Page 1 COURSE SYLLABUS English 1301, Section 4037 Composition I Semester: Fall 2011 Instructor: Professor Robert W. Cooper Adjunct professors do not have offices; you may meet me in C201 the Adjunct Office Phone: (972) 391-1047 214-732-7213 Professor Cooper’s cell phone EMERGENCY ONLY! Email: [email protected] Course Prerequisites 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. Course Description 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 2304015135 Intellectual Competencies  Reading—ability to analyze and interpret a variety of printed materials, including books, documents, articles, above 12th grade  Writing—ability to produce clear, correct, and coherent prose adapted to purpose, occasion, and audience, above 12th grade  Critical Thinking—think and analyze at a critical level  Computer Literacy—understand our technological society, use computer-based technology in communication, solving problems, acquiring information. Exemplary Educational Objectives 1. To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation 2. To understand the importance of specifying audience and purpose and to select appropriate communication choices 3. To understand and appropriately apply modes of expression, such as, descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication 4. To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding 5. To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argumentPage 2 6. To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation 7. To understand the importance of specifying audience and purpose and to select appropriate communication choices 8. To understand and appropriately apply modes of expression, such as, descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication 9. To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding 10. To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument REQUIRED TEXTBOOK: Kirszner, Laurie, and Stephen R. Mandell. Patterns for College Writing: A Rhetorical Reader and Guide. 11th ed. Boston: Bedford, 2010. ISBN-I3: 978-0-312-60152-2 Criterion Writing Evaluation Folder STUDENT LEARNING OUTCOMES 1. Critically read and analyze college-level material. 2. Compose academic prose with a clear purpose and effective, logical, and relevant support. 3. Apply various strategies to locate, evaluate, and synthesize ideas for a range of writing tasks. 4. Establish and maintain a clear controlling idea that serves as a thesis/claim statement in an essay. 5. Develop an essay that employs convincing evidence resulting in a sequence of effective and organized paragraphs. 6. Compose effective, grammatically sound sentences. 7. Use the library and Internet as tools to locate and assess college-level reading materials. 8. Apply MLA format and style to cite sources within an essay. 9. Successfully revise, edit, and proofread an essay. 10. Compose an essay applying computer-based technology. 11. Demonstrate effective participation in a collaborative activity. ASSIGNMENTS: Reading, video, writing workshop, and orientation quizzes and weekly activities [SLOs met: 1, 2, 4, 5, 6, 9, 10, and 11] Essay I ISLOs met: 1, 2, 3, 4, 5, 6, 9, and 10] Essay II [SLOs met: 1, 2, 3, 4, 5, 6, 9, and 10] Essay III [SLOs met: 1, 2, 3, 4, 5, 6, 9, and 10]Page 3 Essay IV 1, 2, 3, 4, 5, 6, 9, 10] 4 one-page Reading Responses 1, 2, 3, 4, 5, 6, 10, 11] 15 vocabulary quizzes and other quizzes over readings Final Examination (Essay 5) written in class WEIGHTED TOTALS 4 formal essays of 500-800 words . . . . . . . . . . . . . . . . .. . . . . . . . . . . . 45% 4 one-page Reading Responses . . . . . . . . . . . . . . . . .. . . . . . . . . . . . 25% 15 vocabulary quizzes, orientation quiz, and quizzes over the readings . . . 15% Final Examination.(Essay written in class. . . . . . . . . . . . . . . . . . . . . . . . . . ..15% EVALUATION: In this course, grades are based on each student's performance on essays, exams, reading and video quizzes, and participation in class discussions. For the essays, please refer to the grading criteria below that details how grades are assigned. Grades given for reading and video quizzes are based on the purpose and nature of the assignments. Grades follow these letter/number scores: COURSE GRADE: Semester grades will be assigned according to the following 100-point scale. 90 – 100 A 80 – 89 B 70 – 79 C 60 – 69 D 0 – 59 F Non attendance After the drop date. N WRITING EXPECTATIONS: Students will compose essays and reading responses that adhere to grammatical and stylistic standards of academic American English and that follow Modem Language Association (MLA) style. Essays will need to adhere to stylistic, topic, and length requirements designated for each assignment. Essays will be graded according to students' ability to follow specific assignment guidelines, grammatical instruction and MLA style requirements. ACADEMIC HONESTY AND PLAGIARISM:Page 4 Please be advised that academic dishonesty and plagiarism are serious issues that may result in serious consequences. As a college student, you are considered a responsible adult. Your enrollment indicates acceptance of the DCCCD Code of Student Conduct. The purpose of the Code of Student Conduct is to provide guidelines for the educational environment of the Dallas County Community College District. Such an environment presupposes both rights and responsibilities. Disciplinary regulations at