English 101: English Composition I

Spring 2012

Section H, 10:30-11:20am daily, L210

Instructor: Donna Miguel

Email: d.miguel@bellevuecollege.edu _{(please edit your emails before sending)}

Office: R230-T Phone: (425) 564-2553

Office Hours:

Materials online: MyBC – http://mybcc.net/

Required Texts/Materials

§ The Sundance Choice Course Reader, by Mark Connelly (subtitle: English 101…)

§ The Pocket Wadsworth Handbook, 4^th ed, 2009 MLA Update - recommended (in library course reserves)

§ MLA Essential Reference Card copy - found on MyBC

§ Bellevue College MLA Bibliography sheet – found on MyBC

§ Essays on reserve in the library

§ Access to MyBC & printer

§ Dictionary – optional, but strongly recommended

§ USB flash drive or Dropbox (anything to save your work)

§ Folder to save your work and handouts

§ Mini-stapler – very strongly recommended

Course Description

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.

Class Policies

I am not your babysitter, so please act maturely and respectfully. I expect:

1. Common courtesy – please, thank yous, no chatting during lectures/discussion, no text messaging or listening to iPods during class.
2. Attendance – don’t miss class. Attendance is crucial for participation, discussion, and understanding of assignments and readings. The Arts and Humanities policy states that you will receive an “F” (failing grade, no credit) should you miss 10+ absences.

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.

MYBC: If I am unable to come to class for any reason (illness, weather, conferences, off campus) I will post directions under “Announcements” on MyBC.

3. Assignments turned in on time – assignments and readings are due the day they are on the schedule. Consult your course schedule for due dates; I do not accept late work.

MYBC: most, if not all, assignments, handouts, activities will be posted on MyBC. Consult your course schedule as to what and when to print for the class.

4. Participation – See the attached Partcipation Rubric on MyBC. You will receive points at the end of the quarter for your participation in the class. This means adding to the class and/or small group discussion and activities. Don’t lose points by goofing off, chatting with friend, sleeping, refusing to be on task, playing with any electronic gadgets. IMPORTANT: if you are unprepared for class, group work, peer critiques, you will be dismissed from class. You will not receive points for that day, and will be considered absent.
5. Your own work – do not plagiarize! If you have any questions about correct citation methods, or how to safely use outside sources, it is imperative you ask me for help. Don’t cheat, plagiarize, or perform any other misconduct, or serious consequence may follow, such as receiving a “0” for the assignment, receiving an “F” grade in the course, or being reported to the Associate Dean of Students.

I will ask you to leave class if: (no credit, counts as an absence)

6. You are listening to your iPod, texting, Twittering, Facebooking, etc. during class. Please take out the earphones and silence your phone BEFORE entering class. You can wait till class is over to use your gadgets.
7. You are using your laptop. You cannot use a laptop in this class unless otherwise noted by the DRC or me.
8. You are sleeping.
9. You are disruptive to me and/or the class. If your behavior inhibits the class’s learning and education, you will be asked to leave, and may be directed/reported to the Associate Dean of Students and/or Campus Security. In addition, any comments, jokes, or remarks that belittle the worth of an individual’s physical attributes, race/ethnicity, sexual orientation, religion, are inappropriate and will not be tolerated.
10. You are unprepared. See #4 above.
11. Students contribute to making a class effective as the instructor. Do your work, read, and participate in class discussions.

There are a vast amount of resources such as tutoring, mentoring, counseling, book loans, financial assistance, etc. to help advocate for your success in and out of the classroom:

12. Special Accommodations – If you need course accommodations because of a disability, please refer to the Disability Resource Center (DRC) at B132, or by calling (425) 564-2498, or TTY (425) 564-4110.
13. Library Media Center – D building.
14. Reading/Writing Lab – D204-D.
15. Additional Student Support Services and Support – Academic Success Center, TRiO, Multicultural Services, Student Programs, Veterans Admin Programs, Women’s Center, etc. (see separate handout)
16. Please refer to the Arts and Humanities web page for the Student Expectations, which apply to all of my classes: http://bellevuecollege.edu/artshum/policy.html.

Assignments - (please read “homework rubric” on MyBC)

You will need an appropriate heading for your assignments. Position the heading at the top right or left corner on the 1^st page: Name

Date

Class and Section

Assignment

§ 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, Palatino, California, Book Antiqua.

§ Every assignment must be typed, double-spaced, and have 1-inch margins.

1. Projects (2) – the assignments in this course will explore how to argue effectively, in any given format, whether it is essay or visual. Much of your work will consist of you constructing the argument, developing supporting claims, countering opposing sides/concerns, and finally, proposing feasible solutions that deal with the issue. Because not every written argument is in the form of a 5-paragraph model essay, you will effectively argue, or persuade, in 2 different formats: the argumentative advertisement and the argumentative research essay. You will rely on your skills and knowledge of effective rhetoric and also creativity to persuade your intended audience. Of course, the only way to progress through these projects is to have prewriting assignments and peer critique sessions. We will talk about revisions in class.

*** 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 for project 1.

2. In-Class Reading Responses (3) – in class writing engages writing and critical thinking skills. Make sure to have done your readings to respond to the specific writing prompt. We’ll spend 2-3 days working on these assignments. The first day, you will have about 30-40 minutes to write a 1-page response; 2^nd day you’ll use your response to contribute to class/group discussion, and then overnight, you’ll revise the response and then turn it in along with a short reflection (see below). I will try to get us in a computer lab so you can type out your responses. We will talk further about these assignments in class as well as work on how to effectively respond/write to writing prompts under a certain amount of time.

3. Response Reflections (3) – since you will be revising the reading responses, of course you will need to reflect upon the decisions you made with your revisions. I will have a handout for you to fill out, which will be turned in with your revised reading response and your first draft.

4. Random Assignment (1) – I needed 10 extra points to make the class a full 500 points, so we will do some in class work with grammar, critiquing, whatever. No worries; I’ll let you know prior to the day we actually complete it.

5. Self-Evaluation: at the end of the quarter, you will be completing a 1-2 page, double-spaced reflective paper (of sorts) that examines and evaluates each of your essays, grammar quizzes, discussions, etc. You will address several questions that help you reflect and evaluate your work over the quarter.

Readings –The readings will introduce or familiarize you with ongoing issues. In order to become an active reader, you must engage in active vs. passive reading; think critically and analyze ideas, arguments, techniques, author’s reasoning and main points. Use a dictionary if needed; take notes in the margins/your notebook. This is a good chance for you to practice making a strong point and support it with textual evidence and interpretation rather than just personal beliefs. Remember to have an open mind when listening to your classmates; there are a lot of different perspectives. Contribute to the discussion – this will help your responses, projects, and participation points!

Grading ***

-Projects – 265 pts total (including Prewriting assignments & Peer Critiques)*

-In Class Responses – 60 pts total (@20 pts each) **

-Response Reflections – 15 pts total (@5 pts each)

-Random assignment – 10 pts

-Self Evaluation – 50 pts

-Participation – 100 pts

TOTAL PTS: 500 POINTS

A: 100 – 95%

A-: 94-90%

B+: 89-87%

B: 86-85%

B-: 84-80%

C+: 79-77%

C: 76-75%***

C-: 74-70%

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. As for peer critiques, you cannot make them up since they are purely in class activities.

** In-class writing can only be made up if you have given me ample notice – and it has to be an excused absence, not because you slept in or didn’t do the reading.

***NOTE: You must pass the class with a C- to move on to English 201, 235 & 271

Course Outcomes:

After completing this course, students will be able to...

Think Critically and Read Analytically: carefully analyze, interpret and evaluate claims, beliefs, texts and/or issues.

· frame questions, define problems, and position arguments.

· consider multiple points of view and differentiate between assumptions, beliefs, facts, opinions, and biases. 

· read and respond to various texts critically for purposes of interpretation, analysis, synthesis, evaluation, and/or judgment.

· demonstrate an understanding of a text’s main point/thesis and its relevant supporting details.

Compose and Revise in Context: shape written responses for different audiences and purposes.

· shape written responses to suit different rhetorical situations and audiences.   

· develop flexible strategies for prewriting, drafting, revising, and editing.  

· develop and support thesis statements that are appropriately complex and significant.

· construct unified paragraphs with topic sentences and supporting details that advance the thesis.

· use various methods of development such as illustration, comparison and contrast, and/or analysis.

· balance their individual voices with those from other texts.

· employ style, tone, and mechanical conventions appropriate to the demands of a particular audience or purpose.

Reflect & Evaluate: recognize and incorporate newly acquired skills.

· develop the ability to critique their own and others’ work.

· gain a clearer perspective of habits that may detract from the effectiveness of their own writing.

· respond to comments from their instructor and peers.  

Participation Rubric

All classes (D. Miguel)

	OUTSTANDING “A” level	STRONG “B” level	ADEQUATE “C” level	POOR “D” & “F” level
PREPARATION FOR CLASS	You bring all your materials. You’re ready to work once the class starts	You usually bring all materials. You are ready to work once class starts.	You frequently “forget” to bring required materials to class; haven’t bought the book; often not ready to begin when class starts.	You frequently ask to borrow materials from classmates. You are rarely ready to start when class starts.
FREQUENCY OF PARTICIPATION	Your hand is almost always raised during class discussions.	Your hand is often raises during class discussions.	Your hand is seldom raised.	You do not volunteer to contribute to class discussions.
QUALITY OF PARTICIPATION	Students who fall into this category offer thoughtful and critical commentary and analysis. You raise questions, explore difficult concepts, theories, and refer back to the text. You also do not pose as a disruption/distraction to the class (unnecessary, inappropriate comments)	Students who fall into this category participate but as a whole, responses tend to be general, may go off topic, and may not engage/connect/refer back to or with the text. Your comments may be unnecessary, inappropriate. (#8 on the syllabus policies)	Students who fall into this category tend to come to class and pay attention, but they rarely participate. When you do, it is more likely than not to simply echo someone else’s opinion and/or “easy” questions. Your comments are unnecessary, inappropriate. #8 on the syllabus)	Students who fall into this category either don’t come to class, don’t contribute at all to the discussion, fall asleep, are caught texting, tweeting, and/or completing assignments for other classes. You also appear unengaged in class discussion. Your comments are inappropriate and may be asked to leave the class. (#8 on the syllabus)
GROUP WORK	You are always on task and a leading and/or equal partner during pair and group activities. Your peers would likely describe you as enthusiastic, helpful, critical, and an actively engaged team member.	You complete group activities and pair activities. You are an equal partner for the most part but are less helpful and/or actively engaged than someone in the “Outstanding” category.	You sometimes need to be reminded to stay on task during group or pair activities OR you carelessly rush through activities.	You give very little effort during pair and group activities and are often off task. You appear disinterested, disengaged and you bring down the morale of your group. (Sitting like a lump)
LISTENING	You actively listen when the instructor and your fellow students speak during class.	You listen when your instructor and your fellow students speak in class but you may appear distracted at times.	You sometimes listen when the instructor and your fellow students speak in class. At times, you may be seen texting, tweeting, completing assignments for other courses, talking to your friends during class discussions.	You “tune” out and sit like a lump when the instructor and fellow students begin speaking in class. Rather than listen, you are openly disengaged and can almost always be found texting, sleeping, completing homework for other classes, etc.

Donna Miguel, Instructor

All of my English classes

HOMEWORK / IN-CLASS WRITING /ASSIGNMENTS RUBRIC[1]

If the assignment is worth 5 points (default grade for most graded homework and in-class responses):

POINTS	CRITERIA
5	Well done! You obviously took the time to complete this assignment. You’ve done an exceptional job with the thinking, writing, and completion. Thorough and obvious effort and reflection. Oh, you also followed the directions and requirements.
4	Good, but not quite exceptional. May not have followed a slight part of the directions, or lacked the insight, depth, or thoroughness of a “well done.”
3	Didn’t follow most of the directions and or/answers were incorrect, vague, incomplete, vague, or lacked critical thinking and/or depth of thought. Yeah, you did put some effort, but it seemed to be last minute effort just to get it done. Did you complete it right before class or during class?
2	Clearly didn’t read the assignment directions and/or it’s obvious that the homework was done quickly and without thought. The assignment is incomplete, incorrect, late, or of unacceptable quality.
1	Okay, this point is completely out of pity. Very little to no effort. Didn’t follow the assignment whatsoever and didn’t answer the directions on the assignment sheet or given in class.
0	You didn’t do the assignment at all. Ouch. Did you even come and talk to me about what happened for you not to turn it in?
If the assignment is worth 10 points, double the scale above. You get the idea.

Don’t forget to appropriately label your assignments with a heading, as stated on the syllabus. You may lose a point or two if you forget to put your own name on the assignment.

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[1] This excludes for in class essays, rough and final drafts, quizzes, exams. See me if you have any questions.