English 550: Introduction to College Writing Fall 2008/Chaffey College/Section 50910
PROFESSOR:Ms. Melissa Utsler PHONE/VOICE MAIL:(909) 652-6948
E-MAIL: WEB PAGE:
Office Hours
Mondays: 5:00 – 7 pm, Fridays: 8:00 – 9:00 am
Tuesdays: 2:00 - 2:30 pm; Thursdays: 9:00 – 10:30 & by appointment
Required Course Materials:
ENGL 550 (Primis/Custom)computer access (available on campus during operating hours)
four highlighters (different colors)printer and/or copier access (available for a fee during operating hours) ** Suggested additional materials: handbook, dictionary, and thesaurus
Course Description Prepares the inexperienced writer for college level academic writing by focusing on critical thinking, reading, writing, and study skills necessary to succeed at the academic level. Five hours of supplemental instruction in a Success Center that supports this course is required, plus tutoring or other activities as recommended by instructor.
Prerequisite:
Eligibility for English 550 as determined by the Chaffey assessment process, or
completion of English 500.
Mature Course Content
Students, who remain enrolled in this course, acknowledge the possibility of course discussions, activities, and materials, featuring mature content. Students with concerns about such content are encouraged to contact the instructor in a timely manner, so appropriate options for addressing these concerns may be discussed.
The Student-Centered Classroom
English 550 is a student-centered course. In other words, course discussions and activities are designed to enhance writing, reading, and critical thinking skills. Active student participation is expected.
Course Attendance and Enrollment Information:
Given that the course is student-centered, absent students cannot duplicate missed instruction. Students who miss class time remain responsible for course deadlines, materials, and announcements as if they had attended. Attending class promptly, regularly, and responsibly greatly enhances participant opportunities for success. Students are responsible for addressing course enrollment issues by official college deadlines.
Nine Major Reasons to Take This Course Enhance academic, professional, and personal communication skills by further developing abilities and adopting strategies to:
1. analyze various expository and argumentative texts.
2. read actively and purposefully.
3. explain and be better able to apply principles of purpose, audience, and tone.
4. recognize and formulate clear and specific main ideas and develop these into unified and complete passages.
5. acknowledge and demonstrate the logical relationship among the parts of acomposition.
6. differentiate among the functions of expository, argumentative, and expressive
writing.
7. recognize and use the writing process (idea generation, drafting, revising, editing, proof-reading, publishing) to develop writing which is well-supported, logical, and complete.
8. combine phrases, clauses, and sentences to improve sentence variety.
9. recognize individual difficulties with grammar, mechanics, and style.
Grading Scale
Credit = 70 – 100 points No Credit = 0 – 69 points
Assignments: Points Possible Composition One (Challenge Letter) =5 Composition Two (Response Letter) = 5 Composition Three (Location Guide Essay)= 5 Composition Four (Efficacy Essay) =5 Journal = 10 Success Center Assignments = 10 Midterm Publication Portfolio = 25 Final Publication Portfolio =25 Participation Notebook = 10 ** Portfolios = feature Service Learning
Composition Assignments (5 X 4 = 20 points possible)
Assessment is based on progress toward the nine major course purposes as well as successful completion of assignment requirements. Instructor feedback targets skill development and portfolio revision. Composition assignments are graded as follows: NC (No Credit), LP (Limited Progress), AP (Appropriate Progress), and EP (Exceptional Progress).
Midterm and Final Portfolios (25X 2 = 50 points possible) The midterm portfolio is expected to contain the original, graded versions of Composition One and Composition Two as well as revised and improved versions of Composition One and Composition Two. The final portfolio is expected to contain the original, graded version of Composition Three or Composition Four as well as arevised and improved version of Composition Three or Composition Four. Assessment is based on the writer’s demonstration of abilities in regard to the nine major purposes; successful completion of all portfolio requirements is expected. Portfolios are graded as follows: A Range (Superior), B Range (Excellent), C Range (Satisfactory), D Range (Below Standard), and F (Poor).
Journal (10 points possible) To further develop writing, reading, and critical thinking skills, students keep journals over the course of the semester. Some entries are assigned in class, but students are encouraged to write additional entries, outside of class. Journals are assessed as follows: NC (No Credit), LP (Limited Progress), AP (Appropriate Progress), and EP (Exceptional Progress).
Success CenterAssignments(10 points possible) The supplemental instruction sheet, distributed in class, featuresspecific Success Center assignments and deadlines for this section of English 550; use this distributed supplemental instruction sheet, not the generic supplemental instruction sheet, available at the Writing Center. Success Center assignments are incomplete if submitted late and/or without the required work, including approved, official documentation (i.e. stamps). Assignments are graded as either Complete (Full Credit) or Incomplete (No Credit). Partial credit is not awarded.
Supplemental Instruction Hours (1 point deducted per missing hour) The Chaffey college catalog states that“five arranged hours of supplemental instruction in a Success Center that supports this course is required.” Directed Learning Activities, workshops, and study groups, completed in accordance with official supplemental instruction policies, count toward the five-hour requirement. If the five-hour requirement is not completed by the official Success Center deadline, one point is deducted from the final course score for each missing hour. Please refer to the Writing Center Info Guide: Fall 2008 for additional information.
Participation Notebook (10 points possible) Some notebook activitiesare assigned for completion, outside of class; these activities prepare students to participate during class. Other notebook activities are assigned and completed during class time. Notebooks are graded as follows: NC (No Credit), LP (Limited Progress), AP (Appropriate Progress), and EP (Exceptional Progress).
Service Learning
Students practice reading, writing, and research skills while completing Service Learning Materials this semester. Participants assist others through publication while working toward the course’s Nine Major Purposes.
Late Work
You may useone“No Questions Asked" coupon this semester. This coupon allows you to turn in one composition or the midterm portfolio up to two class sessions after the due date without penalty. No other late workearns points. This coupon is non-transferable and expires on the date of the class final. If you do not use your allotted coupon this semester, you may turn it in for two extra credit points on the day of the final.
Appropriate Academic Environment
Disruptive conduct isinappropriate in a college classroom. The instructor adheres to college policies, regarding conduct. For additional information, please consult the newest edition of the Chaffey College Student Handbook and the college’s newest “code of conduct” sheet.
English Department Plagiarism Policy
The instructor follows the English department’s policy on plagiarism: “Plagiarism, an unlawful act which is defined as the misrepresentation of the published ideas or words of another as one’s own, will not be tolerated in Chaffey College English courses. At the discretion of the professor, plagiarism may result in zero points for the assignment and/or failing the course.”
Student Success Centers In the last few years, Chaffey College has created Student Success Centers, which offer tutorials, workshops, study groups, and computer access to assist students in their academic development and success. Three of the centers, located on the Rancho Cucamonga campus, are designed to address specific subject needs: Math Center PS-12 (909) 652-6452 Language Success Center EEC-101 (909) 652-6907 Reading Success Center EEC-101 (909) 652-6932 Writing Success Center Library (909) 652-6820
The remaining four centers are multidisciplinary, designed to serve students in all subject disciplines: Rancho Success Center EEC-101 (909) 652-6932 Chino Success Center CHMB-145 (909) 652-8150 Chino Reading & Writing Center CHMB-240 (909) 652-8160 Fontana Success Center CCFC-107 (909) 652-7408
Call the centers or consult the college website at for more details.
Disability Programs and Services (DPS) Office If you have a disability, documented by a physician or other appropriate professionals and wish to discuss academic accommodations, please contact the Disability Programs and Services office at (909) 652-6379. Please be sure to allow adequate time to arrange for an appropriate accommodation.
EOPS and CARE Extended Opportunity Programs and Services (EOPS) is designed to ensure student retention and success through academic support and financial assistance for eligible students. Cooperative Agencies Resources for Education (CARE) is a program that serves a limited number of EOPS students who are single heads of household parents. It provides additional support services beyond those available through EOPS. The ultimate goal is completion of a certificate program, an associate degree, and/or transfer to a four-year college. Call (909) 652-6345 for more information.
Tentative Course Schedule
Unless otherwise noted, the assigned readings are located in the 550 Custom McGraw-Hill Textbook.
Wk 1 (8/29)
Course Introductions
Wk 2 (9/5)
Audience, Purpose, and Genre/Overview of Paragraph Structure
Due today: Read: “Myths About Writing: An Introduction (pgs. 2 – 10)
** Focus on the words in bold print as you read.
Read: “Reasons Students Go to College” 193-194
& “Taking Charge of Your Career” 233-240
Journal Entry A: complete pgs. 31 – 32 (Write for 15 minutes about one of the suggested topics. Do not concern yourself with spelling or grammar; just keep writing.
Journal Entry B: complete pgs. 193, 236-237(Part One), 238(Career Goals)
Wk 3 (9/12)
The Challenge of College Reading/Illustration Strategy Introduced
Due today (notebook assignment/typed/MLA format/double-spaced):
Using the guidelines, provided in class, write a paragraph, introducing readers
to your reasons for attending college, the qualities of your ideal job, or your
career goals. (Connects to: Challenge Letter Assignment)
Remember to complete: Diagnostic (Supplemental Instruction #1)
(Official Success Center Deadline for SI #1: 9/19)
Wk 4 (9/19)
CHALLENGE LETTER DUE (2 copies)
Wk 5 (9/26)
Responding to Challenge Letters: Illustration & Process Analysis
Due Today: Notebook Assignment: Annotation of Another Student’s Letter
Remember to Complete SI #2: Writing Process/Time Management(Deadline: 10/3)
Wk 6 (10/3)
RESPONSE LETTER DUE
Remember to Complete SI#3: (Supplemental Instruction Assignment #3)
Choose a DLA, workshop, or study group(Success Center Deadline for SI #3: 10/24)
Wk 7 (10/10) Challenge Letter
Giving, Receiving, and Analyzing Feedback: Higher Order Concerns Discovering Your Pattern of Error: Lower Order Concerns
Due Today: Read: Revising Strategies (at least one chapter/Choose from pgs. 74-114) Read: Editing Strategies (at least one chapter/Choose from pgs. 117-167 Notebook Assignment: Revised Draft of Challenge Letter (5 copies)
Wk 8 (10/17) Response Letter
Giving, Receiving, and Analyzing Feedback: Higher Order Concerns Discovering Your Pattern of Error: Lower Order Concerns
Due Today: Read: Revising Strategies (a second chapter/Choose from pgs. 74-114) Editing Strategies (a second chapter/Choose from pgs. 117-167 Notebook Assignment: Revised Draft of Response Letter (5 copies)
Wk 9 (10/24) Essay Structure/Selecting Essay Topics/Idea Generation Strategies
Due today: Midterm Portfolio
Wk 10 (10/31) Developing and Supporting a Thesis Statement / Essay Organization
Due Today: Read “Know What An Essay Is” (pgs. 11-20) Read: “Speaking of Success: Bill Cosby” (pg. 228) Read: “I Don’t Know What to Write” (pgs. 24-35)
Read “How Do I write a thesis? (36-38) Read: “How Do I Get My Ideas to Fit Together?” (pgs. 39-45)
Complete Journal Entry A:
Use two strategies from pgs. 24-35 to generate ideas about one of the
following subjects: a. Bill Cosby b. What makes a person successful?
Complete Journal Entry B: location’s name/specific address/target audience(For Essay)
Wk 11 (11/7)
Outline Map Conferences/ Due: Notebook assignment(outline map)
Due: SI Session #4 (Completed by 11/7): Essay Structure (or Purpose, Audience, & Tone)
Wk 12 (11/14) Description / Narration
Due Today:Read “How Do I Back Up What I Say?” (pgs. 58-64) & “Expecting Friends” (173-176) & Complete: Journal Questions on pg. 173 (1 & 2) & 176 (Questions on Technique: 1, 2, & 3) , “I’m Having Trouble With My Introduction” (pgs. 54-57) & “I Don’t Know How To End” (pgs. 65 – 68)
Remember to Complete SI #5: (Supplemental Instruction Assignment #5)
Student Choice(Success Center Deadline for SI #5: 11/26)
Wk 13 (11/21)
Location Essay Due / Collecting, Analyzing, & Organizing Evidence: Efficacy Essay
Wk 14 (12/5) Efficacy Essay Due
Wk 15 (12/12)Giving, Receiving, and Analyzing Feedback: Higher & Lower Order Concerns
Due Today:Newest Draft (5 copies) of Portfolio Essay (Location or Efficacy Essay) Due
Wk 16: Course Final: 8:00 am – 10:30 am on Friday, December 19, 2008.
Due today: Final Portfolio /Participation Notebook/Journal
Name: Assignment:
(Attach this coupon to the front of the assignment.)