SYLLABUS ENGLISH 1301.4434/.9038 FALL 2011 PROFESSOR: AUDRA BARRETT GENERAL INFORMATION College: Eastfield College Division and Phone: Arts, Language & Literature (G138) 972-860-7124 Semester: Fall 2011 INSTRUCTOR INFORMATION Name: Audra Barrett Office Telephone: 972-669-6406 E-mail Address: [email protected] Office Number: R-175 (LeCroy Center Office Hours (Virtual): COURSE INFORMATION Course Number: English 1301 Section Number: 4434/9038 Credit Hours: 3 Class Meeting Time: Online Course Title: Composition I Course Description (Catalog): ENGL 1301 Composition I (3) This is a Texas Common Course Number. This course focuses on student writing. It emphasizes reading and analytical thinking and introduces research skills. Students practice writing for a variety of audiences and purposes. (3 Lec.)Coordinating Board Academic Approval Number 2304015112 Course Prerequisites: Prerequisite: One of the following must be met: (1) Developmental Reading 0093 AND Developmental Writing 0093; (2) English as a Second Language (ESOL) 0044 AND 0054; or (3) have met Texas Success Initiative (TSI) Reading and Writing standards AND DCCCD Writing score prerequisite requirement. Course Objectives/ Learning Outcomes: Core Competencies: · READING: Reading at the college level means the ability to analyze and interpret a variety of printed materials--books, articles, and documents. A core curriculum should offer students the opportunity to master both general methods of analyzing printed materials and specific methods for analyzing the subject matter of individual disciplines. · WRITING: Competency in writing is the ability to produce clear, correct, and coherent prose adapted to purpose, occasion, and audience. Although correct grammar, spelling, and punctuation are each a sine qua non in any composition, they do not automatically ensure that the composition itself makes sense or that the writer has much of anything to say. Students need to be familiar with the writing process including how to discover a topic and how to develop and organize it, how to phrase it effectively for their audience. These abilities can be acquired only through practice and reflection. · SPEAKING: Competence in speaking is the ability to communicate orally in clear, coherent, and persuasive language appropriate to purpose, occasion, and audience. Developing this competency includes acquiring poise and developing control of the language through experience in making presentations to small groups, to large groups, and through the media. · LISTENING: Listening at the college level means the ability to analyze and interpret various forms of spoken communication. · CRITICAL THINKING: Critical thinking embraces methods of applying both qualitative and quantitative skills analytically and creatively to subject matter in order to evaluate arguments and to construct alternative strategies. Problem solving is one of the applications of critical thinking, used to address an identified task. · COMPUTER LITERACY: Computer Literacy at the college level means the ability to use computer-based technology in communicating, solving problems, and acquiring information. Core-educated students should have an understanding of the limits, problems, and possibilities associated with the use of technology, and should have the tools necessary to evaluate and learn new technologies as they become available. CORE CURRICULUM EDUCATIONAL OBJECTIVES: · To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation. · To understand the importance of specifying audience and purpose and to select appropriate communication choices. · To understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication. · To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding.· To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. STUDENT LEARNING OUTCOMES (SLOs) FOR ENGLISH 1301: • Understand and demonstrate the importance of purpose and audience. • Produce unified, coherent and developed essays above the 12th grade level. • Participate effectively in groups. • Understand and apply the basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. • Understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual and oral communication. • Analyze and interpret a variety of printed materials – books, short stories, articles. • Understand and demonstrated proficiency as dictated by the writing process – planning, drafting, shaping, revising, editing and proofreading. • Use computer-based technology in communication, solving problems, acquiring information. • Understand and utilize vocabulary above the 12th grade level. • Understand the basic principles of research. Course Outline: DATE DUE (BY 11:59 P.M. C.S.T. UNLESS OTHERWISE SPECIFIED) LEARNING UNIT WRITING ASSIGNMENT CATEGORY Wednesday, 8/31 1 Orientation Quiz Quiz Friday, 9/2 1 Class Discussion 1 (Initial post) Discussion Tuesday, 9/6 1 Journal Writing 1 Journal Tuesday, 9/6 1 Class Discussion 1 (2 replies) Discussion Wednesday, 9/7 1 Class Discussion 2 (Initial post) Discussion Thursday, 9/8 1 Review Quiz 1 Quiz Friday, 9/9 1 Class Discussion 2 (2 replies) Discussion Tuesday, 9/13 1 Class Discussion 3 (Initial post) Discussion Thursday, 9/15 1 Journal Writing 2 Journal Friday, 9/16 1 Class Discussion 3 (2 replies) Discussion Monday, 9/19 1 Review Quiz 2 QuizTuesday, 9/20 2 Review Quiz 3 Quiz Wednesday, 9/21 2 Journal Writing 3 Journal Friday, 9/23 2 Class Discussion 4 (Initial post) Discussion Monday, 9/26 2 Class Discussion 4 (2 replies) Discussion Thursday, 9/29 2 Working Draft of Descriptive Essay (Essay 1) Working Draft Friday, 9/30 2 Introduction Letter to Group Group Monday, 10/3 2 Responses to Working Drafts of Essay 1 Group Thursday, 10/6 2 Final Draft of Descriptive Essay (Essay 1) Essay Monday, 10/10 3 Journal Writing 4 Journal Wednesday, 10/12 3 Class Discussion 5 (Initial post) Discussion Friday, 10/14 3 Journal Writing 5 Journal Monday, 10/17 3