English 101 Instructor: Pat Andrus
Spring 2008 Phone: (425)564-2359
Daily 7:30 – 8:20 e-mail: firstname.lastname@example.org
L 222 Office: R230 O
Welcome to English #101! In this class you have an opportunity to develop and refine your writing skills through first reading and analyzing an array of essays from our main text Essays from Contemporary Culture. These essays, as noted in the book’s preface, are based on the underlying assumption that “…what students read, think, and write about is inextricably linked with who they are and how they behave as responsible human beings in relation to their classmates, their families, and/or the communities in which they live and work.” (p.xv). The essays (and in one instance a short story), along with your notes, class discussions, response papers and quizzes, can become the basis for some of your own essay compositions. Activities to promote good writing will also include focused free writing, peer review of your essay drafts, and revision. In addition, you can experience a refreshing approach to writing an essay from our second text entitled A WRITER’S COMPANION by Richard Marius. Finally, all the different insights, experiences, and various skills from individual class members can give each of us a chance to learn way beyond the textbook setting.
One final note: Your contribution in helping to create and maintain a stimulating and safe environment in this classroom is vital for the success of your learning, and is therefore your responsibility.
TEXTS AND MATERIALS :
Essays from Contemporary Culture (5th ed.) by Katherine Anne Ackley
(One copy is available in our BCC library for up to two hour checkout but within building only), if your text is late in arriving.
A Writer’s Companion (4th ed.) by Richard Marius
A college level English dictionary
A back-up (flash drive, cd., etc.) for your typed assignments
One small stapler (always bring stapler to class)
Web ADDRESS FOR SYLLABUS, SCHEDULE, ETC.:
You can find our syllabus and schedule by accessing your
MyBCC from the
With this syllabus you’ll receive a schedule that shows the homework assignments and dates they are due. When you see reading assignments it means you must finish the assigned work by class time on the morning they are due. Please note that with many assignments for readings from Ackley, you will have a quiz in connection with the reading(s). Also, I accept no quiz make-ups. When you see one of your major essays due for peer review or a final draft for submission to me, then you must also complete the essay (4 copies if for peer review) by the beginning of class. For Marius, you will have take-home quizzes with due dates. (Again, the due dates will be on your schedule.)
Occasionally if the needs of the class change, I may add or subtract an assignment or change a due date. If you miss class, remember to ask other students if any changes were made while you were gone. It’s your responsibility to find out what you missed, including class content provided from that particular class missed, or any part of class, in case you are late. To help obtain this accurate information of missed class time, call or e-mail at least two other students. I’ll remind you during the first week of the quarter to get telephone or e-mail numbers from other classmates.
PRESENTATION OF MAJOR ESSAYS (Essay #1, #2, or #3) FOR PEER REVIEW DAYS:
You need to bring in four word processed, double spaced and paragraphed copies of your draft on the class days we go over them in peer review groups. Peer input through the workshop process is important for essay revision. To reinforce this point I AUTOMATICALLY LOWER THE FINAL GRADE FOR THAT PAPER ONE GRADE LEVEL IF THE PAPER IS NOT FULLY PRESENTED AT WORKSHOP (3-5 PAGES) OR IF FOUR COPIES ARE NOT PROVIDED, OR IF YOU ARE NOT PRESENT AND ON TIME. I know that students are often pressed for time but it should be understood that if the student’s work schedule (for example) conflicts with his or her academic schedule, then sometimes that affects academic achievements (grades).
FINAL SUBMISSION OF ESSAY TO INSTRUCTOR:
Before you submit a final revised draft of your essay (Essay #1, #2 or #3) to your instructor, you must make sure it is double spaced, stapled, neat; and have your name, essay #, date, and class # at the top left hand corner of the first page (all single spaced). Also be sure all margins are from one to one and a half inches on all sides and that each page is about 25-27 lines long with standard type (12 font); or adjust the length of your paper if your print is larger. You need also to staple your grading sheet (put this as the last sheet). PAPER LENGTH REQUIREMENTS FOR ESSAY #1 AND #2 ARE 3 - 5 FULL PAGES. THE LENGTH FOR ESSAY #3 IS 4-5 PAGES.
2% - First Day In-Class Paper
10% - ESSAY #1
15% - ESSAY #2
20% - ESSAY #3
10% - Quizzes from Ackley text
10% - Response papers from Ackley text
15% - Marius Take-home quizzes
3% -In-Class Writings
5% - Self-Evaluation for course
10% - CLASS/PEER REVIEW ETIQUETE ***
***This means you come to class prepared; you work productively in your groups, share ideas and respect those of others, pay attention when either another student or the instructor is speaking, and generally take responsibility to help maintain a college-level environment in the classroom.
EVALUATION OF YOUR MAJOR ESSAYS:
The requirements of each essay assignment will be discussed in class. You will find that many of my comments will be written ones I provide on a grading sheet attached to each final essay draft accompanying each of your major essays. You can learn a great deal about writing and editing essays in class: in the peer review sessions, through reading and discussing other essays from our texts and from class members, and through class lecture/discussion. So take notes on any material relevant for your revision and editing process. In addition, ask any questions in class.
Grammar, as such, is a small part of this course, but correct grammar will definitely affect your overall essay grades including any Response Papers we might be assigned. We will, therefore, cover some reoccurring issues of grammar briefly in class. However, if you do have problems in this area, plan to work with tutors in the Writing Lab before handing in a paper for grading. (As a composition student you have already paid for this tutoring service, so take advantage of it!) The telephone number for the Lab is (425)564-2493. Better yet, check out their hours, basic services, location, and more, at www.bcc.ctc.edu/writinglab/Lab.html You may need to call ahead of time to reserve a half hour conference with a tutor, particularly if you want to see one during the last two weeks of the quarter. (Notice though that they are open both on Saturday and Sunday.
We also have a wealth of information contained in our own WRITER’S COMPANION.
ANY ESSAY OR RESPONSE PAPER (see “Response Papers” below) TURNED INTO ME LATE, AUTOMATICALLY RECEIVES LOWER GRADING.
In some of my classes I assign a Response Paper. Minimum requirements for Response Papers include a length of one and a half to two pages (printed, double spaced and paragraphed), two of YOUR favorite quotes from the assigned readings that begin your Response Paper (single-spaced, and noting page number/s), and a balanced paper reflecting both your understanding of the main points the author is making, and your response/engagement with the ideas or story told. Additionally, one or two discussion questions are required at the end of the paper, questions that you would like to engage in within small group discussions. College level editing is expected and lack of that is reflected in the overall grade.
Attendance (your very important presence) and punctuality are crucial for the success of this course. To reinforce this point, I take role once, at the beginning of class. If you aren’t present at role, you are considered absent and are marked accordingly. HOWEVER, IF YOU ARE ABSENT, BE SURE TO CONTACT AT LEAST TWO OTHER STUDENTS TO FIND OUT MATERIAL/LECTURE YOU MISSED.
Please refer to the Arts & Humanities Division Policy Guidelines handout for attendance and other subject policies. Web address is: http://www.bcc.ctc.edu/artshum When you get to this point, click on student information. Under that, click on Student Procedures and Expectations. Also, in these guidelines, you will find appropriate behaviors/attitudes expected in a college level course, and the guidelines I use for grading students on Class/peer review etiquette (See GRADING). As this course is an Arts & Humanities Course, the policies come through this division.
ANYONE MISSING MORE THAN 10 CLASS PERIODS OR IS MARKED ABSENT MORE THAN 10 TIMES (for ANY reason) CAN NO LONGER RECEIVE CREDIT FOR THE COURSE. AT THIS POINT I AM REQUIRED BY THE INSTITUTION TO ISSUE THE STUDENT AN “F” FOR THAT COURSE, UNLESS THAT STUDENT APPLY FOR A FORMAL WITHDRAWAL THROUGH REGISTRATION, BY THE WITHDRAWAL DEADLINE, OR APPLY FOR HARDSHIP WITHDRAWAL.
If you require accommodation based on a documented disability, have emergency medical information to share, or need special arrangements in case of emergency evacuation, please make an appointment with me as soon as possible. Seeing me right after class might be a good time for this. If you would like to inquire about becoming a DRC student you may call (525)564-2498 or go in person to the DRC office (Disability Resource Center).
As an affiliated faculty member, I have no required office hours. However, I will be providing office hours this quarter, so please check with me the second week of the quarter. DO always ask any questions in class if it is not personal, as many students may have the same questions on their mind but either have not thought about them as being important or are too shy to ask.
PEER REVIEW/WORKSHOP GUIDELINES
The following guidelines you need to include when both commenting on another student’s essay and when preparing your own for workshop presentation. You might come up with additional thoughts or a more communicative way of saying what I am about to list for you:
1. Always start your feedback with something you liked or admired in the
essay, even if it’s just one image, a sentence, the opening, or a poignant remark.
2. Remember that any and all comments you do make are meant to
assist the author in presenting her or his views most effectively.
3. Here are very specific things you might consider when analyzing
· Is the thesis, or controlling idea obvious; do you know it by the end
of the first or introductory paragraph? Can you find the actual
thesis statement, just before the ending of that first paragraph?
· Does the essay flow, i.e. does it have coherence, from paragraph
to paragraph, from sentence to sentence?
· Is there a conclusion and a sense of closure? In college-level
essays, never say in your last paragraph “In conclusion”. We
as readers already know that your last paragraph IS your con-
· Does the essay provide concrete/sensory details to support the
· If the essay definitely falls into a persuasive category, can you
follow the points clearly? To what degree do they add up to
good argument, a point of view? Remember, we are
commenting on how well the ideas are presented, not
whether or not we agree with the position taken. (next page).
· Do grammar/editing issues present you from fully appreciating
or understanding what the essay is stating?
· Do you find two quotes from our Ackley text introduced with a
signal phrase and ending with the page # in parenthesis (required
for two of the three major essays)