Instructor: Gary Olson
Office Hours: By appointment
WR A Writer’s Reference (with exercises), Hacker & Sommers, 7th ed
25 Twenty-Five Great Essays, Robert DiYanni
J A journal for writing, about 7.5 x 9.5 inches (not larger)
A good college dictionary is recommended but not required
Bring both texts and journal every day to class!
After completing this course, students will be able to
· 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.
· consider 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.
· apply various methods of development such as illustration, comparison and contrast, and/or analysis.
· employ style, tone, and mechanical conventions appropriate to the demands of a particular audience or purpose.
· 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.
This course focuses on producing effective essays, paragraphs, and sentences. The key to becoming better and more confident college writers is to do a lot of writing, and you’ll be writing drafts of papers, revisions, homework exercises, and writing in your journal. You will read and comment on others’ drafts, and you’ll work in groups on exercises and problems for discussion. The key here is buy-in: I will commit to giving you prompt, helpful feedback in a positive classroom environment; you will commit to doing all the work and—for this quarter—envisioning yourself as a writer. This also means becoming more attentive to language—how words and sentences can enhance experience.
Course evaluation: You will have the opportunity to give me informal, anonymous feedback several times during the quarter. This will help me know if I am on track with my expectations and your learning needs.
Grading will be based on your writing and performance on quizzes and homework as follows:
Papers, including drafts and revisions 70%
Quizzes and homework 20%
You will complete two essay sets and one in-class paper. An essay set consists of your plan, your first draft, your revised draft, and your final copy, which is turned in for a grade. More weight will be placed on the second and third papers. You will receive a 4.0 for your journal if you do 95% of the entries, 3.0 if you do 90% of the entries, and 2.0 if you do less than 90% of the essays. Late entries should be made up within one week. (More on the journal during the first week.)
Missing more than 10% of the class will lower your final grade, and students with absences exceeding 20% of all class meetings for any reason will receive no credit for the class. This policy is in line with the Arts and Humanities Division’s guidelines, which recognize the importance of classroom attendance and participation to academic success. Students who attend only part of a class meeting will be marked tardy if they miss fewer than 10 minutes or absent if they miss 10 minutes or more of the class. Every two instances of tardiness will count as an absence. If you’re arriving late or leaving early, please be discreet and avoid creating distractions. Finally, because workshops are important for all members of your group, not being prepared for the workshop (for example, your paper is not ready) will count as an absence.
Life is unpredictable. If you have an emergency, please let me know.
When you see a reading assignment on the calendar, it means you must finish the reading BEFORE CLASS on that day. When you see a writing assignment, you must complete it BEFORE CLASS on that day.
Occasionally, if the needs of the class change, I may add or subtract an assignment or change a due date. If you miss class, check class calendar on the web site or remember to ask if I made any changes while you were gone. It is your responsibility to find out what you missed.
If you miss a quiz or journal entry, you may make it up, as long as you do so within a week of the original due date. I won't accept any work that's more than a week late unless you make special arrangements ahead of time. Journals will be turned in three times during the quarter.
I expect all participants in the class to treat each other with respect. Our job--yours and mine together--is to use class time efficiently to improve your ability to edit your own writing. In my experience, this happens best if you
Cheating, stealing and plagiarizing (using the ideas or words of another as one’s own without crediting the source) are violations of the Student Code of Conduct at Bellevue College. Your essays must present your own ideas in your own words. If you copy someone’s exact words, you must put them in quotation marks. If you summarize or quote someone else’s ideas, facts, or words, you must say where they came from. Saying where words and ideas came from is called “citing your sources.” You will learn the basic conventions for citing your sources now, and you’ll learn more about these conventions as you take higher-level courses.
I won’t accept an essay you’ve downloaded from the Internet or copied from someone else, an essay you wrote for an earlier class, or an essay in which you present someone else’s words or ideas as your own. If you plagiarize, you’ll receive a zero for the assignment or assignment sequence and I’ll report your name to the Associate Dean. If you plagiarize a second time, you'll fail the course.
Plagiarism is an intellectual, as well as an ethical, issue. English instructors tend to regard plagiarism as evidence either that you are not able to achieve the intellectual goals of the course (see Goals section) or that you are disrespectful, lazy, dishonest, or all three.
The Student Code, Policy 2050, in its entirety is located at: http://bellevuecollege.edu/policies/2/2050_Student_Code.asp
A good resource for learning how to avoid Plagiarism is the Writing Lab: http://bellevuecollege.edu/writinglab/Plagiarism.html
Disability Resource Center (DRC)
I am committed to ensuring access to classes, course materials, and learning opportunities for students with disabilities. The Disability Resource Center serves students with a wide array of learning challenges and disabilities. If you are a student who has a disability or learning challenge for which you have documentation or have seen someone for treatment, and if you feel you may need accommodations in order to be successful in college, please contact the DRC as soon as possible.
If you are a person who requires assistance in case of an emergency situation, such as a fire, earthquake, etc., please meet with me to develop a safety plan within the first week of class.
From the Disability Resource Center: The DRC office is located in B 132 or you can call our reception desk at 425.564.2498. Deaf students can reach us by video phone at 425-440-2025 or by TTY at 425-564-4110. Please visit our website for application information into our program and other helpful links at www.bellevuecollege.edu/drc
The BC Public Safety Department’s non-commissioned staff provides personal safety, security, crime prevention, preliminary investigations, and other services to the campus community, 24 hours per day, 7 days per week. Their phone number is 425-564-2400. Public Safety is located in K100 and on the web: http://bellevuecollege.edu/publicsafety/