BELLEVUE COLLEGE
Engl& 101 H - English Composition I
Fall Quarter 2012
Paula D. Sebastian
Office Location: R230K
Email: psebasti@bellevuecollege.edu
POLICY STATEMENT
Textbook:
Reading Our World: Conversations in Context, Robert P. Yageliski
Additional Materials:
-
thumb drive
-
folder
Bring YOUR TEXTBOOK to class every time we
meet!
Attendance & Participation (20%):
Attendance is directly connected to
performance, particularly in group-oriented, intense classes such as English
101. You are expected to attend every class and attend on time. Attendance is taken at the beginning of the
period; persistent late arrival will affect your participation and attendance
grade for the course. Showing up for a group session without your paper or peer
sheet will be counted against your participation grade. If you come in after I
have taken attendance, it is your responsibility to come up after class and
make sure you have been marked late, rather than absent.
Your attendance
will comprise 10% of your grade. Your participation grade will comprise an additional 10%. Participation includes oral participation in
class discussions and homework assignments, contributions to group exercises
and peer review, and the attitude, demeanor, and sensitivity you display
towards me and other students.
Preparedness and class
participation (40% of Final Grade):
To receive full credit for this component,
you must attend each class on time, have completed all written work and read
related materials on days they are to be discussed. You must generate at least
10 formal critiques of peer essays, have your own essay drafts completed and
available for class critiques; when your work is not under review, you must
participate actively and constructively in all peer critiques, small group
activities and class discussions by offering insightful or thought provoking,
relevant comments that advance and develop the discussion. Keep in mind that
what matters here is the caliber and quality of your comments, not the amount
of noise you make.
Effective Group Time
Management:
On discussion and rough draft group days, be
prepared and come on time. Do not consider yourself responsible for people who
are not prepared. For discussions, talk with those who have read the assignment.
For outlines and writing groups, work with people who are fully first.
Each group is responsible for managing class time effectively, and meeting out
of class if necessary to complete assignments.
Ground Rules:
Out of respect for everyone in the classroom,
I ask that you follow these ground rules:
Special Needs:
If you require accommodation based on a
documented disability, have emergency medical information to share, or need
special arrangements in case of an emergency evacuation, please make an
appointment with me as soon as possible. If you’d like to inquire about
becoming a DRC student, you may call 564-2498 or go in person to the DRC
(Disability Resource Center) reception area in B132.
Final Draft Essays (40%):
You will write four 1000-word
papers in this class. The process for writing, revising and submitting work is
on a tight timeline. Don’t fail to meet these deadlines. We will spend
extensive time in class on the structure, logical organization and development
of your papers. Papers may be revised PRIOR (only) to final grade. Please feel
free to ask for additional help or schedule an appointment with me.
Use the following guidelines for typing your
assignments:
please include the following:
o Your Name
o Course: English 101
& Section # of Class
o Instructor’s Name: Paula
Sebastian
o Date the paper is
submitted
o Creative title for
essay, followed by an explanatory title:
Designer Genes: An analysis of the role
of genetic engineering
Grading Policy:
40% Final Draft Essay
40% Preparedness & Participation (including
module assignments)
20% Attendance (10) and Participation (10) in class
meetings
Attendance
Grid:
0-2=A; 3-4=B; 5 =C; 6-7=D; 8+ = F (And you
will fail the class)
Outcomes:
After completing this course, students will be able to...
Think and read critically: carefully
read, analyze, interpret and evaluate claims, beliefs, texts and/or issues.
· frame questions, define problems, and
position arguments.
· consider multiple points of view and
differentiate between assumptions, beliefs, facts, opinions, and biases.
· read and respond to various texts
critically for purposes of interpretation, analysis, synthesis, evaluation,
and/or judgment.
· demonstrate an understanding of a
text’s main point/thesis and its relevant supporting details.
Compose and revise in context: shape
written responses for different audiences and purposes.
· consider flexible strategies for
prewriting, drafting, revising, and editing.
· develop and support thesis statements
that are appropriately complex and significant.
· construct unified paragraphs with
topic sentences and supporting details that advance the thesis.
· apply various methods of development
such as illustration, comparison and contrast, and/or analysis.
· balance their individual voices with
those from other texts.
· employ style, tone, and mechanical
conventions appropriate to the demands of a particular audience or purpose.
Reflect and evaluate: recognize
and incorporate newly acquired skills.
· develop the ability to critique their
own and others’ work.
· gain a clearer perspective of habits
that may detract from the effectiveness of their own writing.
· respond to comments from their
instructor and peers