BELLEVUE COLLEGE
ENGL 101, English Composition I (5 credit hours)
Syllabus & Class Schedule, WINTER Quarter 2013
Monday/Wednesday, 6:00-6:50
p.m. (HYBRID) Location: R-205
Instructor: Debbie Pope Office: R-230
Office Hours: By
appointment
Phone: 425/922-5296 (home)
debbie.pope@bellevuecollege.edu
Note: Before you begin reading the course syllabus
for ENG 101, you should know that your instructor is pathologically organized
and detail-oriented. That’s why this document is 19 pages long. It contains EVERYTHING – including the class schedule and all assignment
due dates -- you need to know about English 101. Don’t let it petrify you. I’m
relatively harmless in real life. I’m just crazy about writing and
organization. And I love bolding, underlining, highlighting, and using color
for dramatic impact. Why? I’m a
Southerner; it comes with the psychological territory. Looking forward to meeting you!
COURSE DESCRIPTION:
"Exposition"
is writing that conveys information or explains something, and most college
writing fits this category. Thus, ENG 101 is a foundational writing course
which acquaints students with the principles of effective composition, from
prewriting and brainstorming to editing and revising. The focus in this class
is on becoming better writers through the development of critical thinking
skills as we analyze fiction, nonfiction prose, and film. In other words, in order
to write, one must first think.
COURSE PREQUISITES:
In
preparation for ENG 101, a student should be able to produce writing that
demonstrates an understanding of the writing process and of the rhetorical
components: topic, audience, and main point. The student writing should be
clear, effective, and without significant grammatical or
mechanical errors that interfere with meaning. In order to enroll in
ENG 101, you must first pass the assessment test and be placed in 101, or you must have completed ENG
092 or 093 with a grade of C- or higher.
COURSE 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.
COURSE TEXTBOOKS:
75 Readings Plus, 10th edition, Santi V. Buscemi & Charlotte Smith (required)
English Grammar
Workbook for Dummies,
Geraldine Woods (required)
Cry, the Beloved
Country,
Alan Paton (required)
The Kite Runner, Khaled Hosseini (required)
VALUES CONFLICT
STATEMENT:
Essential to a liberal arts education is an open-minded tolerance for ideas and
modes of expression that might conflict with one’s personal values. By
being exposed to such ideas or expressions, students are not expected to
endorse or adopt them but rather to understand that they are part of the free
flow of information upon which higher education depends.
To this end, you may find that class requirements may include engaging certain
materials, such as books, films, and art work, which may, in whole or in part,
offend you. These materials are equivalent to required texts and are
essential to the course content. If you decline to engage the required
material by not reading, viewing, or performing material you consider
offensive, you will still be required to meet class requirements in order to
earn credit. This may require responding to the content of the material,
and you may not be able to fully participate in required class discussions,
exams, or assignments.
ACADEMIC HONESTY:
Plagiarism,
or academic dishonesty, is the act of using another writer’s words or ideas as
your own. According to the Bellevue College Arts & Humanities website,
plagiarism “may take many forms, including, but not limited to, using a paper
written by someone else, using printed sources word-for-word without proper
documentation, and paraphrasing or summarizing the ideas of others without
acknowledging the source. Plagiarism can also occur when non-written
ideas are taken without documentation--using someone else's design or
performance idea, for example. In short, plagiarism is passing off
someone else's ideas, words, or images as your own; it amounts to intellectual
theft--whether or not it was your intention to steal.” In this class, any student who plagiarizes
fails the course automatically. I have no tolerance for this
behavior.
BELLEVUE COLLEGE
E-MAIL and ACCESS TO CANVAS:
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 into Canvas. To create your account, go to: https://bellevuecollege.edu/sam
BC
offers a wide variety of computer and learning labs to enhance learning and
student success. Find current campus locations for all student labs by visiting
the Computing
Services website.
COURSE REQUIREMENTS
& POLICIES:
Readings: It is impossible to
successfully complete this course without purchasing and reading each required
text. Furthermore, it is essential
that you complete the assigned readings before the classes during which we will
discuss them. You cannot expect to keep up with the course development
or intelligently contribute to class discussion if you haven't completed the
readings. While I realize that many students attempt to save money by borrowing
textbooks from friends, doing so presents more problems than benefits,
especially when your friend is still trying to finish a book (for example) on Thursday
that you need to have read by class time that same night. Buy
your books now. Stay
caught up with your reading assignments.
CLASS
PARTICIPATION:
Bertrand Russell once said, "Most people
would rather die than think--and most do!"
Thinking and reflecting are essential for the development of optimal
writing skills, and the best way for you to sharpen your capacity to think is
for you to be actively involved in class. This means not only that you show
up for class but also that you are attentive once arrive, that you participate
in class discussion and other assigned activities. Failure to do so will negatively
affect your final grade. You may earn – or lose – 50 points of your
final grade for your active participation – or your lack of it.
As you participate, do all that you can to
make everyone’s experience positive. Unacceptable behavior in this class
includes: doing anything cell-phone
related in class; working on non-class materials; eating or
drinking disruptively; using tobacco; putting your head down for a nap; talking
or whispering when someone else is trying to talk; and making comments that are
intentionally disrespectful to another student. If I tell you that you are
disrupting the class in some way, I expect you to change your behavior
immediately. If you do not, I will ask you to leave the classroom.
DEADLINES & DUE
DATES:
It
is the responsibility of each student to meet all deadlines for class
assignments. I will penalize any assignment turned in late in the following way:
For each day a paper
is late, I lower the final grade one
full letter.
After three days
(this includes weekends), there is no point in submitting the paper, because your
grade at that point is "F” or zero points.
Keep in mind:
I have no sympathy
for last-minute glitches with a computer or printer.
You are asking for
trouble if you rely on your ability
to print your paper
in the half-hour before it is due.
It’s better to assume
that no printer on the planet
will work at all during the twelve hours just before you
must submit a paper
to me.
In other words: work ahead.
Along those lines:
If you are absent
from class on the date that an assignment is due,
the assignment is
still due in class, in my hands,
at the hour scheduled. You must get it to me.
Leap tall buildings,
if necessary.
ATTENDANCE:
My
attendance policy is short, sweet, and non-negotiable. I allow you three (3) absences only
for this class. Additional absences, regardless of the reason,
result in the following penalties:
4th absence? =
30-point reduction
5th absence? = additional
60-point reduction
6th absence? =
Automatic course failure. At this point, your best
Option is to officially drop ENG 101 in order
to avoid permanently marring your transcript with a grade of “F.”
I mark
attendance promptly at the beginning of class. If you arrive
late, you will need to check with me at the end of class to ensure
I record your presence. I do not go back later on and mark you present if you
do not notify me before the end of class that you are, indeed, present.
We're
going to be moving rapidly through a lot of material this quarter, and each
class will be important. Ultimately, you're the one paying for the course, and
it's your choice whether or not to show up. If you choose not to attend class,
know that it is your responsibility to act -- to find out what you missed
and be on target, on track with the rest of us when you resurface. No one else
will do it for you. "But I wasn't here that
day," is never an excuse.
TARDINESS and EARLY
DEPARTURE:
Coming
late to class or leaving class early is unacceptable. Two (2) instances of
tardiness or early departure will be considered one (1) absence. I expect you to be in your seat and ready to begin class at 6:00
p.m. This means – if you drive to
campus -- arriving at BC early enough to not only snag your parking
spot (always
a challenge, so keep that in mind, please) but also to then make your
way to the classroom. Additionally, it
means – if you
commute by bus – that you need to keep in mind a sad truth: the bus schedule
is not always a timely one. Make sure you take the bus early enough to arrive
on campus and get to class before 6:00 p.m.
MISSED
QUIZZES:
There will be pop quizzes on the assigned
readings. When I say “pop” quiz, I mean,
very specifically, that you will not know when a quiz will be administered. This fact should serve as an additional
incentive to be in class and on time. If you miss a quiz by (a) coming late to
class or (b) being absent, you may not make up the missed quiz at a later date.
You lose the points for the missed quiz.
Note: Quizzes are
important; you may earn – or
lose – 100 points of your total grade via quiz scores. I often
think students consider quizzes “small” assignments that have an insignificant
effect on one’s final grade. This is untrue. Several “bombed” or missed quizzes
can have a noticeably negative effect upon a final grade. Know this and be
fully prepared for each class each time we meet. Do your reading and absorb it
well. Skimming at the last minute won’t get you
where you want to go.
DISABILITY
RESOURCE CENTER:
The
Disability Resource Center serves students with a wide array of learning
challenges and disabilities. Please visit the DRC if you have any questions
about classroom accommodations.
If
you are a student who has a disability or a 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 the
DRC staff as soon as possible.
The
DRC office is located in B132 or you
can call the reception desk at 425-564-2498.
Deaf students can reach the DRC by videophone at 425-440-2025 or by TTY
at 425-564-4110. Please visit our
website for application information into the DRC program and other helpful
links at www.bellevuecollege.edu/drc
. The e-mail address for the Disability
Resource Center is drc@bellevuecollege.edu
Remember,
if you have either an apparent or non-apparent disability and you require
assistance in case of an emergency situation, such as a fire, earthquake, etc.,
please meet with me to develop a safety plan within the first week of the
quarter.
INCOMPLETE GRADES
I
do not assign incomplete grades for any course, for any reason.
LAPTOPS, CELL PHONES
& SIMILAR INSTRUMENTS OF DISTRACTION
Typically,
I ban laptops completely in all of my classes.
However, because this is a writing class,
we will be doing a great deal of writing and editing in class,
and thus, I do allow laptop
usage on specific class dates ONLY.
That
said, when we are using laptops in class, I do not want you
checking e-mail, surfing the Internet, scrolling through Facebook, or writing
an assignment for another class as you pretend to be participating in mine. If
I discover that you are doing just that, I will lower your participation grade for
the course significantly, and I will not allow you to use your laptop again in
class.
Furthermore,
please do not open your laptop until I direct you to do so. During much of the quarter, you will not need
your laptop. When we do use laptops
in class on specific dates, I want all laptops closed until I direct you to use
them.
Cell
phones, as well, are an increasing problem in classroom culture, due to
incoming calls and text messaging. I approach this problem simply and directly:
●Your cell phone is to be stored in your backpack and/or purse.
I don’t want to
see it on your desk, in your lap, in your
hands. A cell
phone has no place in the classroom.
●Additionally, your stored cell phone is to be
turned completely off – not
just on
vibrate. If I discover you using your cell
phone during class to send or receive texts, or if you are responsible for more
than one “in-class ringing” incident, I
will reduce your final grade by one full letter.
Yes, I am
that serious about the cell phone ban.
Bottom
line: No cell phones in class. No calls.
No texting. I expect you to be
fully engaged with the material at hand and fully involved in the moment – and
the moment belongs to English 101.
LEARNING
ENVIRONMENT:
What follows is the Bellevue College Arts & Humanities
Division policy on classroom behavior:
The
college's ‘Affirmation of Inclusion’ is posted in each classroom and sets forth
the expectation that we will all treat one another with respect and dignity
regardless of whether or not we agree philosophically. This expectation is
in line with the principle of free speech in a free society: we have the
right to express unpopular ideas as long as we don't show disrespect for
reasonable people who might believe otherwise. In an on-line [or hybrid]
course, you will be expressing ideas through the medium of the course site
rather than face to face in the classroom. In that case, these
expectations refer to the courtesy with which you communicate with one another
through e-mails and e-discussions.
Part
of this respect involves professional behavior toward the instructor, colleagues,
and the class itself. Disruptive behavior is disrespectful behavior. The
Arts and Humanities Division honors the right of its faculty to define
"disruptive behavior," which often involves such things as arriving
late, leaving early, leaving class and then returning, talking while others are
trying to hear the instructor or their group members, doing other homework in
class, wearing earphones in class, bringing activated beepers, alarm watches,
or cell phones into class, inappropriate comments or gestures, etc. In
on-line courses, “flaming’ anyone in the class is also considered disruptive
behavior. Such behavior interrupts the educational process. When you
are in doubt about any behavior, consult your instructor during office hours. We
recognize the judgment of the instructor as the final authority in these
matters.
When
disruptive behavior occurs, instructors will speak to or e-mail the students concerned. Those
students are then responsible for ending the disruptions at once. Failure
to do so may result in removal of the disruptive student from class.
All students should
check BC Student Procedures & Expectations web address at http://www.bellevuecollege.edu/artshum/studentinfo.html
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
WRITING LAB:
Please
make use – often – of the Bellevue College Writing Lab. The lab offers
tutoring and help (both personal and computerized) on grammar and basic skills.
The Writing Lab is located in D-204.
Check the website for hours of availability: http://bellevuecollege.edu/asc/writing/works
The
Writing Lab is a place where students can work on developing college-level
writing skills. Students can come to the Writing Lab (not more than once per
day) for individual help on revising their writing for class, college
applications, or personal projects. Tutors can listen to ideas and ask
questions to help students focus on one topic, correct and avoid punctuation
and grammar errors, and review papers to ensure they are clear and follow the
assignment instructions. However, tutors do not edit papers!
While
students can drop in any time the Writing Lab is open, it is better to make an
appointment at least two days before a paper is due by calling
425-564-2200. If students do not have an appointment and all of the tutors are
busy, they may have to wait or come back later.
Please
also understand that visiting the Writing Lab for help with a paper in no way ensures that you will earn a
grade of “A” on the paper. Many (if not most) of the Writing Lab tutors
are students themselves, and as good as they may be when it comes to English
and writing, editing, revising – they, too, are still learning. They are not perfect; their advice does not
mean you walk out of the Writing Lab with an “A” paper.
FREE ONLINE TUTORING:
King County & Snohomish County Libraries
I
want all students to be aware of the free online-tutoring that is offered by
both the King Country and Snohomish County libraries. First, you’ll need a library card, so if you
don’t have one, you seriously – really! – want to apply for one right now. This is a fantastic resource.
I
do not have a Snohomish County library card because I’m a King County resident,
so I can’t give you the specifics about their tutoring resources, but I can
tell you how to get started. First, go to the main web page for Snohomish
County Library:
Once
you are there, scroll down to the bottom of the main page and look for “24/7
Library.” Under “24/7 Library” click on Help
Now for Homework. That will take you to a page where you enter your
library card number and pin/password – and from there, you connect with a live
tutor. You may need to check with the
library for the hours that tutoring is available.
For
King Country Library, go the main page:
Once
you are there, click on “Research and Homework.” On the next page, look for a small icon with
the words “Live Homework Help” right beneath it. Click on “Live
Homework Help.” That will take
you to a new page and on that page click on “Live Homework Help” again – or
“Live Homework Help for Adult Learners.” At that point, you’ll be on a page where you
have to enter your King County Library card and pin/password, and that will
take you directly to a live tutor.
When
I saw a “live” tutor, I mean exactly that. You will be able to upload your
paper and a tutor will come online to help you with it. The tutor will ask you
specifically what kind of help you need.
Maybe you need help with spelling and want someone to check your paper
for spelling errors. Maybe you need help
with your thesis statement, with paragraph development, with grammatical
errors.
Each
session with a tutor lasts 15 minutes only, and then the tutor must move on the
next person waiting. But don’t click
out, if that happens. Another tutor will
then come online to help you – or maybe the same tutor.
I recommend
submitting two paragraphs at a time – multiple times. Some tutors will be
better than others. The point is, the more you submit, the better
your paper is going to be by the time you have to submit the final draft for
grading.
Most
students do not know of this wonderful resource – this is FREE! Tutors are available from 2 p.m. until
midnight, 7 days a week. Students have
told me that they have less of a wait in the afternoon hours. If you wait until the prime homework evening
hours, you may have a 10-15 minute wait for a tutor.
INCLEMENT WEATHER: Where to Check for Closure Information
BC
provides a number of distribution methods for getting this information to you.
You are encouraged to use one or more of these services or tools to check for
campus status.
OTHER
VITAL REQUIREMENTS:
●
Stapled Papers: You must staple all papers before
you turn them in to me. No, I won’t bring a stapler to class for you to
use. Yes, you must buy one if you don’t have one. Yes, you should
keep it with you at all times. Yes, I will subtract ten (10) points (and
that’s a full letter grade) from your score for the paper if you
turn in an unstapled paper. Yes,
this applies to rough drafts as well as final ones. Yes, this is a pet
peeve of mine. Yes, it is a huge
one. Yes, I am serious.
●
MLA format: From
the start, with the very first introductory paragraph, I
require you to use proper MLA format
for all rough and final drafts. This includes not only the way the paper actually looks on the page, but
also in-text citations and a Works Cited page for each essay. You should have
learned MLA format in high school, but if for some
reason you are unfamiliar with MLA, fear not. We will also go over MLA format in class.
●
Ms. Pope’s Grading Abbreviations: Over the years, I have developed a
list of abbreviations that I use when grading, and you will find that list posted in Canvas. I recommend
that you print a copy and keep it nearby so you can understand what it is I am
saying about a specific issue in your writing.
EVALUATION:
(Note: I always reserve the right to adjust the number and type of
assignments, depending on class progress. In
the event adjustments prove necessary, I will modify the final grading scale to
reflect those changes.)
Discussion
Threads in Blackboard Vista 300
points
Grammar
Assignment Threads in Blackboard Vista 100
points
3
formal essays @ 100 points each 300
points
Reading
Quizzes 100 points
Grammar
Exam 1 25 points
Grammar
Exam 2 25 points
In-class
participation
50 points
TOTAL POINTS
POSSIBLE FOR QUARTER = 900
FINAL GRADE SCALE
94-100% = A 846-900 points
91-93% = A- 819-845 points
88-90% = B+ 792-818 points
84-87% = B 756-791 points
81-83% = B- 729-755 points
78-80% = C+ 702-728 points
74-77% = C 666-701 points
71-73% = C- 639-665 points
68-70% = D+ 612-638 points
64-67% = D 576-611 points
60-63% = D- 540-575 points
59%
& below = F 539
& below
NOTE: All final grades are just that: final. I do not discuss, negotiate, revisit, or
change final grades for any reason.
SUCCESS IN ENGLISH 101:
You
will have the greatest success in class by observing the following:
BE PREPARED: Check
the course schedule and complete readings and assignments before class. Make
a plan and at least one backup plan to get work printed and to class when it is
due.
Bring your books to class. Take notes in class. Keep important papers organized.
BE HERE: Plan to
attend every class session in its entirety. It’s important to be on time
and ready to work every day. If you have scheduling conflicts – traffic,
a class across campus, pending absences – that will prevent your being here on
time every day, you need to make changes in your schedule accordingly.
BE HERE NOW: Give
your full attention to the class activity by avoiding side conversations and
socializing and by silencing and stowing out of sight all electronic
devices.
BE CONSIDERATE: Respect
the rights of others in class to voice opinions that differ from yours. Avoid
distracting and disruptive behaviors. Please do not eat during class time
– beverages are fine.
BE CURIOUS: Ask
questions. Look up words that are unfamiliar. Search for more
information on a topic.
BE ASSERTIVE: Ask
for help when you need it: I will gladly help you. Also, ask for help from
the Writing Lab: make an appointment with a writing tutor to go over your
writing assignments.
HOW TO FAIL ANY
ENGLISH CLASS:
1. Don’t come to class. Woody Allen said,
“Ninety percent of success is showing up.” I don’t know if that is true, but
90% of failure is definitely not showing up. Failure to attend
class means just that: failure.
2. Don’t write anything down. After all, you can
just remember all the assignments, and who needs class notes anyway, right?
3. Don’t turn in assignments. Think about
it: Even if you complete an assignment
but receive a grade of “F,” you’ll usually earn about 50 points. However, for an
assignment you don’t turn in, you earn zero
points.
4. Don’t pay any attention to the comments I
make on your papers and don’t make any changes in the way you write. Continue to
make the same grammar errors over and over and ignore the recommended changes
in paragraph or essay structure. In other words, just don’t show any progress
at all, and your final grade will reflect your effort.
5. Ignore my very specific organizational
instructions for each essay assignment.
Think, “Oh, she really doesn’t mean that.”
6. Plagiarize your assignments. Cut and paste
sentences, paragraphs, whole essays from the Internet into your paper and turn
it in as your own work. Forget the fact that instructors have fantastic
tools for detecting plagiarism, thanks to Google. Forget the fact that
the instant I detect plagiarism, you have failed not just the assignment but
also the course. Irrevocably. No excuses.
A WORD ABOUT THE WAY
I GRADE PAPERS:
I
will read every single, solitary word that you write in this class. I will
block out the rest of the universe as I examine what you are trying to say, how
you have said it, how you have presented your ideas. I will expect to find, in
your words, a thesis, an essay map, supporting points and arguments, concrete
illustrations, specific examples, logical organization, coherence, and evidence
of critical thinking.
I will, on many occasions, be disappointed.
This is not a moral statement about your character, your personhood. It simply
means that many of you – and for a variety of reasons -- may not yet know how
to write effectively and well. This class is a step in that direction.
The course will not solve all the writing problems you may arrive with on my
doorstep, depending upon the quality of instruction you did or did not receive
in high school or previous college courses, but it’s a start. Much of what you
will take away from this course depends upon your motivation, your
effort, your desire to learn and become a better writer.
Because I will read every
single, solitary word you write, and because I will expect much of your writing,
and because you may not yet be able
to meet my expectations--you, too, on many occasions, will most likely be
disappointed by my response to your written words. Please
remember, at those times, that I am responding to your expertise (or lack
thereof) as a writer--not to you, the fragile, vulnerable, valuable
human being. In other words, it's not personal. I may like you tremendously, but
it’s possible I won't like the way you’ve abused the English
language.
SOME WRITING GUIDELINES:
1. Learn to spell--and don't depend on a
computer program to do it for you.
People program spell check functions. Many
of those anonymous human beings cannot spell (and know very little
about grammar). Do not trust those anonymous individuals with your grade in
this class.
I allow three (3) spelling errors/typos per paper.
When I find a fourth one, I stop reading,
and you earn a grade of "F" for that paper.
The “F” is permanent; you may not re-write
the essay.
I will assign only half credit for the paper.
2. Do not submit a paper to me that you
have not proofread carefully. In fact, do not submit a paper to me that has not
been edited by at least three other people who know much more about writing,
editing, and proofreading than you do – and you’re certain they know what
they are doing.
3. Follow all directions I give you for
each assignment. I am anal retentive, pathologically organized, and therefore,
the directions will be highly specific. I give them for a reason. Read each
assignment thoroughly. You ignore or skim instructions at your
grade’s peril.
4. Essay content is important. However, I
cannot get to the content if you do not pave the way for me.
Translation? If you fill your paper with sentence fragments, run-ons, comma
splices, incorrect punctuation, agreement problems, UFPs (unidentified flying
pronouns), etc.— that is what I will see first. I will never get beyond those
errors to the rich, deep content in your words.
5. Understand that I have no faith in high school English grades, especially
when they have been consistently high. It has been my experience that many of
my English Composition students may have a track record of "A" and
"B" grades in high school English--and yet cannot spell or compose a
grammatically correct sentence. In other words, those good grades were gifts;
they were not earned. What is important to me is the quality of the writing
you submit to me now, during this quarter, in this
class.
6. If you
plagiarize a paper in my class, you will
automatically fail not just the paper but also the course.
7. College and universities across the
country suffer from appalling grade inflation. Generally speaking, students
expect grades of "A" and "B” – usually with little effort. Do
not expect that in this class. Know now that in English 101:
A means EXCELLENT
B means GOOD WORK
C means AVERAGE WORK
D means POOR WORK
F means UNACCEPTABLE COLLEGE LEVEL WORK
For further
explanation, see GRADING CRITERIA
HANDOUT (posted
in Canvas.)
8. I do not “give” grades. Students earn their grades – by their hard and diligent
labor – or lack of it. As well – and once more with feeling -- all final grades
are
final; I do not change or re-visit final grades for any reason.
9. If you are nervous by now, that's
probably a wise reaction. I'm not a tyrant,
not a dictator, not a creature
dressed in black wielding an English handbook
with an evil cackle (most days, anyway). But
I am
serious about writing. If you want to do well in this class, you must be also.
ONE FINAL
NOTE:
I cannot stress strongly enough the importance of the ONLINE
DISCUSSION THREADS. Almost ONE-HALF of
your total grade for the quarter is earned online in the discussion
threads. If you have
never taken a hybrid class and do not understand the time commitment required
for the online component of the class, it is very easy to finish the class with
a “D” or “F” grade due to lack of participation online. In past ENG 101 classes, I have had students
who ignored the online discussion threads – or only participated minimally in
them – and failed the course.
Thus: Stay on track with the discussion threads, which means
Tentative
Class Calendar
Note: “Tentative” is the operative word. I will seek to follow this
schedule, but please understand that I also always reserve the right
to modify the schedule,
depending upon class progress.
When changes are necessary, I will post an updated
class schedule in Canvas – yet another reason to make checking in there a daily habit.
Week 1
January
2 Introductions,
review course syllabus, questions
Wednesday Homework:
Read: The Kite Runner (TKR), Chapters 1-8 (pp.
1-100)
Also: Discussion Thread =
Introductions
Week 2
January 7 Discuss
assigned reading: TKR, pp. 1-100 (Quiz possible)
Monday Homework:
Read: TKR, Chapters 9-22 (pp. 101-292)
Also: Discussion Thread =
Introductions
January 9 Discuss assigned
reading: TKR, pp. 101-292 (Quiz possible)
Wednesday Start-up Strategies
Homework:
Read: TKR, Chapters 23-25 (end) (pp.
293-371)
Also: Discussion
Thread = Introductions
Week 3
January 14 Discuss assigned
reading: TKR, pp. 293-371 (Quiz possible)
Monday Start-up Strategies
Homework:
1. Read carefully the instructions for
essay #1 posted
in Canvas. Essay #1 is based upon your
reading of The Kite Runner.
2. Write one-paragraph introduction for TKR essay. Thesis statements and essay maps will go on the board in
class on Wednesday, January 16,
for public critique. This critique will continue on Wednesday, January 23 (there is no class on Monday, January 21,
Martin Luther King, Jr. Day).
January 16 DUE: Completed introductory paragraph for essay #1
Wednesday (printed copy)
Correct MLA format REQUIRED
Thesis
statements and essay maps on whiteboard; public critique
Bring your laptop to class today
Homework:
Continue working on essay #1. We will continue critique of thesis statements
and essay maps in class on Wednesday, January 23. The completed rough draft of this paper is
due in class on Monday, January 28 – which just happens to be my birthday! Woot.
Again, your completed rough draft
is
due (printed copy)
on Monday, January 28.
CORRECT MLA FORMAT
REQUIRED
Week 4
January 21 Martin Luther King, Jr., Day =
NO SCHOOL
Monday
January 23 DUE:
Completed introductory paragraph for essay #1
Wednesday (printed copy)
Correct MLA format REQUIRED
Thesis
statements and essay maps on whiteboard; public critique
(Critique
continued from January 16 class)
Bring
your laptop to class today
Homework:
Continue
working on essay #1. Your completed rough draft
is
due (printed copy)
on Monday, January 28.
CORRECT
MLA FORMAT REQUIRED
Week 5
January 28 DUE: Completed
rough draft of essay #1
Monday (printed copy) Correct
MLA format REQUIRED
Editing
Session #1; Bring your laptop to class today
Homework:
Continue working on essay #1. The second
editing session is Wednesday, January
30.
Also:
Begin reading Cry, the Beloved Country (CBC), by Alan Paton, Foreword,
Introduction, and Chapters 1-12 (through page 117). Come to class on Monday, February 4, ready to discuss (and of course, a quiz
is always possible).
This is also the date that your
FINAL DRAFT of essay #1 is due in class, so plan well.
January 30 DUE:
Completed rough draft of essay #1
Wednesday (printed copy) Correct MLA
format REQUIRED.
Editing Session #2; Bring your laptop
to class today.
Homework:
Finalize essay #1 for submission on
Monday, February 4.
Also:
Continue reading Cry, the Beloved Country (CBC), by Alan Paton, Foreword,
Introduction, and Chapters 1-12 (through page 117). Come to class on Monday, February 4, ready to discuss (and of course, a quiz
is always possible, yes!).
Week 6
February 4 DUE:
Essay #1, Final Draft
Monday In-class:
Discussion of assigned reading, CBC: Foreword,
Introduction, &
Chs. 1-12 (through page 117). (Quiz possible).
Homework:
Read Cry, the Beloved Country (CBC),
by Alan Paton, Chapters 13-23, pp. 118-205.
Come to class on Wednesday,
February 6, ready to discuss (and of course, a quiz is always possible).
February 6 In-class: Discussion of assigned
reading, CBC: Chapters 13-23,
Wednesday
pp. 118-205. (Quiz possible)
Homework:
Read Cry, the Beloved Country (CBC),
by Alan Paton, Chapters 24-36 (end), pp. 206-312. Come to class on Monday, February 11, ready to
discuss (and of course, a quiz is always possible).
Week 7 Grammar
Exam 1
February 11 In-class: Discussion of
assigned reading, CBC: Chapters 24-36
Monday (end), pp.
206-312. (Quiz possible)
Homework:
1. Read carefully the instructions for
essay #2 posted
in Canvas. Essay #2 is based on your reading
of Cry, the Beloved Country.
2. Write one-paragraph introduction for CBC essay. Thesis statements and essay maps will go on the board in
class on Wednesday, February 13,
for public critique. This critique will
continue on Wednesday, February 20
(there is no class on Monday, February 18, which is President’s Day).
February
13 DUE: Completed introductory paragraph for essay #2
Wednesday (printed copy) Correct
MLA format REQUIRED
Thesis
statements and essay maps on whiteboard; public critique
Bring your laptop to class today
Homework:
Continue working on
essay #2. We will continue the
critique of thesis statements and essay maps
on Wednesday, February 20, and your completed rough draft
is
due (printed copy)
on Monday, February 25.
Week 8
February 18 President’s Day Holiday = NO
SCHOOL
Monday
February 20 DUE:
Completed introductory paragraph for essay #2
Wednesday (printed copy)
Correct MLA format REQUIRED
Thesis
statements and essay maps on whiteboard; public critique
(Continued
from last Wednesday’s class)
Bring your laptop to class today
Homework:
Continue working on
essay #2. Your completed rough draft
is
due (printed copy)
on Monday, February 25.
Week 9
February 25 DUE: Completed rough draft of essay #2
Monday (printed copy)
Correct MLA format REQUIRED
Editing
Session #1; Bring your laptop to class today
Homework:
Continue editing rough draft for second
editing session on Wednesday,
February 27. The final draft is
due on Monday, March 4.
February 27 DUE: Completed rough draft of essay #2
Wednesday (printed copy)
Correct MLA format REQUIRED
Editing
Session #2; Bring your laptop to class today
Homework:
Finalize
essay #2 for submission on Monday,
March 4.
Also:
1. Read carefully the instructions for
essay #3 posted
in Canvas. Essay #3 is based upon your
viewing of the 1994 Miramax film Life is
Beautiful, which you are to view
on your own at home. This film
is easily available on Netflix.
Week 10
March 4 DUE:
Essay #2 Final Draft
Monday Discussion of Life is Beautiful
Homework:
Compose
your introduction to essay #3, which is based on
your
viewing of Life is Beautiful.
March 6 DUE:
Completed introductory paragraph for essay #3
Wednesday (printed copy)
Correct MLA format REQUIRED
Thesis
statements and essay maps on whiteboard; public critique
Bring your laptop to class today
Homework:
Continue working on
essay #2. Your completed rough draft
is
due (printed copy)
on Monday, March 11.
Week 11
March 11 DUE:
Completed rough draft for essay #3
Monday (printed copy)
Correct MLA format REQUIRED
Editing
session #1
Bring your laptop to class today
Homework:
Continue working on
essay #3. Your completed rough draft
is
due (printed copy)
in class on Tuesday, March 13.
March 13 DUE: rough draft for essay #3
Wednesday (printed copy)
Correct MLA format REQUIRED
Editing
session #2
Bring
your laptop to class today
Homework:
Finalize essay #3. The
final draft is due (printed copy) in
class
on Monday, March 18.
Week 12 Grammar
Exam 2
March 18 DUE:
Completed final draft of essay #3
Monday (printed copy)
Correct MLA format REQUIRED