8
Great Basin College - Nevada
Course Syllabus
ENG 101: Composition I
Sections: ER2 (Elko), CV2 (Carlin), & YV2 (Ely)
Spring Semester, 2008
Instructor: Dr. Kevin Marie Laxalt
Office Location: Elko Campus, McMullen Hall, Room #120
Phone: (775) 753-2340
Office Hours:
Tuesdays: 12:00-2:00 p.m., Wednesdays: 1:00-2:00 p.m., Thursdays, 12:00-2:00 p.m.
(or by appointment)
Email Address:
Location of Class & Time: IAV Format ~ see the spring schedule for your location.
Class meets on Tuesday evenings from 7:00 p.m. to 9:45 p.m.
Class Length: Tuesday, January 22nd through Tuesday, May 13th
************************************************************************
Catalog Description: This course includes critical reading and writing of the expository essay. It emphasizes pre-writing, strategies for organization, and revision. Prerequisite:
ENG 095 completed with a letter grade of A, B, or C; placement test; or equivalent
ACT/SAT score.
Departmental Description: This course is a university transfer course in critical reading, critical thinking, and expository/expressive writing. It emphasizes the organization and revision of the informal essay. It introduces the student to fundamental rhetorical concepts such as audience awareness, purpose, thesis, and a variety of organizational patterns. In its reading component, it emphasizes the modern essay and may include a benchmark novel or work of nonfiction; in its style component it offers practice in arranging words, sentences, and paragraphs to their best advantage. The course’s greatest strength is offering students repeated practice in revising writing before a final grade is assigned. The goal of the course is to prepare students for the kinds of thinking, reading, and writing that other college courses require. It allows anyone who aspires to a two-year or four-year degree to acquire sound writing skills, especially the ability to produce clear, concise, and interesting prose.
************************************************************************
ENG101 Course Syllabus, Spring Semester, 2008
Required Texts
Kelly, Joseph, ed., The Seagull Reader – Essays, New York, NY: W.W. Norton & Co, 2002. (ISBN#: 0-393-97632-7)
Lunsford, Andrea, The Everyday Writer, Third Edition, Boston, MA:
Bedford/St. Martin’s, 2005. (ISBN#0-312-41328-9)*
Rawlins, Jack, The Writer’s Way, Sixth Edition, Boston, MA: Houghton-Mifflin, 2005.
(ISBN#: 0-618-42680-9)
************************************************************************
Optional Text
{NOTE: If you purchased SF Writer for your ENG 095 class you may use it in place of the Lunsford text this semester.}
*Ruszkiewicz, J., Hairston, M., & Seward, D. (2005) Scott Foresman: SF Writer:
Third Edition, Upper Saddle River, NJ, Pearson Education.
************************************************************************
Required Supplies
#1. One three-ring binder (1 ½ inch) for with plastic overlay on top & on binding for Final Product ~ Writing Portfolio.
#2. One set of divider tabs for Portfolio (preferably a set of 8).
************************************************************************
Course Design
Methods of Instruction: Instructional formats will include: lecture, small group activities, student presentations, peer review with writing workshop format.
Interactive Video Format: This course will be offered through the interactive video format. Interactive courses are two-way television courses offered by means of computer and Internet technology. This technology enables people distant from GBC campuses to take part in college courses. These courses are transmitted “live” by GBC to satellite centers. Thus you will be working with colleagues from other Nevada communities. Please demonstrate respect for this process & for your site facilitator. Microphones will remain on at all times unless I indicate otherwise – just like any other class, no side conversations will be accepted.
ENG101 Course Syllabus, Spring Semester, 2008
WebCampus Enhanced Instruction: In order to make it easier to transmit papers, notes, etc., I will be designing this course as a WebCampus Enhanced course. You will be able to submit your assignments to me via the WebCampus email process. If you do not have a WebCampus password please let me know immediately & I will connect you to the WebCampus facilitator in Elko. This will be available during the second week of class.
This Journey Called Writing: Writing is a process. All writers are constantly in a journey of improving their own skills. Trust and respect will be critical factors in this class. One puts his/her “soul” out there when he/she attempts to write – it’s a very risky endeavor. All of us (I and every individual student) will work to create a very safe and comfortable environment. Like a group of multiple scaffolds . . . if we support one another our work will only improve. Let’s work as a cooperative team. Let’s treat it as an honor to share such a powerful art.
Course Emphases: This course has been designed across three primary learning focuses.
#1. Students will be actively engaged in the analysis of writing. These pieces will includes the professional essays provided in the Seagull Reader as well as student pieces (as conducted through a peer review process).
#2. Students will be actively engaged in practicing particular skills across the writing spectrum. Based on the needs of the students in this class, these skills will include the style of writing as well as the mechanics of writing.
#3. Students will be actively engaged in the application of writing – i.e. writing as an art form will be a critical element of this class. Students will take each of the three primary essays required for this course through the entire writing process:
pre-writing, rough drafts, revised copies, edited copies, & final published pieces.
Essay Evaluation: In evaluation of the assigned essays, the instructor will use a standard rubric which describes the key writing skills determined by Great Basin’s English Department to be essential to good writing: content, organization, voice, and mechanics. All major assignments must be submitted in proper manuscript form ~ double-spaced and word-processed using 12-point font and standard script, with one-inch margins on standard sized white paper.
Tutoring Component: Should I determine that you are in need of an individualized tutoring session, I will submit to you a “REQUIRED TUTOR VISIT” form. The student must then make arrangements for a one-on-one tutoring session with a tutor working out of GBC’s Academic Success Center. These services will be available both in person and online. The email address for GBC’s online tutors is: . Should I further determine that you are in need of more practice in a specific mechanical area of writing, I will recommend that you visit an online practice site in order to practice these skills. (Our Everyday Writer text includes such sites).
ENG101 Course Syllabus, Spring Semester, 2008
Miscellaneous Classroom Policies & Procedures:
Ø Respect each person, treat each other with dignity, and encourage one another to actively participate.
Ø Active listening is essential – please listen while others are speaking.
Ø Come prepared with a positive & energetic attitude (no whining allowed!).
Ø Be on time to all classes & attend the entire class session.
Ø Participate appropriately. Activities or interruptions such as side conversations, working on other class assignments during class, sleeping, or demonstrating any other distracting activities are unacceptable.
Ø Please communicate with the professor as soon as possible if you are having specific problems or concerns with the class.
Ø All cell phones must be turned off before entering the classroom.
Ø No text-messaging is allowed during class.
Ø No late assignments will be accepted (unless extenuating & documented circumstances occur). (This is a formal policy of the English Department here at GBC).
Attendance Policy: Research tells us that learning becomes greatly improved when
students attend class. Therefore consistent and punctual attendance will be a requirement of this class. Any special/ “excused” absence will require documentation. Depending on the severity of the situation these may also count toward your total absence “count”. Per the GBC attendance policy students may miss 1 class (that meets on a weekly basis). Should you miss more than 1 class you must meet with me to discuss your options. Withdrawal from the course might be an appropriate choice. The most important thing to remember is to communicate with me regarding any absences!
Attendance will be taken in class.
Absence Grid
Total Number of Formal Class Sessions = 15
Minus 1 “Freebie” ______- 1
Total days required = 14
1 additional absence = 1 drop in grade
2 additional absences = 2 drops in grade
More than 3 additional absences = automatic failure of class
ENG101 Course Syllabus, Spring Semester, 2008
ENG 101 ~ Course Outcomes and Assessments/Measurements
Learner OutcomesThrough the process of and upon completion of this course the student will be able to: / Assessments/Measurements
The instructor will measure the student’s required outcomes by evaluating the:
#1. Generate ideas for writing. / #1. Evidence in pre-writing activities, rough drafts, writing exercises.
#2. Choose appropriate point of view, diction. / #2. Written essays utilizing rubric instruments.
#3. Organize essays into relevant rhetorical pattern. / #3. Written essays utilizing rubric
instruments.
#4. Apply principles of coherence, clarity,
and unity. / #4. Quality and connectedness of sentences and paragraphs in essays utilizing rubric instruments.
#5. Write clear, well-focused thesis statements. / #5. Writing exercises, written essays utilizing rubric instrument.
#6. Use fundamentals of revision. / #6. Comparison of early drafts with finished drafts, Writing Portfolio (assessed with rubric).
#7. Demonstrate knowledge of standard writing conventions. / #7. Edited essays utilizing rubric instruments, error analysis.
#8. Research information using books,
online resources and interviewing. / #8. Research Essay utilizing rubric instrument, writing exercises.
#9. Analyze sample essays by identifying explicit & implicit messages in the content. / #9. Student response to sample essays, writing exercises.
#10. Demonstrate proficiency in using MLA format for in-text citations and Works Cited page. / #10. Research Essay utilizing rubric instrument, MLA assignments.
#11. Develop & utilize supportive interpersonal skills. / #11. Peer Conferencing.
#12. Demonstrate skill in working through the writing process and synthesizing your efforts in a holistic product. / #12. Writing Portfolio as assessed with rubric.
#13. Write a clear & concise essay using appropriate organizational format in limited time period. / #13. In-class essays as assessed with rubric.
ENG101 Course Syllabus, Spring Semester, 2008
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 consequences
will also be employed if necessary such as academic probation or suspension. 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 – “Plagiarism is presenting someone else’s words, ideas, or data as one’s own. When a student submits work that includes the words, ideas, or data of others, the source of that information must be acknowledged through complete, accurate, and specific references; and if verbatim statements are included, through quotation marks as well. In academically honest writing or speaking, the students will acknowledge the source whenever:
v Another person’s actual words are quoted.
v Another person’s idea, opinion or theory is used, even if it is completely paraphrased in the student’s own words.
v Facts, statistics, or other illustrative materials are borrowed, unless the information is common knowledge.
ENG 101 Course Syllabus, Spring Semester, 2008
Assignments & Point Grid
Assignment Points Earned/Points Possible
#1. Class Participation/ In-Class Activities
NOTE: These points can not be made up for any absence or
disruptive behavior during class. (15 @ 10 points each) ______/150 points
#2. Weekly Responses to Essays in Reader (15 @10 points each) ______/150 points
#3. Peer Responses to Fellow Students’ Essays
(3 @ 20 points each) ______/60 points
#4. 3 Formal “Working” Essays:
A. Essay #1 – Personal Narrative Essay: ______/250 points
Evidence required for all stages of the writing process:
a. Pre-Writing Activities/Proposal
(brainstorming/clustering, etc.) (25 points)
b. Rough draft (50 points)
c. Revised draft w/ “Fix-it List” form attached (50 points)
d. Edited draft w/ “Fix-it List” form attached (50 points)
e. Published/final draft scored with Instructor Rubric (75 points)
B. Essay #2 – Argument Essay: ______/250 points
Evidence required for all stages of the writing process:
a. Pre-Writing Activities/Proposal
(brainstorming/clustering, etc.) (25 points)
b. Rough draft (50 points)
c. Revised draft w/ “Fix-it List” form attached (50 points)
d. Edited draft w/ “Fix-it List” form attached (50 points)
e. Published/final draft scored with Instructor Rubric (75 points)
C. Essay #3 – “Scene-Catching” & Issue Response Essay: ______/250 points
Evidence required for all stages of the writing process:
a. Pre-Writing Activities/Proposal
(brainstorming/clustering, etc.) (25 points)
b. Rough draft (50 points)
c. Revised draft w/ “Fix-it List” form attached (50 points)
d. Edited draft w/ “Fix-it List” form attached (50 points)
e. Published/final draft scored with Instructor Rubric (75 points)
#5. Writing Portfolio & Showcase ______/50 points
______
TOTAL POSSIBLE POINTS: ______/1160 POINTS