English 0310 Syllabus. Course Overview: The dominant focus of English 0310 is on Writing Process, reading and thinking critically
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1 English 0310 Syllabus Instructor: Dominic Endrinal Phone: Conferences available on a daily basis by appointment CRN Course Overview: The dominant focus of English 0310 is on Writing Process, reading and thinking critically for evaluation purposes, and the production of writing products that demonstrate both provocative reading and effective presentation. Students will have ample opportunities to learn, apply, practice, and refine writing skills. Course Objectives: The primary objective of English 0310 is to teach students the central components of academic writing and prepare them for future English composition and other college course writing as well as career writing. Students will gain extensive experience using Writing Process, rhetorical modes, structural strategies, and standard conventions of grammar, usage, and mechanics. Successful students will master these writing techniques with sufficient skill to address freshman level English composition and any state testing requirements including the THEA. Developmental English 0310 Objectives include and incorporate federally mandated SCANS SKILLS (workplace skills) in both curriculum and classroom instruction and applications. SCANS SKILLS include skills development in listening, speaking, reading, writing, critical thinking skills, and computer literacy. SACS The Southern Association of Colleges and Schools which accredits colleges and universities for the southeastern United States has determined that student learning outcomes for each course must be stated in course syllabi. English 0310 Student Learning Outcomes 1. Use a variety of sentence patterns in writing. 2. Comprehend and respond to assigned readings. 3. Employ the writing process (planning, drafting, revising, editing, and developing thesis and topic sentences) in assigned writings. 4. Write a variety of essays using appropriate rhetorical modes. 5. Incorporate the ideas and words of other writers in their own essays using
2 established strategies. Prerequisites English 0300 or English Students may also place into English 0310 with specified scores on SAT, ACT, THEA, or Asset or placement alternative test like Compass or Maps and the diagnostic essay evaluation by designated HCCS Faculty. Course Goals (includes competencies, incorporation of SCANS, etc.) By semester end, the student who passes with a "C" or above will have been able to: 1. Complete and comprehend reading assignments. 2. Attend class regularly, missing no more than 12.5% (8 hours) of instruction. 3. Participate in small group/class discussions to analyze and interpret essay models. 4. Write five or six passing essays as assigned. Two essays will be timed and impromptu. 5. Pass the final essay with 70%+ and achieve a 70%+ average in the course. In English 0310, students receive instruction and write essays that will improve their writing skills. Students learn reading and writing strategies, the application of writing process steps, cultivation of content at the sentence, paragraph, and essay levels, standard grammar, sentence, and word usage, and the standard conventions of mechanics (punctuation, capitalization, and spelling). Students are expected to demonstrate basic mastery (70% or higher scoring) as they progress through English When students complete English 0310, they will have met specific goals of basic mastery in writing skills, standard usage, and mechanics conventions. Textbook Information English 0310 courses use one rhetoric/grammar text and one reader text from the following lists. Consult your instructor for the specific texts for your course.
3 Rhetoric/Grammars The New McGraw-Hill Handbook: Elaine P. Maimon et al. McGraw-Hill, The New McGraw-Hill Handbook is a standard rhetoric grammar text and general reference book. A single text serves both students and instructors. The text focuses on basic rhetoric functions, basic and intermediate grammar, and general writing strategies for composition and research. Primary emphasis in the text is given to writing across the curriculum electronically. Considerable address is given to using Internet sources for information-gathering and the protocol for online writing. Text includes MLA, APA, CSE, and Chicago documentation, writing about literature, some types of business writing, and a special grammar section for multilingual writers. In conjunction with this text, McGraw-Hill offers Catalyst, an online, text-based resource for students and faculty. The Catalyst site includes writing topics, strategies for composition, grammar practices, and links to resources. The Little, Brown Handbook, Eleventh Edition: H. Ramsey Fowler and Jane E. Aaron. Longman, The Little, Brown Handbook is a standard rhetoric grammar text and general reference book. A single text serves both students and instructors. The text focuses on basic rhetoric functions, basic and intermediate grammar, and general writing strategies for composition and research. Special emphasis is on research writing and writing across academic disciplines. Text includes MLA, APA, CSE, and Chicago documentation, writing about literature, and some types of business writing. In conjunction with this text, Longman offers MyCompLab or MyWritingLab, online, text-based resources for students and faculty. The MyCompLab and MyWritingLab sites include writing topics, strategies for composition, grammar practices, and links to resources.
4 Readers In the spring of 2001, the Developmental English Discipline Committee unanimously voted to move from a single English 0310 reader to multiple adoptions of readers to be selected by the committee. The committee added four new readers and retained the text already in adoption for use in English Selection of specific texts for classes is determined by the five Developmental English Departments of our five respective colleges. American Now, Fourth Edition: Robert Atwan. Bedford St. Martin s, America Now features short readings from recent magazines and newspapers. The topics and author base is multi-cultural. Text includes introductory vocabulary sections for each essay selection and a wide diversity of post-reading activities. The text has thirty selections with both sequential and rhetorical/thematic tables of content. The American Now online site provides chapter quizzes for students. Patterns of Reflection, Fourth Edition: Dorothy Seyler. Allyn and Bacon, Patterns of Reflection is a multicultural reader which incorporates text-style features. It offers a diversity of authors, subjects, and stylistic approaches. The book provides selections on personal, social, and political concerns and issues; selections that also demonstrate varied uses of the major rhetorical strategies and patterns. Essays are organized in both thematic and rhetorical table of contents with seventy-seven selections in eleven chapters. Readings are preceded by introductions and followed by instructional framing. These framings contain extensive vocabulary sections, analysis of subject and purpose, examinations of writing strategy and style, and numerous topics for writing. Seventy-Five Readings: Plus, Eighth Edition: Santi Buscemi and Charlotte Smith. McGraw Hill, Seventy-Five Readings Plus is a reading anthology designed to provide students and faculty with a broad, multi-cultural topic/author base. The text includes
5 sequential, thematic, and rhetoric tables of contents. The text provides author introduction and instructional apparatus (Questions for Discussion, Strategy and Style, Engaging the Text, Suggestions for Sustained Writing, and additional recommended readings). The companion website for this text is also the Catalyst site. The Simon and Schuster Short Prose Reader, Fifth Edition: Robert Funk et al. Prentice Hall, The Short Prose Reader is a multicultural reader with extensive instructional apparatus for rhetorical and composition applications. Text includes reading strategies, essay introductions and vocabulary, and ample post-reading activities which cover various writing, revision, and editing techniques. Text also has sample revision and editing of essays, multiple topics for discussion and writing, and both thematic and rhetorical tables of contents. Visions Across the Americas, Fourth Edition: J. Sterling Warner and Judith Hilliard. Harcourt, Vision Across the Americas is a cross-cultural text which focuses on specific cultures and their issues. The text offers extensive background on authors with their photographs, considerable instructional apparatus for post reading, and both thematic and rhetorical tables of contents. Text includes strong focus on application of rhetorical modes and strategies for effective composition. Text also explores relationships between archetypes, cultural bias, cultural heritage, and current cultural changes in society. Students: Be sure to consult your instructor on the first day of class to determine which reader you will need for the course. Lab Requirements (if any) Developmental English courses have a one hour lab component.
6 Students with Disabilities ADA: HCCS is compliant with the American Disabilities Act and Sec. 504 of the Rehabilitation Act Students with special needs or disabilities that may affect their ability to succeed in college courses should contact a Disability Support Counselor. Academic Honesty Scholastic Dishonesty: The Houston Community College System Student Handbook defines the following criteria: "Scholastic dishonesty includes, but is not limited to, cheating on a test, plagiarism, and collusion." Please refer to the Handbook for the specifics of cheating on a test. "Plagiarism means the appropriation of another's work and the unacknowledged incorporation of that work in one's own written work offered for credit. Collusion means the unauthorized collaboration with another person in preparing written work offered for credit. Possible punishments for academic dishonesty may include a grade of 0 to F for the particular assignment, failure in the course, and/or recommendation for probation or dismissal from the College System." Attendance and Withdrawal Policies Attendance: The Texas Higher Education Coordinating Board charges colleges and universities to set attendance standards for courses. The attendance requirement for HCC is 87.5%. This requirement allows a 12.5% absence maximum in a 4-hour course which computes as 8 hours. MW and TR classes have 4 absences. A student who exceeds the maximum is dropped from the course. Tardies: Tardy policy is determined by the instructor. Generally, a tardy student who fails to sign the roll will be counted as absent. Excessive tardies, either individual or as a class, are an interruption of instruction. Official tardy count is recorded as follows: three tardies (or early leaves) count as one
7 class absence. W (Withdrawn) is given to a student who exceeds the 12.5% maximum absence or to a student who withdraws from the course before the last drop date. F may be given in cases of poor performance, scholastic dishonesty, or other severe academic violations. A F or W grade requires that the student repeat the course. IP (In Progress grade) is given to students who do not meet the minimum grading standards but who are otherwise in good standing (complete all assignments on a timely basis, attend class, participate, etc.) An IP does not affect a student's GPA but does require the student to re-take the course. A student may receive an IP grade only once for any developmental course. When repeating the course, a student must receive a letter grade (A, B, C, or F). Course Requirements and Grading Policy COURSE REQUIREMENTS: The base course requirements necessary in order for a student to receive a grade are as follows: 4 Essays with packets, Midterm and Final Exams, Journals and Short writings (equivalent to 5 th essay), Oral Presentations, and Grammar exercises. The minimum passing criteria for base course requirements is a grade of 70+ (a C or higher) on the Final Essay and a 70+ average in the course. The grade distribution is as follows: Essay 1 10% Essay 2 10% Essay 3 20% In-Class Assignments/Oral Presentations/Quizzes 10% Technology Tools/Grammar 10% Journals/Short Writings 10% Midterm Test 10% (Grammar based) Final Essay 20%
8 GRADING SCALE: A; B; C; 69 and Below - Unsatisfactory or IP, In Progress Testing Testing policy is determined by the Developmental English Departments. Consult your instructor for specifics. Make-up policy Testing policy is determined by the Developmental English Departments. Consult your instructor for specifics. Projects, Assignments, Portfolios, Service Learning, Internships, etc. The Collaborative Writing Project is an assignment in which students write individual documents that become part of a group project. Projects can be sample newsletters, newspapers, magazine-style documents, advertising or sales projects, or travel brochures. The actual content of Collaborative Writing Projects (CWPs) is determined by the instructor. Course Content Our purpose in Developmental English is to provide instruction and practice in basic writing skills, including the ability to plan, write, revise, and edit a piece of writing, to students who need remediation, whatever the cause of their limitations. To achieve this purpose, the Developmental English Department will first provide instruction and practice in writing skills in the classroom. This instruction will consist of writing practice for development, unity, and coherence in paragraphs and essays;
9 standard grammar and usage in sentences, paragraphs, and essays; standard punctuation, spelling, and capitalization in all written assignments. The program will be enhanced by a detailed curriculum and final examinations to assure all students consistent instruction. Developmental English will rely on the Learning Assistance Centers to provide additional support in all areas of writing skills. With these methods, Developmental English hopes to prepare students for the writing requirements of higher-level English courses and any standard testing required by any state or other agency. Course Calendar with Reading Assignments English 0310 Course Calendar (Calendar is subject to change) (75) refers to the reader 75 Readings + (MG) refers to the grammar text The McGraw-Hill Handbook Week One Diagnostic Essays; Introduction to the Course; Introduction to the Writing Process, rhetorical situations, Discuss reading and writing assignments: (75) Narration Chapter 1, p.1 (MG) Chapter 2 and 3 p Week Two Writing Process, topic and essay assignments, Purpose, Audience, and Tone; Writing Inventions and developing a thesis; drafting and revising Begin Essay One: Narration and Description; essay assignment, brainstorming ideas, drafting process Selected Narration/ Description readings Salvation p. 12, Grandmother s Victory from (75)
10 Week Three Writing process continued, effective descriptive details, narration and order of details; introduction to revision process and editing techniques Essay One: Drafting in class, One on one conferences, revise out of class. Begin Technology tools, directions for online exercise, journal writing and free writings assigned Readings assigned in class, continued discussion of drafting, revising process. Use McGraw Hill as a reference guide. Read: (MG) Drafting and Revising p Focus on Paragraph Organization, Development strategies, Introductions, and Conclusions. Week Four Definition Essay as rhetorical mode; More revising and editing; Evaluating the whole essay, paragraphs, sentences, and words; Editing checklists; Introduction to Basic Grammar Essay One: Essay One is Due; edit and complete typed, double spaced final copy. Don t forget to attach your draft(s) (MG)Editing for Grammar Conventions Fragments, Comma Splices, and Fused Sentences p Week Five Continued Definition Essay discussion and readings; Women s Beauty and The Company Man. Order of Paragraphs: Focus, Unity, Coherence, and Development; Topic Sentence Paragraphs; Ordering Details; Transitional Words and phrases; Coherence techniques Essay Two: Definition assignment, topic, inventions, drafting Technology Tools online (75) Definition Essay p. 116 (75)Definition Readings assigned in class, journal writing continued Week Six Continued Definition development and assignments linked to this rhetorical mode. Grammar discussion continues Essay Two: Drafting and Revising Essay
11 (MG) Coordination and Subordination p. 662 and Ch. 45 Sentence Variety and Emphasis p Online Grammar exercises assigned in class (MG)Parallelism in Thesis Statements and Paragraphing p (MG) Appropriate Language p Week Seven Review and study guides for midterm exam Review effective thesis and support evidence; Technology tools to practice grammar skills Essay Two Due date: edit and complete final copy First set of journals will be due soon Week Eight Midterm Exam (Grammar and Writing Process) Discussion of Career Projects and Oral Presentations Conferencing Week Nine Cause and Effect rhetorical mode/ short writings (75) p.280 (75) Readings assigned in class Week Ten Begin Cause and Effect Essay drafting/revising (MG) Subject/Verb Agreement and Pronoun-Antecedent Agreement p and p ; Verb Tense Consistency discussed in class Technology Tools on grammar Journal writing assigned Week Eleven Cause and Effect Essay deadline Developing Persuasion content; Using organization effectively to present an argument; Commas, semi-colons, and colons; punctuation and capitalization
12 (75) Readings assigned in class (MG) p (Commas and Semicolons) Week Twelve (75) Readings assigned in class Strategies for in class Essay writing Technology tools/ Journal writing Week Thirteen Constructing and analyzing arguments Preparation for In-class Final Essay Short writing Assignments/ Journal writing Second set of journals will be due soon Week Fourteen Supplemental Readings as Assigned Follow up assignments: complete Persuasion Essay as needed Grammar Review and Test Week Fifteen: In Class Final Essay Week Sixteen: Final Exam period: You may pick up your final essays at this time. Other Student Information (clubs, tutoring, web resources, etc.) AskOnline.com Guide to Grammar and Writing. Com
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