! English 101: English Composition I      

Spring 2009

Section Q, D274A, 12:30-1:20

 

Instructor: Donna Miguel

Email: dmiguel@bellevuecollege.edu   (refer to Prentice pgs. 82-83 for email netiquette)

Office:    R230-T                                   Phone: (425) 564-2553

Office Hours:

Materials online: MyBCC – http://mybcc.net/

 

                                                                           

Required Texts/Materials

§  The Sundance Choice Course Reader, by Mark Connelly (subtitle: English 101…)

§  Prentice Hall Reference Guide to Grammar and Usage, 7th ed, by Muriel Harris

§  Essays on reserve in the library

§  Access to MyBCC & printer

§  Dictionary – optional, but strongly recommended

§  Floppy or USB flash drive (anything to save your work)

§  Folder to save your work and handouts

§  Mini-stapler – optional but strongly recommended

 

 

Course Description

In English 101, we will focus on strengthening your knowledge and experience with the writing process, and appropriating it into your own personal writing style (along with clear, effective writing skills). Through the various writing assignments, we will heighten audience awareness, connect critical reading and analytical writing, and finally, develop a healthy skepticism concerning provocative social issues. In our projects, we will concentrate on writing effective arguments while moving away from the traditional 5-paragraph essay. Also, we will rely heavily upon the Rhetorical (appeal) strategies: ethos, pathos and logos, for strategy and unity in all of our writings.

 

 

Class Policies

I am not your babysitter, so please act maturely and respectfully. I expect:

  1. Common courtesy – please, thank yous, no chatting during lectures/discussion, no text messaging or listening to iPods during class.
  2. Attendance – don’t miss class. Attendance is crucial for participation, discussion, and understanding of assignments and readings. In accordance with the BCC/Arts and Humanities attendance policy, you will receive a failing grade (F) for the class if have 10 unexcused absences.  Out of these, you have 5 absences that will not count towards your final grade. Thus, 6-9 absences (after the 5 free ones) will result in your final grade being deducted a half letter grade for each absence. Confused? I’ll explain this in class.

      Should you know you will miss a session, please let me know in advance via email or phone (these absences must be emergency or sickness related). Punctuality is also mandatory; 2 tardies = 1 absence, so be on time, and don’t sneak out of class early. At the beginning of class, I pass around a sign in sheet that serves as roll. If you don’t sign it, then you are considered absent.

      MYBCC: If I am unable to come to class for any reason (illness, weather, conferences, off campus) I will post directions under “Announcements” on MyBCC.

  1. Assignments turned in on time – assignments and readings are due the day they are on the schedule. Consult your course schedule for due dates; I do not accept late work. MYBCC: most, if not all, assignments, handouts, activities will be posted on MyBCC under “handouts” or “documents.” Consult your course schedule as to what and when to print for the class.
  2. Participation – you will receive points at the end of the quarter for your participation in the class. This means adding to the class and/or small group discussion and activities. Don’t lose points by goofing off, chatting with friend, sleeping, refusing to be on task, playing with any electronic gadgets. IMPORTANT: if you are unprepared for class, group work, peer critiques, you will be dismissed from class. You will not receive points for that day, and will be considered absent.
  3. Your own work – do not plagiarize! If you have any questions about correct citation methods, or how to safely use outside sources, it is imperative you ask me for help. Don’t cheat, plagiarize, or perform any other misconduct, or serious consequence may follow, such as receiving a “0” for the assignment, receiving an “F” grade in the course, or being reported to the Associate Dean of Students.

 

I will ask you to leave class if: (no credit, counts as an absence)

  1. You are listening to your iPod or texting during class. Please take out the earphones and silence your phone BEFORE entering class. You can wait till class is over to use your gadgets.
  2. You are using your laptop. You cannot use a laptop in this class unless otherwise noted by the DRC or me.
  3. You are sleeping.
  4. You are disruptive to me and/or the class. If your behavior inhibits the class’s learning and education, you will be asked to leave, and may be directed/reported to the Associate Dean of Students and/or Campus Security. In addition, any comments, jokes, or remarks that belittle the worth of an individual’s physical attributes, race/ethnicity, sexual orientation, religion, are inappropriate and will not be tolerated.
  5. You are unprepared. See #4 above.

 

Students contribute to making a class effective as the instructor. Do your work, read, and participate in class discussions. Need more assistance?

  1. Special Accommodations – If you need course accommodations because of a disability, please refer to the Disability Resource Center (DRC) at B132, or by calling (425) 564-2498, or TTY (425) 564-4110.
  2. Library Media Center – D building.
  3. Reading/Writing Lab – D204-D.
  4. Please refer to the Arts and Humanities web page for the Student Expectations, which apply to all of my classes: http://bellevuecollege.edu/artshum/policy.html.

 

 

Assignments

You will need an appropriate heading for your assignments. Position the heading at the top right or left corner on the 1st page:                       Name

Date

Class and Section

Assignment

 

§   Format and Style – all fonts need to be readable; that is, use 11-12 size fonts. Also, use professional styles, such as Times New Roman, Palatino, California, Book Antiqua.

§   Every assignment must be typed, double-spaced, and have 1-inch margins.

 

  1. Projects (2) – the assignments in this course will explore how to argue effectively, in any given format, whether it is essay or visual. Because this is a course in rhetoric, we will consider how to strategically argue using the Aristotelian Rhetorical Triangle model for various purposes and audiences. Much of your work will consist of you selecting an issue of personal and societal interest, researching it, effectively constructing the argument with specific appeals, and finally, proposing solutions that deal with the issue. Because not every written argument is in the form of a 5-paragraph model essay, you will effectively argue, or persuade, in 2 different formats: the argumentative advertisement and the argumentative research essay. You will rely on your skills and knowledge of effective rhetoric and also creativity to persuade your intended audience. Of course, the only way to progress through these projects is to have prewriting assignments and peer critique sessions. As for revisions, you will have a week to turn a revision for Project 1.

*** Note: if you are unable to get to a computer or are just “inexperienced”, or just want to practice your essay composition skills, you have the choice of writing an essay instead of the advertisement.

 

  1. In-Class Essays (2) – in class essays are designed to measure how well you can make and defend/persuade a point in writing under timed circumstances. You will show your readers, through the development of your argument, the skills you are learning in this course. Your essay will not be graded for quantity, but rather for quality. Finally, these timed essays are meant to demonstrate your skills in connecting your critical reading and written analysis skills. You will have approximately 50 minutes to plan, write, and proofread your essay. Make sure to arrive early, or on time, and to have done your readings. You will be expected to answer the prompt (question), which will ask you to respond to an issue based on the subject matter discussed in the reading. The question will allow for multiple possible perspectives, so there are no “correct vs. incorrect” responses. Instead, your essay will be evaluated based on how well you make and defend your position on the issue, as well as composing a thesis-based essay using evidence as support, paragraph development, transitions, and topic sentences.

 

  1. Responses (3) – in-class responses are from prompts on the overhead. These are only about ¾ page long (1-2 paragraphs). These are merely written exercises involving your knowledge of the assigned reading, your ability to critically analyze the piece, and effectively connect it to your own experiences or insights.

 

  1. Readings – (a lot!) We will read essays from various modes (narrative, compare/contrast, description, etc.) to analyze argument, content, thesis, purpose, audience, and stylistic elements. The readings will introduce or familiarize you with current societal issues. Complete all assigned readings thoroughly and analytically. This is a good chance for you to practice making a strong point and supporting it with evidence (arguments). Remember to have an open mind when listening to your classmates; there are a lot of different perspectives.

 

Grading ***

-Projects – 235 pts total (including Prewriting assignments & Peer Critiques)*     

-In-Class essays – 100 pts total**

-Responses – 15 pts total**

-Participation – 50 pts

TOTAL PTS: 400

 


A:           100 – 95%

A-:          94-90%

B+:         89-87%

B:            86-85%

B-:          84-80%                              

C+:         79-77%               

C:           76-75%***

C-:          74-70%

D:           69-60% (broken down, of course)

F:            59% or fewer


 

 

*Although I do not accept late work, if, for some circumstance you turn in your essay after the due date, you will deducted one full letter grade for each day late. I do not accept any late projects one week after the original due date.

** In-class essays can only be made up if you have given me ample notice of your absence. As for the class responses, you cannot make those up, so please check your schedule carefully.

 

 

 

 

 

***NOTE: You must pass the class with a C-  to move on to English 201, 235 &  271

 

 

 

Keep Tally of your Points Here:

 


P1: 95 pts

PW                        _____/5

RD/PC                 _____/10

Final D                 _____/80

 

 

 

 

 

* Total pts ____/400

 

 

 

 

 

P2: 140 Pts

PW                       _____/5

MLA Ex.            _____/10

Annot. Bib        _____/10

RD/PC                 _____/15

Final D                _____/100

 

 

Responses – ______/15

 

In-Class Essay #1 – ______50

 

In-Class Essay #2 – ______50

 

Participation  -- ______/50


 

Course Objectives– divisional, departmental

 

 

By the end of the quarter, you are expected demonstrate the following:

 

PWith regards to the Writing Process, be able to:

¬  Demonstrate various invention practices: brainstorming, free-writing, outlining, journaling

¬  Demonstrate ability to write in various modes: personal narrative, expository, analytical, descriptive, argument, persuasive

¬  Demonstrate the phases of the writing process: draft, revision, final copy

¬  Know the difference between revising, editing, proofreading

 

PExplore the sources of writing: reading, thinking, analyzing, discussion

PCreate a thesis statement that suggest the focus of the paper; does not point out the obvious, and is written as a sentence

PDevelop and include enough details and examples to support the identified thesis and reinforce thesis

PDemonstrate various patterns of organization and use the organizational pattern that suits PIllustrate the concept of audience in your writing

PArtfully combine audience, purpose and tone in compositions written in and outside of class

PWrite a vocabulary appropriate to your subject and identified audience

PBegin and conclude a paper effectively

PShow effective control of mechanics: paragraphing, punctuation, spelling

PDifferentiate between key ideas and supporting details in reading

PLocate the thesis statement in reading assignments

PPractice good group skills: how to give useful feedback, and how to make use of feedback you receive

PDevelop self-assessment skills

 

 

My Expectations from You upon Leaving This Class

¬  Gain confidence in your writing skills/abilities!

¬  Acknowledge that composition/professional writing need not be always in the conventional 5-paragraph essay

¬  Conclude that all disciplines (colleges) use writing, and that any career or path you take involves some type of writing or reading knowledge/skill

¬  Realize that arguments need to have thorough, effective, and logical reasoning/support

¬  Recognize that visual aids indeed contain rhetorical situations, especially pathos, or emotional appeal

¬  Understand and gain the ability to recognize arguments in any sort of document, visual aid, or in any form of communication


Course Agreement

 

 

MEMORANDUM

 

TO:                  Spring 2009– English 101 students

CC:                  Thomas Nielsen, Arts and Humanities Division Chair

FROM:            Donna Miguel, Instructor

DATE:            April 1st, 2009

 

The syllabus for English 101 clearly states the policies for the Spring 2009 quarter. The student will receive a deduction of points from the participation grade if he/she fails to turn in any assignments on the date they are due (unless there have been prior arrangements made with the teacher), which will adversely affect the student’s total points for the course.

 

Also, if the student becomes disruptive or violent to the other students and teacher, then the student will be warned, and possibly be kicked out for the day or the entire quarter.

 

Finally, if the student uses someone else’s words or ideas without giving credit to the source (plagiarism), then he/she will receive a “0” for the assignment or an “F” for the course, as stated on the syllabus. Please note the other policies on the syllabus that the student must abide by.

 

This memo serves as a contract/course agreement. ________________________________’s signature ensures that he/she has read, acknowledges, and understood the terms of this contract.

 

Finally, it is understood by the instructor that the student’s life is his/her own and will not blame the instructor for failure to meet course requirements.

 

Signature ________________________________                Date _______________________

 

Signature ________________________________

(Instructor)