ENGLISH 1301 SYLLABUS and WEEKLY CALENDAR
HCCS – SW – Summer 2012
Course: CRN# 82841
Schedule: MoTuWeTh 8-10:30 p.m.
Room: The Learning Hub #314
Instructor: Sue A. S. Hirschmann
Email Address: suehir@sbcglobal.net
Office Hours: Before class by appointment.
Textbooks
The Writer’s Presence. (2009) Sixth edition. Robert Atwan and Donald McQuade
Open Source Grammar activities.
Other Materials
Dictionary and Thesaurus access through the Internet, a folder with pockets to keep handouts and daily work. You
must also have a folder with pockets or a brown envelope to turn in your papers and essays. All essays must be turned in
using some kind of a container.
Paper and pens
Grade Percentages
Essay #1: (10%) 750 word personal memoir on childhood and family
Essay #2: (15%) 750 expository essay
Essay #3: (30%) 1,000 word researched and documented argumentative/persuasive
essay on issues and ethics
Essay #4: (15%) 750 word critical analysis essay
Essay #5: (10%) 750 word in-class final exam essay
Other grades:
Daily grades (20%), quizzes, research checks, Grammar work, sentence and paragraph answers
Important Dates:
June 4:
June 5:
June 5:
June 25:
July 5:
July 6:
July 13:
Classes Begin
Registration Ends
Last Day for Drop/Add/Swap
Last Day for Administrative /Student Withdrawals (4:30pm)
Final Exams
Semester Ends
Grades available to students
Diagnostic Essay
All English 1301 students write a diagnostic essay during the first class session in order to confirm their placement into
English 1301. The essay will not count as a grade in the course. One goal of the Houston Community College English
Department is to place you in an appropriate English class where you will learn and succeed.
Attendance Policy:
 Attendance will be taken every class period and this policy will be enforced. HCCS policy states that a student
who is absent -excused or non-excused absences- more than 12.5% (6 hours) of class may be administratively
dropped from the course. Coming in late or leaving early will constitute a tardy. Three tardies will be counted as
an absence. It is the responsibility of the tardy student to make sure, after class, that her or his attendance has been
recorded.
 After the official last day for student withdrawals, students who exceed the 6 hours of allowed absence will
receive an FX as their final grade.
 If absent or late to a class, the student is responsible for any information missed. Each student is to exchange
phone numbers with at least three other students. After an absence, students are to find out what they missed
before returning to class. Do not ask the instructor if anything important was missed.
 Your participation is required. Students who intend to withdraw from the course must do so by the official
last day to drop (June 25 – 4:30 p.m.).
Hirschmann – English 1301 Syllabus – Summer 2012 – Page 1
Classroom Etiquette
 Use of recording devices, including camera phones and tape recorders, is prohibited in classrooms, laboratories,
faculty offices, and other locations where instruction, tutoring, or testing occurs. These devices are also not
allowed to be used in campus restrooms. Students with disabilities who need to use a recording device as a
reasonable accommodation should contact the Office for Students with Disabilities for information regarding
reasonable accommodations.
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Food is strictly prohibited from the class. In a computer classroom, students may not have any food and /or
beverage. This policy will be strictly enforced.
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In this class you are not allowed to be disruptive of the learning environment. To that end, no cel phones, smart
phones, laptop computers, netbooks or recording devices of any kind (unless ADA) are allowed to be ON, much
less in use. I will ask you to turn the device off one time, then I will ask you to leave the room, if you fail to
comply with my request. To be successful in this course, you will need to pay attention and participate in your
education. If there is a time for use of such devices, I will specifically announce it in class. Additionally, you are
expected to be in class when it starts at 8:00 pm. All quizzes will be given at that time, and late students will not
be allowed to take the quiz.
Late Paper Policy:
No late papers will be accepted after the paper due date - no exceptions.
Make-up Policy:
No makeup reading quizzes will be given. No makeup final exam will be given.
Paper Format:
· Typed papers must adhere to MLA style format
· All major assignments need to be printed in “hard copy” format {paper} and turned in with the material saved on a
properly labeled flash drive or other file saving device {Student Name, Instructor Name, English 1301}
· All work completed outside of class needs to be created utilizing Microsoft Word so it will be compatible with the
lab/instructor computer software – Students who use Microsoft Works or Word 2007 need to save work as “Word for
Windows 97-2003 Document”
Special Conditions:
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, contact Donna Price at 713.718.5165 or the Disability Counselor at your college. To visit the ADA Web
site, log on to www.hccs.edu and click Future students, scroll down the page and click on Disability Information.
Southwest ADA Counselor Dr. Becky Hauri – 713.718.7631
Free English Tutoring
*The Southwest College offers you free tutoring at our tutoring centers where you will receive individual attention with
any of your writing concerns. Check with me for location, dates, and times of tutoring. Signs will be posted once the hours
have been established.
***HCC also provides an online tutoring program. The url for this tutoring option is: http://hccs.askonline.net.
Open Computer Lab
You have free access to the Internet and word processing in the open computer lab in the Scarcella Science Center
(Stafford Campus), the Alief Campus, and the West Loop Campus. Check the door of the open computer labs for hours of
operation. All HCCS students are welcome to utilize this resource. A fee is charged for printed work (per page).
Counseling
Counseling is available at each campus. Check with the information desk at the particular campus for room numbers and
Hirschmann – English 1301 Syllabus – Summer 2012 – Page 2
consult your class schedule for telephone numbers.
Library (Learning Resource Center)
The Southwest College has a Learning Resource Center at each campus for student use. The library provides electronic
resources including a computerized catalog system as well as numerous data bases that contain full-text articles. Stop by
your campus library to find out hours of operation. All students will be required to obtain and/or update an HCCS Library
Card (this is your student picture id card). http://library.hccs.edu/
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 research-based 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.
Student Organizations
One organization of interest to students taking English classes is Southwest Writers, a group of students who write and
read their works (in a public forum as well as on the Internet) and receive peer support and constructive criticism.
Students in this group create a supportive network to create poetry, fiction, drama, and non-fiction prose. Contact advisor
Dr. Chris Dunn at: christopher.dunn@hccs.edu. Another organization of interest for English students is the Gender
Studies Group. The Gender Studies Club will meet each month and online to discuss the roles of women and men in
society and to investigate how sexual differences and cultural constructions of gender may affect identity. We promote
awareness of gender issues on campus, encourage research and discussion of gender issues, host prominent speakers in the
field, and serve the community. Contact Ms. Marie Dybala at marie.dybala@hccs.edu and/or Ms. Ileana Loubser at:
ileana.loubser@hccs.edu if you are interested in joining this HCC student organization. In addition, Phi Theta Kappa is
the honor society of two-year colleges. Students must earn a 3.5 grade point average and accumulate 9 credit hours to join
this group. HCCS has a very active chapter: Omega Sigma. Contact: Ms. Eunice Kallarackal at:
eunice.kallarackal@hccs.edu for more information.
Inclement Weather
During inclement weather conditions, monitor major local channels for updates on school closings. The HCCS homepage
usually carries .
Mission Statement of the English Department
The purpose of the English Department is to provide courses that transfer to four-year colleges; introduce students to
literature from diverse traditions; prepare students to write clear, communicative, well-organized, and detailed prose; and
develop students’ reading, writing, and analytical skills.
SCHOLASTIC DISHONESTY:
According to the 2006-2009 Student Handbook for the Houston Community College System :
“Students are responsible for conducting themselves with honor and integrity in fulfilling course requirements.
Penalties and/or disciplinary proceedings may be initiated by College System officials against a student accused of
scholastic dishonesty. ‘Scholastic dishonesty’ includes, but is not limited to, cheating on a test, plagiarism, and collusion.
‘Cheating’ on a test includes:
-- Copying from another student’s test paper;
--Using materials during a test that are not authorized by the person giving the test;
--Collaborating with another student during a test without authority;
--Knowingly using, buying, selling, stealing, transporting, or soliciting in whole or part the contents of an
unadministered test;
--Bribing another person to obtain a test that is to be administered.
‘Plagiarism’ means the appropriation of another’s work and the unacknowledged incorporation of that work in
one’s own written work offered for credit.
‘Collusion’ means the unauthorized collaboration with another person in preparing written work offered for
credit” (34-35).
Please note the possible consequences of such dishonesty, as stated in the 2006-2009 Student Handbook: Possible
punishments for academic dishonesty may include a grade of “0” or “F” for the particular assignment, failure in the
Hirschmann – English 1301 Syllabus – Summer 2012 – Page 3
course, and/or recommendation for probation or dismissal from the College System (35).
Plagiarism Policy
Plagiarized papers or projects will receive a grade of “0” (zero) -- no exceptions. Cheating or collusion will also result in a
grade of “0” (zero) on that paper or project. Plagiarism or collusion on a second major assignment will result in a zero in
the course. Students need to be aware that the instructor will be utilizing plagiarism software and internet sources to check
student work for potential plagiarism. This will be discussed in more detail during class lecture.
Other Course Policies
1. Please come to class on time. Teaching occurs at the beginning of each class. Arriving late or leaving class will
result in time subtracted from the 12.5% attendance policy.
2. No food allowed in class (campus rule). Beverages are fine in regular classrooms but not in the computer labs.
Please throw away trash at end of the class session.
3. Please do not chat with class colleagues during discussion. Let’s listen to what our class members have to
contribute to the discussion.
4. An 89.5 average at the end of the semester is an A. An 89.4 average is a B. A 79.5 average at the end of the
semester is an A. A 79.4 average at the end of the semester is a C.
5. The out-of-class essays and Reading Notebooks must be typed.
6. Emails to your English instructor should use professional language.
HCCS CORE CURRICULUM INTELLECTUAL COMPETENCIES AND EXEMPLARY EDUCATIONAL
OBJECTIVES -- ENGLISH 1301 AND 1302
I. BASIC INTELLECTUAL COMPETENCIES IN HCCS CORE
· READING: Reading material at the college level means having the ability to analyze and interpret a variety of
materials -- books, articles, and documents.
· WRITING: Writing at the college level means having the ability to produce clear, correct, and coherent prose
adapted to purpose, occasion, and audience. In addition to knowing correct grammar, spelling, and punctuation,
students should also become familiar with the writing process, including how to discover a topic, how to develop and
organize it, and how to phrase it effectively for their audience. These abilities are acquired through practice and
reflection.
· SPEAKING: Effective speaking is the ability to communicate orally in clear, coherent, and persuasive language
appropriate to purpose, occasion, and audience.
· LISTENING: Listening at the college level means the ability to analyze and interpret various forms of spoken
communication.
· CRITICAL THINKING: Critical thinking embraces methods of applying both qualitative and quantitative skills
analytically and creatively to subject matter in order to evaluate arguments and to construct alternative strategies.
Problem solving is one of the applications of critical thinking used to address an identified task.
· COMPUTER LITERACY: Computer literacy at the college level means having the ability to use computer-based
technology in communicating, solving problems, and acquiring information. Core-educated students should have an
understanding of the limits, problems, and possibilities associated with the use of technology and should have the
tools necessary to evaluate and learn new technologies as they become available.
II. EXEMPLARY EDUCATIONAL OBJECTIVES: ENGLISH 1302
By the time they have completed English 1302, students will
• demonstrate the ability to use consistently and effectively the writing process for both in-class and out-of-class essays
(thus reinforcing English 1301 instruction);
• understand and apply the basic principles of critical thinking—evaluation, analysis, and synthesis— as they write essays
that persuade or argue;
• be able to analyze, in writing, readings by professional and student writers (for such elements as purpose, audience tone,
style, writing strategy, and for much deeper meanings);
• be able to develop a critical and creative essay in response to an issue related to reading(s) or other class projects;
Hirschmann – English 1301 Syllabus – Summer 2012 – Page 4
• demonstrate the ability to resist simplistic formulations, whether in their own or others’ texts;
• understand the characteristics of imaginative texts and write effective analyses of various genres;
• be able to acknowledge, as appropriate, their own history, interests, and biases as they discuss a topic, thus placing
themselves credibly in the discussion;
• develop the ability to research and write a documented paper;
• make effective stylistic choices (diction, tone, sentence structure) in all writing assignments, depending upon the
audience and purpose of a piece of writing;
• apply suggestions, as appropriate, from evaluated compositions to other writing tasks; and
• fulfill the writing requirements of the course, writing at least 6000 words during the semester.
All essays are graded according to rubrics which will be discussed at the onset of the paper.
COURSE DESCRIPTION, PURPOSE, AND OBJECTIVES
MISSION STATEMENT OF THE ENGLISH DEPARTMENT
The purpose of the English Department is to provide courses that transfer to four-year colleges; introduce students to
literature from diverse traditions; prepare students to write clear, communicative, well-organized, and detailed prose; and
develop students’ reading, writing, and analytical skills.
ENGLISH 1301 COURSE DESCRIPTION
English 1301 is a course devoted to improving the student's writing and critical reading. The course involves writing
essays for a variety of purposes from personal to academic, including the introduction to argumentation, critical analysis,
and the use of sources. English 1301 is a core curriculum course.
COURSE PURPOSE
English 1301 is designed to help students write multi-paragraph expository, analytical, and argumentative essays that have
the following qualities:
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clarity in purpose and expression,
appropriate and sensible organization,
sound content, including applications of concepts from and references to assigned readings,
completeness in development,
unity and coherence,
appropriate strategies of development,
sensitivity to audience
effective choice of words and sentence patterns,
grammatical and mechanical correctness, and
appropriate MLA citation format.
EDUCATIONAL OUTCOMES FOR ENGLISH 1301: By the time students have completed English 1301, they will
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understand writing as a connected and interactive process which includes planning, shaping, drafting, revising,
editing, and proofreading;
apply writing process to out-of-class writing;
apply writing process as appropriate to in-class, impromptu writing situations, thus showing an ability to
communicate effectively in a variety of writing situations (such as essay exams and standardized writing tests like the
TASP);
apply suggestions from evaluated compositions to other writing projects;
understand and apply basic principles of critical thinking in analyzing reading selections, in developing expository
essays, and writing argumentative essays;
apply concepts from and use references to assigned readings in developing essays;
analyze elements of purpose, audience, tone, style, and writing strategy in essays by professional writers
Hirschmann – English 1301 Syllabus – Summer 2012 – Page 5
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complete short writing assignments, journal entries, reading quizzes, and other activities to strengthen basic thinking
and writing skills
understand and appropriately apply various methods of development in writing assignments;
avoid faulty reasoning in all writing assignments;
fulfill the writing requirements of the course, writing at least 5,000 words during the semester.
EDUCATIONAL COMPETENCIES IN HCCS CORE CURRICULUM
Reading: Reading material at the college level means having the ability to analyze and interpret a variety of
printed materials--books, articles, and documents.
Writing: Writing at the college level means having the ability to produce clear, correct, and coherent prose
adapted to purpose, occasion, and audience. In addition to knowing correct grammar, spelling and punctuation, students
should also become familiar with the writing process, including how to discover a topic, how to develop and organize it,
and how to phrase it effectively for their audience. These abilities are acquired through practice and reflection.
Speaking: Effective speaking is the ability to communicate orally in clear, coherent, and persuasive language
appropriate to purpose, occasion, and audience.
Listening: Listening at the college level means the ability to analyze and interpret various forms of spoken
communication.
Critical Thinking: Critical thinking embraces methods for applying both qualitative and quantitative skills
analytically and creatively to subject matter in order to construct alternative strategies. Problem solving is one of the
applications of critical thinking used to address an identified task.
Computer Literacy: Computer literacy at the college level means having the ability to use computer-based
technology in communicating, solving problems, and acquiring information. Core-educated students should have an
understanding of the limits, problems, and possibilities associated with the use of technology and should have the tools
necessary to evaluate and learn new technologies as they become available.
EXEMPLARY EDUCATIONAL OBJECTIVES
 To understand and demonstrate writing and speaking processes through invention, organization, drafting, revising,
editing, and presenting.
 To understand the importance of specifying audience and purpose and to select appropriate communication choices.
 To understand and appropriately apply modes of expression (descriptive, expositive, narrative, scientific, and selfexpressive)
 To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding.
 To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the
development of exposition and argument.
 To develop the ability to research and write a documented paper and/or to give an oral presentation.
STUDENT LEARNING OUTCOMES FOR English 1301
 Demonstrate knowledge of writing as process.
 Apply basic principles of critical thinking in analyzing reading
selections, developing expository essays, and
writing argumentative essays.
 Analyze elements such as purpose, audience, tone, style, strategy in essays and/or literature by professional
writers.
 Write essays in appropriate academic writing style using varied rhetorical strategies.
 Synthesize concepts from and use references to assigned readings in their own academic writing.
All essays are graded according to rubrics which will be discussed at the onset of the paper.
SCHEDULE OF ASSIGNMENTS
This Schedule is subject to changes.
Hirschmann – English 1301 Syllabus – Summer 2012 – Page 6
June 4
 Introduction to course
 Read WP: Langston Hughes’ “Salvation” (p.142) If you do not have The Writer’s Presence yet, you can read
“Salvation” at http://www.courses.vcu.edu/ENG200-dwc/hughes.htm .
 Assignment: Purchase and preview textbook. Read: Alexie “The Joy of Reading and Writing”
June 5
 Hughes and Alexie (quiz)
 Introduction to Essay #1: Childhood and Family Memoir - Rubric
Assignment: Angelou “What’s Your Name, Girl?”; Ortiz Cofer “Silent Dancing;” Hachiya “from Hiroshima Diary.”
Make a list of three childhood/family experiences suitable for a personal memoir for Essay #1.
June 6
 Angelou, Ortiz Cofer and Hachiya (quiz)
 Outline with claim/message ----- Memoir
Assignment: Sartrapi, “My Speech at West Point;” Walker “Beauty: When the Other Dancer is the Self.”
June 7
 Critical analysis/discussion of texts read.
 Rough draft and personal revision.
Assignment: Essay #1 is due on Monday, June 11. No late papers are accepted. (Outline with claim, final draft,
brainstormed list of topics, rough draft with personal revision). Present in a folder with pockets or a brown envelope. All
essays must be emailed as an attachment to the instructor before class time as it reads on my phone.
June11
 Essay #1 is due.
 Introduction to Essay #2: Expository writing
 Writing purposes: Informing and explaining (the expository essay)
Assignment:
 Read Daniel Akst “What Meets the Eye,” Lars Eighner “On Dumpster Diving,” James Fallows “Throwing like a
Girl,” Michael Bérubé “Analyze, Don’t Summarize.”
 Topic for Essay #2 – three options
June 12
 Discussion of the texts read. Quiz / Response
 Writing strategy: Definition / Classification / Explanation
 Outline of Essay #2 with message
Assignment:
 Sherry Turkle “How Computers Change the Way We Think,” Marie Winn “TV Addiction,” Danielle Ofri
“SAT.”
 Outline and claim for Essay #2
June 13
 Discussion of texts. Response to texts.
 Outline and claim for Essay #2
 Rough Draft of Essay #2
Assignment: Final draft of essay #2
June 14
 Final draft of Essay #2. Complete Essay #2 and have it ready for submission at beginning of class (final draft,
brainstormed list of topics, outline with message, rough draft with personal revision). Present in a folder with
pockets or a brown envelope.
Hirschmann – English 1301 Syllabus – Summer 2012 – Page 7
June 18
 Essay #2 is due. Follow the guidelines for Essay #1
 Introduction to Essay #3: Argumentation
Assignment:
 Read Lakshmi Chaudhry “Mirror, Mirror on the Web;” Debra Dickerson “Who Shot Johnny;” Laura Kipnis
“Against Love”
 Brainstorn a list of possible research questions and topics from the texts read for this type of essay.
June 19
 Discuss the texts read - Quiz
 Read Leslie Marmon Silko “ In the Combat Zone”
 Read Howard Zinn “Stories Hollywood Never Tells”
 Read Martin Luther King’s “Letter from Birmingham Jail.”
 Plan your research – You must have 5 Sources.
Assignment:
 Data Source 1
June 20
 Write a half page with the questions you have and the explanation of your choice for an argumentative research
project. Turn in.
 Data Sources – Concepts/Topics
Assignment:
 Data Sources 2 and 3
 Find two articles for your research paper.
June 21
 Two argumentative research articles are due. Print them out.
 Data Source 4 and 5
Assignment:
 Bring to class the last two articles for your research project. Your sources must be printed out.
 Data Sources 4 and 5
Note: June 25th : Last day for students to drop a course.
June 25
 Sample research paper with MLA documentation
Assignment:
 Write the outline and claim for Essay #3
June 26
 Outline and claim or thesis
 Start your rough draft
Assignment:
 Write the rough draft for Essay #3
June 27
 Rough draft with personal revisions
Assignment:
 Rough Draft of Essay #3 for peer review.
Hirschmann – English 1301 Syllabus – Summer 2012 – Page 8
June 28
 Peer review
Assignment:
 Complete Essay #4 and have it ready for submission. Include all sources and data sources, your topic choice
graded paper, a well marked or edited rough draft, peer review. On top place the title page, formal topic outline,
final draft, and works cited page.
July 2
 Essay #3 is due.
 Introduction to Essay #4: Criticism and Analysis
 Forming a critical perspective
Assignment:
 Read James McBride “Hip-Hop Planet”
 Read Stephen L. Carter “The Insuffiency of Honesty”
 Choose one of these essays for your critical review and write
 Read WP Frederick Douglas “Learning to Read and Write” for Final Exam
July 3
 Critical analysis of the essay
Assignment:
 Complete Essay #4 and have it ready for submission (final draft, outline, rough draft).
July 5
 Essay #4 is due.
 Final Exam
Hirschmann – English 1301 Syllabus – Summer 2012 – Page 9