Great Basin College

English 101 Composition I

Online - Section 1009 - 2168

Fall 2016

Instructor: Carol Ford MSEd

Office: email any time or phone M-F

Office Phone: (775) 301-6243 Cell: (775)-340-8145

E-mail:

This is an Internet class and participation is required for you to have a successful semester. Please read the “Tips for Success” at the end of the syllabus.

TextbooksRequired: Please note that the following textbooks, new or used, may be purchased through GBC’s bookstore. Make sure The Longman Writerincludes the Research Guide and Handbook.

  • The Longman Writer: Rhetoric, Reader, Research Guide and Handbookby Nadell, Judith, John Langan, and Eliza A. Comodromos. 9thedition.
  • The Everyday Writer by Andrea A. Lundsford, 5thedition with MLA/APA update.

Recommended:

  • MLA, The Easy Way
  • Quick Study Academic Guides: English Grammar & Punctuation, Composition & Style, Writing Tips.
  • Access to a collegiate dictionary and a thesaurus.

Please Note:

  • There may be someliterary and primary source readings on the Internet, or on Pages. The links will beposted on WebCampus or sent directly, via email, to the students.

Course Description:

English 101 is a university transfer course in critical reading, critical thinking, and expository/expressive writing. It emphasizes prewriting, strategies for organization, and revision of the formal college essay. Students will be expected to expand their knowledge of audience awareness, purpose, thesis, and a variety of organizational patterns relevant to the purpose. Students will practice creating their own styles of writing through the use of appropriate diction, point of view, and structure based on a well-defined audience. They will also demonstrate the fundamentals of revision. Students will practice reading skills by reading professional essays from the textbook or from assigned resources, and they will read about different patterns of development for writing strategies, which they will apply to their writing. The goal of this course is to prepare students for the kinds of thinking, reading, and writing that other college courses require. (Credits: 3)

Prerequisite: ENG 095 completedwith a letter grade of A, B, or C; placement test; or equivalent ACT/SAT score.

The following chart shows learner outcomes and how they will be measured:

Learner Outcomes / Measurements
Generate ideas for writing / Evidence in prewriting, rough drafts
Choose appropriate point of view and word choice for audience / Written essays
Organize the essay into a specific rhetorical pattern relevant to the purpose; this may include description, comparison/contrast, definition and other patterns / Written essays
Revise the essay with theaddition ofspecific detail, sentence variety, and necessary reorganization / Comparison of early drafts with portfolio choices
Edit the essay for punctuation, spelling and usage, demonstrating knowledge of conventions of Standard Edited English / Edited essays in portfolio
Comprehend written texts / Paragraphs responding to questions at the end of essays in book
Analyze both visual images and written text / Essays and paragraphs

Essay assignments and essay revisions:

It is imperative that all assignments are completed in Microsoft Office WORD file format: .doc or .docx. Files other than MSO WORD will not be accepted, and the student will receive a zero on the assignment until it is submitted in the proper file format. If it is submitted past the due date, points will be subtracted from the total points earned on the assignment.

All major assignments must be submitted in the following proper manuscript form:

  • Times New Roman font and at least 12 to 14 point size font.
  • Each essay is to be double-spaced.
  • After the first page, page number in a header on the upper right hand corner of each page.
  • The heading should include: The student’s name, instructor’s name, course title, date, should be on the top left hand side in block form, following MLA format.
  • All assignments must include the title of the assignment.
  • MLA documentation is required when citing sources.

In English 101, students are expected to revise drafts for detail, development, organization, grammar, punctuation, and sentence structure. Discussion groups, chats, and editing buddies are several tools that students will use in revising their essays. Essays will be assessed but not always graded, and the instructor will make revision suggestions. Students will be required to use an editing buddy to help revise and edit at least three essays, before submitting them for a final grade. A “Peer Review” will be required for one essay.

Assignments and Evaluation:Students may earn a total of 600 points or more* in this course. Please see the point chart for letter grades. The following assignments are required and have different point values. If additional assignments are given, they will be counted as mini assignments and added to the total points possible or counted as part of your participation points.

1. Five essays on assigned topics relating to the reading assignments in the text. Each essay is worth 60 points. More information will follow about the essay requirements. Five essays at 60 points each = 300 points (50% of your grade)

In order to earn these points, the writing must be college level and students must turn in these assignments when due, in the proper format, and be prepared to email copies to editing buddies and/or discussiongroups for help in revision. The student will select two of these revised essays to submit in the final portfolio assignment.

Each essay will follow an assigned reading. It is imperative for the student to read the assignments in the texts before writing his/her essay! The reading assignments will have a due date, and there will be some chapter quizzes.

Note: You can get help with your writing from the college writing center and online resources.

Essay Topics: (Detailed instructions and due dates for each essay will be posted.)

  • Essay 1: Personal Narrative (2-5 pages)

The student will write a brief autobiography, which includes important events, people, etc. who have influenced his/her individuality.

  • Essay 2: Essay of Assigned Reading Interpretation. The student will write an illustrative essay. (2-5 pages)
  • Essay 3: Reflective Descriptive Response (3-5 pages) (Description)

This essay will be a personal descriptive reflection based around the student’s choice of one of two assigned presentations.

*There may be additional assignments that will add to the number of total points possible.

  • Essay 4: Student’s choice of topics between two types of assigned essays. (3-5 pages)
  • Essay 5: Student’s choice of topics between two types of assigned essays. (3-5 pages)

(Please note: A rubric or Writing Evaluation will be used to assess each essay and will be posted with the assignment on WebCampus.)

2. Response Assignments: One Book Review and five responses to assigned reading at 10 points each= 60 points (10% of your grade)

  • Response 1: Students will write a book review about a recently read book.
  • Response 2-5: Students will be assigned five special readingsfromThe Longman Writer, or other resource,and then respond to what they read.

Note: Students must follow the directions for the book review and each response, which will be posted to each.

3. Quizzes= 40 points (7% of your grade)

  • Syllabus Scavenger Hunt (10 points
  • Five Chapter Quizzes (30 points)

#1 Part I – The Reading Process – Chapter 1 “Becoming a Strong Reader”

#2 Part II – The Writing Process – Chapter 3 “Identifying a Thesis” and 4

“Supporting the Thesis With Evidence.”

#3 Chapter 5 “Organizing the Evidence”

#4 Chapter 6 “Writing the Paragraphs in the First Draft”, 7 “Revising Overall

Meaning, Structure, and Paragraph Developmemt”, 8 “Revising Sentences

and Words”, 9 “Editing and Proofreading”.

#5 Part V - Chapter 21 “Writing About Literature”, 22 “Writing Exam Essays”.

3. A final comparison essay = 150 points(25% of your grade)

Students will compare and contrast their best and worst essay, using the compare and contrast outlines in the assigned reading in the text.

4. Regular Participation= 50 points, (8% of your grade)which includes journal entries, discussions, possible chat sessions, and mini assignments.Each student will begin the semester with 50 points.Participation Points will be subtracted for non-participation. Participation or lack of participation can make a difference in your final grade.

Points may only be earned in the above four ways. Your final grade for the course will be based on your total points earned. Example: If you earn 450 points out of 600, which equals 75%, you will receive a C in the course. Divide your total points earned by the total points possible to calculate your grade (total possible is not set in stone). Remember: All points add up, and Participation Points can make a difference between a passing or failing grade. Please note that the total points possible are not set in stone. If the instructor sees fit to add an extra assignment or delete an assignment, the total points will change and your grade will be figured accordingly.

Grading:

Please Note: There is a total of 600 points possible that can be earned in this class; however, the instructor may see fit to add an extra credit assignment or delete an assignment, which might change the total points possible.

The following is the breakdown of points and letter grade equivalents:

600 - 570 = A 450-446=C

569 – 540 = A- 445-420=C-

539 - 514 = B+ 419-391=D+

513 - 510= B 390-386=D

509 – 480 = B- 385-360=D-

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479 – 451 = C + 359- = F

You can find your letter grade by dividing total points into points received. Example: 52 points received on essay divided by 60 points possible=86%=B+

1

Withdrawal From the Class:

A student must formally withdraw before the withdrawal date to avoid earning an F for the course. According to the policy established by Great Basin College, to receive an incomplete, a student must have completed at least 3/4 of the course with a grade of C or better, but be unable to complete the class for good cause. A 100% refund is given if a student withdraws before Jan 31. 50% refund after Feb. 7. The last day to formally drop a class is April 4. Please Note: The above dates may be subject to change, so it is the student’s responsibility to check on the dates, which can be found on the GBC Web site’s calendar, or with the registrar’s office.

Great Basin College Official Statements:

I. Disability Access:

“Great Basin College supports providing equal access for students with disabilities. An advisor is available to discuss appropriate accommodations with students. Please contact the ADA Officer (Julie Byrnes) in Elko at (775) 753-2271 at your earliest convenience to request timely and appropriate accommodations.”

II. Academic Integrity Policy:

Academic dishonesty is defined as an act of deception in which a student claims credit for the work or effort of another person or uses unauthorized materials or fabricated information in any academic work. Academic dishonesty is a violation of the GBC Student Code of Conduct and will not be tolerated in this class. Any evidence of academic dishonesty/plagiarism in this course will result in a failing grade on the assignment and/or a failing grade for the course. Appropriate institutional consequencessuch as academic probation or suspension will also be employed if necessary. This is a very critical offense. If you are ever uncertain about your use of another person’s work

(ideas, language, data, etc.), you must come to see me about it.

Acts of academic dishonesty include, but are not limited, to the following:

CHEATING – unauthorized copying or collaborating on a test or assignment or the use or attempted use of unauthorized materials.

TAMPERING – altering or interfering with evaluation instruments and/or documents.

FABRICATION – falsifying experimental data or results, inventing research or laboratory data on results for work not done, or falsely claiming sources not used.

PLAGIARISM – representing someone else’s words, ideas, artistry, or data as one’s own, including copying another person’s work (including published and unpublished material, and material from the Internet) without appropriate referencing, presenting someone else’s opinions and theories as one’s own, or working jointly on a project, then submitting it as one’s own. (I have a computer program that will search your words on the Internet, so do not make the choice to plagiarize).

CAMPUS SECURITY:GBC is committed to the safety of our students and has a duty to promote awareness and prevention programs for violence on campus under the Jeanne Clery Act, as well as the Campus SaVE (Sexual Violence Elimination Act) and VAWA (Violence Against Women Act), which are amendments to Clery. Acts of violence include, but are not limited to, sexual assault, domestic violence, dating violence, and stalking. Acts of violence can occur on the physical campus or centers of GBC in addition to field placement sites, clinical practice settings, and other places where college or class activities occur.As well, the online environment at GBC is considered a GBC site.If you experience any incidence where your safety has been threatened or violated, or if you feel threatened or harassed, immediately report this to me, any center director, faculty, or staff member, or directly to the Director of Environmental Health, Safety & Security(775.753.2115) or the Vice President for Student Services(775.753.2282).

Course Objectives:

Students will produce writing assignments during the semester, which will demonstrate the following:

  • Use of the writing process, from generating ideas through revising the final draft
  • Choosing a point of view, diction, and organization appropriate to a stated audience
  • Recognizing and using rhetorical patterns, modes, and organizations
  • Understanding and using the principles of coherence, clarity, and unity
  • Revising early drafts by using the fundamentals of addition of specific detail, subtraction of deadwood, and reorganization
  • Grammatically correct writing
  • Close reading with comprehension
  • Use of MLA documentation

Student Outcomes: Written Activities/Measurements

  • Generates ideas and determine purpose in preliminary drafts:Rough drafts three essays.
  • Choose appropriate diction, point of view, structure based on well-defined audience.
  • Identify organization/rhetorical patterns:Reading responses to assigned essays.
  • Write grammatically correct prose: Editing of own writing examples
  • Read with improved comprehension: Critical thinking and analysis of assigned reading for essays # 2 and #3.
  • Practice fundamentals of revision: Revision of all rough drafts of assigned essays
  • Write with attention to coherence: Revision for coherence in essays
  • Use MLA formatting and documentation: All final copies must follow MLA formatting rules.All major assignments must be submitted in proper manuscript form: Double-spaced and word processed using 12 point font and standard script (Times New Roman preferred), with one inch margins. The final essay must contain a work-cited page, using MLA format.

Student Evaluation:The student’s accumulated points will determine his/her final grade. A failing student must formally withdraw before the official drop date to avoid earning an F for the course. According to the policy established by the College, to receive an Incomplete, a student must have completed at least ¾ of the course with a grade of C or better, but be unable to complete the class for good cause.

Policy of Academic Integrity: Students are expected to be honest in all their academic endeavors. If ideas are borrowed, the source must be given credit using standard MLA documentation rules. Internet sources are subject to documentation as well. Plagiarism violates the standards of intellectual honesty. Students who violate such standards are subject to punishment ranging from failing the class to dismissal from the College.

Policy Regarding Late Submissions: The English department has adopted the policy that no late papers will be accepted, but extenuating circumstances may be taken into consideration. Late papers will be automatically docked points and lowered a grade.

Grade Appeal of Professional Conduct: Any student with concerns or academic problems, or needing special assistance, needs to inform the instructor as soon as possible. Please see the current General Catalogue on the procedure, which deals with such issues.

GRADING STANDARDS FOR COLLEGE WRITING

Since all writing is unique, attempts to characterize the differences between “A” work, “B” work, etc., risk oversimplification. Quite often essays receive identical letter grades for different reasons. It is also true that grading becomes more comprehensive during a semester; essays written at the end of a course are expected to pass more rigorous scrutiny than those written earlier in a course because students should demonstrate improved skills resulting from study and practice during the course. The Great Basin College English Department uses the following descriptions as guidelines for grading. Courses are designed to illustrate, discuss, and provide practice in the elements of writing described here. Students should direct specific questions regarding grading to their instructor.

“A” work / (1) The essay uses the conventions of standard edited English (spelling, punctuation and grammar; this includes documentation of sources if applicable to the assignment). (2) The essay’s overall format and presentation follow the specifications of MLA or APA format. (3) The essay’s documentation of sources follow the specifications of MLA or APA format. (4) For research writing, the essay=s sources (whether primary or secondary sources) and the use of those sources are appropriate for college writing. This includes the quality and quantity of sources, as well as the analysis and integration of them into the essay. (5) The essay completes the assignment specified by the instructor. (6) The essay’s purpose is clear and persuasive. (7) The essay is directed toward and meets the needs of its audience. (8) The essay is well-organized and unified, with an effective beginning, middle and end. Transitions between sections and paragraphs are clear. (9) The essay provides effective supporting arguments, evidence, examples, and details. (10) The essay uses appropriate language and tone. (11) The essay shows originality and creativity in realizing (1) through (10). (12) The essay accomplishes any other items (revision tasks, for instance) specified by the instructor. An “A” paper is distinguished college work and demonstrates a writer’s mastery of all stages of the writing process.
“B” work / The essay falls between “A” and “C” work.
“C” work / The essay completes (1) through (11) adequately for college work and demonstrates some competence, but contains some minor errors/flaws throughout or more serious errors/flaws in one particular area. A “C” paper may show originality and creativity, but those qualities don’t make up for the errors or flaws. A “C” paper usually does not look and read like a final draft and therefore shows an unfinished application of the writing process.
“D” work / The essay falls between “C” and “F” work.
“F” work / The essay doesn’t meet minimum standard requirements for (1) through (5). Or, the essay doesn’t realize several elements of (1) through (11) for acceptable college work. Errors and flaws are more serious, and the essay contains many minor ones as well. An “F” paper usually looks and reads like a rough draft.

Student Conduct: Students are expected to observe the conventions of common courtesy and respect for shared assignments and information.