Dad” p171 Thursday: Descriptive Writing Review/Draft-Peer Review Friday: Essay 2 Descriptive Due Monday: “Example: Pointing to Instances” p203209/“Process Analysis: Explaining Step by Step” p299-306 Tuesday’s Reading: “On Compassion” p 211 and “Homeless” p 216 Wednesday’s Reading: How to Poison the Earth” p308 and “Chronicles of Ice” p313 Thursday’s Reading: Review/Draft Friday: MID-TERM!!!!! Essay 3 Due topic TBA Week 4 Handouts Group Assignment Journal Writing Monday: “Division or Analysis: Slicing into Parts” p 351-358/“Classification: Sorting into Kinds” p399-405 Tuesday’s Reading: “I Want a Wife” p 360 and “Men—It’s in Their Nature” p365 Wednesday’s Reading: : “The Ways We Lie” p408 and “The World of Doublespeak” p 418 Thursday: Review/Draft Week 5 Research Paper Due ProCon.org Bibme.org Final Topic FINAL!!!!!!!!!!!!!!! Friday: Essay 4 Due topic TBA Monday: “Argument and Persuasion: Stating Opinions and Proposals” p547-561/Image Writing Assignment Tuesday’s Reading: Too Much Pressure p 564568 Wednesday: Thesis Workshop Thursday’s Reading: Choose from the stories in this section and then begin writing your preliminary argument for that particular subject. Friday: Research Day/Final Paper Due