Email: email@example.com (refer to Prentice pgs. 82-83 for email netiquette)
Office: R230-T Phone: (425) 564-2553
Materials online: MyBCC – http://mybcc.net/
§ The Sundance Choice Course Reader, by Mark Connelly (subtitle: English 101…)
§ Prentice Hall Reference Guide to Grammar and Usage, 7th ed, by Muriel Harris
§ Essays on reserve in the library
§ Access to MyBCC & printer
§ Dictionary – optional, but strongly recommended
§ Floppy or USB flash drive (anything to save your work)
§ Folder to save your work and handouts
§ Mini-stapler – optional but strongly recommended
In English 101, we will focus on strengthening your knowledge and experience with the writing process, and appropriating it into your own personal writing style (along with clear, effective writing skills). Through the various writing assignments, we will heighten audience awareness, connect critical reading and analytical writing, and finally, develop a healthy skepticism concerning provocative social issues. In our projects, we will concentrate on writing effective arguments while moving away from the traditional 5-paragraph essay. Also, we will rely heavily upon the Rhetorical (appeal) strategies: ethos, pathos and logos, for strategy and unity in all of our writings.
I am not your babysitter, so please act maturely and respectfully. I expect:
Should you know you will miss a session, please let me know in advance via email or phone (these absences must be emergency or sickness related). Punctuality is also mandatory; 2 tardies = 1 absence, so be on time, and don’t sneak out of class early. At the beginning of class, I pass around a sign in sheet that serves as roll. If you don’t sign it, then you are considered absent.
MYBCC: If I am unable to come to class for any reason (illness, weather, conferences, off campus) I will post directions under “Announcements” on MyBCC.
I will ask you to leave class if: (no credit, counts as an absence)
Students contribute to making a class effective as the instructor. Do your work, read, and participate in class discussions. Need more assistance?
You will need an appropriate heading for your assignments. Position the heading at the top right or left corner on the 1st page: Name
Class and Section
§ Format and Style – all fonts need
to be readable; that is, use 11-12 size fonts. Also, use professional styles,
such as Times New Roman,
§ Every assignment must be typed, double-spaced, and have 1-inch margins.
*** Note: if you are unable to get to a computer or are just “inexperienced”, or just want to practice your essay composition skills, you have the choice of writing an essay instead of the advertisement.
-Projects – 235 pts total (including Prewriting assignments & Peer Critiques)*
-In-Class essays – 100 pts total**
-Responses – 15 pts total**
-Participation – 50 pts
A: 100 – 95%
D: 69-60% (broken down, of course)
F: 59% or fewer
*Although I do not accept late work, if, for some circumstance you turn in your essay after the due date, you will deducted one full letter grade for each day late. I do not accept any late projects one week after the original due date.
** In-class essays can only be made up if you have given me ample notice of your absence. As for the class responses, you cannot make those up, so please check your schedule carefully.
***NOTE: You must pass the class with a C- to move on to English 201, 235 & 271
Keep Tally of your Points Here:
P1: 95 pts
Final D _____/80
* Total pts ____/400
MLA Ex. _____/10
Annot. Bib _____/10
Final D _____/100
Responses – ______/15
In-Class Essay #1 – ______50
In-Class Essay #2 – ______50
Participation -- ______/50
Course Objectives– divisional, departmental
By the end of the quarter, you are expected demonstrate the following:
PWith regards to the Writing Process, be able to:
¬ Demonstrate various invention practices: brainstorming, free-writing, outlining, journaling
¬ Demonstrate ability to write in various modes: personal narrative, expository, analytical, descriptive, argument, persuasive
¬ Demonstrate the phases of the writing process: draft, revision, final copy
¬ Know the difference between revising, editing, proofreading
PExplore the sources of writing: reading, thinking, analyzing, discussion
PCreate a thesis statement that suggest the focus of the paper; does not point out the obvious, and is written as a sentence
PDevelop and include enough details and examples to support the identified thesis and reinforce thesis
PDemonstrate various patterns of organization and use the organizational pattern that suits PIllustrate the concept of audience in your writing
PArtfully combine audience, purpose and tone in compositions written in and outside of class
PWrite a vocabulary appropriate to your subject and identified audience
PBegin and conclude a paper effectively
PShow effective control of mechanics: paragraphing, punctuation, spelling
PDifferentiate between key ideas and supporting details in reading
PLocate the thesis statement in reading assignments
PPractice good group skills: how to give useful feedback, and how to make use of feedback you receive
PDevelop self-assessment skills
My Expectations from You upon Leaving This Class
¬ Gain confidence in your writing skills/abilities!
¬ Acknowledge that composition/professional writing need not be always in the conventional 5-paragraph essay
¬ Conclude that all disciplines (colleges) use writing, and that any career or path you take involves some type of writing or reading knowledge/skill
¬ Realize that arguments need to have thorough, effective, and logical reasoning/support
¬ Recognize that visual aids indeed contain rhetorical situations, especially pathos, or emotional appeal
¬ Understand and gain the ability to recognize arguments in any sort of document, visual aid, or in any form of communication
TO: Spring 2009– English 101 students
CC: Thomas Nielsen, Arts and Humanities Division Chair
DATE: April 1st, 2009
The syllabus for English 101 clearly states the policies for the Spring 2009 quarter. The student will receive a deduction of points from the participation grade if he/she fails to turn in any assignments on the date they are due (unless there have been prior arrangements made with the teacher), which will adversely affect the student’s total points for the course.
Also, if the student becomes disruptive or violent to the other students and teacher, then the student will be warned, and possibly be kicked out for the day or the entire quarter.
Finally, if the student uses someone else’s words or ideas without giving credit to the source (plagiarism), then he/she will receive a “0” for the assignment or an “F” for the course, as stated on the syllabus. Please note the other policies on the syllabus that the student must abide by.
This memo serves as a contract/course agreement. ________________________________’s signature ensures that he/she has read, acknowledges, and understood the terms of this contract.
Finally, it is understood by the instructor that the student’s life is his/her own and will not blame the instructor for failure to meet course requirements.
Signature ________________________________ Date _______________________