Welcome to the first day of class!
Class Work
1. Syllabus Review
Syllabus English 101-0105 #19428 – Tu/Thurs 8:00-9:50AM Mariposa 135
September 27-Dec 8, 2011
Between Worlds: A Reader, Rhetoric, and Handbook, Susan Bachmann and Melinda Barth Editor, 2010 Edition or 2012 Edition.
Course Competencies
Final Thoughts: This course is designed to help you become a better writer, researcher, and reader. You will get out of the course what you put into it. You are expected to actively participate in readings, discussions, debates, and reports. Come to class prepared with readings and with required writings and notes. Conduct thorough research. At all times, give credit to the source of information by using proper documentation. Be on time. Be positive. Ask questions. Contribute your thoughts. Be tolerant of others and of ideas that differ from your own.
ESTRELLA MOUNTAIN COMMUNITY COLLEGE
First – Year Composition – 3 Credit Hours – English 101 – Section 0065
Instructor: Mrs. Patricia Eaton
First – Year Composition – 3 Credit Hours – English 101 – Section 0065
Instructor: Mrs. Patricia Eaton
Adjunct Office: 623- 935-8139 in Montezuma Hall 119 (You may phone the office and leave a message for me between 8:00 am and 5:00 pm on weekdays. Papers may be left with Ms. Terri Propes or put into the night drop box after hours.)
Required Texts:
Between Worlds: A Reader, Rhetoric, and Handbook, Susan Bachmann and Melinda Barth Editor, 2010 Edition or 2012 Edition.
Write Now by Daniel Anderson You MUST have your own copy of the book and use the personal code. The book is available in the campus bookstore.
Note: This syllabus is subject to change based upon the progress of the class. Daily updates will be provided on the BLOG. If you miss a class, be sure to contact me by e-mail and ask for a copy of the daily information.
Office Hours: By appointment – my schedule is flexible.
Course Description
(Prerequisite: English placement test score of a grade of “C” or better in English 071.)
English 101 focuses on the development of writing skills through a process of thinking, researching, planning, writing, revising, editing, and reviewing expository essays. This course will require students to analyze and respond to text-based writing. Students will be responsible for writing a minimum of six critical essays to develop skills in textual analysis, written expression, and proper documentation. These essays will be word-processed and properly documented. In completing the required essays, students will demonstrate the ability to read difficult material with comprehension; to process information through quotation, summary, and paraphrase; and to integrate the ideas of others into their own sustained written examination of a subject.
English 101 focuses on the development of writing skills through a process of thinking, researching, planning, writing, revising, editing, and reviewing expository essays. This course will require students to analyze and respond to text-based writing. Students will be responsible for writing a minimum of six critical essays to develop skills in textual analysis, written expression, and proper documentation. These essays will be word-processed and properly documented. In completing the required essays, students will demonstrate the ability to read difficult material with comprehension; to process information through quotation, summary, and paraphrase; and to integrate the ideas of others into their own sustained written examination of a subject.
Course Competencies
1. Analyze specific rhetorical contexts, including circumstance, purpose, topic, audience, and writer as well as the writing’s ethical, political, and cultural implications.
2. Organize writing to support a central idea through unity, coherence, and logical development appropriate to a specific writing context.
3. Use appropriate conventions in writing, including consistent voice, tone, diction, grammar, and mechanics.
4. Summarize, paraphrase and quote from sources to maintain academic integrity and to develop and support one’s own ideas.
5. Use feedback obtained from peer review, instructor comments and/or other resources to revise writing.
6. Assess one’s own writing strengths and identify strategies for improvement through instructor conference, portfolio review, written evaluation, and/or other methods.
7. Generate, format, and edit writing using appropriate technologies.
Abilities: Critical thinking and effective communication have been identified as essential to student success and will be integrated into this course. Critical thinking is defined as the ability to identify a problem, develop and implement strategies, evaluate information, reach conclusion, and respond to a problem. Effective communication is defined as the ability to respond to an audience, demonstrate clear sense of purpose, organize information, and deliver information using appropriate language.
2. Organize writing to support a central idea through unity, coherence, and logical development appropriate to a specific writing context.
3. Use appropriate conventions in writing, including consistent voice, tone, diction, grammar, and mechanics.
4. Summarize, paraphrase and quote from sources to maintain academic integrity and to develop and support one’s own ideas.
5. Use feedback obtained from peer review, instructor comments and/or other resources to revise writing.
6. Assess one’s own writing strengths and identify strategies for improvement through instructor conference, portfolio review, written evaluation, and/or other methods.
7. Generate, format, and edit writing using appropriate technologies.
Abilities: Critical thinking and effective communication have been identified as essential to student success and will be integrated into this course. Critical thinking is defined as the ability to identify a problem, develop and implement strategies, evaluate information, reach conclusion, and respond to a problem. Effective communication is defined as the ability to respond to an audience, demonstrate clear sense of purpose, organize information, and deliver information using appropriate language.
Attendance Policy: Active participation is expected for successful completion in this course. In the event of an absence, students are expected to contact me by e-mail: Patricia.Eaton@estrellamountain.edu and go to www.eatonenglish101.blogspot.com for daily updates for the course.
Students are expected to complete any homework for the missed day by the next class period.
Important FYI:
Attendance policy (typically, students are allowed the number of unofficial absences according to the number of times a class meets per week; ex: TR, students are allowed two unofficial absences and may be dropped after that.)
- Only persons who are registered for a class at any of the Maricopa Community Colleges may attend that class. Attendance requirements are determined by the course instructor. Students who do not meet the attendance requirement as determined by the course instructor may be withdrawn.
- Students who fail to attend the first scheduled class meeting, or to contact the instructor regarding absence before the first scheduled class meeting may, at the option of the instructor, be withdrawn.
- At the beginning of each course, each faculty member will provide students with written attendance requirements. It is the student's responsibility to consult with the instructor regarding official or unofficial absences. Absences begin to accumulate with the first scheduled class meeting.
- Students bear the responsibility of notifying the Admissions and Records Office/Office of Student Enrollment Services when they discontinue studies in a course or at the college.
Late Work: Make-ups of in-class writing assignments are at the instructor’s discretion. Students turning their work in after the due date may be penalized by having the grade lowered five points per day in fairness to those students who met the deadline.
Tape Recordings and/or Video Recordings: In order to tape any class session, a student must first seek permission from the instructor. In order to tape group discussions, permission must be given by the instructor and the students in the group.
Cell Phones: Cell phones must be turned off or placed on “vibrate” during class. At no time should a student be sending text messages, sending e-mails, listening to music, or carrying on conversations. In the event of an emergency call, please excuse yourself from the room, take care of the situation, and quietly return to class.
Student Disabilities: If a student has a disability that requires special accommodations, please let me know as soon as possible. “Students with disabilities are encouraged to contact the DRS office at the beginning of the admissions process to discuss accommodation needs and to request an alternate format of printed materials. Some accommodation may require three to four weeks notification. For more information, call 623-935-8935 V?TTY, or contact the EMCC DRS office in Komatke Hall 119, or e-mail: Ramona.shingler@emcmail.maricopa.edu.”
Student Support Services: For writing assistance in the Learning Enhancement Center, students should contact Susan Malmo, Writing Center Coordinator, at 623-935-8419. The Writing Center is located on the first floor of Estrella Hall.
Grading Scale:
· Four-five documented essays of 3-5 pages will be written exploring various modes of discourse. Each counts as 100 points each. I use the EMCC Writing Rubric. You may reach the rubric on BlackBoard. I will also provide a paper copy with each written assignment.
· One PowerPoint oral presentation: 100 points
· Exam essay - the exam counts as a regular essay. Note that all students must attend class on the day of the exam. This is an EMCC policy.
· Class participation = 100 points
A= 90-100%
B=80-89%
C=70-79%
D=60-69%
F=0-59%
B=80-89%
C=70-79%
D=60-69%
F=0-59%
Plagiarism: Plagiarism is the process of borrowing information from other sources or individuals without giving credit. Plagiarism will not be tolerated. Essays will not be accepted unless accompanied by pre-writing exercises, notes, drafts, peer and self-editing marks, etc. This paper trail is proof of a student’s own work. Proof of plagiarism will result in a zero for the assignment.
Classroom Misconduct: Students must read the “Code of Student Conduct” in the new Student Handbook for an understanding of what will be expected within the academic setting.
2.3.11 Academic Misconduct
- Definitions
- Academic Misconduct - includes misconduct associated with the classroom, laboratory or clinical learning process. Examples of academic misconduct include, but are not limited to, cheating, plagiarism, excessive absences, use of abusive or profane language, and disruptive and/or threatening behavior.
- Cheating - includes, but is not limited to, (a) use of any unauthorized assistance in taking quizzes, tests, assessment tests or examinations; (b) dependence upon the aid of sources beyond those authorized by the faculty member in writing papers, preparing reports, solving problems, or carrying out other assignments; or (c) the acquisition, without permission, of tests or other academic material belonging to a member of the college faculty or staff.
- Plagiarism - includes, but is not limited to, the use of paraphrase or direct quotation of the published or unpublished work of another person without full and clear acknowledgment. It also includes the unacknowledged use of materials prepared by another person or agency engaged in the selling of term papers or other academic materials. Information gathered from the internet and not properly identified is also considered plagiarism.
Final Thoughts: This course is designed to help you become a better writer, researcher, and reader. You will get out of the course what you put into it. You are expected to actively participate in readings, discussions, debates, and reports. Come to class prepared with readings and with required writings and notes. Conduct thorough research. At all times, give credit to the source of information by using proper documentation. Be on time. Be positive. Ask questions. Contribute your thoughts. Be tolerant of others and of ideas that differ from your own.
FYI: Exam schedule – please check the exam schedule at: http://www.estrellamountain.edu/academics/final-exam-schedule .
Competencies Matrix: http://www.estrellamountain.edu/employees/committees/saac/gen-ed-abilities
Writing Rubric: SAAC-October 21st-draft.doc
2. Getting to know you . . . What is writing to you?
What is writing?
- Why write?
- When is writing important?
- Are there different types of writing?
- What is good writing?
- What kind of a writer are you?
- What personal experiences, good and bad, have you had with writing?
3. There are varied opinions about writing. Visit http://www.quotegarden.com/writing.htm
and locate a quotation that you feel best defines your idea of writing.
4. Explain your quotation to the others at your table.
5. This quotation will be the focus of your first compostion for this course.
Use the quotation you selected as the basis for an introductory essay about you and your experiences as a writer. You must include at least one "early writing memory" in this essay. (We will work on memoir writing on Thursday.) In addition, you need to clearly show how you feel about writing. Toward the end of your paper, tell what your strengths are and what you can contribute to the class. Also, explain what you still need to learn and what you hope to gain from the class besides a passing grade.
Homework
Read Chapter 5 in Write Now - Writing Memoirs - p. 122+
Also take a look at the instructions for personal writing at:
For Thursday, be ready to give me a one sentence definition of personal writing.
Bring a draft of your Writing Is essay to class. This may be on paper, or if you wish to "go green," bring a copy on your jump drive or e-mail it to yourself so that you can call it up on the computer once you get to class.
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