Course Number: ENGL 1301
Course Title: Composition I
Semester Hours: 3
Foundational Component Area:This course focuses on developing ideas and expressing them
clearly. Students must consider the effect of the message, foster understanding, and build the
skills needed to communicate effectively.In this course, students compose unified, developed,
clear, and coherent essays using a variety of rhetorical strategies and research methods. Students
must take into consideration audience, purpose, and occasion in a multitude of writing situations,
as well as revise essays for unity, development, clarity, and coherence. Students must select
evidence and judge whether it is appropriate and sufficient when writing persuasive essays, as
well as write logical, emotional, and ethical appeals based on evidence and without rhetorical
fallacies.
In addition to this, students identify author’s purpose, audience, and rhetorical strategies in a
variety of assigned readings and visual texts. Students evaluate rhetorical content in oral, aural,
written, and visual contexts and respond to these contexts via written assignments and
discussion.
Core Objectives:
A. Critical Thinking, Aspect 1: “Students will demonstrate creative thinking and
innovation.”
In this course, students will demonstrate creative thinking and innovation through the planning,
drafting, revising, and editing of a variety of written and oral assignments that cover a wide
variety of topics and that respond to reading and visual texts. Students must produce original
written work that explores and addresses a wide range of topics and rhetorical styles.
Students must develop creative ways to effectively present original teaching materials to the rest
of the class. They must develop, draft, and edit their visual materials, as well as present the
material to their classmates (see Appendix A).
Students must research and develop an argument based on a previous bibliography assignment.
They are required to present their argument in an original way and by using sources to support
their ideas. They have the opportunity to explore topics of interest and relevance (See Appendix
B).
B. Critical Thinking, Aspect 2: “Students will demonstrate effective inquiry strategies.”
Students must use formal reasoning in order to refine argumentative positions, as well as produce
analytical writing. Students utilize analysis, synthesis, and evaluation throughout the writing
process by evaluating topics and sources. Students are required to critically consider topics and
problems, read critically and locate appropriate sources, present argument and/or analysis in
unified, developed, clear, and coherent essays, and critically reflect on writing assignments and
topics presented during class discussion (See Appendix B).
Students must effectively utilize research to support and lend credibility to their arguments.
They will research a variety of topics and will have access to written, oral, and visual resources
and will subsequently evaluate the credibility of these sources (See Appendix B).
C. Communication, Aspect 1: “Students will demonstrate effective development,
interpretation, and expressions of ideas through written communication.”
Students analyze events, ideas, and processes in order to understand them and explain them to
their audience, as well as synthesize source materials in order to convey the unique combinations
to others and to create original texts. Students must utilize the writing process in order to create
clear and concise essays and responses.
Students must analyze their topics in order to understand them, and must then create written
materials to share with the rest of the class as a part of the group project (see Appendix A).
Students will develop, interpret, and express their arguments throughout the writing process.
Students will effectively argue their positions by using effective logic, research, and problem
solving strategies and by avoiding fallacies (see Appendix B).
D. Communication, Aspect 2: “Students will demonstrate effective development,
interpretation, and expressions of ideas through oral communication.”
Students analyze events, ideas, and processes in order to understand them and explain them to
their audience, as well as synthesize source materials in order to convey the unique combinations
to others and to create original oral texts. Students must respond orally to a variety of topics
presented through aural, oral, visual, and written texts.
Students must plan and present their assigned material in an oral presentation as a part of the
Group Grammar Guide Project (see Appendix A).
Students will participate in peer editing as an assigned portion of the argumentative essay.
During this part of the writing process, students must effectively communicate with their peers in
order to improve and revise their rough drafts. Peer editors will respond to specific questions
and all members will participate in group discussion (see Appendix C).
E. Communication, Aspect 3: “Students will demonstrate effective development,
interpretation, and expressions of ideas through visual communication.”
Students analyze events, ideas, and processes in order to understand them and explain them to
their audience, as well as synthesize source materials in order to convey the unique combinations
to others and to create original visual texts. Students must respond to a variety of topics
presented through aural, oral, visual, and written texts.
Students must create effective and meaningful visual representations to present to their peers in
order to connect and explain material from the Group Grammar Guide Project (see Appendix A).
Student must create outlines that effectively and correctly communicate their arguments as a part
of the pre-writing and planning process (See Appendix B).
F. Teamwork: “Students will demonstrate the ability to consider different points of view
and to work effectively with others to support a shared purpose or goal.”
Students are required to participate in peer editing and peer review at various stages of the
writing process. Through these experiences, students work together to improve not only their
own writing and communication skills, but also those of their peers. Through the peer editing
and review process, students are exposed to opinions and judgments that are often different than
their own. This may also occur when students read various assigned texts or when evaluating
visual texts during class discussions or when working in groups.
Students must effectively work as a team in order to plan, create, and present materials to their
classmates. All group members are required to participate and must work together to resolve
scheduling conflicts and to edit the final presentation slides (See Appendix A).
Students must work together in order to complete the peer editing assignment in order to
improve their arguments and overall essays. Students must also be able to communicate their
arguments effectively and clearly to their peer editing partner(s) as a part of the writing process
(See Appendix B and Appendix C).
G. Personal Responsibility: “Students will demonstrate the ability to connect choices,
actions, and consequences to ethical decision-making.”
Students are required to evaluate and utilize research and other outside sources in an ethical
manner so as to avoid plagiarism. Students are required to meet regularly assigned deadlines and
due dates and must adhere to attendance policies.
Students must locate and utilize research in an ethical way so as to avoid plagiarism. Students
must also meet deadlines in order to meet essay requirements and to participate with classmates
during the peer editing process (See Appendix B, Appendix C).
Students are required to participate in the group research project and oral presentation. This
assignment requires students to be accountable to/for their individual roles within these small
groups (See Appendix A).
Appendix A:
ENGLISH 1301
GROUP GRAMMAR GUIDE PROJECT
FALL – 2012
Your first assignment entails researching a common grammatical issue found in writing, and
instruct our class of ways to avoid the chosen issue in both academic and everyday composition.
Working in groups of five, you will use The Little Brown Handbook to research an issue and
create a presentation that will help your classmates avoid these common errors in future writing
efforts.
Through random drawing, you will be matched with four other classmates. When matched, you
will work together to create a power point to present to your audience.
Each student will be responsible for the following:
-
The creation of one power point slide.
Contribution of one example or item of instruction to be provided to classmates.
A speaking role during an oral presentation.
Each power point presentation must include the following:
-
The definition of the term—Run-on, Dangling Preposition, Comma Splice, Dangling
Participle, Subject-Verb Agreement, etc.
Examples of the incorrect use of the definition.
Examples of the correct use of the definition.
A link for a credible website where your classmates may find additional instruction about
this issue.
Ideally, the power point presentation should help your classmates learn about grammatical
issues during your presentation, and the provided link should help your classmates in the future
as they continue to struggle with the issue presented by your group. Feel free to include images
(clip art, cartoons, etc.) that may assist you in your presentation, but consider your academic
audience with regard to content, and consider how much information is reasonable to ask your
audience to comprehend in a brief presentation. Each presentation should last between 7-8
minutes—that means each presenter should speak for about a minute or so. Each student will be
assigned an individual grade for this project.
A rough draft of this project will be due in class for peer review on Tuesday, September 11th.
Peer review will occur within your own group. A polished copy of the power point will be
presented to classmates on Thursday, September 13th. Additionally, a hard copy of the power
point will be due to me on September 13th. On the day of your presentation, arrive to class ready
to present first. Order of presentation will be determined by random drawing. This group project
satisfies learning outcomes 3-6 found on page 1 of our course syllabus.
Appendix B:
Argumentative Essay Assignment: Choose an argumentative topic found on the Opposing
Viewpoints database and support it or refute it in an organized and well-supported essay.
Remember- this is not a report but an original argument supported with research. Make sure you
are able to take a position on your topic. Use research from your bibliography assignment to
assist you in locating and citing evidence. First, prepare an outline that effectively charts your
argument and supporting evidence and major points. Second, prepare a rough draft for an
initial review. After at least ONE day of required peer editing, complete a final draft for
submission.
Remember: Your essay must contain sufficient evidence and must refute the opposition. State
your position clearly in the thesis/introduction. Please see the model essays for more
information. Also, we will study sample essays as a group in order to examine strengths and
weaknesses.
Your paper must:
Have an original title.
Be 4-5 pages in length.
Be double-spaced in MLA style.
Cite sources as necessary.
Contain a “Works Cited” page that is not included in your page length requirement.
Also, when incorporating quotes into your work, have them “flow” seamlessly into your
sentence like this: According to physician Richard Smith, “over 25% of Americans will suffer
from back pain” (Development 148).
Or… While some complain, others have formed “a citizens’ group dedicated to the relief effort”
(Smith 35).
DO NOT leave quotes hanging in sentences and avoid logical fallacies. (See your textbook for
more information.)
Appendix C:
Peer Editing Worksheet- Argumentation
ENGL 1301
Editor:
Author:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Is the topic a debatable issue? Summarize the position that the writer takes.
Is the thesis statement (writer’s stance) clearly stated in the introduction?
Summarize the background information that is presented. Is it enough?
Identify the types of evidence that the writer uses. Is there enough? Does all evidence
support the writer’s position on the issue?
Is evidence cited as necessary? What are the sources used?
Has the writer refuted the opposition? Is this done effectively, or does this need work?
Do you see any fallacies or evidence that does not support the writer’s position? Identify
these.
Does the writer use adequate transitional phrases?
Identify any major grammatical problems that you find. (fragments, run-on, comma
splice, etc.)
Does the writer re-state his/her position in the conclusion? Is the conclusion effective or
does it leave the reader hanging?
Work with your peer editing partner by first reading and then responding to his/her essay. When
you have completed this process, exchange papers with a neighboring group and repeat the
process if time allows.
Sample Syllabus
COURSE SYLLABUS and CALENDAR
Course Name & Number:
Composition I
ENGL 1301.102, 108, 112
Gainesville Campus
Semester & Year: Fall 2012
Catalog Description: Principles and techniques of expository and persuasive writing; critical
thinking and textual analysis; essays and research methods. Prerequisite: Satisfactory placement
test score or passing grade in ENGL 0305.
Textbooks & Materials:
Required : Kennedy, X.J. Dorothy M. Kennedy. Marcia Kennedy The Bedford Guide for
College Writers. 9th Edition. Boston: Bedford/St. Martin’s. 2011
ISBN: 978-0-312-60154-6
Jane Aaron, Allyn & Bacon Longman, The Little Brown Compact Handbook
ISBN 0-536-439532
Learning Outcomes: Upon successful completion of English 1301, students should be able to
accomplish the following:
Identify the author’s purpose, audience, and rhetorical strategies in assigned readings.
Compose unified, developed, clear, and coherent essays.
Revise essays for unity, development, clarity, and coherence.
Use Standard English.
Locate, appraise, and select scholarly research materials from print, electronic media, and
Internet sources appropriate to research question.
6. Synthesize research findings, avoid plagiarism, and use MLA style of documentation.
1.
2.
3.
4.
5.
Instructor’s Name:
Office Phone #:
Instructor’s Office #:
E-mail:
Office Hours:
Grading Policy & Procedures:
Here is how to calculate your grade:
Grammar Presentation
15%
Descriptive Narrative
15%
Compare/Contrast Essay
15%
Argument Essay w/Bibliography
15%
Non-Profit Organization Research
15%
Final Exam/Portfolio
15%
Quizzes/In-Class Writings
10%
Grade scale: A= 90-100, B=80-89, C=70-79, D=60-69, F= 59 or below
*Each major essay or research assignment is worth a total of 150 pts. The final draft is worth 100
points and the rough draft is worth 50 points. If you are absent on a day that a rough draft is due
in class, it is your responsibility to get it to me on that day. No late drafts will be accepted. If
you do not bring a rough draft to class on the designated day, you will not receive the 50 points.
Specific due dates will be listed on the assignment sheets, which will be given out in class and
will be posted on Angel. For the grammar presentations, point values will be listed on the
assignment sheet.
Scholastic Integrity: Scholastic dishonesty shall include, but not be limited to cheating on a test,
plagiarism, and collusion. See Student Handbook “Student Rights & Responsibilities: Student
Conduct [FLB- (LOCAL)]” #18. Disciplinary Actions [Student Handbook, p. 164, #5] “When
cheating, collusion, or plagiarism has occurred beyond any reasonable doubt, the instructor may
give the student or students involved an “F” on a particular assignment or in the course. [See
Scholastic Dishonesty FLB (Local)] The instructor shall make a written report of the incident
and of the planned action to his Department Chair. The Department Chair shall report the
incident and action to appropriate instructional dean who shall review the case, notify the student
and, if necessary, take further action. This may involve either probation or suspension of the
student or students in question. If such disciplinary action is deemed necessary, the Dean of
Student Services shall be notified, and the action shall be taken through that office.”
*Note* Students who plagiarize in ENGL 1301 will fail the plagiarized assignment and possibly
the course.
Attendance Policy: Because each day of instruction is important, attendance to each class
meeting is imperative. Students who miss more than five (5) classes are subject to an instructor
initiated drop from the course. Every single class is important. To miss one class is to miss
important information. If you miss class, it is your responsibility to learn from the course
calendar, or from other students, what you missed. In cases of school related activities, I will
require students to turn in assignments prior to missing class. Be prepared to honor this rule if
you are an athlete or participate in extra-curricular activities. I will consider weather and traffic
issues on a case-by-case basis. No late work will be accepted without prior approval.
If you are absent on a day that a quiz is given, the quiz may not be made up. If you are absent
on the day of an in-class writing, the in-class writing may not be made up. At the end of the
semester, I drop the lowest quiz/in-class writing grade. Late work is not accepted. If you are
going to be absent on the day an assignment is due, it is your responsibility to get the assignment
turned in on time. There are no “excused” or “unexcused” absences in college classes- only
absences.
Please arrive to class on time. Tardiness disrupts learning for everyone.
Disability Accommodations: The Office for Students with Disabilities (OSD) provides
accommodations for students who have a documented disability. A disability is anything that can
interfere with learning, such as a learning disability, psychological challenge, physical illness or
injury. Accommodations may include extra time on tests, tests in a non-distracting environment,
note taker in class, etc. On the Corinth Campus go to room 170 or call 940-498-6207. On the
Gainesville Campus go to room 110 in the Administration (100) Building or call 940-668-7731
ext. 4321. On the Bowie Campus, please go to the Student Success Center for additional
information. North Central Texas College is committed to both the spirit and letter of federal
equal opportunity legislation, including the Americans with Disabilities Act (ADA) of 1990,
ADA Amendments Act of 2009, and Section 504 of the Rehabilitation Act of 1973 (P.L. 93112).
ACCESS Program: The ACCESS Program provides accommodations for students who have a
documented disability. A disability is anything that can interfere with learning, such as a learning
disability, psycho-logical challenge or physical illness or injury. Accommodations may include
extra time on tests, tests in a non-distracting environment, a note taker in class, etc. On the
Corinth Campus, contact: Wayne Smith, ACCESS Coordinator, at (kwsmith@nctc.edu), 940498-6207 or Penny Cogbill, Departmental Assistant, at (pcogbill@nctc.edu, 940-498-6212) or
William Leija, Departmental Assistant, at wleija@nctc.edu, 940-498-6224 in Suite 170. For the
Gainesville, Bowie, or Graham Campuses, contact Yvonne Sandmann, ACCESS Specialist, at
(ysandmann@nctc.edu, (940) 668-7731 ext. 4321) in Room 110 on the Gainesville
Campus. NETWORKS is a childcare reimbursement program that may assist technical students
with partial childcare reimbursement for those who apply and qualify. Contact Yvonne
Sandmann, ACCESS Specialist, for more information.
Student Success Center: The Student Success Center is designed to help all students at NCTC
develop tools to achieve their academic goals. This program also links students to FREE
tutoring, including a Writing Center, a Math Lab, and free 24/7 online tutoring and helps new
students acclimate to college by providing computer lab services for prospective students. All
students are invited to visit the Student Success Center on the Corinth Campus go to rooms 170,
182, or 188; on the Gainesville Campus go to rooms 114 or 111; on the Flower Mound Campus
go to room 111, on the Bowie Campus go to room 124.
TRIO Program: TRIO Programs are federally funded programs which offer services designed to
assist students in achieving their academic goals. Services include educational workshops,
academic advising, tutoring, personal counseling, career counseling, cultural enrichment, and
financial aid information. Students may be eligible for TRIO if they are currently enrolled at
North Central Texas College, have academic need, and meet at least ONE of THREE criteria
which include: 1) first generation status—neither parent has graduated from college, 2) income
level is within federal low income guidelines, and/or 3) has a documented disability. TRIO is
located in Room 170 on the Corinth Campus, Room 112 on the Gainesville Campus, and Room
124 on the Bowie Campus. Contact Mr. Dwight Siebman for more information.
Students can also access the Department of Student Success’ website by going to www.nctc.edu
and clicking on the red button in the middle of the page labeled “Tutoring and Other
ACADEMIC SUPPORT SERVICES” or by going directly to
http://www.nctc.edu/Student_Services/Access/AcademicandStudentSupportServices.htm.
EEOC Statement: North Central Texas College does not discriminate on the basis of race, color,
national origin, gender, religion, age, or disability in the employment or the provision of
services.
Etiquette/Professionalism Policy: We will read material from a diverse group of thinkers and
writers. Always, we will be sharing a variety of ideas and values, many with which you may not
agree. Polite debate is welcome, but insults and denigration of the ideas of another student or of
the instructor is not welcome and will not be tolerated. Any student who mocks or scoffs at
anyone else in the class will be promptly dismissed, counted absent, and may not return to class
until the offensive student has experienced a conference with me. Also, please be respectful
when others are speaking. Class discussion is a time to share ideas and opinions- not a time for
personal conversations with your neighbors. Please conduct yourself as a professional in our
classroom. Consider your academic audience, purpose, and occasion at all times.
Important Policies:
Do not text message, accept incoming calls, or use your cell phone or iPod during class. Turn
off cell phones. Put them away. If you are asked to leave because you are texting, you will be
counted absent for the day. Please keep all purses and backpacks on the floor. Consider English
class to be a distraction-free zone!
Do not wear ear buds to class, even if your stereo device is turned off.
There is no food permitted in classrooms on the Gainesville Campus; however, bottled drinks are
acceptable.
If you are asked to leave class because of behavioral issues, you will be counted absent for the
day.
Sleeping students will be asked to leave class and will be counted absent for the day. A
conference with me may follow the incident involving the sleeping student.
I allow laptops to be used in class; however, they are to be used only for class work or for taking
notes. Class time is valuable. Play games and check your Facebook on your own time, please.
While I am available via email or through Angel mail, please know that I am not a 24 hour help
desk. I try to respond to most emails within 24 hours but this may increase during certain busy
times of the semester. If you want me to look at a draft or other assignment, please allow for
ample response time.
COURSE CALENDAR
Events subject to change; check email regularly for modifications and updates.
Week One- 8.27-8.31
Course Introduction/Pre-LASSI/Pre-Student Success Survey
The Writing Process- Ch. 1 (BG)
Academic Writing- Ch. 8, 10 (LB)
Intro to Grammar Guide Presentations
(LO 1, 4)
Week Two- 9.3-9.7 (No class Monday. Labor Day!)
MLA Style Intro- Ch. 58 (LB)
Recalling an Experience- Ch. 4 (BG)
Sentence Faults- Ch. 35-37 (LB)
Grammar Guides
Readings: “Give Me Five More Minutes” p. 497 (BG)
“The Color of Love” p. 513 (BG)
(LO 1, 4)
Week Three-9.10-9.14
Writing Process- Descriptive Narrative
Grammar Guide Presentations/Group Discussion
Discuss readings/Descriptive Narrative drafts
Week Four- 9.17-9.21
Peer editing- Descriptive Narrative
Rough Draft Workshop
Begin Grammar Guide Presentations
(LO 1,2,4)
(LO 2-4)
Week Five- 9.24-9.28
Grammar Guide Presentations
Ch. 7- Comparing and Contrasting (BG)
“Neat People vs. Sloppy People” p. 118 (BG)
“Take Me Out to the Ballgame, But Which One?” p. 121
FINAL DRAFTS DUE- Descriptive Narrative
(LO 2-4)
Week Six-10.1-10.5
Grammar Quiz!
Practice Writing- Thesis Statements/Introductions
Grant/Lee essay- handout
Rough Drafts- Compare/Contrast
Parallelism- Ch. 16 (LB)
(LO 1-4)
Week Seven- 10.8-10.12
Student Conferences
*All students will be required to schedule a meeting with me. This conference will be the basis
for your rough draft grade. Look for further instructions!
(LO 1-6)
Week Eight- 10.15-10.19
Intro to Argument- Ch. 9 (BG)
MLA sample essay- p. 510 (LB)
Types of Appeal- p. 174
“Last Rights for Indian Dead” p. 157 (BG)
FINAL DRAFTS DUE- Compare/Contrast Essay
Week Nine- 10.22-10.26
Bibliographies/Library Research
Utilizing Sources/Plagiarism
In-Class Writing
Argument Essay Assignment (LO 1,5,6)
Week Ten- 10.29-11.2
(LO 5-6)
Logical Fallacies p. 178 (BG)
Ad evaluation activity- Ch. 14 (BG)
Intro to Ch. 12- Supporting a Position w/ Sources (BG)
Rough Drafts- Argument
(LO 1-6)
Week Eleven- 11.5-11.9
Ch. 12- Supporting a Position w/Sources (BG)
Using quotes- p. 235 (BG)
Rough drafts/bibliographies
Peer Reviews- Argument/Bibliography
Readings: “The Cooking Animal” p. 581 (BG)
(LO 1-6)
Week Twelve- 11.12-11.16
Intro to NPO Research Essay
Watch “Food, Inc.”/Class Discussion
Ch. 11- Evaluating and Reviewing (BG)
FINAL DRAFTS DUE- Argument Essay/Bibliography
(LO 1-6)
Week Thirteen- 11.19-11.23 (No classes on Thursday and Friday- Turkey Day!)
Non-Profit Organization Research Project
Reading: “Katrina Documentary Gives Voice to Survivors” p. 207 (BG)
NPO Rough drafts
(LO 1-6)
Week Fourteen- 11.26-11.30
NPO Research Project
Begin Course Overview
Post-LASSI, Post-Student Success Surveys Due
Portfolio Overview
(LO 1-6)
Week Fifteen- 12.3-12.7
NPO Research Discussion
Course Review
Final Portfolios
FINAL DRAFTS DUE- NPO Research Essay (LO 1-6)