Heartland Community College
Humanities & Fine Arts
Course Prefix and Number: ENGL 094
Course Title: Writing Skills Review I
Credit Hours:
3 Lecture Hours: 3 Laboratory Hours:
0
Catalog Description:
Prerequisite: Satisfactory score on English placement exam or consent of the
department. Concurrent enrollment in READ 090 is strongly recommended. A
reading/writing course that uses an error analysis approach to review English
fundamentals, including grammar and sentence structure, punctuation, usage
and mechanics. The course introduces students to audience, invention,
arrangement and purpose in composing. Course grades will be determined by
portfolio assessment.
Instructor Information:
Instructor name: Keely R. Austin, Ph.D.
Phone number to contact instructor: 268-8612
Instructor e-mail address: keelyaustin@heartland.edu
Location of instructor’s office: ICN 2016
Location of instructor’s office and office hours: ICN 2016
Monday/Wednesday—2:20-3:20
Tuesday/Thursday—10:45-12:15
Text:
Pearson My Writing Lab Access code
On Course Plus Study Skills by Skip Downing
094 Course Guide (FREE; e-reserve online at HCC Library)
Notice of Canceled Class Sessions
Cancelled class sessions, for all HCC classes, will be listed under Cancelled
Class Meetings in the A-Z Index and under Academic Information in the
Current Students page on the HCC Web site. Go to
http://www.heartland.edu/classCancellations/ to learn what classes have
been cancelled for that day and the upcoming week. Be sure to check the last
column, which might contain a message from the instructor.
Relationship to Academic Development Programs and Transfer:
(Indicate if course is General Education/IAI)
ENGL 094 is designed to enhance students' academic performance for other
college courses for which these students are currently underprepared, as
indicated by their performance on the College's English placement exam or
by the review of approved documents. Credit earned from successful
completion of ENGL 094 is neither calculated into students' GPA at Heartland
Community College, nor will it apply toward degree or certificate
requirements, nor will it transfer to other colleges or universities. However,
some institutions calculate admissions GPA using grades from all courses,
including developmental courses.
Course Objectives (Learning Outcomes):
After completing the course, the student
should be able to:
Demonstrate an understanding of voice
that develops from practice and selfreflection and communicates ideas
clearly to a classroom-based audience
Comprehend the elements of
grammatically-correct sentences and
paragraphs and apply this knowledge to
one’s own writing
Develop an essay that focuses on a
single purpose by creating paragraphs
in support of a main idea
Practice an effective writing process
that includes successful strategies for
inventing, choosing, and narrowing a
topic; inquiring into ideas; and revising
and editing texts
Learning Assessment
Outcome
CO1
Portfolio, in-class
assignments, class
discussion, quizzes
Portfolio, in-class
assignments, class
discussion, quizzes
CO1
CT1
Portfolio, in-class
assignments, class
discussion, quizzes
Portfolio, in-class
assignments, class
discussion, quizzes
CO 1 (Communications Outcome 1): “Students compose a message and
provide ideas and information suitable to the topic, purpose, and audience.”
CT 1 (Critical Thinking Outcome 1): “Students gather knowledge, apply it to a
new situation, and draw reasonable conclusions in ways that demonstrate
comprehension.”
Course/Lab Outline:
Introduction to rhetorical outcomes
Effective computer and Internet usage
Individualized lessons on grammar, mechanics, and
punctuation
Strategies for effective word use
Constructing effective sentences
Writing paragraphs
Writing essays
Reinforcement of basic writing strategies with an emphasis on
building an effective writing process
Course Policies:
Method of Evaluation (Tests/Exams, Grading System):
The midterm grade will be based on writing exercises, writing practices, and
participation grades. The final grade will reflect grades from writing exercises,
writing practices, participation, and the final portfolio grade. Final grades will
be determined using the following percentages:
40%: Process Assignments which may include, but are not limited to,
invention exercises (e.g., listing, concept mapping, claim structure outlining,
etc.), topic proposals, annotated bibliographies, drafting, peer review,
documentation practice, revision, editing, in-class assignments (individual and
collaborative), class discussion of writing or readings, attendance related
participation, and quizzes.
60%: Portfolio of revised writings.
Final grades will be determined according to the following scale:
A = 92 -100%
B = 83 - 91%
C = 74 - 82%
D = 65 - 73%
F = Below 65%
Grading Policy:
Consistent with grading criteria set forth in the Course Guide. Rubrics will be
provided for each major writing assignment.
Participation (or Attendance):
Attendance and participation are necessary for students who wish to improve
their writing skills.
Class Participation:
Students will be asked to participate in class, small group, and partner
discussions as well as turn in written assignments completed in and out of
class (some of which will be collected for credit).
Incompletes:
Consistent with departmental policy; make an appointment with the instructor
to discuss whether an individual case qualifies for an incomplete.
Extra Credit: TBA
Make-up of tests and assignments:
Students will be allowed to turn in ONLY 2 assignments late (save these for
sick days!). Late assignments must be turned in within 48 hours of the
original deadline or will not be accepted and will be assigned a grade of 0/F.
This may mean that a student will need to attach the homework to an e-mail
and send through myHeartland to meet the 48 hour deadline.
Deadlines:
Because your time is valuable, and so is mine, deadlines are firm. If you
have to miss a deadline, refer to the “make-up of tests and assignments”
policy. Make an appointment to discuss any issues (e.g., missing class,
missing homework, etc.) you may have with your instructor DURING OFFICE
HOURS, not during class.
Required Writing and Reading:
Students will be required to write during each class period. Students will be
given quizzes on mini-lessons about writing and English structure and usage.
A final portfolio with a minimum of 5 pages of revised writing is required.
Readings will be assigned by the instructor. Students will be required to read
outside of class.
Student Conduct:
The single most important aspect in any of my classes is mutual respect
between the class participants. As there will be many voices and experiences
present in the classroom, it is my expectation that participants will behave in
respectful ways toward each other, as well as to me, in large and small group
discussions, questions, and written responses. Many opportunities to learn
and grow are presented when there is space in a classroom for disagreement
and difference of opinion; I simply ask that a basic respect for each other be
the basis for any interaction or communication, including rudimentary
courtesies such as taking turns in discussion (and not dominating the
discussion), not interrupting other speakers, paying attention when others are
speaking or presenting, not working on tasks for other classes while in this
class, and remaining physically present and mentally engaged for the whole
class period. Please turn off cell phone ringers during class unless you
have discussed an emergency need with me before any specific class.
No eating or drinking (other than water) in the computer classroom. No
children allowed in the classroom or unattended in the halls (HCC
policy).
Academic Integrity and Plagiarism
Academic Integrity
Academic integrity is a fundamental principle of collegial life at Heartland Community
College and is essential to the credibility of the College’s educational programs.
Moreover, because grading may be competitive, students who misrepresent their
academic work violate the right of their fellow students. The College, therefore, views
any act of academic dishonest as a serious offense requiring disciplinary measures,
including course failure, suspension, and even expulsion from the College. In addition,
an act of academic dishonesty may have unforeseen effects far beyond any officially
imposed penalties.
Violations of academic integrity include, but are not limited to cheating, aiding or
suborning cheating or other acts of academic dishonesty, plagiarism, misrepresentation
of data, falsification of academic records or documents and unauthorized access to
computerized academic or administrative records or systems. Definitions of these
violations may be found in the college catalog.
Plagiarism
Plagiarism is the presenting of others’ ideas as if they were your own. When you write a
paper, create a project, do a presentation or create anything original, it is assumed that
all the work, except for that which is attributed to another author or creator, is your own.
Plagiarism is considered a serious academic offense and may take the following forms:
 Copying word-for-word from another source and not giving that source credit.
 Paraphrasing the work of another and not giving that source credit.
 Adopting a particularly apt phrase as your own.
 Using an image or a copy of an image without crediting its source.
 Paraphrasing someone else’s line of thinking in the development of a topic as
if it were your own.
 Receiving excessive help from a friend or elsewhere, or using another project
as if it were your own.
[Adapted from the Modern Language Association’s MLA Handbook for Writers of
Research Papers. New York: MLA, 1995: 26]
Note that word-for-word copying is not the only form of plagiarism. The penalties for
plagiarism may be severe, ranging from failure on the particular piece of work, failure in
the course or expulsion from school in extreme cases.
Academic Support Center Services:
Library
The Library, located in the Student Commons Buildings at the Raab Road campus,
provides Heartland students with a full range of resources including books, online
journal databases, videos, newspapers, periodicals, reserves, and interlibrary loan.
Librarians are available to assist in locating information. For more information, please
call the Library (309) 268-8200 or (309) 268-8292
Tutoring Services
Heartland Community College offers tutoring in various forms at no cost to Heartland
students at the Tutoring and Testing Center in Normal and at the Pontiac and Lincoln
Centers. Tutors are available at convenient times throughout the week. Study groups
are also available by request. For more information about services available at each
location, please call the Tutoring and Testing Center in Normal (309) at 268-8231, the
Pontiac Center at (815) 842-6777, or the Lincoln Center at (217) 735-1731.
Writing Services: Writing Services is open to all HCC students working on their
writing. HCC writing faculty help students apply course outcomes to their papers. Visit
the Tutoring and Testing Center or call the TTC for an appointment: 268-8231.
Testing Services
The Tutoring and Testing Center provides a secure testing environment for students
who are enrolled in online, hybrid, and other distance learning courses; have a
documented disability; or need to take a make-up exam. Testing accommodations for
students having documented disabilities must be arranged by the student through the
Office of Disability Services, and Testing Services will only administer make-up exams
at the request of the instructor. Contact Testing Services at (309) 268-8231 for more
information.
Open Computing Lab
The Open Computing Lab provides free computing for HCC students at convenient
times throughout the week. The computer lab is staffed by trained Lab Assistants and
offers the use of approximately 70 computers, a scanner, a laser printer, and an electric
typewriter.
Disability Support Services
Heartland Community College offers Disability Support Services (DSS) with offices
located in the Academic Support Center. DSS ensures that students with disabilities
have equal access to the college’s programs, services and activities through the
provision of reasonable accommodations as outlined in Section 504 of the
Rehabilitation Act and the Americans with Disabilities Act. DSS offers a wide range of
services to support students with disabilities, including: assistive technology, document
conversion services, personnel, classroom and testing accommodations. Students with
a documented disability who wish to discuss academic accommodations can contact
disability support services at (309)268-8259.
Specifications for written materials: MLA style required
Writing Project #1: Appearance and Identity
Length Requirement: 2-2.5 pages
Documentation Style: MLA format
Due Date: Week 6
Key Concepts:
Components of an Essay
Organizational Strategies
Introductions
Pre-writing, Writing, Revising, Editing
Basic MLA Paper Format
Voice
Overview
In this project, you will write an essay in response to several articles we have read together as a
class.
As you are writing your own story, also include details and support from the other essays as well
as arguments from class discussion.
Consider your classmates to be your audience and the classroom your forum. Given these
designations, what details might you include to keep your readers interested? What
experiences from classroom discussions might you want to include? What information would
you not need to include since you know some background knowledge about your audience? In
order to demonstrate an academic formal voice, you will need to consider specific linguistic
features such as pronoun use, avoidance of cliché phrases, and the ability to separate your
writerly voice from the source voice when you include information from Walker’s short story.
Learning Outcomes
In this paper, you will focus on two course objectives, CO1 and CT1.
CO1: Demonstrate an understanding of voice that develops from practice and selfreflection and communicates ideas clearly to a classroom-based audience.
CT1: Practice an effective writing process that includes successful strategies for
inventing, choosing, and narrowing a topic; inquiring into ideas; and revising and
editing texts.
Assessment
There are three main assessments in this unit, including a self assessment that you will
perform on your own first rough draft in Week 3, a peer review that you will perform in Week 5,
and the advisory grade assessment from your instructor. Each assessment will consider how
well you are meeting the Learning Outcomes for this writing project. Copies of these
assessments are attached to the course syllabus.
Writing Project #2: Responding to an Argument
Length Requirement: 3-3.5 pages
Documentation Style: MLA format
Sources Required: 2 academically acceptable sources (provided/approved by instructor)
Due Date: Week 10
Key Concepts:
Active Reading
Summarizing, Paraphrasing, and Direct Quoting
Pre-writing, Writing, Revising, Editing (CT1)
Basic MLA Paper Format, basic documentation
Claim Structure (CO1)
Overview
All reading and writing is creating meaning in a particular context. Learning to add your voice to
the discussion is important; this essay will give you the chance to explore and support your
opinions on a political issue raised by the author of the article you chose. Keep in mind, your
audience is a group of people who do not agree with you, so you need to think about what that
audience needs as evidence and stay respectful of your audience’s needs and values.
Learning Outcomes
In this paper, you will focus on two course objectives. The first will be the second CO1 outcome
listed in the course syllabus, and CT1:
CO1: Develop an essay that focuses on a single purpose by creating paragraphs in
support of a main idea
CT1: Practice an effective writing process that includes successful strategies for
inventing, choosing, and narrowing a topic; inquiring into ideas; and revising and
editing texts.
Assessment
There are three main assessments in this unit, including a self assessment that you will
perform on your own first rough draft in Week 8, a peer review that you will perform in Week 9,
and the advisory grade assessment from your instructor. Copies of these rubrics are attached
to this assignment page. Each assessment will consider how well you are meeting the
Learning Outcomes for this writing project. Copies of these assessments are attached to the
course syllabus.
Writing Project #3: Reflective Introduction to the Portfolio
Length Requirement: 1-2 pages (single spaced)
Documentation Style: memo format—not MLA
Sources Required: WP1 and WP2 Revision Plans
Due Date: Week 16 (turned in with portfolio)
Key Concepts:
Reflection on writing process
Analysis of revision process
Overview
In this final paper, you will consider everything that has occurred during the semester for you
regarding this class (learning, invention, drafting, peer reviewing, revising, etc.) in a memo
format. Please follow the model below:
To:
From:
Date:
Re:
Keely R. Austin
Your name
1 May 2020
English 09X.xx
First paragraph (notice this is not indented since it is in a business form called full-block style;
that means your paragraphs are single spaced but separated by an extra single space): in this
paragraph, discuss what you have learned in this 094 class. What were your feelings about
writing when you started the semester? Had you heard of rhetoric or any of the learning
outcomes we have covered during the semester (e.g., purpose, voice, critical thinking,
audience, development, source use, and language conventions)?
Second paragraph: write about what you believe are the most important accomplishments you
made this semester. What learning outcomes did you learn the most about? What strategies
do you plan to work on more in your future writing classes? How can what you have learned in
this class make you a better student or writer in your future classes?
Third paragraph: Discuss WP#1. What were the most significant changes you made to this
paper during the revision? Name two specific learning outcomes you focused on during the
revision of this paper and explain why it was important to make those changes. Provide specific
examples from the advisory grade draft and the revised, portfolio draft as evidence of this
subclaim.
Fourth paragraph: Discuss WP#2. What were the most significant changes you made to this
paper during the revision? Name two specific learning outcomes you focused on during the
revision of this paper and explain why it was important to make those changes. Provide specific
examples from the advisory grade draft and the revised, portfolio draft as evidence of this
subclaim.
Fifth paragraph: give future students some advice on how to be successful in this class and/or
discuss what you would do differently in this class if you “could do it all over again”.
Assessment 1: Self Review
Process Grade:__________
Writer’s Name:
Paper Title:
1. Explain how you used your invention activities (listing, concept map, claim structure
outline, etc.) to arrive at this draft? (This is an assessment of Learning Outcome CT1.)
2. Check to make sure you have written in an academic formal voice by looking at
pronoun usage. (Remember that voice is made up of SEVERAL factors; pronoun
usage is only one of those factors.) First person singular and third person
singular/plural pronouns are formal in MLA (and what you want to see in the essay); first
person plural and second person singular/plural pronouns have a more casual tone
(and are what you should cross out). Circle EACH pronoun in the paper. Put an “X”
over any pronouns that are not formal and suggest a replacement for each one you “X”.
(Refer to the pronoun chart from the class discussion.)
3. Identify EACH part of the essay by writing the number next to the corresponding
part. If you are missing a part, write a note at the end of the draft listing the parts you
need to add. Be specific.
1. Introduction section
2. Body section
3. Conclusion section
4. Thesis statement
5. Topic sentence for each body paragraph
6. Action plan or reflection in the conclusion (NOT A SUMMARY of the BODY)
7. Most interesting part of the essay
4. Draw a circle around the phrase used as the transition between EACH paragraph in
the body. If you do not find a transition, write one.
5. Do each of the subclaims in the body of your essay support or further the main claim
of your paper? If not, decide whether to cut them or how to revise your main claim to
make them work. (This is an assessment of the Learning Outcome CO1.)
Assessment 2: Peer Review
Process Grade:__________
Peer Reviewer name:
Student Writer name:
Paper Title:
1.
Does the student include the invention exercises, including the listing, concept map,
and claim structure outline? List any parts that are missing and make the writing
project incomplete. (This is an assessment of the Learning Outcome CT1.)
2.
Read the first paragraph and then stop. Does this paragraph make you want to read
further? Why or why not? Answer in complete sentences. List any words or phrases
you don't understand.
3.
Read the next two paragraphs. What is the purpose of the essay? What is its main
idea? Do the subclaims in the paragraphs support the writer’s main claim? If no,
suggest a solution. (This is an assessment of Learning Outcome CO1.)
4.
Which paragraph is the weakest? Why? Give 3 suggestions (sentences for the
writer to insert) to make it stronger.
5.
List each transition used by the writer. Are there any that are single word or short
phrase? If so, suggest a different transition.
Assessment 3
Advisory Grade Rubric 1
Paragraph-level concerns (30)
Main Claim/Claim Structure/Topic Sentences (main claim has the
topic, an opinion, and a reason): This is an assessment of
Learning Outcome CO1:
Unity (each paragraph focuses on a single idea, has general examples
and specific examples):
Transitions (uses more than one word or phrasal connectors; transitions
are specific to the two paragraphs being joined):
Organization—Introduction captures attention, body structure
proceeds logically, conclusion goes beyond summary (20):
Grammar, Mechanics, and Punctuation (30):
Assignment Requirements: MLA page format with 4-line heading,
running head, and use of signal phrases to separate writer voice from
source voice. All drafts (invention, drafting, revision, editing, etc.) are
attached to the final draft and rhetorical cover page. This is the
assessment of Learning Outcome CT1 (20) INCOMPLETE = 0/F FOR
WRITING PROJECT:
Additional Comments:
Advisory Grade Rubric 2
Name:
Class/Assignment:
Component Subtractions:
A
25 24 23
Voice
V
Purpose and
Development
PD
Source Use
and Support
SS
Language and
Style
Total Grade:
Zero-1
audience
address
shifts or
tone shifts
(not both)
Claim
structure
clear and
highly
organized;
paragraphs
unified and
developed;
strong
transitions;
skillfully
uses
several
pieces of
textual
evidence for
each claim
Ethical use
of direct
quoting or
paraphrasin
g; In-text
citation
error free;
Writer and
source
voice
discernible
(but
rhetorically
subtle)
Zero-2
grammar,
mechanics,
or
punctuation
errors
B
22 21 20
C
19 18
D
17 16
F
15 or below
Few audience
shifts OR few
tone shifts (not
both)
Few audience
and tone shifts
(may find both)
Audience
unclear; tone
inappropriate for
audience
No discernable
audience; tone
not appropriate
for academic
writing
Claim structure
or organization
strongly
consistent; may
have paragraph
unity/developme
nt problems;
adequate
transitions;
strongly uses
some textual
evidence for
each claim
Claim structure
or organization
consistent; may
be paragraph
unity/developme
nt problems;
word or phrase
level transitions;
adequately uses
textual evidence
for each claim
Claim structure
or organization
weak; some
paragraph
unity/developme
nt problems;
weak
transitions; does
not successfully
use textual
evidence to
back up claim;
textual evidence
insufficient in
parts
No discernable
claim structure;
poor
organization;
several
paragraph
unity/developme
nt problems;
lacking many/all
transitions; little
or no textual
evidence
backing claims;
textual evidence
used does not
relate to claims
1 or 2 problems
in direct quoting
or paraphrasing;
1 or 2 errors
with in-text
citation; Writer
and source
voice
discernible
(perhaps
choppy)
3 problems in
direct quoting or
paraphrasing; 3
errors with intext citation;
Writer and
source voice
discernible (not
rhetorically
subtle)
More than 3
problems in
direct quoting or
paraphrasing;
More than 3
errors with intext citation;
Writer and
source voice not
discernible
and/or missing
frames
Several
problems in
direct quoting or
paraphrasing;
Several errors
with in-text
citation;
Possibly lacking
citation or
source
inclusion; few or
no frames
3-5 errors in
grammar,
mechanics or
punctuation
6-8 errors in
grammar,
mechanics or
punctuation
9-11 errors in
grammar,
mechanics or
punctuation
More than 11
errors in
grammar,
mechanics or
punctuation