Michael Morris Office: C-264, Eastfield College English 1301, Section 4427 online, Fall 2011 Phone: 972-860-7247 E-mail: [email protected] Office hours: 8-9 M-F (other times by appointment) Quick Links: Evaluation Participation Academic Dishonesty Weekly Schedule Writing Hints Formatting Course Home Page: http://ecampus.dcccd.edu Technical Support for eCampus: 972.669-6402 Let’s make it a great semester! Catalogue Description ENGL 1301 Composition I (3) 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. 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 Textbook and Other Course Materials Required: Mauk, John and John Metz. The Composition of Everyday Life.3rd ed. Boston: Thomson Wadsworth, 2007. ISBN 0495802037 OR 9780495802034 Dawson, George and Richard Glaubman. Life Is So Good. ISBN: 0-14-10.0168-2 Videos from The Writer’s Circle series available to stream online and for checkout in the library. Recommended: The American Heritage Dictionary or any good paperback English dictionary Required Materials: a valid DCCCD student i.d.; a DCCCD email address that you check regularly (activate your account at www.dcccd.edu/netmail; two floppy disks or flash drives. Compliance with Core Curriculum Guidelines Intellectual Competencies addressed in English 1301: - Reading: The ability to analyze and interpret a variety of printed materials—books, documents, and articles—above 12th grade level. - Writing: The ability to produce clear, correct and coherent prose adapted to purpose, occasion and audience—above 12th grade level. - Critical Thinking: Think and analyze at a critical level. - Computer Literacy: Understand our technological society, use computer based technology in communication. Student Learning Outcomes for English 1301: 1. Understand and demonstrate the importance of purpose and audience. 2. Produce unified, coherent and developed essays above the 12th grade level. 3. Participate effectively in groups. 4. Understand and apply the basic principles of critical thinking, problem solving, andtechnical proficiency in the development of exposition and argument. 5. Understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual and oral communication. 6. Analyze and interpret a variety of printed materials – books, short stories, articles. 7. Understand and demonstrated proficiency as dictated by the writing process – planning, drafting, shaping, revising, editing and proofreading. 8. Use computer-based technology in communication, solving problems, acquiring information. 9. Understand and utilize vocabulary above the 12th grade level. 10. Understand the basic principles of research. Course Outline with A More Specific Course Description This section of ENGL 1301 is offered as an online course. You will work on-line through our eCampus class site to view videos, power points, podcasts (if available), and direct communication with the instructor. A vast amount of reading is required for you to get the most out of your writing experience. You will also participate in discussions about the readings and writing assignments. The course is divided into four units, each focusing on reading and writing for different purposes. For each essay, you will receive an assignment handout that describes the features of the writing and refers you to relevant textbook information. It is your responsibility to keep up with assignments, even those that seem to be minor, so you will be fully prepared for the major assignments. Even though we'll work hard, I hope that we'll have fun too as we read, write, talk, listen, and learn together. Here's a course overview: Weeks 1-4: Course Introduction AND Writing Reflective Essays Weeks 5-7: Reading and Analyzing Short Articles Weeks 8-11: Using Research to Prove a Problem Exists OR to Convince Others of the Importance of a Problem Weeks 12-15: Proposing and Evaluating Solutions to a Problem and End-of-Term Assessments The specific course schedule is found below. Evaluation Procedures A. Overview of Course Requirements Essays and tests (70% of total grade) Reflective Essay (10%) Article Analysis Essay (13%) Research-based Argument on a Problem (17%) Solution(s) Proposal/Evaluation (18%) Final Exam Essay (12%) Process (30% of total grade) Discussion Board Reading/Video Quizzes Approval Assignments Rough Drafts Miscellaneous Assignments B. Scale Used for Course Grades A = 90-100 and at least an 80 on the final essay [etc.] B = 80-89 and at least a 70 on the final essay [etc.]C = 70-79 and at least a 65 on the final essay [etc.] D = 60-69 and at least a 60 on the final essay [etc.] F = 0-59 OR more than 5 absences C. Additional Information about Graded Essays With feedback from your instructor, you will develop, revise, polish, and submit four formal essays. For each essay you will receive detailed information, including features of the writing, and guidelines for selecting topics. You will choose a topic within those guidelines, but your essay topic must be approved by me to have your essay accepted and graded. You'll also write one essay test. You will be given a prompt online and have two hours to compose and submit your essay. You may also use your textbook, a dictionary and a thesaurus. You will find the Grading Standards for Essays in this syllabus or online. NOTE: if the surface problems in an essay are so numerous or so severe that they make it difficult for readers to focus on your meaning or understand what you are trying to say, an assignment may get a "flat F" (all other criteria irrelevant). Late Work: Late work is not accepted except under extreme circumstances (documentation will be required). If you must be absent (or unavailable) when a paper is due, it is your responsibility to get it turned in on time and in the appropriate fashion. Attendance and Participation