Winter 2014
Instructor: Dr.
Gordon Leighton
E-mail: gleighto@bellevuecollege.edu*
Phone: 425-564-6168
Office location: R230 E
Office Hours: 9:30-10:20 and by appointment
* Please use standard English
in all email correspondence. I do not
check email after normal work hours, so please allow 1-2 business days for a
reply.
Course Outcomes
Reading
To
progress to English 092 or 093, students will demonstrate the following
abilities:
Vocabulary
In readings at
Level 10 or higher,
¨
Use
context clues to identify the meanings of unfamiliar words
¨
In
essays, use vocabulary and phrasing appropriate to topic.
Comprehension
Using readings at
Level 10 or higher,
¨
Read
accurately on two or three of the appropriate programs in the Reading Lab
¨
Use
pre-reading strategies such as scanning and skimming
¨
Identify
main idea and major and minor supporting details
¨
Distinguish
fact from opinion
¨
Make
inferences and draw conclusions
¨
Identify
purpose, audience, and point
¨
Combine
use of dictionary and context clues to recognize connotations and levels of
formality
¨
Write
accurate summaries and paraphrases
¨
In
essays and discussion, accurately synthesize information from two or more
written sources
Speed
and Fluency
¨
Using
readings at Level 10 or higher, read accurately at a speed of 250-300 wpm on
one of the appropriate programs in the Reading Lab
Writing
Language Mechanics
§
Identify
parts of speech and their functions
§
Identify
basic structural elements of sentences (subject, verb, object, phrase,
dependent clause, independent clause)
§
Edit
reading responses, summaries, and essays of 500 words or more for mistakes in
·
Five
basic verb tenses (forms, shifts, and consistency)
·
Subject-verb
agreement
·
Singular
and plural word forms
·
Pronouns
(shifts, referents, forms)
·
Noun,
verb, adjective, and adverb forms
·
Articles
and other determiners
·
Common
collocations (see reading outcomes)
·
Prepositional
and participial phrases
·
Adjective,
adverb, and noun clauses
·
Word
order (subject-verb-object, position of modifying phrases and clauses)
·
Complex
parallel structure
·
Possessives,
contractions, and quotations
·
Common
homonyms (there, their, they’re, etc.)
§
Use
and punctuate correctly a variety of sentence patterns (simple, compound,
complex, and compound-complex)
Composition Skills
§
Accurately
paraphrase passage written at Level 10 or higher, avoiding plagiarism and
identifying sources
§
Accurately
summarize reading written at Level 10 or higher without interjecting own
opinions
§
Respond
appropriately to different kinds of prompts
§
Follow
a writing process (pre-write, outline, draft and redraft, revise (alter
content), edit (correct mechanics), proofread (make final corrections)
§
Apply
skills developed in Dev Ed and ELI to respond to
readings written at level 10 or above
§
Write
essays of 500 words or more that have thoughtful main point supported by
appropriate evidence
§
Maintain
focus on point throughout essay of five or more paragraphs
§
Use
specific, concrete detail and avoid empty generalizations
§
Connect
ideas by using repeated key words, transition words, and signals of overall
plan
§
Structure
paragraphs using narration, description, exposition, and comparison/contrast
§
Use
vocabulary, phrasing, and tone appropriate to topic and audience
§
Use
a word processor appropriately (including spell-checker) to write, revise, and
edit
Critical Thinking Skills
§
Distinguish
between fact and opinion
§
Reason
credibly
§
Qualify
statements appropriately
§
Recognize
own biases and values and acknowledge perspective of others
§
Synthesize
information from two or more sources
§
Respond
to readings written at Level 10 or above with depth of thought that reflects
understanding of original and expresses meaningful relationship to self and/or
society
§
Evaluate
sources
How Outcomes will be met
Outcomes will be met
by
Grading
This course is graded Credit/No Credit. You may repeat Developmental English as many times as you need to in order to learn the skills required for English 092 or 093. At the end of the course, you will be given a writing/reading test, which will determine whether or not you need to repeat. Please note that you may receive “Credit” and still need to repeat—the “Credit” just acknowledges that you completed the work of the course. It is to your advantage to work hard, do all the work on time, and get through Developmental English as soon as possible so that you won’t have to go through the time and expense of repeating.
Your work will receive comments, but not letter grades. You get credit if you turn the work in on time and attend classes. I reserve the right to refuse credit to any student who misses more than ten classes and/or fails to turn in more than 25% of the work on time and in proper form. Late work should be turned in as soon as possible, but no later than the next week.
In summary, the course is structured so that you do not have to worry about grades; rather, you need to make sure that you learn basic English skills. We’ll go over the objectives of the course during the first week.
Save all of your work. This will enable your instructor to review your performance regularly and to give you more meaningful feedback
Papers will be graded on content, organization and editing as follows:
Content
Content should be accurate, developed in relation to other ideas in the paper, and sufficient to fulfill the assignment. Short papers will be downgraded in content.
Readers should get a sense of major and minor points of support. Main ideas should be identified and well supported. Major evidence for the central idea should be clearly presented. Evidence contrary to the central idea should likewise be acknowledged and processed.
All ideas taken from sources should be introduced and documented appropriately.
Organization
Paragraphs should be well developed around a clear idea. Main ideas of paragraphs should follow one another in a pattern made apparent to readers with appropriate transitional words and phrases. Overall pattern should be appropriate and logical for the thesis of the paper.
Sentence and paragraph transitions should be clearly signaled.
Editing
Errors marked on previous papers should not recur. The 20 common errors should not occur. Sophistication of structure and punctuation should be appropriate for college-level content.
In general, editing should not adversely affect the paper’s readability or the author’s credibility.
Paper Guidelines
1. Papers should be at least 500 words or 2 pages
2. Use a 12 pt standard font, double-space, and write full pages. All work must be typed.
3. Document all sources. Remember that summary and paraphrasing must me documented. BCC subscribes to a plagiarism detection service and your instructor routinely checks papers for originality. If you have questions about plagiarism, go back to the Writing Lab handout http://bellevuecollege.edu/writinglab/Plagiarism.html
for further explanation.
4. If you use quotations, be sure to introduce them so your reader will know who is speaking. You also need to make sure your reader understands the point you are making with the quotation and how it relates to the main idea of your paper.
5. Make sure your name, your course number (for example, ENGL 074), and the assignment number (for example, Paper #3) appear on the first page in the upper right-hand corner. There is no need for a title page. If you leave lots of space on the first page, make sure you fulfill the word length requirement by adding another page.
6. Your paper should have a title that reflects the main idea.
7. Please avoid formulas that force your form to drive your content (5-paragraph essays or the Jane Schaffer Method, for example). Your content and main ideas should determine the structure of your presentation.
Books and Materials Required
Instructor’s Expectation
Professionalism in the Classroom
Any professional situation requires that we treat one another with dignity and respect, as is required by the BCC Affirmation of Inclusion. Each class session should be treated as a professional appointment that requires your complete attention and presence for the full time.
In my classes I require that you observe the following professional courtesies:
1. Please arrive on time every day with the appropriate texts and materials and stay for the entire class. Late arrivals or early departures cause disruptions that are unacceptable to your colleagues. Please do not come to class if you can’t arrive on time (within 2-3 minutes); the latest arrivals should sit near the door so that disruption is kept to a minimum.
2. Please turn off all cell phones, beepers, and other noisemakers. I get more student complaints about phones than about anything else. Even a phone in silent mode causes distraction if you have to stop, find the phone, and check the message. If you have an emergency and need to be available by phone, please arrange a special accommodation with me in advance.
3. Text-messaging, surfing the net, listening to music, etc., are all signs that you are not giving the class your full attention. Please avoid all such distractions in my class. Others are trying to concentrate, and someone playing with toys is a disruption.
4. Talking, passing notes, or other grade-school behaviors send very bad signals to your colleagues and should not occur in my classroom.
5. Please be courteous to those asking questions. What may seem a trivial question to you may be the one small point that keeps someone else from understanding the whole picture. Remember that there is only one stupid question: “I wasn’t here yesterday—did we do anything?”
6. Review the Arts and Humanities sheet on student expectations. This document is a part of my syllabus.
7. It is not a student’s right to sleep in class. I will wake you, ask you to leave, and mark you absent.
8. I reserve the right to count partial classes (late arrival, unauthorized breaks, or early departures) as absences.
9. Failure to maintain professionalism will result in a lowered participation grade.
If disruptive behavior occurs, I will ask you to stop it. Second offences will be reported to the Dean of Students, who may take further action that can lead to your permanent removal from the classroom.
Affirmation of Inclusion
Bellevue College is committed to maintaining an environment in which every member of the campus community feels welcome to participate in the life of the college, free from harassment and discrimination.
We value our different backgrounds at Bellevue College, and students, faculty, staff members, and administrators are to treat one another with dignity and respect. http://bellevuecollege.edu/about/goals/inclusion.asp
Division Statements
The Arts and Humanities Division has adopted the following
statements, which are a part of this syllabus.
Please read and follow them:
http://bellevuecollege.edu/artshum/policy.html
http://bellevuecollege.edu/artshum/AHGdlns-StdntGrwth.htm
You are also required to read and follow the Writing Lab
statement on avoiding plagiarism:
http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml
All instances of Plagiarism will be reported to the Dean for
further action. Plagiarised
papers will receive the grade of “F” without possibility of rewrite.
Student Code
“Cheating, stealing and plagiarizing (using the ideas or words of another as one’s own without crediting the source) and inappropriate/disruptive classroom behavior are violations of the Student Code of Conduct at Bellevue College. Examples of unacceptable behavior include, but are not limited to: talking out of turn, arriving late or leaving early without a valid reason, allowing cell phones/pagers to ring, and inappropriate behavior toward the instructor or classmates. The instructor can refer any violation of the Student Code of Conduct to the Vice President of Student Services for possible probation or suspension from Bellevue College. Specific student rights, responsibilities and appeal procedures are listed in the Student Code of Conduct, available in the office of the Vice President of Student Services.” The Student Code, Policy 2050, in its entirety is located at: http://bellevuecollege.edu/policies/2/2050_Student_Code.asp
[If you plan to use a plagiarism checking service, you
should indicate so in your syllabus. Please make sure your penalty for
plagiarism does not contradict official college policy.]
Bellevue College E-mail and access to MyBC
All students
registered for classes at Bellevue College are entitled to a network and e-mail
account. Your student network account can be used to
access your student e-mail, log in to computers in labs and classrooms, connect
to the BC wireless network and log in to MyBC.
To create your account, go to: https://bellevuecollege.edu/sam .
If you have not opened a BC email account, you must do so at once, using the guide provided in the class documents.
Disability Resource Center (DRC)
The
Disability Resource Center serves students with a wide array of learning
challenges and disabilities. If you are a student who has a disability or
learning challenge for which you have documentation or have seen someone for
treatment and if you feel you may need accommodations in order to be successful
in college, please contact us as soon as possible. If you are a student
with a documented autism spectrum disorder, there is a program of support
available to you.
If you are a person who requires
assistance in case of an emergency situation, such as a fire, earthquake, etc, please meet with your individual instructors to
develop a safety plan within the first week of the quarter.
The DRC office is temporarily
located in D building or you can call our reception desk at 425.564.2498. Deaf
students can reach us by video phone at 425-440-2025 or by TTY at
425-564-4110. Please visit our website for application information into
our program and other helpful links at www.bellevuecollege.edu/drc
Public Safety
The Bellevue College (BC) Public Safety Department’s well trained and courteous non-commissioned staff provides personal safety, security, crime prevention, preliminary investigations, and other services to the campus community, 24 hours per day, 7 days per week. Their phone number is 425.564.2400. The Public Safety website is your one-stop resource for campus emergency preparedness information, campus closure announcements and critical information in the event of an emergency. Public Safety is located in K100 and on the web at: http://bellevuecollege.edu/publicsafety/
Final Exam Schedule
Our final exam will
be announced and given during the final week of classes.
Please remember I am on
your side. Use my office hours and the
Lab time freely if you need help.
Student Concern
Should you have concerns about
any aspect of the class, I encourage you to come to me with them. If for any
reason you don’t feel comfortable raising your concerns with me, the usual next
step would be to speak with the program chair, Steve Yarborough. You can
also refer concerns about this class to the Arts and Humanities Division Dean,
Maggie Harada (maggie.harada@bellevuecollege.edu) or the Assistant Dean, Scott
Bessho (scott.bessho@bellevuecollege.edu) in the Arts and Humanities
division office (R230). An additional resource for concerns you
find aren’t being addressed by faculty or administration is the Ombuds Office (http://www.bellevuecollege.edu/ombuds/default.html).