Syllabus Information |
Fall 2017
Apr 20, 2024 Your current Institution is PPSC |
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| English Composition I: CO1 - 22092 - ENG 121 - 101 |
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Associated Term: Fall 2017
Levels: Undergraduate PPSC Centennial Campus Lecture Schedule Type Traditional Instructional Method Learning Objectives: ENGLISH 121 COMPOSITION I [FA 2014] Credit hours: 3/Contact hours: 45 Instructor name and contact information: lindsay.zeller@ppcc.edu (through D2L ONLY) Division Office Contact Phone: 502-3600 (Main office: F-200 at the Centennial Campus). General Description English Composition I emphasizes the planning, writing, and revising of compositions, including the development of critical and logical thinking skill. This course includes a minimum of five compositions that stress analytical, evaluative, and persuasive/argumentative writing. Colorado State Competencies: The requirements in this course meet or exceed the critical thinking, reading, and written communication competencies established by the Colorado Commission on Higher Education for guaranteed transfer, general education courses in Communications. For course outline, see Colorado Community College Common Courses. Prerequisites/Co-Requisites: You may not take this course unless • you have passed CCR 092 or ENG 090 with a C or better, or • you have proof that you have tested into and are concurrently enrolled in CCR 094, or • you have proof that you have tested out of the lower-level English or CCR courses, or • you have proof that you passed an equivalent of ENG 090, CCR 092, or CCR 094 at a different school with a C or better Policy requires that your records will be reviewed. Remember that this course is simply too difficult for students still writing at the remedial level. Required Texts and Materials • From Inquiry to Academic Writing, PPCC customized text with supplemental readings, 2nd ed. • Little, Brown eHandbook 12th ed. (purchased as a computer login code) • USB (flash) drive Laptops are allowed, but use it wisely (i.e. no Facebook, no Fantasy Football, no match.com, etc.). Bring your books and flash drive with you to every class. General Course Objectives I. Learn Actively (Learning is a personal, interactive process that results in greater expertise and a more comprehensive understanding of the world.) • Read, annotate, analyze, question and reflect on a wide variety of texts to increase knowledge about self, others and the world • Engage in inquiry • Utilize college resources: Writing Center, Library, Oasis, tutors • Interpret, use, and manage course materials and technology as applicable (syllabus, assignment sheets, D2L, textbooks). Attend and participate in class regularly, conference with instructors, and meet assignment deadlines II. Think Critically and Creatively (Reason and imagination are fundamental to problem solving and critical examination of ideas.) • Analyze audience and purpose • Reflect upon choices in writing processes and products • Integrate own ideas with those of others • Support writing with logical reasoning and sufficient evidence • Understand relationships among language, knowledge and power in social contexts • Recognize one’s personal values and biases, and those of others, in making inferences and drawing conclusions about reading and writing III. Communicate with Clarity and Originality (The ability to exchange ideas and information is essential to personal growth, productive work and a democratic society.) • Use a personalized process and flexible strategies to create various texts (written, oral, aural, visual, etc.) • Draft multiple versions to complete a successful text: generate, revise, edit, and proofread • Compose a college-level essay • Shape writing with an awareness of audience and purpose • Apply criteria or standards for clear, original communication • Engage in the collaborative and social aspects of the writing process • Use technology to gather, process and communicate information IV. Use Appropriate Conventions (The ability to select forms of communication which consider and balance personal preference, purpose and audience allows for more successful negotiation through our increasingly complex world.) • Demonstrate knowledge of genre conventions • Demonstrate knowledge of forms of analysis and argument • Adopt appropriate formats for different kinds of texts • Document sources appropriately • Control such surface features as syntax, grammar, punctuation and spelling Course Guidelines Attendance: PPCC requires all instructors to keep complete accounts of absences because of financial aid matters. What happens in class is important, so students are expected to regularly attend class either in the classroom or online. Missing an excessive number of classes places students at risk of not passing. Also, it is the students’ responsibility to learn what they will miss or have missed in their absence. Please feel free, though, to contact me through email if you have missed a class and would like to set up an appointment to review the material for that day, especially if you have questions or are unsure of a concept. Dean’s Policy: Students are responsible to ensure that they meet the scheduled course meeting times throughout the semester as specified in the PPCC schedule, the course syllabus, and by the instructor. As emergency situations arise students have the obligation to contact their instructor within 48 hours. Course grade and/or tuition appeals stemming from a lack of attendance, repeated tardiness, and/or failure to comply with withdrawal deadlines are not disputable. Inclement weather or emergency closure: In the event that the campus is officially closed during regular class days, instructions will be posted on D2L. Grading Distribution and Criteria Week 1 Writing Sample 5% (50 pts) Essay #3 Rhetorical Analysis 20% (200) Essay #1 Summary and Paraphrase 10% (100) Essay #4 Annotated Bibliography 5% (50) Essay #2 Basic Argument 10% (100) Essay #4 Rough Draft 5% (50) Essay #2 Peer Review and Revision Exercise 5% (50) Essay #4 Synthesis Essay #5 Reflective Essay 30% (300) 10% (100) Grades are assigned on average: 90% or above=A, 80-89%=B, 70-79%=C, 60-69%=D and below 60%=F. A = Outstanding work that gives a positive impression of excellence in all four areas: content, organization, style and correctness. You show a thorough understanding of the principles of good critical thinking and writing and an ability to apply those principles to produce a highly effective essay. B = Good work that gives a positive impression of superiority in all four areas. You show that you understand the principles of good critical thinking and writing and are able to make good choices about applying those principles effectively. C = Satisfactory work that gives an impression of competence in all four areas. You show a basic understanding of the principles of good critical thinking and writing and of how to put them into action. D= Marginal work that gives an impression that you do not yet firmly grasp the principles of thinking and writing offered in this course and/or you do not yet know how to apply them. This grade may also result from significant deficiencies in any one area or an impression that your paper is still in rough draft form. F = A significant failure in one or more of the four areas and/or failure to meet the assignment. Instructional Network Access: All students have access to the materials posted on the Desire2Learn (D2L) course website. To access D2L, log in to the campus website and click on ppccConnect. You can also access your campus e-mail from the campus website. PLEASE FAMILIARIZE YOURSELF WITH D2L AND OUR COURSE’S SITE, AS YOU WILL TURN IN ALL OF YOUR ASSIGNMENTS ELECTRONCIALLY THROUGH ITS DROPBOX, AND I FREQUENTLY MAKE ANNOUNCEMENTS ONLINE. In order to save time, effort, and paper, I grade electronically exclusively. I will expect to see your writing assignments in their respective assignment folders on their due date (please see our schedule) before class begins. Anything submitted after class has started is considered late. I will grade and then return your papers to you via your campus email. Essay format: All assignments must be in correct MLA format, to include: Times New-Roman, 12-point font; standard one-inch margins, etc. Please download the “Sample MLA Essay” template from our course site on D2L and use it as an example. Peer Review: A peer review is an editing session, a time where we look at some in-progress, “rough draft” writing and discuss what we see as strengths, ask questions about things that we need clarified or want to know more about, and make suggestions for improvement. Peer reviews are an integral part of this course. Additional Information Academic Honesty: You are expected to always do your own work. “Academic dishonesty” is defined as the unauthorized use of assistance with intent to deceive a faculty member or another person assigned to evaluate work submitted to meet course and program requirements. “Plagiarism” is the unauthorized use of someone else’s materials (book, article, graphics, etc.) without citing the source or using that work as one’s own without proper documentation. In other words, it’s cheating, and the grade it earns is zero. With that being said, you will probably encounter an assignment in this course in which you have discussed the topic before in another class. I encourage students to expand on previous concepts that they have explored (and that they find interesting), but you will do so with entirely original work – meaning, you cannot use sources that you’ve used before, you cannot copy and paste material that you have written for other classes, etc. If you have questions about creating a new assignment based on a previous concept of yours, please ask me! Classroom Atmosphere: Our goal together is to learn about critical reading, thinking, and writing, and enjoy it as much as possible. In order for all students in the class to have a positive and successful experience, common courtesies and mutual respect are expected while class is in session. Tardiness, eating and drinking, cell phone/beeper noises, extraneous talking between peers, and sleeping are all disrespectful and discourteous to me and the other students in the class. I will warn you in advance that I enjoy an active, lively classroom, with lots of participation. I come to class, ready to go, and I expect you to do the same. There will be times during this class, as well, in which we will discuss and analyze controversial issues and topics, and I expect my students to discuss and debate with respect for each other, like adults. Assessment: The faculty and staff at PPCC are committed to student learning and success. Therefore, students may periodically be asked to participate in an assessment activity for their program or department, or for the college. These activities might include taking a test, providing a writing sample, or speaking on a topic. They are designed to help faculty improve programs and teaching strategies and to promote student growth. For more information, go to http://www.ppcc.edu/about-ppcc/assessment/ Time requirement: It is generally expected that a student will spend a minimum of two hours outside of class on coursework for every hour in class. Therefore, for this three-hour-week class, students should plan to spend at least six additional hours each week on coursework. Necessary outside-of-class time will vary by student. The Writing Center offers students personal instruction in the areas of critical thinking, critical reading, English as a Second Language, and effective writing at our four campus locations. We offer one-to-one conferencing, online tutoring, and computer assisted instruction for students enrolled in any course, not just English Composition. Please drop-in (or call) to make an appointment (Centennial Campus, A-311, 502-3510; The Downtown Studio, DT-215, 502-3530; or at Rampart, N-202, 502-3520). You may e-mail the centers at owl@ppcc.edu or find them on the web at Writing Center See the links for Institutional Policies and College Resources in the upper left side of your ppccConnect homepage for all remaining information related to college policies and services. Course Schedule (Drop Date: Tue, 9 Sep 2014) Note: Any readings that are designated by [I] are from the Inquiry; anything designated with [LBH] is from the Little Brown Handbook. Likewise, anything designated with [D2L] is under the ‘Content’ tab of our course’s D2L site. Lesson Date Class Topic Assigned Reading/Due Dates 1 25 Aug Course Introduction Initial Close Reading Practice No Readings 2 27 Aug Read Like a Writer Breaking Down Claims [I] 1-15, 36-38, 51-63 Due: Writing Sample 3 3 Sep Summaries [LBH] 152-154 [I] 139-149 4 8 Sep Summaries, cont (Concise Writing) [LBH] 400-409, 538-552 5 10 Sep Summaries, cont. (Contextualization) [LBH] 18-20 [I] 104-105,149-151 [D2L] Orenstein: “What’s Wrong With Cinderella?” 6 15 Sep Techniques of Invention [LBH] 25-36 [I] 73-89 Due: Essay #1 Summary and Paraphrase 7 17 Sep Principles of Argument [LBH] 211-223 [I] 639-648 8 22 Sep Thesis and Paragraph Development [LBH] 36-53 [I] 99-110, 254-265 9 24 Sep Rhetorical Situation [I] 199-218 [D2L] Vonnegut: “Your Guess Is as Good as Mine;” Stephens: “The Death of Reading” 10 29 Sep Revision and Editing [LBH] 75-78 [I] 273-294 Due: Essay #2 Basic Argument 11 1 Oct Revision and Editing, cont. (In-class Workshop) [I] 247-253, 266-272 12 6 Oct Critical Reading [LBH] 186-204 [I] 29-32, 610-624 Due: Essay #2 Peer Review and Revision Exercise 13 8 Oct Elements of Rhetorical Analysis [I] 32, 358-373, 373-383 14 13 Oct Elements of Rhetorical Analysis, cont. (The Analytical Thesis) No readings 15 15 Oct Elements of Rhetorical Analysis, cont. (Analysis on the Paragraph Level) No readings 16 20 Oct Integrating Sources [LBH] 642-645, 667-716 [I] 180-186 17 22 Oct Integrating Sources, cont. No readings 18 27 Oct Research [I] 121-138 Due: Essay #3 Rhetorical Analysis 19 29 Oct Research, cont. (Online Databases) [LBH] 611-633 20 3 Nov Research, cont. (Library Day) No Readings 21 5 Nov Summary and Synthesis [LBH] 173-175 [I] 152-169 22 10 Nov Summary and Synthesis, cont. [D2L] Carnegie: “The Gospel of Wealth;” Marx: “The Communist Manifesto” 23 12 Nov Logical Fallacies [LBH] 199-210 [I] 218-222 Due: Essay #4 Annotated Bibliography 24 17 Nov Logical Fallacies, cont. No Readings 25 19 Nov Final Grammar Points No Readings 26 24 Nov In-Class Workshop for Essay #4/Peer Review No Readings Due: Essay #4 Rough Draft 27 1 Dec Debate Day No Readings Due: Essay #4 Synthesis 28 3 Dec Reflection: The Importance of Argument No Readings 29 8 Dec Reflection: The Importance of Argument, cont. No Readings Due: Essay #5 Reflective Essay (IN-CLASS) 30 10 Dec Course Wrap-Up No Readings Assignment Prompts Your first assignment – the Writing Sample – is listed below. The assignment’s prompt is also listed under the “Instructions” section of the Writing Sample’s folder in our D2L site’s Dropbox section. Please note that all other assignment prompts are listed in their respective folders in Dropbox and in a separate document in our ‘Content’ tab on D2L. If you ever have any questions about the prompt for an assignment, PLEASE ASK! We will always review the prompts for an assignment in-class long before it is due. Writing Sample (5%, 50 pts) Due: Lesson 2 Read one of the following articles from the Content tab of our D2L site: • Sedaris, “Me Talk Pretty One Day” • Manguel, “Reading Ourselves and the World Around Us” • Stafford, “Writing” Then, in a two-page typed letter to a friend or family member who is not a college student or has never attended college, address the following points: • Summarize the key points of the reading; • Address what the writer intended for the reader to take away from the reading; • Explain your connection or disconnection to the piece; • Quote a passage that had particular impact for you, especially regarding its relevancy to your studies in college; and, • Conclude what it means to be a college student, based on this particular reading. Follow all rules of grammar and mechanics as you write, and attempt to keep the assignment within MLA guidelines (see p. 667-716 in The Little Brown Handbook for quick guidance). Write in complete sentences and try to fully develop your points and ideas. Required Materials: • From Inquiry to Academic Writing, PPCC customized text with supplemental readings, 2nd ed. • Little, Brown eHandbook 12th ed. (purchased as a computer login code) • USB (flash) drive Laptops are allowed, but use it wisely (i.e. no Facebook, no Fantasy Football, no match.com, etc.). Bring your books and flash drive with you to every class. For detailed textbook information, go to the bookstore website by clicking here! Technical Requirements: View Catalog Entry
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