** In addition to the information provided here, students are required to read and abide by the policies in the FHS Student Handbook. ** Course Syllabus and Expectations I. Textbooks: A. Patterns for College Writing: A Rhetorical Reader and Guide, 11th Edition (with 2009 MLA Update) by Laurie G. Kirszner and Stephen R. Mandell B. A Writer’s Reference 6th edition (with 2009 MLA Update) by Diana Hacker. C. You can buy this book from the South Plains Book Store (you should be able to get it used at a reduced price), or if you would like to place an order with me, I will be ordering them from Amazon.com (I have free two-day shipping). The cost is $44.43 for the Patterns and Writers is $57.37. I am happy to order them for you, but I will need payment before I order. II. Grading Procedures: A. 7 major essays are 60% of your overall grade. B. Quiz grades are 20% of the overall grade and include pop quizzes. C. Your final essay (written in class) is 15% of the overall grade. D. Participation is 5% of the overall grade. III. Catalog Course Description: A. This course includes a grammar review and a study of the principles of good writing, methods of paragraph and theme development, frequent essays, and readings in literature and other humanities. IV. Scope and Purpose: A. The purpose of English 1301 is to help students understand and apply the standards of correctness in formal thought and the written English language. B. English 1301 helps students to think well by teaching them to read and write well through its focus on the writing process, on the sue of appropriate grammar and diction, on the use of logic, and on the different methods of essay development. C. Collateral readings from all areas of the humanities are included. V. Course Goals and Objectives: Students who successfully complete this course will have written a minimum of eight 500-word essays (or the equivalent) that reflect their ability: A. To understand writing as an interactive and recursive process: that is, writing conceived as a connected and interactive process that includes pre-writing, drafting, and revision. B. To apply the principles of writing as a process to writing assignments. C. To analyze both the purpose of and audience for assigned writing assignments. D. To write an argumentative essay that follows the principles of unity and coherence and is appropriately developed to prove a thesis by means of narration, description, illustration, English IV: 1301Dual Credit Ms. Bonnie L. May e-mail: [email protected] Class Web Site: http://maydualcreditcomposition.wordpress.comdefinition, process analysis, cause and effect, comparison and contrast, classification and division, and/or persuasion. E. To write an essay in standard, college-level English. F. To understand and apply basic principles of critical thinking in the development of exposition and argument. G. To understand and demonstrate personal and academic responsibility and integrity. VI. Class Assignments: A. Course Requirements: This course is a hands-on, reading and writing intensive workshop. As such, students can expect to: 1. Write a minimum of eight 500 word essays (7 through-out the semester and the 8th as an in-class final). 2. Read short stories, poems, and essays from all the areas of the humanities, but with an emphasis on British Literature. 3. Participate actively in class discussions of the readings. 4. Participate actively in peer review and in-class writing workshop activities. 5. Demonstrate their understanding of the readings through discussion, examinations, and writing assignments. 6. Demonstrate their understanding of grammar, logic, and rhetorical modes trhough examinations and other writing assignments. B. General Note: Each assignment is a tool to reinforce skills and material taught in the classroom. The amount of homework is carefully considered. Homework is not assigned busy work, but rather it is assigned because of its vital importance to the learning process. Therefore, students are expected to complete all assignments by the due date. Homework will be posted on the board at the beginning of class as well as posted on the class website. Additionally, when possible, handouts and extra information will be posted on the class website. Please note, assignments are subject to change if the instructor deems it necessary. C. Due Dates and Late Penalties: Assignments are due upon arrival in the classroom, unless otherwise noted. Because this is a college level course, there is ZERO tolerance for late work. If you do not turn it in on time, you will not receive any credit for the assignment, no matter how big or small. D. End of the Semester: There will be no curve at the end of the semester. You must earn your grade by submitting high quality work on time, attending class meetings, and participating in class discussions and exercises. Students who come to class prepared are consistently the most successful students. VII. Absentee Work: A. If the work B. Due to the nature of the assignment, presentations will NOT be accepted late. C. Each student is personally responsible to request information and assignments that he or she missed while absent. All assignments will be in the “absent” folder, and the assignment will have the student’s name on it. The rules for late assignments still apply if the student fails to request the missed work. D. For any school related absences, any work due the day of your school sponsored absence will be due the day before the absence. You know you will be gone ahead of time and should plan accordingly. E. I will not discuss absentee work with you during instruction time (either your class or another class.) I am happy to work with you during AP or by appointment after school. My conference periods are 4th (blue day) and 5th (gold day). VIII. Email:A. If you need to ask a question or get in touch with me outside of the school day, e-mail is the best possible avenue. In their e-mails, I expect students to use professional language and tone. If you do not follow these guidelines, I will not respond to your email. You will receive a blank e-mail to let you know you did not follow proper e-mail etiquette. B. I also request that students limit the use of email to “quick” questions and requests. The activity period (AP) in the morning or after school appointments are the best way for us to address more complex questions and