Riverside City College: Fall 2013
English 50: Basic Skills Composition
Instructor: Rebecca Coleman
Department: English & Media Studies
E-mail: Rebecca.Coleman@rccd.edu
Turnitin.com Course ID: 6842509
Turnitin.com Course Password: 49032
Room: QD 120
Times: T/TH 8-10:05 AM
Sections: 49032
Final Exam: TBD
Web Page: http://websites.rcc.edu/coleman/
Required Textbooks, Software, and Materials
 Rosa, Alfred and Paul Eschholz. Models for Writers: Short Essays for Composition. 11th ed . Boston: Bedford,
2012 (ISBN # 978-0-312-55201-5)
 Hacker, Diana and Nancy Sommers. Rules for Writers. 7th ed. Boston: Bedford, 2012 (ISBN # 978-0-312-677350)
 One two-pocketed folder (as shown on the first day of class)
 Two Blue Books (for exams)
 Approximately 300 sheets (possibly more) of computer paper and the corresponding amount ink for printing
various materials, including essay drafts and course readings
 Access to the Internet and Microsoft Word
 An active Riverside Community College email account (check it regularly)
Course Description and Prerequisites
Prerequisite(s): ENG 60B: English Fundamentals: Paragraph to Essay or ESL 55: Advanced Writing and
Grammar or qualifying placement level.
Advisory: REA 82 or qualifying placement level.
Emphasizes and develops skills in critical reading and academic writing as preparation for college-level
composition. Students will write a minimum of 5,000 words. Classroom instruction integrates Writing and
Reading Center activities. 72 hours lecture and 18 hours laboratory. (Letter Grade only.)
Course Student Learning Objectives
Upon successful completion of the course, students should be able to:
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Recognize thesis, audience, purpose and evidence in advanced pre-collegiate texts.
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Compose developed, unified, stylistically competent essays of 650 -1000+ words that:
*Are relatively free from errors in grammar and mechanics;
*Employ one or more patterns of development;
*Respond to advanced pre-collegiate texts;
*Adjust for audience and purpose with advanced-intermediate skill;
*Control voice, tone, and level of formality with advanced- intermediate skill;
*Use evidence effectively, with advanced intermediate skill, to support a thesis;
*Demonstrate awareness of the writing process and an ability to critique their own work and the work
of others with advanced-intermediate skill.
*Employ, at advanced-intermediate level, the standard methods of academic written discourse for
guiding readers through an analysis or argument (e.g., introductions and conclusions, transitions,
topic sentences).
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Understand the purpose of textual source citations, and be able to employ MLA conventions for documenting
sources and citing parenthetically, with basic-level skill.
Etiquette and Expectations
Writing is often a very expressive act that deals with controversial issues. In this composition class, we will be discussing
many social issues that will likely produce varied reactions from different students. We are a diverse discourse community
comprised of various faith-based, cultural, ethical, economic, political, linguistic, and ethnic perspectives. It is my goal to
cultivate a learning environment wherein students can openly discuss issues in a non-threatening, professional manner. I
expect all members of this class to treat each other with respect and civility. It is unacceptable to treat me or your fellow
classmates in an aggressive, disrespectful, and/or disruptive way.
As a courtesy to me as well as your fellow students, students will not be permitted to use electronic devices (iPads, cell
phones, laptops, etc) in class without prior instructor approval. The distraction caused by the interruptions of cell phones
and other electronic devices, including both vibrations and sound, is not cohesive with the learning goals for this class and
will not be tolerated. Disruptive behavior will not be permitted and may result in the student being reported for violation
of district student code of conduct policies and the violator’s removal from class.
English & Media Studies Department Electronic Device Policy:
Electronic communication devices must remain off during class time. Exceptions may be considered by faculty consultation
(i.e. family emergency). First offense may result in the student being suspended from the class for one meeting. Repeated
offenses may result in up to a 3-day suspension from the class pending a conference with the Dean of Student Services.
Course Work
Formal Essays, Drafts, and Peer-Reviews
Each student will write three formal, out-of-class essays during the course of the semester. Essay length, topic, and focus
will vary according to the individual assignment's requirements. All essays must be left justified, single sided and doublespaced, using 12-point Times New Roman font and 1-inch margins on the top, bottom, and sides. Additionally, essays
must properly cite sources using MLA format, which will be covered in class.
All formal essays must be submitted to Turnitin.com prior to class on the scheduled due date. Papers will not be graded
until they are submitted to Turnitin.com and as a printed hard copy. The late policy applies to Essay 1 and Essay 2.
Essay 3 will not be accepted late, and failure to turn Essay 3 in on time to Turnitin.com and as a hard copy will result in a
zero on the assignment.
Sharing your work with your peers via peer-review is a useful way to learn effective, as well as ineffective, writing
practices. For Essays 2 & 3, failure to participate in the peer-review will result in a deduction from the final essay grade.
Peer reviews cannot be made up. On days when we conduct peer-review activities, multiple copies of a draft may be
required (the exact number of copies TBD later in the semester).
Conference and Annotated Bibliography
For Essay # 3, students will partake in a scheduled, individual conference with me. During this conference, each student
will be required to bring a copy of their annotated bibliography and introduction for Essay # 3. Conference dates and
annotated bibliography guidelines will be determined later in the semester. Conferences cannot be made up; late
annotated bibliographies will not be accepted.
Collaborative Essay
Students will construct a collaborative essay with an assigned group of peers. This essay will be developed and revised
throughout the semester. The collaborative essay is solely an in-class endeavor; as such, it is imperative that students are
present to partake in the process of writing and revising the essay. All collaborative essay assignments will be collected at
the end of the class session in which they are completed and returned to the group during the next session in which a
collaborative writing activity is scheduled. Missed collaborative essay activities cannot be made up.
Midterm (Two Parts)
Each student will need to bring a Blue Book to class for this exam. The midterm will include short essays answers and a
grammar/MLA review.
Final
The final for this course is in-class essay. Each student will need to bring a Blue Book to class for this exam.
Homework Writing Activities (HWA)
Each student is required to complete 6 writing activities throughout the semester. These activities constitute the homework
section of the course grade. Each writing activity will have a specific prompt that must be carefully followed. All writing
activities must be typed according to MLA standards and submitted to Turnitin.com prior to the class in which said
assignment is due. A hard (paper) copy of your homework assignments is due at the beginning of class on the assigned
due date. The homework writing activities will be graded on accuracy, grammar, and content, with an emphasis on
grammar. Late homework assignments will receive a 5 point reduction and will not be accepted any later than the
beginning of the next class session.
Entrance and Exit Questions and Activities
Every class will begin and end with a few questions or writing activities that cover course readings, grammar, and class
discussions. These activities will be collected daily and will count as points (4 points possible per class). Coming to class
late or leaving early may result in the loss of these points, as entrance and exit activities cannot be made up.
WRC Requirement:
WRITING AND READING CENTER (WRC): The Writing and Reading Center (WRC) is a vital component of this class.
Students are required to complete a scheduled 60-minute weekly time slot of specific instructional activities, which may
include workshops, Directed Learning Activities (DLAs), grammar tutorials/worksheets, and/or instructor conferences
that augment and complement the weekly learning activities occurring in the lecture part of the course. The WRC hours of
operation are (M-Th 8:00am-7:00 pm & F 8:00am – 3:00pm) located in MLK 119 basement). The instructor will record
weekly WRC attendance along with class attendance. **Your attendance in the lab section of this course is
mandatory. This resource provides opportunities to seek individualized help from an instructor or peer tutor and the use of
vital writing/reading resources.
Students need to schedule their 60-minute time block using the website:
My Writing Center Online:
https://riverside.mywconline.com
STUDENTS MUST ATTEND THE WRC DURING THEIR SCHEDULED LAB TIME. IF THEY DO NOT ATTEND
BY FRIDAY, SEPTEMBER 6, THEY MAY BE DROPPED FROMTHE COURSE. The WRC is located in MLK 119, in
the basement. The instructor will record weekly WRC attendance along with class attendance.
The points granted for the WRC requirement are all or none. If you do meet the weekly-hour requirements, you forfeit all
WRC points.
To make the most of your time in the WRC, I require that you complete 3 DLAs, attend 2 Workshops, and meet with a
tutor or instructor at least 3 times. Verification of all WRC based activities will be collected at the end of the semester. I
also highly encourage all students to complete their HWAs in the WRC, as the WRC has many resources to help students
complete grammar based assignments.
You are required to keep track of your WRC visits, including date, time-in and time-out, and what activities you
completed while in the WRC. A log of your time in the WRC will be collected at the end of the semester, along with
verification of activities. I will provide a handout for you to track your visits.
Course Readings and In-Class Activities:
The majority of the readings for this class will come from the required textbooks. You must bring your textbooks to class
every day. The primary purpose of the course readings is to expose you to different types of effective writing.
Additionally, these readings coincide with particular writing assignments, providing possible ideas and guidance for your
essays. Since critical reading greatly benefits critical thinking and writing, keeping up with the assigned readings will help
you succeed in this class.
Discussion is an integral part of this course, and the assigned readings will often fuel our discussions. Thus, you are
responsible for completing all assigned readings before class on the day assigned; your entrance and exit questions
and activities will often be based on these readings. These questions and responses, as well as your involvement in
class discussions, writing activities, small group conferences, and other in-class exercises will affect your grade. Inclass activities cannot be made up, as they are indicators of participation and you cannot participate if you are not
present.
Participation and Attendance
This course is a discussion/workshop—not lecture—intensive course. To participate in class discussions and workshops,
you must attend class, keep up with the reading assignments, and participate in the writing community, which means you
will read and respond to peer-writing during class. Because this class is structured as a discussion/workshop course, it is
not possible to make up missed class work; if you are not in class, you obviously cannot participate in class discussions or
workshops.
Students who exceed a total of three absences may be dropped from the course. I will count each early departure or late
arrival as half of an absence. Remember, missed work cannot be made up, so absences will affect a student’s grade. If a
student is absent, it is his/her responsibility to contact me and/or fellow classmate for notes/class information. I will not
reteach a class to an absent student. I will, however, give a brief explanation of what was missed via email if I am asked to
do so. It is the absentee’s responsibility to ask, however. NOTE: if you are certain that you want to drop the course, it is
your responsibility to do so: do not count on me to drop you.
Late Work and Make-Up Work
Because I have structured this course to build upon itself throughout the semester, repeatedly turning in assignments late
interrupts the flow and progress of the class. Thus, turning in late work is detrimental to student success and disrupts the
course’s momentum. As such, the following late work and make-up policies stand:
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Essay 1 and 2 can be turned in late for a 10 point per-class reduction. However, Essay 1 and 2 will not be accepted
more than one week late.
*For example, if Essay 1 is due on Monday of Week 5, it will not be accepted after Monday
of Week 6, at which point it will receive a 20 point (2 class) reduction.
The Collaborative Essay and Essay 3 cannot be turned in late.
Homework Writing Assignments (HWAs) can be turned in up to one class session late, but will suffer a 5
point reduction.
* For example, if HWA 1 is due on Wednesday of Week 3, it will not be accepted after
Monday of Week 4, and it will be marked down 5 points.
In-class work, including peer-reviews, workshops and entrance/exit activities, cannot be made up nor
turned in late.
Exams cannot be made up without prior approval. Prior approval will only be given in advance and at
my discretion.
Plagiarism and Cheating
All ideas and words, including but not limited to quotes, paraphrases, images, and data, that derive from an external
source must be properly cited and referenced. This policy holds true for all assignments, including drafts, homework, inclass, and formal essays. Whenever one uses somebody else’s ideas or words as his/her own, whether it is accidental or
intentional, he/she is plagiarizing. If you are unsure whether or not something is plagiarism, please feel free to ask me
about your concerns prior to turning in said assignment. Any form of cheating or academic dishonesty will result in the
offender receiving a grade of "F" on the assignment without the opportunity for revision or the opportunity to make-up the
lost points/work. Plagiarism may also be reported to the Dean’s office.
(Board Policy 6080 Section III.C. 1&2) For instances of academic dishonesty a faculty member may reduce the score on tests or
assignments(s), reduce the grade in the course, fail the student in the course. If course suspension is recommended, the administrative
officer will review the information regarding the instance of academic dishonesty, notify the student, and will prescribe appropriate
due process procedures. The administrative officer will make note of the offense in the student’s educational records. A second
instance of academic dishonesty may result in expulsion proceedings. Any tuition and applicable fees will not be refunded as a result
of disciplinary action for academic misconduct.
Disability Statement and Student Accommodations
If you have a physical, psychiatric/emotional, medical, or learning disability that may impact your ability to
carry out assigned course work, you are urged to contact the staff in Disabled Student Services, in
Administration #121 on the Riverside Campus, phone 222-8060 (City Campus), 222-8062 (TDD), 372-7070
(Norco), or 485-6138 (Moreno Valley). DSP&S will review your concerns and determine, with you, what
accommodations are necessary and appropriate. All information and documentation is confidential.
Grades
Your final course grade will be calculated by totaling all of your scores on all class assignments and activities. The
following grading scales will be used in this class:
Grade
A
B
C
D
F
Percentage
90-100
80-89
70-79
60-69
59 and below
Points
900-1000
800-899
700-799
600-699
599 and below
General Criteria for a Successful Formal Essay

Content and Focus: The paper has a unique and interesting perspective. The paper has a clear central purpose
which is stated in a specific and engaging thesis statement. The paper addresses all aspects of the assignment
prompt. The focus of the paper is narrow and concise, avoiding ambiguous and broad observations. The paper
uses relevant and insightful details and moves beyond clichés, generalities, and platitudes. The paper
demonstrates an awareness of audience and appeals to an intelligent reader.

Organization: The paper is constructed in a fluid manner and utilizes appropriate transitions. The paper avoids
repeating ideas by forming each paragraph around a topic sentence and supporting details. The paper’s topic
sentences relate directly to the thesis statement and push the development of the central purpose. The paragraphs
are structured in a logically sound manner that builds a clear and unified essay (if the paragraphs can be moved
around in any order, they probably are not building a unified essay). The paper has a distinct and intriguing
introduction, fully constructed paragraphs, and a conclusion that moves beyond summary.

Development and Support: The paper demonstrates the writer’s critical thinking skills, judgment, and maturity.
The paper demonstrates the writer’s ability to process and discuss arguments in an accurate, relevant, and
engaging manner. The paper considers opposing viewpoints. The thesis statement develops throughout the essay
and is supported with thoughtful and logical examples and support. When secondary sources are used, they are
used as the name implies—secondarily. This means that secondary sources are used to inform and support an
argument rather than making the argument for the writer. A successful paper will weave secondary information
into the student’s original non-fiction prose. The paper demonstrates the student’s ability to evaluate sources by
including only good quality, reputable sources.

Mechanics and Citation: The paper is free of gross grammar, spelling, and punctuation errors. The paper
demonstrates the student’s ability to proof-read. The paper adheres to MLA documentation, properly citing all
sources. The “Works Cited” page is done correctly with matching internal citations. The paper is free of
plagiarism.
All formal essays will be evaluated according to mastery of these criteria. However, depending on the assignment certain
areas of this rubric will be weighted heavier than others. For instance, more emphasis will be put on Development/Support
and Mechanics/Citation criteria for the essays with heavy research requirements. You will be given an individual rubric
which outlines expectations with each formal essay.
Points Possible
75
75
100
180
100
125
25
100
100
120
Breakdown of Course Assignments
Collaborative Essay: Summary/Response
Essay 1: Self-Reflective Narrative (500-550 words)
Essay 2: Comparative Argument (800-900 words)
Essay 3: Causal Argument Research Paper (1000-1100 words)
Midterm
Final
Conference/Annotated Bibliography
Entrance and Exit Questions (4 points per class @ 25 classes)
WRC Packet and Hours (all or none)
Homework Writing and Grammar Activities (6 @ 20 points each)
Total: 1000 Points Possible
Coleman’s College Survival Tips:
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Whenever emailing a professor or school administrator, do so from your student email account, include a specific
subject line, address the recipient by name with a polite greeting (ex. Hi Professor Coleman or Hello Mrs.
Coleman, etc), and be sure to end the email with a salutation and your name (ex. Thanks, John Student or Best,
Jane Pupil).
Whenever emailing an attachment to a teacher, make sure that you have named it appropriately and that your
name is included in the attachment title (ex. Essay 1 Revision John Doe).
Do not wait until the last minute to submit work online or to print hardcopies. Technology is notoriously
unreliable when deadlines approach. Do things early; if a problem arises, email your professor immediately to
explain the issue. Also, should your printer break or Turnitin.com malfunction, it is wise to always email your
professor a copy of any work that is due, as it is the only way for a professor to gauge the time the assignment was
completed.
Before emailing a professor a question about an assignment/course policy, be sure to check and double check all
available resources (your syllabus, assignment prompts, etc) for an answer. BUT, if an answer is unavailable, or if
you need more clarification, do not hesitate to contact your professor. I will always do my best to answer all
questions in a timely manner. It is my priority to help my students succeed; I hope to see all of you grow into
self-sufficient researchers and learners. Please be in contact with me early and often with questions and concerns
that are not covered in our course resources.
PROOFREAD, PROOFREAD, PROOFREAD! Did I mention proofreading? Many points are unnecessarily lost
due to skipping this fundamental step in the writing process.
Follow directions. This requires students to read closely, carefully, and actively. If a prompt asks you to quote
twice or to use different types of commas, be sure to do so. These seemingly small bits of missed information can
often make the difference between a passing and non-passing grade.
Tentative Schedule:
Week 1: Aug 27, 29
Tuesday: In class: Introductions, Syllabus and Schedule, WRC Requirement
Thursday: Read1: In Models for Writers (MfW): Mike Rose’s “I Just Wanna Be Average” (183-186)
Bring to class: MfW or print-out of Rose’s essay
In class: Diagnostic and Self-Assessment
Week 2: Sept 3, 5
Tuesday: Read: In Rule for Writers (RW): Chapter 1 (2-19) and Chapter 5 (70-78)
Bring to class: RW
In class: Writing Situations: Audience and Purpose
Thursday: Read: MfW Chapter 1 (7-17) and Chapter 2 (43-57)
Bring to class: MfW
In class: Reading Comprehension, Assign Collaborative Essay/Groups, Paragraphing
Week 3: Sept 10, 12
Tuesday: Read: MfW: Chapter 3 (81-83), Chapter 6 (145-150), Michael T. Kaufman “Of My Friend Hector and
My Achilles Heel” (154-159) & Carl T. Rowan “Unforgettable Miss Bessie” (166-171)
Bring to class: MfW
In class: Discuss readings: Begin the collaborative essay (Theses, Essay Maps, and Introductions)
Thursday: Read: RW Chapter 2 (23-30), RW Chapters 56-58 (460-477) & MfW Chapter 7 (172-175)
Bring to class: RW and MfW
In class: Collaborative Essay continued: Topic Sentences, Main Points, Paragraphs, Quoting
Week 4: Sept 17, 19
Tuesday: Read: MfW Chapter 5 (119-123) & RW Chapter 4 (50-68)
Bring to class: MfW & RW
In class: Collaborative Essay continued: In-Text Citations, Building Paragraphs, Organization
Thursday: HWA # 1 DUE
Read: RW Chapter 2 (32-35) & MfW Chapter 6 (151-153)
Bring to class: MfW & RW
In class: Collaborative Essay continued: Conclusions, Putting it Together
Week 5: Sept 24, 26
Tuesday: Read: RW Chapter 3 (35-39) & MfW Chapter 1 (21-32)
Bring to class: MfW & RW
In class: Collaborative Essay continued: Revision & Editing
Thursday: HWA # 2 DUE
Read: RW Chapter 19 (180-189) & 20 (188-195) **Review and Use as a guide for HWA 2
Bring to class: MfW & RW
In class: Collaborative Essay: Editing, Final Touches
1
All reading must be completed before class on the day scheduled
Week 6: Oct 1, 3
Tuesday: Read: MfW Chapter 14, “Narration,” “What’s in a Name?” & “White Lies” (372-385)
Bring to class: MfW & RW
In class: Collect Collaborative Essays, Assign Essay 1, Discuss Reading, Narration
Thursday: Read: RW Chapter 32 (292-307) & Chapter 33 (308-313) and
MfW Chapter 18—“Division and Classification,” “The Ways of Meeting Oppression,” and “What are
Friends For?” (461-476)
Bring to class: MfW & RW
In class: Discuss Reading, Commas, “Groups”
Week 7: Oct 8, 10
Tuesday: HWA # 3 DUE
Read: MfW “Shame” (288-292) and “Salvation” (228-232) and RW Chapter 6 (84-94)
Bring to class: MfW and RW
In class: Discuss Readings, Arguments
Thursday: Read: MfW Chapter 4 “Unity” (99-102) & “My Name” (109-112)
Bring to class: MfW and RW
In class: Discuss Reading, Theses, Outlines
Week 8: Oct 15, 17
Tuesday: Essay 1 DUE
Read: MfW Chapter 19 “Comparison and Contrast” (483-487), “Two Ways to Belong in America”
(493-498) & “Why and When We Speak Spanish in Public” (531-534)
Bring to class: MfW and RW
In class: Assign Essay 2, Compare and Contrast, Discuss Readings
Thursday: Read: MfW “Condemn the Crime, Not the Person” (569-573) & “Shame is Worth a Try” (574-78)
and RW Chapter 7 (102-111)
Bring to class: MfW and RW
In class: Discuss Readings, Counter Arguments, Considering Evidence
Week 9: Oct 22, 24
Tuesday: In class: Midterm Prep (Review of Grammar, Citation, and Methods of Argument)
Bring to Class: MfW and RW and all class notes
Thursday: Essay 2 Thesis Due
In class: MIDTERM- BRING A BLUE BOOK
Week 10: Oct 29, 31
Tuesday: HWA # 4 DUE
Read: MfW Chapter 8 Transitions (193-196), “On Being 17, Bright, and Unable to Read” (197-202),
& “Me Talk Pretty One Day” (294-299)
Bring to class: MfW and RW
In class: Discuss Readings, Transitions, Verbs
Thursday: Essay 2 Draft Due
Bring to class: 3 Copies of your 3 page draft and RW
In class: Peer-Review and Grammar Activities
Week 11: Nov 5, 7
Tuesday: Read: RW Chapters 14 (141-151) and 15 (152-155)
Bring to class: Peer-reviewed drafts, MfW, and RW
In class: Revision and Clarity
Thursday: ESSAY 2 DUE
Read: MfW Chapter 20 “Cause and Effect” (517-520) & “Why We Crave Horror Stories” (524-530)
Bring to class: MfW
In class: Assign Essay 3, Discuss Readings, Practice Cause and Effect
Week 12: Nov 12, 14
Tuesday: Read: MfW Chapter 21 “Argument” (539-546), Jefferson’s “Declaration of Independence” (547552) & MLK Jr.’s “I Have a Dream” (553-559)
Bring to class: MfW and RW
In class: More on Cause and Effect, Revision, and Argument
Thursday: HWA # 5 DUE
Read: MfW Chapter 22 “Research” (642-668) & Review RW Chapters 56-59 (457-522)
Bring to class: MfW and RW
In class: Research Demo, Discuss MLA Citation and Works Cited, Practice MLA
Week 13: Nov 19, 21
Tuesday: Bring to class: Annotated Bibliography and Introduction for Essay 3
In class: Individual Conferences
Thursday: Bring to class: Annotated Bibliography and Introduction for Essay 3
In class: Individual Conferences
Week 14: Nov 26, 28
Tuesday: HWA # 6 DUE
Bring to class: MfW and RW
In class: Outlining, Introduction Revision, Sentence Level Editing
Thursday: NO CLASS
Week 15: Dec 3, 5
Tuesday: Drafts of Essay 3 DUE
Bring to class: 3 Drafts of Essay # 3 and both textbooks
In class: Peer-Review and Revision Activities
Thursday: ESSAY 3 DUE
Bring to class: RW and MfW for final prep
In class: Final Prep
Week 16: Dec 10, 12
Tuesday: In class: Final Prep
Thursday: WRC PACKET AND HOURS DUE
In class: Final Exam—Bring a Blue Book