Introduction to College Writing/Fall 2011/Chaffey College/Section 66244(Tuesdays and Thursdays/12:30 – 3:45 pm/LA 110)
ASSIGNMENTS / Points Possible / YOUR SCORE / NotesMAJOR COMPOSITION PROJECTS (up to 750 points possible)
Major Projects receive letter grades (A, B, C, D, F).
Project assessment includes attention to:
a.) English Department’s grading standards (listed on the next page)
b.) demonstrated levels of success, applying specific course skills (listed on assignment sheets)
Major Project One / 250 points
possible / ___ points
earned
Major Project Two / 250 points
possible / ___ points
Earned
Major Project Three / 250 points possible / ___ points
Earned
PRACTICE & PROCESS FILES (up to 250 points possible)
SuccessCenter File
(Supplemental Learning) / 80 points
Possible
(20 points each) / Please review the provided supplemental learning form and WritingCenter materials for additional details. Activities that are not completed as required do not earn points. / ___ points
earned
Group Activities Participation File
(includes recorded participation in group activities, not directly placed in this file) / 85 points possible
(graded holistically) / Group file points are earned for participating effectively and regularly in group activities. Coming to class unprepared for group activities negatively influences this grade. Missing class time (and, by extension, group activities and projects) negatively influences this grade. / ___ points
earned
Writing Process and Exercises File / 85 points possible
(graded holistically) / Process and Exercise file points are earned for completing and submitting out-of-class work as required. Points are also earned for completing in-class activities as required. Missing class time (and, by extension, activities and/or in-class discussions of out-of-class work) negatively influences this grade. / ___ points
earned
Assessment of Major Projects:
English Department Grading Standards at ChaffeyCollege
An A paper is excellent in nearly all respects. It shows originality of thought that goes well beyond material presented in class. It is well argued and well organized with a clear, specific, and ambitious thesis. It is well developed with content that is specific, interesting, appropriate, and convincing. It has logical and artful transitions and is marked by stylistic finesse and varied sentence structures. It demonstrates command of mature diction and has few, if any, mechanical, grammatical, spelling, or diction errors.
A B paper is excellent in several respects but may have a less sophisticated thesis, a less
distinguished style, some minor lapses in organization and development, some ineffective sentence structures, and some minor mechanical, grammatical, spelling, or diction problems.
A C paper is generally competent, but compared to a B paper, it may have a weaker thesis and less effective style and development. It may contain some lapses in organization, poor or awkward transitions, less varied sentence structures that tend toward choppiness or monotony, significant problems with mechanics, grammar, spelling, and diction.
A D paper is below average and may present a thesis that is too vague or too obvious to be developed effectively. It generally exhibits problems with organization, support, transitions, sentence structures, mechanics, grammar, spelling, and diction that impede understanding.
An F paper is far below average and may have no clear thesis or central topic. It may
display a lack of organization, support, and development. It may contain major and repeated problems with mechanics, grammar, spelling, and diction and may fail to fulfill the assignment or may be unacceptably brief.
What Are the Professor’s Major Course Roles?
- Coach 2. Gatekeeper
What should members of the class expect from the professor?
- I arrive to class on time.
- I come to class prepared and well-organized.
- (Gatekeeper Role) I establish appropriately high academic standards and grade major projects according to these standards. Successful completion of the course requires significant academic achievement.
- (Coach Role) I respect your abilities, and my expectations of you are appropriately high. I remind you, if needed, that you are the one who must make it happen. I provide the environment to help you get there. This environment includes a purposeful, approachable learning environment as well as strategies and encouragement.
- I develop and share purposeful activities and assignments, designed to help you reach course objectives. I consider connections between these objectives and aspects of your life (college, home, career).
- I accept and consider feedback (provided respectfully).
- I remain consistent in the application of course policies.
- I do not text in class. I do not answer my phone in class. I do not engage in side conversations while other people are speaking to the class. I do not eat or drink in class. I do not use language in class which is better saved for other contexts. I respect and treat others as I would like to be respected and treated.
What should members of the class and the professor expect from you?
Students will generate lists of expectations which will be copied and distributed.
In addition, ChaffeyCollege features a student behavior code, included in the newest edition of the student handbook. You are expected to follow this code, and as the course professor, I am expected to enforce it. I am familiar with the code; I will enforce it appropriately. You also are responsible for becoming familiar with the code. The code is available in the newest edition of the student handbook. Please consult with me and/or other appropriate college personnel if you have related concerns. (In an emergency, call 911 as you normally would.)
What if I must miss class? Missing a day of this accelerated class is the equivalent of missing a week in a semester class. Given the interactive nature of the class, instruction cannot be effectively duplicated when you miss class time, and missed in-class activities cannot be made up. As a result, when you miss class time, you lose points for missed work and activities, and your opportunities for course success are lowered.
You are urged to attend and participate in class regularly. If you decide to change your enrollment status (add or drop), you are responsible for doing so by the appropriate ChaffeyCollege deadline for accelerated courses.
Is Late Work Accepted?
Work is late if it is not completed and ready for submission at the beginning of class on the original day it is due. (E-mailed work and computer files are not accepted. No work is accepted after the final class.)
Major Projects: You may turn in one of the first two major projects no more than two class sessions late without penalty; I encourage you to save this option for an emergency. Otherwise, major projects are penalized twenty points per late class session.
Supplemental Learning/Writing Center: Supplemental learning activities, completed late, are not stamped in the regular (thirty points) form boxes. However, one activity may be stamped in the extra credit (ten points) box.
Other File Materials: Drafts and other out-of-class materials are reviewed and used during class activities. If you do not have your work on time for class use, you have not met the requirements of the assignment. Therefore, file work that is submitted after the original deadlines is not officially reviewed. A pattern of late and/or missing file work will seriously influence your file grades. Also, not having a file assignment completed on time may put you at a serious disadvantage when completing the major project, associated with that file assignment.
Are extra credit points available this semester?
Each student may earn a total of fifteen extra credit points this semester.
Notice of Course Content
Given that this is a college course, some course content may be mature in nature.
How may students receive assistance at ChaffeyCollege? ChaffeyCollege features a number of invaluable resources for students; as a ChaffeyCollege professor, I am happy to help you locate appropriate campus resources for your needs and interests. To get started, please consider:
Student Success Centers ChaffeyCollege has created Student Success Centers, which offer free tutorials, workshops, learning groups, directed learning activities, and computer/resource access to assist students in their academic development and success.
SuccessCenter Operating Hours: MTWTH: 8am-8pm F: 10am-12pm
The Rancho Success Centers are designed to address specific subject needs as well as more general multidisciplinary needs:
MathCenter MATH-121 (909) 652-6452 LanguageSuccessCenter BEB (909) 652-6907WritingSuccessCenter Library (909) 652-6820Multi-disciplinary/Reading Success Center BEB (909) 652-6932
The Fontana Success Center supports all academic support needs:
FontanaSuccessCenter CCFC-107 (909) 652-7408
The ChinoCenter supports all academic support needs:
ChinoSuccessCenter ChinoMB 145 (909) 652-8150
Call the Centers or consult the college website at for information.
Student Health Services Student Health Services (SHS) is dedicated to assisting students to achieve and maintain optimum physical, mental and emotional health. SHS is committed to providing quality healthcare at a reasonable cost. All currently enrolled full and part time ChaffeyCollege students on the Rancho Cucamonga Campus or any off Rancho campus site may utilize the services of the Student Health Office. Please have your Chaffey ID ready.
Health Services at the Chino CampusCHMB-105(909) 652-8190 Health Services at the Rancho Campus AD 180 and 170 (909) 652-6331
Veterans and Eligible Family Members ChaffeyCollege’s Veterans Resource Center (VRC) is dedicated to assisting veterans and eligible family members in achieving their educational goals efficiently and without impediments. If you are a veteran or eligible family member, please contact the VeteransResourceCenter at (909) 652-6235 or for information regarding educational benefits and opportunities. The Veterans Resource Center (VRC) is located in building AD-125 on ChaffeyCollege’s Rancho Cucamonga campus.
Disability Programs and Services ChaffeyCollege’s Disabled Students Programs and Services, or DPS, serves an estimated 1500 students across all Chaffey campuses. DPS serves students with physical, learning, and psychological/psychiatric disabilities by providing accommodations based on the type of disability and verifying documentation. Services include academic counseling, disability related counseling and referral for community resources, test accommodations, tram services, adapted computer lab, assistive technology training, assessment, and equipment loan. For more information please contact the DPS general phone line at (909) 652-6379.
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.
How may I become more involved (outside of class) at Chaffey? ChaffeyCollege offers a variety of opportunities for campus involvement, including (but not limited to)student clubs (Student Activities: (909) 652-6590), visual and performing arts (School of Visual and Performing Arts: (909) 909/652-6066), and athletics events (Athletics Department: (909) 652-6290).
One Book, OneCollege The One Book, One College Committee strives to create a community of readers across the curriculum at ChaffeyCollege and within the communities it serves. Each year, the committee selects a college book and creates a diverse series of related events. Students are encouraged to participate in these activities to enrich their educational experience at Chaffey.
For additional information about on-campus opportunities, including the College Book program, explore ChaffeyCollege’s website at
PlagiarismProfessor Utsler adheres to the English department’s official Plagiarism policy: “Violations of the Student Academic Integrity Code, including plagiarism, will not be tolerated in Chaffey College English courses. Plagiarism is defined as the misrepresentation of the published ideas or words of another as one’s own. At the discretion of the professor, plagiarism or other violations may result in zero points for the assignment and/or failing the course. Additionally, the professor may file a Student Academic Integrity Form documenting the violation and may seek other sanctions. The complete Student Academic Integrity Code appears in the Chaffey College Student Handbook.”
Final Point Total / Course Grade / Overall Quality Of Work990 – 1000 / P (PASS) / A+
920 – 989 / P (PASS) / A (Excellent)
900 – 919 / P (PASS) / A-
890 – 899 / P (PASS) / B+
820 – 889 / P (PASS) / B (Above Average)
800 – 819 / P (PASS) / B-
790 – 799 / P (PASS) / C+
720 – 789 / P (PASS) / C (Average)
700 - 719 / P (PASS) / Low C
680 – 699 / NP (NO PASS) / D+
620 – 679 / NP (NO PASS) / D (Below Average)
600 – 619 / NP (NO PASS) / D-
0 – 599 / NP (NO PASS) / F (Poor)
You must earn 700 or more points to pass this course.
Student Learning Outcomes and Course Objectives
To help ensure consistent and appropriate learning experiences for all English 550 students, ChaffeyCollege has established specific student learning outcomes and learning objectives for this course. The following information is duplicated directly from the English department’s official course documentation for English 550.
COURSE OBJECTIVES: ENGLISH 550Upon completion of the course, students should be able to:
Develop the ability to set a purpose for reading and writing and to adopt appropriate
reading or writing strategies.
Recognize and formulate clear and specific main ideas and develop these into
unified and complete passages.
Explain and be better able to apply the principles of tone and its relation to the
purpose for and audience of a piece of writing.
Critically respond to ideas, presented in selected argumentative/persuasive readings.
Recognize and compose complete, correct, well-supported, and logical compositions.
Identify and use multiple kinds of written support.
Demonstrate an understanding of the logical relationship among the parts of a
composition, including the parts of an academic essay.
Compose introductory, body, and concluding essay paragraphs.
Differentiate among the functions of expository, argumentative, and expressive
writing.
Combine phrases, clauses, and sentences to improve sentence variety.
Recognize individual difficulties with grammar, mechanics, and style.
STUDENT LEARNING OUTCOMES: ENGLISH 550
Write compositions to specific audiences using an appropriate voice for those readers.
Support a central idea with distinct reasons.
Identify and eliminate the majority of grammatical error patterns.
Label assignments with your name, class time/days, and assignment title.
Label each section of multiple part assignments individually.
Accelerated course days are equivalent to semester course weeks. Plan accordingly.
TENTATIVE CLASS SCHEDULE (SUBJECT TO CHANGE)
DAY ONE: Tuesday 8/16/11INTRODUCTIONS
/ DAY TWO: Thursday 8/18/11
Taking Notes/Purpose, Audience, Tone, and Genre/Essay Structure Overview
CHECKLIST: WORK DUE TODAY
(Activities may be completed on your own paper.)
Read: 318 – 343 (About: Taking Notes)
Complete: pg. 322 (1-5), pg. 324 (1-7), pg. 343 (1-6)
Read: 43-58 (About: Reading Critically)
Complete: 59-61 (all review cards)
Read: 134-147 (About: Essay Structure)
You may use your own paper. / This time only: All work may be turned in next class.
DAY THREE: Tuesday 8/23/11
Reading & Writing Connections
Reading Actively and Critically Generating Ideas
CHECKLIST: WORK DUE TODAY
(Activities may be completed on your own paper.)
Read: 345 - 376 (About: Career)
Complete: 348-349 (Part One), 350 (at least three), 353 (1-5), & context questions (below) about career reading
Context Questions:
- Who is the intended audience?
- What is the intended purpose?
- What is the tone?
- Is the reading effective, considering the intended audience, purpose, and tone?
(Choose and read at least one of the following two texts from the course website. Answer the context questions (above) about this reading.)
a. “Save Money When Grocery Shopping”
b. “Abercrombie and Fitch: the Hottest New Chain in Canada” / DAY FOUR: Thursday 8/25/11
Generating & Organizing Ideas:
Project One
CHECKLIST: WORK DUE TODAY
Read: Exemplification (162 – 168),
“I Don’t Know What to Write” (171 - 180), “How Do I Write a Thesis” (181-183), and “How Do I Get My Ideas to Fit Together?” (184-189)
Complete: Dialectical Responses
(as explained in class on 8/22/11)
DAY FIVE: Tuesday 8/30/11
Idea Development
CHECKLIST: WORK DUE TODAY
Project One: Idea Generation
(at least two strategies from 171-180)
Project One: Outline
(outline tree on pg. 185 or outline map on pg. 188 / You may use your own paper.) / DAY SIX: Thursday 9/1/11
Project One: Providing and Considering Draft Feedback/Revising Your Work
CHECKLIST: WORK DUE TODAY
Read: at least one chapter from pgs. 191 – 250
Project One: Four Copies of Rough Draft
Read: at least one chapter from pgs. 252– 298
DAY SEVEN: Tuesday 9/6/11
Project One: Final Draft Due
Project Two: Classification
CHECKLIST: WORK DUE TODAY
Project One (Final Draft)
Reminder: Place other returned Project One materials in the appropriate files. The files (Success Center/Group/Process) are resubmitted on the last day for holistic grading. / DAY EIGHT: Thursday 9/8/11
Generating & Organizing Ideas:
Project Two
CHECKLIST: WORK DUE TODAY
Read and Complete: dialectical responses for “Wait Divisions” (106-107) and “White Lies” (111-113)
Read: Classification (155-161)
DAY NINE: Tuesday 9/13/11
Generating & Organizing Ideas:
Project Two (continued)
CHECKLIST: WORK DUE TODAY
Project Two: Idea Generation
(at least two strategies from 171-180)