COURSE SYLLABUS
Spring 2015
Freshman Composition I
Instructor:
Sandy Kline
Office:
MC 538a
Office Phone:
(918) 595-7212
Cell Phone:
(918) 607-2090
e-mail:
sandy.kline@tulsacc.edu
Office Hours:
by appointment
Course:
CRN#
Section:
Room:
Days:
English 1113
21620
101
MC 537
Mondays
Hours:
8:30 am to 9:50 am
Interim Associate Dean:
Kayla Harding
Communications Division
Room MC 423
Ph: (918) 595-7064
TEXTBOOKS
The Norton Reader, 13th Edition, Linda Peterson. W.W. Norton & Company
The Little, Brown Handbook, Custom Edition for Tulsa Community College,
H. Ramsey Fowler and Jane E. Aaron. Pearson-Longman
ISBN 13: 978-1-256-70702-8
SUGGESTED RESOURCES
A dictionary and a thesaurus (print or online) are helpful, if not essential, for successful
writing. You will need some type of removable computer device to which you will save
your work, such as a USB flash drive. Do NOT save your work to the hard drives on
TCC computers in the TLC or library. All material on the hard drives is erased at the end
of each day; therefore, you cannot retrieve documents from one day to the next.
COMPUTER ASSISTED INSTRUCTION:
Writing Center MP 200
PREREQUISITE
ENGL 0933 with a grade of “C” or better or an appropriate placement score.
COURSE DESCRIPTION:
The first in a sequence of two courses. Introduces students to academic writing, basic
research, and documentation.
COURSE OBJECTIVES:
1. Restrict a subject and define a clear purpose;
2. Write well-developed, coherent, and unified paragraphs and essays;
3. Adapt style to a particular audience;
4. Compose sentences that are forceful, concise, and varied in structure;
5. Choose word that are precise and appropriate;
6. Use mechanics correctly, i.e. grammar, punctuation, and spelling;
7. Analyze and understand assigned readings;
8. Use secondary sources correctly and effectively.
Student Learning Outcomes: Students who successfully complete the course should
have learned the following competencies and skills:
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How to restrict a subject and define a clear purpose (thesis or topic sentence);
How to write well-developed, coherent, and unified paragraphs and essays;
How to adapt their style to a particular audience;
How to compose sentences that are effective, concise, and varied in structure;
How to choose words that are precise and appropriate;
How to use mechanics of English correctly (i.e. grammar, punctuation, and
spelling);
How to understand, analyze, and evaluate assigned readings;
How to format and document submitted papers using MLA format; and
How to identify and avoid plagiarism.
TEACHING METHODS
This class is a blend of in-class lectures, which require physical attendance, and online
discussion board work, which can be completed at the student’s convenience. It is a 16week course. Students will attend lectures every Monday from 8:30 a.m. to 9:50 a.m. In
addition, they are required to post weekly discussion board responses. Although
discussion board responses are somewhat “self-paced,” in order to receive credit, students
must post their responses before 6:00 p.m. on the Sunday before the next class.
EXPECTATIONS: I have high expectations of my students, but I love to teach and I
will do everything in my power to help you meet those expectations if you are willing to
put in the effort. If you need assistance, let me know. I cannot assist you if I am unaware
that you are struggling. My office is in MC 538A. You can schedule conferences with
me at any time during the semester.
I can also be reached via e-mail at
sandy.kline@tulsacc.edu or by phone at (918) 595-7212.
I believe the classroom should be a fun, relaxed, and emotionally safe environment, and I
will show respect to each person who is present. However, to be successful, you must be
present. I use every moment that you are in my classroom for instruction, so if you are
tardy or absent you miss a valuable opportunity to learn. If you do miss any portion of a
class period, it is your responsibility to get together with another classmate to find out
what you missed. I will not stop my instruction time to bring you up to speed.
CLASSROOM ETIQUETTE: Students are expected to show respect and courtesy to
fellow classmates and participate earnestly in class activities. Entering class late, talking
during lectures, sleeping during class, making fun of or attacking another’s viewpoint,
and/or behaving in a disruptive or combative manner are all considered inappropriate and
may be grounds for dismissal from class. Cell phones must be turned off during class; if
an emergency arises, the campus police can phone our classroom. Finally, school policy
does not permit students to bring children to class.
Any student who sleeps in class runs the risk of an automatic administrative withdrawal.
It is the instructor’s right to ask any student who is disruptive to the class to leave. If
asked to leave the class, the student will be required to see the Associate Dean of
Communications before returning to the class.
ATTENDANCE POLICY:
Attendance at Monday class lectures is mandatory. Online attendance will be determined
according to whether or not students post responses on or before the weekly deadline. I
strongly recommend regular attendance. I will take attendance at the beginning of each
class period. If you arrive after I take attendance, you will be counted absent. Any
student who misses two consecutive classes may be reported as excessively absent to the
registrar. Any student who misses two or more consecutive classes, that is two weeks of
class, will be subject to administrative withdrawal.
Formal writing assignments, including all essays, are generally due at the
beginning of the class period. They will be considered late once I have taken attendance
for the day. In extreme circumstances, with my permission, a student may be allowed a
two-week grace period in which to complete an essay or a discussion board response.
Under absolutely no circumstances, however, will I accept an essay or a discussion
board post that is more than two weeks past the posted deadline. Work submitted more
than two weeks after the posted deadline will receive an automatic “0.” To turn a paper
in late, you must bring it to me, in person, during my scheduled office hours.
LATE WORK:
WORD PROCESSING SOFTWARE: For our purposes, Microsoft Word is the word
processing program of choice. If you are using different software, it is your
responsibility to make the appropriate conversion prior to class. Help is available in the
Technology Learning Center (TLC).
HANDOUTS: When a handout accompanies an assignment, it is your responsibility to
read the handout and to check your work according to the assignment parameters. If you
don’t understand the requirements, it is your responsibility to ask questions. If you miss
a handout, it is your responsibility to secure a copy. Whenever possible, handouts will be
available to students on Blackboard. Another option is to secure a copy from a
classmate.
TYPING: Unless otherwise indicated, out-of-class work is to be typed in Times New
Roman, 12-point type. Work typed in a different font, such as Calibri, will not be
accepted. Handwritten work will not be accepted.
ASSIGNMENTS: Detailed assignments are located on Blackboard. There are three
types of assignments:
1) READING ASSIGNMENTS: You will have a reading assignment every week,
except the week before an essay is due. You will need to read the assigned articles in
order to participate in class discussions, respond on discussion board, and write essays.
You are expected to read thoughtfully and critically.
2) ESSAYS: You will write four to five essays throughout the semester.
Essay 1 –Personal Response (100 points): You will write a personal response to one of
the assigned textbook articles. This essay may be about a friend or family member’s use
of the English language, a job you have held, or activities you enjoy with friends or
family. You must refer to the textbook article in your introductory paragraph, quote from
it once in each of three supporting paragraphs (three quotes), and cite it on a separate
Work Cited page. The essay should be five paragraphs or approximately 750 words.
Essay 2 – Rhetorical Analysis (100 points): You will write an essay based on your
rhetorical analysis of a reading from our textbook. In this essay, you will determine what
the author’s purpose was, the rhetorical strategies they used to achieve that purpose, and
you will argue whether or not s/he succeeded in achieving their goal. The essay should
be at least five paragraphs or approximately 750 words. It will be formatted according to
MLA and have a Work Cited page.
Essay 3 – Compare/Contrast (100 points): You will write an essay comparing two
articles from the textbook. You must refer to the two textbook articles in your
introductory paragraph, quote from each at least once in three supporting paragraphs, and
cite both articles on a separate Works Cited page. The essay should be at least five
paragraphs or approximately 750 words.
Essay 4 –Argumentative (100 points). You will take a stand on a controversial issue
(such as gun control, abortion, immigration) and write an essay supporting that stand.
You must make at least three different points in support of your stand; each point must be
supported with a quote. You must use at least one resource in addition to your textbook,
quote from that resource, and cite it. The essay should be at least five paragraphs or
approximately 750 words. It will be formatted according to MLA and have a Works
Cited page.
Essay 5 (Optional) – Persuasive (100 points): This essay is only for those students who
fail to earn enough in-class extra-credit points to avoid it. You will write a persuasive (or
argumentative) essay about the grade you feel you have earned and support your
argument with at least three points. The essay should be at least five paragraphs or
approximately 750 words. It will be formatted according to MLA but will not require a
works cited page.
3) Discussion Board Responses: (500 points): You will write ten discussion board
posts in response to your reading assignments.
1) Each week you are expected to write and post a reflection on the essay or short story
(or poem or play) you have been assigned for that week. Reflection is not a summary,
description, or a review of what you have read. You are encouraged to analyze the
readings in rhetorical terms in order to deepen your understanding of them. You may use
one or more of the discussion board questions as a prompt for your post, or you may
write your own analysis.
Your reflection should contain no fewer than six (6) sentences. In order to receive credit,
you reflection must be posted before 6:00 pm, Sunday. You will receive 30 points for
your reflection or 5 points per sentence. PLEASE NOTE: If you write fewer than the
minimum six (6) sentences, your points will be reduced accordingly.
2) Each week you are also expected to respond to a peer’s reading reflection that you
find interesting and insightful. Your feedback should specify what it was about their post
that was helpful to you (What did they write that gave you new insights, new ideas or a
different way of looking at the article?). If you choose to disagree with one of your
peers’ posts, explain why you disagree politely and courteously.
You must respond to at least one peer each week in no fewer than four (4) sentences.
Peer responses must be posted before 6:00 pm, Sunday, in order to receive credit. You
will receive 20 points for your peer response or 5 points per sentence.
PLEASE NOTE: If you write fewer than the minimum four (4) sentences, your points
will be reduced accordingly.
Remember, Discussion Board is one-half your final grade.
TOTAL POINTS POSSIBLE
10 Discussion Board Responses @ 50 each
(30 personal response, 20 response to classmate)……………………500 points
Essay 1 (Personal Response)………………………………………………… 100 points
Essay 2 (Rhetorical Analysis)……………………………………………… 100 points
Essay 3 (Compare/Contrast)……………………………………………….. 100 points
Essay 4 (Argumentative)…………………………………………………… 100 points
Extra Credit Points or Optional Essay 5 (Persuasive) … .……………….......100 points
Total: 1,000 points
Grading Scale:
900-1000
800- 899
700- 799
600- 699
Below 600
=A
=B
=C
=D
=F
EVALUATION TECHNIQUES
Compositions will be evaluated on the basis of course objectives. Following are
descriptions of the A, B, C, D, and F paper.
The A Paper
1. Meets all the course objectives. Note: It may contain a very few minor deficiencies.
2. Shows originality of thought.
3. Fulfills the requirements of the assignment.
4. Contains no serious errors in mechanics.
The B Paper
1. Meets all the course objectives. Note: It may contain a few minor deficiencies.
2. Fulfills the requirements of the assignment.
3. Contains no serious errors in mechanics.
The C Paper
1. Attempts to meet all the course objectives but falls short in many areas.
2. Fulfills the requirements of the assignment.
3. May contain a very few serious errors in mechanics.
The D Paper
1. Attempts to meet all the course objectives but falls short in many areas.
2. Fulfills the requirements of the assignment.
3. May contain serious errors in mechanics.
The F paper
1. Attempts to meet all the course objectives but falls short in most areas. May contain
serious errors in mechanics.
Serious Errors in Mechanics
1. Unjustified sentence fragment.
2. Comma splice.
3. Fused sentences (run-on, run-together)
4. Semicolon separating an independent and a dependent clause.
5. Failure in subject and verb agreement.
6. Confused pronoun case.
7. Wrong pronoun case.
8. Excessive errors in spelling and/or punctuation.
WITHDRAWALS
Withdrawal from a Class after Schedule Adjustment Period:
The procedure for dropping a class is as follows:
1. Obtain the drop form from the Counseling Center.
2. Print social security number, name, and course information.
3. Verify the information for accuracy.
4. Sign the form and take it to the Registrar’s Office.
5. Keep your copy after it has been date stamped in the Registrar’s Office.
6. The deadline to withdraw shall not exceed three-fourths of the duration of any term.
Contact the Registrar’s Office or see academic calendar.
Failure to withdraw can have serious consequences for students. Withdrawal and/or
change to an audit from a course after the drop/add period can alter the financial aid
award for the current and future semesters. Students may receive an outstanding bill
from TCC if the recalculation leaves a balance due to TCC. Students who stop
participating in the course and fail to withdraw may receive a course grade of “F,” which
may have financial aid consequences for the student.
ADA POLICY
DISABILITY RESOURCES: It is the policy and practice of Tulsa Community College
to create inclusive learning environments. Accommodations for qualifying students in
compliance with the Americans with Disabilities Act (ADA) and Section 504 of the
Rehabilitation Act are available. To request accommodations, contact the Education
Access Center (EAC) at eac@tulsacc.edu or call (918) 595-7115 (Voice). Deaf and hard
of hearing students may text (918) 809-1864.
INSTITUTIONAL STATEMENT: Each student is responsible for being aware of the
information in the TCC Catalog, TCC Student Handbook, TCC Student Code of Conduct
Policy Handbook, and semester information listed in the Class Schedule.
INCLEMENT WEATHER: When severe weather hits, you may assume that TCC will
be open for classes unless it is announced otherwise on television and radio stations.
TCC does not automatically close if Tulsa Public Schools close. For up-to-date
announcements, register for TCC Alerts. If I need to cancel class, I will post
cancellations on Blackboard and notify you via TCC email.
PLAGIARISM POLICY: Deliberate plagiarism is claiming, indicating, or implying
that the ideas, sentences, or words of another writer are your own. It includes having
another writer do work claimed to be your own, copying the work of another and
presenting it as your own, or following the work of another as a guide to ideas and
expression that are then presented as your own. The student should review the relevant
sections of the TCC Student Code of Conduct Policy Handbook.
At the instructor’s discretion, a student guilty of deliberate plagiarism may receive a zero
for the assignment and an “F” in the course.
ACADEMIC DISHONESTY OR MISCONDUCT:
Academic dishonesty or
misconduct is neither condoned nor tolerated at campuses within the Tulsa Community
College system. Academic dishonesty is behavior in which a deliberately fraudulent
misrepresentation is employed in an attempt to gain undeserved intellectual credit, either
for oneself or for another. Academic misconduct is behavior that results in intellectual
advantage obtained by violating specific standards, but without deliberate intent or use of
fraudulent means. The student should review the relevant section of the TCC Student
Code of Conduct Policy Handbook.
COMPUTER SERVICES: Access to computing resources is a privilege granted to all
TCC faculty, staff, and students. Use of TCC computing resources is limited to purposes
related to the College’s mission of education, research, and community service. Student
use of technology is governed by the Computer Services Acceptable Use
Statements/Standards found in the TCC Student Code of Conduct Policy Handbook.
These handbooks may be obtained by contacting any Student Activities or Dean of
Student Services office.
Composition I
Tentative Course Agenda
Spring 2015
Monday, January 12th (Week One)
January 12th (Monday): Overview of Course Syllabus/ Introductions.
January 13th – January 16th (Tuesday through Friday):
Discussion Board Help available by appointment.
Reading Assignment:
“Mother Tongue” by Amy Tan. (Posted on Blackboard.)
Discussion Board Response #1:
Respond to “Mother Tongue.” (Post by Sunday, January 18th, 6:00 pm.)
Monday, January 19th: NO CLASS (Martin Luther King, Jr. Day) (Week Two)
Textbook Reading Assignment:
“Working at Wendy’s” by Joey Franklin (pp. 25-30).
Discussion Board Response #2: Respond to “Working at Wendy’s.” (Post by
Sunday, January 25th, 6:00 pm.)
Monday, January 26th (Week Three)
January 26th (Monday): Lecture & Discussion:
Review of MLA page setup, in-text citations & works cited pages.
Textbook Reading Assignment:
“How It Feels to be Colored Me” by Zora Neale Hurston (pp. 12-15).
Discussion Board Response #3:
Respond to reading. (Post by Sunday, February 1st, 6:00 pm.)
Monday, February 2nd (Week Four)
February 2nd (Monday): Lecture & Discussion. Genre/ Introductory Paragraph.
Textbook Reading Assignments (2):
“Going to the Movies” by Susan Allen Toth (pp. 1036-1038).
“Salvation” by Langston Hughes (pp. 1059-1060).
Discussion Board Response #4:
Respond to readings. (Post by Sunday, February 8th, 6:00 pm.)
Monday, February 9th (Week Five)
February 9th (Monday): Lecture & Discussion. 5-Paragraph Essay Outline.
Essay 1 (Personal Narrative) due in class Monday, February 16th.
Monday, February 16th (Week 6)
February 16th (Monday): Essay 1 due. Lecture & Discussion.
Rhetorical Analysis.
Textbook Reading Assignment:
“Learning to Read,” by Frederick Douglass (pp. 346-350).
Discussion Board Response #5:
Respond to reading. (Post by Sunday, February 22nd, 6:00 pm.)
Monday, February 23rd (Week 7)
February 23rd (Monday): Lecture & Discussion. Rhetorical Analysis.
Textbook Reading Assignment:
“I Have a Dream” by Martin Luther King, Jr. (pp. 852-855).
Discussion Board Response #6:
Respond to reading. (Post by Sunday, March 1st, 6:00 pm.)
Monday, March 2nd (Week 8)
March 2nd (Monday): Lecture & Discussion. Writing a Rhetorical Analysis.
Essay 2 (Rhetorical Analysis) due Monday, March 9th at the beginning of class.
Monday, March 9th (Week 9)
March 9th (Monday): Essay 2 (Rhetorical Analysis) due.
Lecture: Compare/Contrast essays.
Textbook Reading Assignment:
“Stuff is Not Salvation” by Anna Quindlen (pp. 321-323).
“Dumpster Diving” by Lars Eighner (pp. 31-40)
Discussion Board Response #7:
Respond to reading. (Post by Sunday, March 15th, 6:00 pm.)
SPRING BREAK NO CLASS Monday, March 16th—Sunday, March 22nd
Monday, March 23rd (Week 10)
March 23rd (Monday): Lecture: Compare/Contrast essays.
Textbook Reading Assignments (2):
a. “More Room,” by Judith Ortiz Cofer (pp. 116-119).
b. “We Do Abortions Here: A Nurse’s Story,” by Sallie Tisdale. (pp. 650656).
Discussion Board Response #8:
Respond to reading. (Post by Sunday, March 29th, 6:00 pm.)
Monday, March 30th (Week 11)
March 30th (Monday): Lecture & Discussion.
Essay 3 (Compare/Contrast) due Monday, April 6th at the beginning of class.
Monday, April 6th (Week 12)
April 6th (Monday): Essay 3 due in class. Lecture: writing argumentative essays.
Textbook Reading Assignments (2):
“College Pressures” by William Zinsser (pp. 380-386)
“College is a Waste of Time and Money” by Caroline Bird (pp. 372-380)
Discussion Board Response #9:
Respond to reading. (Post by Saturday, April12th, 6:00 pm.)
Monday, April 13th (Week 13)
April 13th (Monday): Lecture and Discussion: Making an Argument.
Textbook Reading Assignments (2)
“Get a Knife, Get a Dog, but Get Rid of Guns,” by Molly Ivins (pp. 323-325).
“Immigration Problem is About Us, Not Them” by Jo-Ann Pilardi (pp. 325-326.)
Discussion Board Response #10:
Respond to reading. (Post by Sunday, April 19th, 6:00 pm.)
Monday, April 20th (Week 14)
April 20th (Monday): Lecture & Discussion: Making an Argument.
Essay 4 (Argumentation) due Monday, April 27th at the beginning of class.
Monday, April 27th (Week 15)
April 27th (Monday): Essay 4 due in class.
Make-up Week. Make up any work you have not completed this week. If you do
not have sufficient extra credit points (for exercises done in class), you may be
required to write Essay 5 for next week.
Extra Credit Discussion Board Response #11:
(Post by Sunday, May 3rd, 6:00 pm for extra credit.)
Essay 5 (Persuasive) due Monday, May 4th
Monday, May 4th (Week 16)
May 4th (Monday): Essay 5 (Persuasive) due at the beginning of class.
Class Party.
FINALS WEEK: Monday, May 4th – 8th
Points:
10 Discussion Board Responses @ 50 each
(30 pts./personal response; 20 pts. /response to classmate)…………………500 points
Essay 1 (Personal Response)….......................................................................100 points
Essay 2 (Rhetorical Analysis)…..................................................................... 100 points
Essay 3 (Compare/Contrast)………………………………………................100 points
Essay 4 (Argumentation)…………………………………………………..... 100 points
Extra Credit or Optional Essay 5 (Persuasive)………………………………100 points
Total: 1000 points
Format for Essays and Research Papers
MLA Handbook for Writers of Research Papers.
Paper:
Use white, twenty-pound, 81/2- by 11-inch paper. Erasable paper tends to smudge and
should be avoided for a final draft. If you prefer to use erasable paper in the preparation
of your paper, submit a good photocopy to your instructor.
Margins:
Except for page numbers (see below), leave one-inch margins all around the text of your
paper -- left side, right side, and top and bottom. Paragraphs should be indented half an
inch; set-off quotations should be indented an inch from the left margin (five spaces and
ten spaces, respectively, on standard typewriters).
Spacing:
The MLA Guide says that "the research paper must be double-spaced," including
quotations, notes, and the list of works cited.
Heading and Title:
Your research paper does not need a title page. At the top of the first page, at the lefthand margin, type your name, your instructor's name, the course name and number, and
the date -- all on separate, double-spaced lines. Then double-space again and center the
title above your text. (If your title requires more than one line, double-space between the
lines.) Double-space again before beginning your text. The title should be neither
underlined nor written in all capital letters. Capitalize only the first, last, and principal
words of the title. Titles might end with a question mark or an exclamation mark if that
is appropriate, but not in a period. Titles written in other languages are capitalized and
punctuated according to different rules, and writers should consult the MLA Guide or
their instructors.
Page Numbers:
Number your pages consecutively throughout the manuscript (including the first page) in
the upper right-hand corner of each page, one-half inch from the top. Type your last
name before the page number. Most word processing programs provide for a "running
head," which you can set up as you create the format for the paper, at the same time you
are establishing things like the one-inch margins and the double-spacing. This feature
makes the appearance and consistency of the page numbering a great convenience. Make
sure the page-number is always an inch from the right-hand edge of the paper (flush with
the right-hand margin of your text) and that there is a double-space between the page
number and the top line of text. Do not use the abbreviation p. or any other mark before
the page number.
Works Cited
"Blueprint Lays Out Clear Path for Climate Action.” Environmental Defense Fund.
Environmental Defense Fund, 8 May 2007. Web. 24 May 2009.
Clinton, Bill. Interview by Andrew C. Revkin. “Clinton on Climate Change.” New York
Times. New York Times, May 2007. Web. 25 May 2009.
Dean, Cornelia. "Executive on a Mission: Saving the Planet.” New York Times. New York
Times, 22 May 2007. Web. 25 May 2009.
Ebert, Roger. "An Inconvenient Truth.” Rev. of An Inconvenient Truth, dir. Davis
Guggenheim. rogerebert.com. Sun-Times News Group, 2 June 2006. Web. 24 May
2009.
Leroux, Marcel. Global Warming: Myth Or Reality?: The Erring Ways of Climatology.
New York: Springer, 2005. Print.
Milken, Michael, Gary Becker, Myron Scholes, and Daniel Kahneman. "On Global
Warming and Financial Imbalances.” New Perspectives Quarterly 23.4 (2006): 63.
Print.
Nordhaus, William D. "After Kyoto: Alternative Mechanisms to Control Global Warming.”
American Economic Review 96.2 (2006): 31-34. Print.
---. "Global Warming Economics.” Science 9 Nov. 2001: 1283-84. Science Online. Web.
24 May 2009.
Shulte, Bret. "Putting a Price on Pollution.” Usnews.com. US News & World Rept., 6 May
2007. Web. 24 May 2009.
Uzawa, Hirofumi. Economic Theory and Global Warming. Cambridge: Cambridge UP,
2003. Print.