Policy Statement English 1301.195 Fall 2011 Instructor: Sue Bell Propst Office: Smyer High School, Room 115 Office Phone: 234-3871 Office Hours: Each afternoon from 2-3:45 e-mail: [email protected] Scope and Purpose: The purpose of English 1301 is to help students understand and apply the standards of compositions in response to works of literature done in correct and formal thoughts and written English language. English 1301 intends to teach to students how to read, how to use critical thinking skills, and how to write well in response to literature using the correct writing process, the appropriate grammar and diction, and the use of logic in the different methods of development assigned. Selections from all areas of the humanities are found in the appropriate text of Literature. Required Texts: Kirszner, Laurie G. Patterns. Boston: Bedford/St. Martins, 2010. Hacker A Research Writing Students will write from 6 to 8 essays, or their equivalent in the form of thought provoking questions of a substantive length, applying the standards of correct thought of formality and standards of the English language. Students will read poems, essays, and short stories from the Gardner text, students will participate in classroom discussions, regarding all ramifications of the literary selection, students will be tested on their understanding of the selections read, and assignments will be made for responding to various selections in terms of essays, questions, and papers, covering a multitude of different types of answers that can be given to hone writing skills. Students will be assigned a research paper on an author’s work or works that will teach the ability to analyze critical essays that have been written about a particular work of literature, and they will be shown the way to handle these critical essays as a secondary source s in a research paper done according to the MLA format according to the Hacker text. Students will answer a series of questions presented to them over the prose selections from Patterns, with a series of questions being equivalent to one paper grade. Instructional Objectives By the end of the course, the student should be able to understand that writing is a process. The student should be able to apply the principles of writing, as well as the audience and purpose of a written assignment.The student should be able to write a coherent, unified essay that is appropriately developed by means of description, illustration, comparison and contrast, cause and effect, process, argumentation, and/or a combination of two or more of these processes. The student should be able to write in Standard English, with the type of English being demonstrated in the Hacker and Kirszner texts. The student should be able to apply the principles of critical thinking as he writes the assigned papers. Grading Standards Research 30% Papers or Critical Essays 30% Examinations 30% Final Examination 10% Attendance Policy: As the rules for attendance of South Plains College are noted in the policies of the school, the instructor will, of course, adhere to the policies of South Plains College regarding dropping a student at the appropriate time. The instructor will also adhere to the SPC policies of notifying the school at the 12th class day period. Plagiarism and Cheating: The plagiarism policy will be the same as that policy spelled out in the South Plains College Catalog. “Complete honesty is required of all students in presentation of all the phases of class work. This applies to quizzes of whatever length as well as the final examination, to any work, and to all class papers.” (SPC Catalog) Failure to comply with this directive will result in an F for the assignment and can result in an F for the course and a report to the central office of the failure to follow the rules set forth by the college. Students with Disabilities: Students with disabilities, including but not limited to physical, psychiatric, or learning disabilities, who wish to request accommodations for this class should apply to the Special Services Office early in the semester so that appropriate arrangements can be made. In accordance with federal and local laws, a student requesting special accommodations must provide applicable documentation of his disability to the Special Services Office, as well as to the local administrator’s office.Statement of Non-Discrimination: It is the policy of this instructor not to discriminate on the basis of color, disability, ethnicity, gender, national origin, race, religion, sexual orientation, veteran status, or any other issue. In addition to complying to federal and state equal opportunity laws and regulations and/or resolutions of professional organizations in education and psychology, I declare any harassment based on individual differences to be inconsistent with my instructional mission and educational goals in my classroom. Method of Evaluation: Students’ grades will be evaluated in terms of A, B, C, D, F, based on superior, good, average, poor, and unacceptable. Numerical grades are assigned to papers, questions, and exams as a method of averaging grades. That numerical grade, as well as the letter grade, will be reported on Faculty Campus Connect in compliance with new regulations given last semester. All assignments must be submitted and evaluated before the student receives credit on that assignment. The following criteria will be used for evaluating all assignments: Uses of grammar: fragments, comma splices, fused sentences, introductory subordinate clauses, subject and verb agreement, pronoun and antecedent agreement, spelling, use of prepositions Use of proper method of development, quotations, citations, and bibliography Use of the principles of unity and coherence, introduction, development, and conclusion. Use of logical argumentation to develop and advance the thesis of the argument based on the assignment given. Sue Bell Propst Calendar for English 1301.195 for Fall, 2011 English 1301.195 Syllabus for August-December 2011 August 22, 2011 Format for Papers, Presentation of Documents, Texts, Writing Techniques of Introduction, Development, and Conclusion Reviewed August 23-30, 2011 Reading of A Midsummer Night’s Dream , Principles of Comparison/Contrast September 1, 2011 Major Exam-Drama/Shakespeare September