COURSE SYLLABUS
Spring 2015
Freshman Composition I
Instructor: Sandy Kline / Course: English 1113Office: MC 538a / CRN# 21620
Office Phone: (918) 595-7212 / Section: 101
Cell Phone: (918) 607-2090 / Room: MC 537
e-mail: / Days: Mondays
Office Hours:
by appointment / Hours: 8:30 am to 9:50 am
Interim Associate Dean:
Kayla Harding
Communications Division
Room MC 423
Ph: (918) 595-7064
TEXTBOOKS
The Norton Reader, 13th Edition, Linda Peterson. W.W. Norton & Company
The Little, Brown Handbook, Custom Edition for Tulsa Community College,
H. Ramsey Fowler and Jane E. Aaron. Pearson-Longman
ISBN 13: 978-1-256-70702-8
SUGGESTED RESOURCES
A dictionary and a thesaurus (print or online) are helpful, if not essential, for successful writing. You will need some type of removable computer device to which you will save your work, such as a USB flash drive. Do NOT save your work to the hard drives on TCC computers in the TLC or library. All material on the hard drives is erased at the end of each day; therefore, you cannot retrieve documents from one day to the next.
COMPUTER ASSISTED INSTRUCTION:
Writing Center MP 200
PREREQUISITE
ENGL 0933 with a grade of “C” or better or an appropriate placement score.
COURSE DESCRIPTION:
The first in a sequence of two courses. Introduces students to academic writing, basic research, and documentation.
COURSE OBJECTIVES:
1. Restrict a subject and define a clear purpose;
2. Write well-developed, coherent, and unified paragraphs and essays;
3. Adapt style to a particular audience;
4. Compose sentences that are forceful, concise, and varied in structure;
5. Choose word that are precise and appropriate;
6. Use mechanics correctly, i.e. grammar, punctuation, and spelling;
7. Analyze and understand assigned readings;
8. Use secondary sources correctly and effectively.
Student Learning Outcomes: Students who successfully complete the course should have learned the following competencies and skills:
· How to restrict a subject and define a clear purpose (thesis or topic sentence);
· How to write well-developed, coherent, and unified paragraphs and essays;
· How to adapt their style to a particular audience;
· How to compose sentences that are effective, concise, and varied in structure;
· How to choose words that are precise and appropriate;
· How to use mechanics of English correctly (i.e. grammar, punctuation, and spelling);
· How to understand, analyze, and evaluate assigned readings;
· How to format and document submitted papers using MLA format; and
· How to identify and avoid plagiarism.
TEACHING METHODS
This class is a blend of in-class lectures, which require physical attendance, and online discussion board work, which can be completed at the student’s convenience. It is a 16-week course. Students will attend lectures every Monday from 8:30 a.m. to 9:50 a.m. In addition, they are required to post weekly discussion board responses. Although discussion board responses are somewhat “self-paced,” in order to receive credit, students must post their responses before 6:00 p.m. on the Sunday before the next class.
EXPECTATIONS: I have high expectations of my students, but I love to teach and I will do everything in my power to help you meet those expectations if you are willing to put in the effort. If you need assistance, let me know. I cannot assist you if I am unaware that you are struggling. My office is in MC 538A. You can schedule conferences with me at any time during the semester. I can also be reached via e-mail at or by phone at (918) 595-7212.
I believe the classroom should be a fun, relaxed, and emotionally safe environment, and I will show respect to each person who is present. However, to be successful, you must be present. I use every moment that you are in my classroom for instruction, so if you are tardy or absent you miss a valuable opportunity to learn. If you do miss any portion of a class period, it is your responsibility to get together with another classmate to find out what you missed. I will not stop my instruction time to bring you up to speed.
CLASSROOM ETIQUETTE: Students are expected to show respect and courtesy to fellow classmates and participate earnestly in class activities. Entering class late, talking during lectures, sleeping during class, making fun of or attacking another’s viewpoint, and/or behaving in a disruptive or combative manner are all considered inappropriate and may be grounds for dismissal from class. Cell phones must be turned off during class; if an emergency arises, the campus police can phone our classroom. Finally, school policy does not permit students to bring children to class.
Any student who sleeps in class runs the risk of an automatic administrative withdrawal.
It is the instructor’s right to ask any student who is disruptive to the class to leave. If asked to leave the class, the student will be required to see the Associate Dean of Communications before returning to the class.
ATTENDANCE POLICY:
Attendance at Monday class lectures is mandatory. Online attendance will be determined according to whether or not students post responses on or before the weekly deadline. I strongly recommend regular attendance. I will take attendance at the beginning of each class period. If you arrive after I take attendance, you will be counted absent. Any student who misses two consecutive classes may be reported as excessively absent to the registrar. Any student who misses two or more consecutive classes, that is two weeks of class, will be subject to administrative withdrawal.
LATE WORK: Formal writing assignments, including all essays, are generally due at the beginning of the class period. They will be considered late once I have taken attendance for the day. In extreme circumstances, with my permission, a student may be allowed a two-week grace period in which to complete an essay or a discussion board response. Under absolutely no circumstances, however, will I accept an essay or a discussion board post that is more than two weeks past the posted deadline. Work submitted more than two weeks after the posted deadline will receive an automatic “0.” To turn a paper in late, you must bring it to me, in person, during my scheduled office hours.
WORD PROCESSING SOFTWARE: For our purposes, Microsoft Word is the word processing program of choice. If you are using different software, it is your responsibility to make the appropriate conversion prior to class. Help is available in the Technology Learning Center (TLC).
HANDOUTS: When a handout accompanies an assignment, it is your responsibility to read the handout and to check your work according to the assignment parameters. If you don’t understand the requirements, it is your responsibility to ask questions. If you miss a handout, it is your responsibility to secure a copy. Whenever possible, handouts will be available to students on Blackboard. Another option is to secure a copy from a classmate.
TYPING: Unless otherwise indicated, out-of-class work is to be typed in Times New Roman, 12-point type. Work typed in a different font, such as Calibri, will not be accepted. Handwritten work will not be accepted.
ASSIGNMENTS: Detailed assignments are located on Blackboard. There are three types of assignments:
1) READING ASSIGNMENTS: You will have a reading assignment every week, except the week before an essay is due. You will need to read the assigned articles in order to participate in class discussions, respond on discussion board, and write essays. You are expected to read thoughtfully and critically.
2) ESSAYS: You will write four to five essays throughout the semester.
Essay 1 –Personal Response (100 points): You will write a personal response to one of the assigned textbook articles. This essay may be about a friend or family member’s use of the English language, a job you have held, or activities you enjoy with friends or family. You must refer to the textbook article in your introductory paragraph, quote from it once in each of three supporting paragraphs (three quotes), and cite it on a separate Work Cited page. The essay should be five paragraphs or approximately 750 words.
Essay 2 – Rhetorical Analysis (100 points): You will write an essay based on your rhetorical analysis of a reading from our textbook. In this essay, you will determine what the author’s purpose was, the rhetorical strategies they used to achieve that purpose, and you will argue whether or not s/he succeeded in achieving their goal. The essay should be at least five paragraphs or approximately 750 words. It will be formatted according to MLA and have a Work Cited page.
Essay 3 – Compare/Contrast (100 points): You will write an essay comparing two articles from the textbook. You must refer to the two textbook articles in your introductory paragraph, quote from each at least once in three supporting paragraphs, and cite both articles on a separate Works Cited page. The essay should be at least five paragraphs or approximately 750 words.
Essay 4 –Argumentative (100 points). You will take a stand on a controversial issue (such as gun control, abortion, immigration) and write an essay supporting that stand. You must make at least three different points in support of your stand; each point must be supported with a quote. You must use at least one resource in addition to your textbook, quote from that resource, and cite it. The essay should be at least five paragraphs or approximately 750 words. It will be formatted according to MLA and have a Works Cited page.
Essay 5 (Optional) – Persuasive (100 points): This essay is only for those students who fail to earn enough in-class extra-credit points to avoid it. You will write a persuasive (or argumentative) essay about the grade you feel you have earned and support your argument with at least three points. The essay should be at least five paragraphs or approximately 750 words. It will be formatted according to MLA but will not require a works cited page.
3) Discussion Board Responses: (500 points): You will write ten discussion board posts in response to your reading assignments.
1) Each week you are expected to write and post a reflection on the essay or short story (or poem or play) you have been assigned for that week. Reflection is not a summary, description, or a review of what you have read. You are encouraged to analyze the readings in rhetorical terms in order to deepen your understanding of them. You may use one or more of the discussion board questions as a prompt for your post, or you may write your own analysis.
Your reflection should contain no fewer thansix (6)sentences. In order to receive credit, you reflection must be posted before 6:00 pm, Sunday. You will receive 30 points for your reflection or 5 points per sentence. PLEASE NOTE: If you write fewer than the minimum six (6) sentences, your points will be reduced accordingly.
2) Each week you are also expected to respond to a peer’s reading reflection that you find interesting and insightful. Your feedback should specify what it was about their post that was helpful to you (What did they write that gave you new insights, new ideas or a different way of looking at the article?). If you choose to disagree with one of your peers’ posts, explain why you disagree politely and courteously.
You must respond to at least one peer each week in no fewer than four (4) sentences. Peer responses must be posted before 6:00 pm, Sunday, in order to receive credit. You will receive 20 points for your peer response or 5 points per sentence.
PLEASE NOTE: If you write fewer than the minimum four (4) sentences, your points will be reduced accordingly.
Remember, Discussion Board is one-half your final grade.
TOTAL POINTS POSSIBLE
10 Discussion Board Responses @ 50 each
(30 personal response, 20 response to classmate)……………………500 points
Essay 1 (Personal Response)………………………………………………… 100 points
Essay 2 (Rhetorical Analysis)……………………………………………… 100 points
Essay 3 (Compare/Contrast)……………………………………………….. 100 points
Essay 4 (Argumentative)…………………………………………………… 100 points
Extra Credit Points or Optional Essay 5 (Persuasive) … .………………...... 100 points
Total: 1,000 points
Grading Scale: 900-1000 = A
800- 899 = B
700- 799 = C
600- 699 = D
Below 600 = F
EVALUATION TECHNIQUES
Compositions will be evaluated on the basis of course objectives. Following are descriptions of the A, B, C, D, and F paper.
The A Paper
1. Meets all the course objectives. Note: It may contain a very few minor deficiencies.
2. Shows originality of thought.
3. Fulfills the requirements of the assignment.
4. Contains no serious errors in mechanics.
The B Paper
1. Meets all the course objectives. Note: It may contain a few minor deficiencies.
2. Fulfills the requirements of the assignment.
3. Contains no serious errors in mechanics.
The C Paper
1. Attempts to meet all the course objectives but falls short in many areas.
2. Fulfills the requirements of the assignment.
3. May contain a very few serious errors in mechanics.
The D Paper
1. Attempts to meet all the course objectives but falls short in many areas.
2. Fulfills the requirements of the assignment.
3. May contain serious errors in mechanics.
The F paper
1. Attempts to meet all the course objectives but falls short in most areas. May contain serious errors in mechanics.
Serious Errors in Mechanics
1. Unjustified sentence fragment.
2. Comma splice.
3. Fused sentences (run-on, run-together)
4. Semicolon separating an independent and a dependent clause.
5. Failure in subject and verb agreement.
6. Confused pronoun case.
7. Wrong pronoun case.
8. Excessive errors in spelling and/or punctuation.
WITHDRAWALS
Withdrawal from a Class after Schedule Adjustment Period:
The procedure for dropping a class is as follows:
1. Obtain the drop form from the Counseling Center.
2. Print social security number, name, and course information.
3. Verify the information for accuracy.
4. Sign the form and take it to the Registrar’s Office.
5. Keep your copy after it has been date stamped in the Registrar’s Office.