Location: Angela Morales Building, Room 315 3 semester credits: 3-hour lecture 8:00 to 9:30 a.m., Monday and Wednesday 48 contact hours / 16 week term Lecture Instruction English Studies Composition I ENGL1301 Spring 2011: CRN#65734 Instructor: Stalina Villarreal Phone Number: 713-718-7169 E-mail: stalina.villarreal@hccs.edu Office Hours: Angela Morales Building, #1015 3:30-5:30 p.m., on Monday, 2:00-4:00 p.m., on Tuesday, and by appointment Please feel free to contact me regarding any concerns or questions that are either related to the course or that are affecting your participation in the course. Your class and work performance is important to me, so please do not hesitate to communicate. I m here to help you. Course Description: A course devoted to improving the student s writing and critical reading. Writing essays for a variety of purposes from personal to academic, including the introduction to argumentation, critical analysis, and the use of sources. Core Curriculum course. Course Prerequisites: A satisfactory assessment score, completion of ENGL 0310, or (for non-native speakers) ENGL 0349. Course Goal: Have students learn to write multi-paragraph expository, analytical, and argumentative essays that have a clear purpose, sound organization, developed content, appropriate language, tone, word choice, effective sentences and paragraphing, and proper MLA citation format. Student Learning Outcomes: 1. Demonstrate knowledge of writing as process. 2. Apply basic principles of critical thinking in analyzing reading selections, developing expository essays, and writing argumentative essays.
3. Analyze elements such as purpose, audience, tone, style, strategy in essays and/or literature by professional writers. 4. Write essays in appropriate academic writing style using varied rhetorical strategies. 5. Synthesize concepts from and use references to assigned readings in their own academic writing. Learning Objectives: I. BASIC INTELLECTUAL COMPETENCIES IN HCCS CORE READING: Reading material at the college level means having the ability to analyze and interpret a variety of materials -- books, articles, and documents. WRITING: Writing at the college level means having the ability to produce clear, correct, and coherent prose adapted to purpose, occasion, and audience. In addition to knowing correct grammar, spelling, and punctuation, students should also become familiar with the writing process, including how to discover a topic, how to develop and organize it, and how to phrase it effectively for their audience. These abilities are acquired through practice and reflection. SPEAKING: Effective speaking is the ability to communicate orally in clear, coherent, and persuasive language appropriate to purpose, occasion, and audience. LISTENING: Listening at the college level means the ability to analyze and interpret various forms of spoken communication. CRITICAL THINKING: Critical thinking embraces methods of applying both qualitative and quantitative skills analytically and creatively to subject matter in order to evaluate arguments and to construct alternative strategies. Problem solving is one of the applications of critical thinking used to address an identified task. COMPUTER LITERACY: Computer literacy at the college level means having the ability to use computer-based technology in communicating, solving problems, and acquiring information. Core-educated students should have an understanding of the limits, problems, and possibilities associated with the use of technology and should have the tools necessary to evaluate and learn new technologies as they become available. II. EXEMPLARY EDUCATIONAL OBJECTIVES: FRESHMAN ENGLISH To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation. To understand the importance of specifying audience and purpose and to select appropriate communication choices. To understand and appropriately apply modes of expression (descriptive, expository, narrative, scientific, and self-expressive) in written, visual, and oral communication. To participate effectively in groups with emphasis on listening, critical and reflective
thinking, and responding. To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. To develop the ability to research and write a documented paper and/or give an oral presentation. English Program Student Learning Outcomes: (Composition, Literature, Creative Writing, and Technical Writing) 1) Write in appropriate genres using varied rhetorical strategies. 2) Write in appropriate genres to explain and evaluate rhetorical and/or literary strategies employed in argument, persuasion, and various genres. 3) Analyze various genres of writing for form, method, meaning, and interpretation. 4) Employ research in academic writing styles and use appropriate documentation style. 5) Communicate ideas effectively through discussion. Course Calendar: Note: Readings may be accompanied with journal entries, quizzes, oral presentations or in-class writing/activities on due date, but these assignments will be delivered in the form of handouts or instructions in class. Also, assignments in the McGraw-Hill Handbook will be individualized, according to grading suggestions. The schedule has reading assignments from Readings for Writers. WEEK ONE, January 19 Wednesday Intro to the course. Diagnostic Essay. WEEK TWO, January 24-26 Monday Critical Reading & Rhetoric: Read chapters 1 & 2 in Readings for Writers. Wednesday The Writer s Persona: Read chapter 3 in Readings for Writers. WEEK THREE, January 31-February 2 Monday Writing an Essay I: Read pp. 97-109 of chapter 4, 135-49 of chapter 5, and pp.169-77 of chapter 6 in Readings for Writers. Wednesday In-class Essay I WEEK FOUR, February 7-9 Monday Comparison & Contrast: Read chapter 12 in Readings for Writers. Wednesday Illustration/Exemplification: Read chapter 10 in Readings for Writers. WEEK FIVE, February 14-16 Monday Division/Classification: Read chapter 13 in Readings for Writers.
Wednesday Writing an Essay II: Read pp. 177-94 of chapter 6 in Readings for Writers and pp.326-30 in chapter 9. WEEK SIX, February 23 Monday (February 21 NO CLASS Presidents Day Holiday) Please catch up on any Wednesday Conferencing WEEK SEVEN, February 28- March 2 Monday Revision: Part Three: Rewriting Your Writing in Readings for Writers. Wednesday Including Research: Read pp. 691-729 in Part Four: Special Writing Projects in Readings for Writers. WEEK EIGHT, March 7-9 Monday Out-of-class Essay A Due Wednesday Defining and Explaining: Read chapter 8 and pp. 296-99 in chapter 9 in Readings for Writers. SPRING BREAK! WEEK NINE, March 21-13 Monday Conferencing TBA. Wednesday In-class Essay II WEEK TEN, March 28-30 Monday Causal Analysis: Read chapter 14 in Readings for Writers. Wednesday Meet at library on campus. Combining the Modes: Read chapter 16 in Readings for Writers. WEEK ELEVEN, April 4-6 Monday In-Class Essay III Wednesday Argumentation and Persuasion: Read chapter 15 in Readings for Writers. WEEK TWELVE, April 11-13 Monday Conferencing TBA. Wednesday Narration and Audience: Read chapter 7 in Readings for Writers. THIRTEEN, April 18-20 Monday Out-of-class Essay B Due Wednesday Evaluation and Analysis: Read pp. 766-79 Part Four: Special Writing Projects in Readings for Writers.
WEEK FOURTEEN, April 25-27 Monday Using Images to Persuade: Read Image Gallery in Readings for Writers. Wednesday In-class Essay IV WEEK FIFTEEN, May 2-4 Monday Conferencing TBA. Wednesday Out-of-class Essay C Due WEEK SIXTEEN, May 11 Monday NO CLASS Wednesday In-Class Final Exam, 8-10 a.m. Instructional Methods: This course meets three hours per week in a traditional classroom setting: The students are encouraged to be critical thinkers as well as respectful talkers. Student success is important to me, but students must also remember that the student is responsible for doing all of the homework, participating in class activities, and making up any missed work, including handouts. While the objective is to become skilled readers and writers, social interaction is also essential in the classroom. Student Assessments: In-class essays (at least 4) 40% Out of class papers 30% Instructor s choice: discussion leads, journal reading responses, collaborative/oral assignments 20% Final in-class argument essay 10% *Student must pass at least three of the five in-class essays in order to pass the entire course regardless of overall average. Instructional Materials: Textbook: McCuen-Metherell, Jo Ray. Readings for Writers.13 th ed. Belmont, CA: Wadsworth, 2009. Maimon, Elain, Janice Paritz, and Kathleen Yancey. The McGraw-Hill Handbook. 2 nd ed. New York: McGraw-Hill, 2009. Materials: Paper, pens, dictionary, stapler, notebook and/or folder (for class notes, assignments, essays, and handouts). HCC Policy Statement ADA: Any student with a documented disability (e.g. physical, learning, psychiatric, vision, hearing, etc.) who needs to arrange reasonable accommodations must contact the Ability Services Department & Deaf/Hard of Hearing Department (ASD & D/HH) at the respective college at the beginning of each semester. Faculty are authorized to provide only the accommodations
requested by the ASD & D/HH. If you have any questions, please contact ADA Counselor Jette Lott at 713-718-7218. HCC Policy Statement Academic Honesty: According to the 2006-2009 Student Handbook for the Houston Community College System : Students are responsible for conducting themselves with honor and integrity in fulfilling course requirements. Penalties and/or disciplinary proceedings may be initiated by College System officials against a student accused of scholastic dishonesty. Scholastic dishonesty includes, but is not limited to, cheating on a test, plagiarism, and collusion. Cheating on a test includes: -- Copying from another student s test paper; --Using materials during a test that are not authorized by the person giving the test; --Collaborating with another student during a test without authority; --Knowingly using, buying, selling, stealing, transporting, or soliciting in whole or part the contents of an unadministered test; --Bribing another person to obtain a test that is to be administered. Plagiarism means the appropriation of another s work and the unacknowledged incorporation of that work in one s own written work offered for credit. Collusion means the unauthorized collaboration with another person in preparing written work offered for credit (34-35). Please note the possible consequences of such dishonesty, as stated in the 2006-2009 Student Handbook: Possible punishments for academic dishonesty may include a grade of 0 or F for the particular assignment, failure in the course, and/or recommendation for probation or dismissal from the College System (35). Plagiarism Policy: Plagiarized papers or projects will receive a grade of 0 (zero) -- no exceptions. Cheating or collusion will also result in a grade of 0 (zero) on that paper or project. Plagiarism or collusion on a second major assignment will result in a zero in the course. Students need to be aware that the instructor will be utilizing plagiarism software and Internet sources to check student work for potential plagiarism. This will be discussed in more detail during class lecture. HCC Policy Statements Absences: It s essential for you to attend class to perform well; research has shown that attendance is a direct factor in a student s success. A student who misses more than 12.5% of instruction (6 class hours in a 3 credit course) may be withdrawn. 3 late arrivals are the equivalent of a single absence. You are responsible for all materials covered during any missed class time. Withdrawal Policy: If you plan on dropping a course, you should consult with an HCC counselor or professor for approval; please remember to allow a 24-hour response time to request to discuss options. The
State of Texas has begun to impose penalties on students who drop courses excessively. For example, if you repeat the same course more than twice, you have to pay extra tuition. Beginning in the Fall of 2007, the Texas Legislature passed a law limiting first time entering students to no more than six total course withdrawals throughout their academic career in obtaining a certificate or baccalaureate degree. There may be future penalties imposed. **If you do not withdraw before the deadline, you will receive the grade that you are making as the final grade. A student who misses more than 12.5% of instruction cannot receive passing credit for the course. The last day to withdraw from the Spring 2011 (16-week) semester is April 14, 4:30 p.m. **You should visit with your instructor, an HCC counselor, or HCC Online Student Services to learn what, if any, HCC interventions might be offered to assist you to stay in class and improve your performance. Such interventions could include tutoring, child care, financial aid, and job placement. International Students: Receiving a W in a course may affect the status of your student visa. Once a W is given for the course, it will not be changed to an F because of the visa consideration. Please contact the International Student Office at 713-718-8520 if you have any questions about your visa status and any other transfer issues. Withdrawal Procedure: According to official HCCS policy, it is the responsibility of the student to withdraw officially from a course. Failure to withdraw officially may result in a grade of F in the course. A student may withdraw officially in the following ways: 1) Complete an official withdrawal form at the campus he or she is attending or at any other HCCS campus. 2) Complete an official withdrawal form at the Registrar s Office, 3100 Main Street. 3) Send a letter of withdrawal to Registrar Houston Community College System P. O. Box 667517 Houston, TX 77266-7517 Classroom Behavior: As an instructor and as a student, it is our shared responsibility to develop and maintain a positive learning environment for everyone. Your instructor takes responsibility very seriously and will inform the members of the class if their behavior makes it difficult for him or her to carry out this task. As a fellow learner, you are asked to respect the learning needs of your classmates and assist in this critical goal. Use of Camera and/or Recording Devices:
To show active and respectful engagement, it is your responsibility to turn off all electronic devices. (This includes cell phones.) If you have written permission from ADA Services to use an electronic device in class, please provide the professor documentation at your earliest convenience. Early Alert Program: If it appears that you need additional assistance in this class, your instructor will recommend that you talk to the academic advisors (713-718-7215) via the Recommendation for Assistance Form. If an advisor contacts you, please be aware that he or she is doing so only to help, by offering more options that will enable you to succeed academically. We want to afford you every opportunity to successfully complete this and all other classes at the college. Instructor Requirements: As your instructor, it is my responsibility to: Provide a grading scale and formula for assessing students learning. Facilitate an effective learning environment through activities, discussions, and lectures Describe any special projects or assignments Inform students of policies, such as attendance, withdrawal, tardiness, and make up Provide a course outline and calendar Arrange to meet with individual students before and after class as required To be successful in this class, it is the student s responsibility to: Attend class and participate in class discussion and activities Read and comprehend the textbook Complete the required assignments and exams Ask for help when there is a question or problem Keep copies of all paperwork, including copies of the class syllabus, handouts, and all assignments Program/Discipline Requirements: English 1301 is a core requirement regardless of your major. Whether you realize it or not, you will write letters, essays, resumes during your college career and when you apply for a job. You will need to write well in whatever program, discipline, and/or field of study you choose. Grading Scale: A 90-100% =exceptional work; superior in both style and content B 80-89% =above average work; superior in content C 70-79% =average work, good enough but not extraordinary D 60-69% =below average work; mean mechanics, style, content F 50-59% =failing work; deficient in mechanics, style and content
W (Withdrawn) may be given if a student misses more than 12.5% of instruction (6 class hours). I= Incomplete FREE TUTORING is located at Felix Morales 102 and Felix Fraga 245 starting February 7. Sign up for an appointment for the tutoring at Morales: http://rich15.com/hccs. Online tutoring is also available at http://hccs.askonline.net, but only one draft of the essay will be reviewed. Computers are available for word processing in the Open Lab. Check for hours. The library is on the third floor of the Learning Hub.