BELLEVUE COLLEGE
Engl& 101 - English
Composition I
Winter Quarter 2013
Paula D. Sebastian
Office Location:
R230K
Email: psebasti@bellevuecollege.edu
POLICY STATEMENT
Textbook: Reading
Our World: Conversations in Context, Yageliski
Any other
writing handbook (recommended – on reserve in the library)
·
Access
to CANVAS/Internet & printer
·
Course
Reserves in the library – I’ll address
this in class
·
Dictionary – optional, but strongly
recommended
·
Floppy or USB flash drive (anything to
save your work)
·
Folder to
save your work and handouts
·
BC
student email address
Course
Description:
ü English 101 is a
course designed for students to develop clear, effective writing skills and
emphasizes writing as a process. Students practice writing in a variety of
forms and modes. How much you learn will be directly proportional to how much
you participate in both the in-class meetings and in the on-line community.
ü To be successful in
this course, you must be self-motivated and work independently. I strongly
recommend that you log-in daily, particularly the first few weeks, check your
CANVAS mailbox, calendar and assignments you should be working on.
ü Please be advised that the workload may be
very difficult for you if work and family demands do not allow you a minimum of
two to three uninterrupted hours every weekday to work on the assignments for
this class.
Requirements and Grading Policy:
To receive full credit for this course, you
are expected to:
ü
attend
each class meeting on time
ü
read
all assigned readings
ü
participate
in all class discussions
ü
Submit
completed assignments for reading responses, rough drafts, peer evaluations,
and final drafts
ü
NO LATE
ARRIVALS ARE ALLOWED; NO LATE ASSIGNMENTS ARE ACCEPTED
ü
LAPTOP USE: You may NOT use a laptop unless
cleared with me (or DRC) first.
Attendance
Grid:
0-2=A;
3=B; 4 =C; 5=D; 6+ = F (And you will fail)
Participation: – See
Participation Rubric. You will receive points at the end of each module
for your active participation; therefore, speak up, come to class with all of
your materials, and have your homework or reading completed. Don’t lose points
by rudely yawning, goofing off, chatting with our friend, text messaging,
listening to your iPod, or refusing to be on task. It is important for you to
be present on the days of group collaborations because your classmates are
counting on your input. You will not receive points on assignments that day if
you are not present.
I will ask you to leave the class if:
1) you’re fidgeting with any electronic gadget. Please take out iPod earphones
and silence your phone BEFORE class, 2) you are surfing the web or being off
task in class, 3) you are sleeping, 4) you are disruptive or disrespectful to
me and/or the class, and finally, 5) you are unprepared for class.
Reading: Let’s be clear: You need to purchase the book
and you need to read if you want to complete the assignments and pass this
class. Please have all assigned reading completed on the dates noted on the
calendar, and have it read before the class meets. Okay, to ensure that you are reading the assigned
module essays, there will be a pop reading quiz. This is a closed book, closed
notes quiz. If you’ve done your reading, you should be able to pass the quiz.
There will no trick questions. You cannot make this up. Along with this, class
discussions will be based primarily on essays you are reading, so be prepared
to participate by understanding the information in the assigned reading.
Through discussion, we will learn and strengthen writing skills and their
practical applications in essay assignments.
Collaboration: You will be expected to work in groups either in
discussions or on in-class activities. As professionals, you will be frequently
working in collaboration with your peers/colleagues. Remember, group work is
vital not only for your grade, but to your peers as well.
Essays:
You will write four 1000/1500-word
papers in this class. Papers containing basic writing errors (fragments,
run-ons, punctuation problems, language problems which interfere with
readability) will be returned ungraded/unacceptable. We will spend extensive
time in class on the structure, logical organization and development of your
papers. Basic writing problems need to be addressed prior to submitting
rough drafts.
Use the following “MLA Guidelines” for typing all
assignments:
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
Plagiarism: Just don’t do it. All papers will be evaluated through Turn-It
In for ‘borrowed’ content. If you have any questions about correct citation
methods, or how to safely cite from various sources, it is imperative you ask
me for help. Don’t cheat, plagiarize, or perform any other misconduct or
serious consequences may follow, including receiving a “0/F” for the assignment
or an “F” final grade. Also, there will be a report of the incident filed in
the Dean of Students’ Office.
Respect: Any comments, jokes,
or remarks that belittle the worth of an individual’s (or group’s) physical
attributes, race, creed, sexual preference, religion, gender, and/or ethnicity
are inappropriate and will not be tolerated. If our 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.
Expectations: I expect common
courtesy from you: saying please and thank you, no talking back, no chatting
during lectures/discussion, no text messaging, no falling asleep in class, no
yawning loudly, or no acting like a spoiled child. You will work and earn your
grade. Finally, please silence your cell phones or beepers as they are
distracting, disruptive, and annoying.
Be warned: I will ask you to leave the class or report you to the proper
authorities should disruptive situations arise. Please refer to the Arts
and Humanities Web page for Student Expectations, which apply to all of my
classes.
Office
Hours –
If you have questions or concerns about your assignments, readings, or grade in
the class, please see me during office hours or make an appointment with me so
I can set specific time aside for you. If you need to chat about your topic,
please come and see me! My office is located in R230K
Do
your work, read, and participate in class discussions. Need more assistance?
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
Participation Rubric
|
|
OUTSTANDING “A” level |
STRONG “B” level |
ADEQUATE “C” level |
POOR “D” & “F” level |
|
PREPARATION
FOR CLASS |
You bring all your materials. You’re ready to work once
the class starts. |
You usually bring all materials. You are ready to work
once class starts. |
You frequently “forget” to bring required materials to
class; haven’t bought the book; often not ready to begin when class starts. |
You frequently ask to borrow materials from classmates.
You are rarely ready to start when class starts. Maybe you walk in late? |
|
FREQUENCY OF
PARTICIPATION |
Your hand is almost always raised during class
discussions. |
Your hand is often raises during class discussions. |
Your hand is seldom raised. |
You do not volunteer to contribute to class discussions. |
|
QUALITY OF
PARTICIPATION |
Students who fall into this category offer thoughtful and
critical commentary and analysis. You raise questions, explore difficult concepts, theories,
and refer back to the text .You also do not
pose as a disruption/distraction to the class (unnecessary, inappropriate
comments) |
Students who fall into this category participate but as a
whole, responses tend to be general, may go off topic, and may not
engage/connect/refer back to or with the text. Your comments
may be unnecessary, inappropriate. |
Students who fall into this category tend to come to class
and pay attention, but they rarely participate. When you do, it is more likely than not to simply echo
someone else’s opinion and/or “easy” questions. Your comments
are unnecessary, inappropriate. |
Students who fall into this category either don’t come to
class, don’t contribute at all to the discussion, fall asleep, are caught
texting, tweeting, and/or completing assignments for other classes. You also appear unengaged in class discussion. Your comments
are inappropriate and may be asked to leave the class. |
|
GROUP WORK |
You
are always on task and a leading and/or equal partner during pair and group
activities. Your peers would likely describe you as enthusiastic, helpful,
critical, and an actively engaged team member. |
You
complete group activities and pair activities. You are an equal partner for
the most part but are less helpful and/or actively engaged than someone in
the “Outstanding” category. |
You
sometimes need to be reminded to stay on task during group or pair activities
OR you carelessly rush through activities. |
You
give very little effort during pair and group activities and are often off
task. You appear disinterested, disengaged and you bring down the morale of
your group. (Sitting like a lump) |
|
LISTENING |
You actively listen when the instructor and your fellow students
speak during class. |
You listen when the instructor and your fellow students
speak in class but you may appear distracted at times. |
You sometimes listen when the instructor and your fellow
students speak in class. At times, you may be seen texting, tweeting,
completing assignments for other courses, talking to your friends during
class discussions. |
You “tune” out and sit like a lump when the instructor and
fellow students begin speaking in class. Rather than listen, you are openly
disengaged and can almost always be found texting, sleeping, completing
homework for other classes, etc. |