CM 101 ENGLISH COMPOSITION I
3 Credit Hours
Textbooks: Subject and Strategy, 11th Edition Paul Eschholz and Alfred Rosa A Writer’s Reference, 6th Edition Diana Hacker Division of Humanities and Social and Behavioral Sciences
Instructor: Diane Friedrichs
The learning outcomes and competencies detailed in this syllabus meet, or exceed, the learning outcomes and competencies specified by the Kansas Core Outcomes Project for this course, as sanctioned by the Kansas Board of Regents.
Syllabus for English Composition I and Senior English
Linn High School
Diane Friedrichs, Instructor
Subject and Strategy, 11th Edition, by Paul Eschholz and Alfred Rosa
A Writer’s Reference, 6th Edition, by Diana Hacker
OTHER REQUIRED MATERIAL(S):
A notebook for taking notes and for in-class writing assignments and activities
A good collegiate dictionary
English Composition I provides instruction in writing with emphasis on grammatical correctness, acceptable usage, effective organization, expression of ideas and rhetorical strategies. Assigned readings, expository writing and a research paper are required.
The following are the goals students should be able to achieve in CCCC English courses:
- To write clearly and effectively
- To read critically
- To gather materials and synthesize them into the student’s own work.
To become familiar with and integrate into your writing a variety of the following:
- effective methods for discovering ideas and gathering materials—for example, journaling, interviewing, reading periodicals or books, locating films or images that influence our perspectives;
- rhetorical strategies that present and support ideas developed with a variety of aims and audiences and sufficient detail to be convincing and interesting;
- approaches for significant revisions and proofreading in the organization, development of ideas, stylistics, and mechanics of writing, using comments from the instructor and other students—e.g., collaborating with a partner and/or classroom workshops; and
- print and electronic sources following Modern Language Association (MLA) documentation style.
GENERAL EDUCATION GOALS:
Students enrolled in this course will be expected to fulfill the General Education Communication Goal. The successful student will be able to write a clear, well-organized paper using documentation when appropriate. The paper will meet the following criteria:
- Main Idea – the paper stays on topic, is unified, clear, defines terms and meets the requirements of the topic.
- Organization – the paper includes the effective use of modes, has an introduction and conclusion and uses transitions.
- Content – the paper contains specific details, full support and development of ideas.
- Mechanics – the paper demonstrates proper use of sentence construction, usage, spelling, punctuation and capitalization.
Student learning will be assessed by artifacts that are evaluated according to the following rubric:
5 = Superior The paper executes all the elements excellently. The paper has style and personality; it has a clear main idea, logical organization, relevant and detailed content and full command of all mechanics.
4 = Good The paper is good in all elements. The main idea is clear, its organization logical, its content, although detailed and relevant, may not have the impact of an exceptional paper; the mechanics are good but not excellent.
3 = Acceptable The paper communicates clearly. Its execution might be average on the whole but there might be flaws in the idea, organization, content or mechanics. There might be an outstanding element present.
2 = Below The paper is below average. The main idea might be somewhat vague; organization skewed, content might not be sufficiently relevant or detailed; or mechanics might be flawed. The paper lacks one or two elements. There may be an outstanding element present.
1 = Substandard The paper does not meet standards. The main idea is vague, organization is not apparent, content is irrelevant or lacks detail and mechanics are highly flawed
Classes will be a combination of lecture, discussion, group exercises, online exercises, and writing labs.
Method of Evaluation/Grading:
Your grade is based on classroom participation, daily work and writing assignments. Essays, journals, vocabulary tests and AR count as test grades. Daily participation points will be given for working productively and appropriately with classmates, adding meaningful insights into discussions and using time wisely in class. (This means working on your journal at the beginning of class and using extra time to read the next assignments, your AR book or work on vocabulary. Using extra time to finish homework for other classes is not appropriate use of this class time.) Some assignments such as AR count toward your senior English grade but not your Cloud County grade.
The five letter grades given for themes, exercises or tests may be defined as follows:
A = Work of exceptional quality, surpassing the expectations of the instructor.
B = Superior work, with few errors.
C = Average, acceptable work.
D = Substandard work, with unacceptable qualities.
F = Unacceptable work.
Class assignment policy:
Students are expected to complete all assignments before coming to class. Late papers will only be accepted with a grade deduction. Assignments which are turned in on the due date but after class will be docked 5%. Late assignments will lose 10% for each day they are late and will not be accepted after the third day. If you know you will be absent, you may turn in an assignment before the due date. It is your responsibility to find out what was turned in, discussed or assigned on that day. If you are absent, contact the instructor or another class member so that you will be prepared for the next session. In addition, you are expected to take quizzes when they are given. Do not come to the next class and expect to opt out of a quiz because you were absent the previous class. Attending or participating in school related extracurricular activities does not excuse students from fulfilling their responsibilities. Students who miss due to illness or family emergencies may be offered alternative assignments during the semester.
All essays should be typed and in MLA format. Exceptions may be made for in-class writing assignments.
It is imperative that each student do his or her own work.
Other assignment and classroom expectations:
- Seven to ten essays of two- to four pages each. Revision will be included. Some essays may require research.
- A research paper
- Journal writings
- In addition, in-class writing assignments and shorter essays will be assigned.
- An exit writing exam at the end of the semester. (Optional)
- Full participation in peer-review sessions.
- Full participation in in-class discussions.
Handwritten themes should be submitted on standard college rule paper. Do not write on the back! Typed papers should be double spaced on standard quality 8 ½ x11 white paper, using a standard 12-point font such as Times or Times New Roman and one inch margins. Use black for word processing. Do not use pencils for any assignment that is turned in. Use blue or black ink. Write legibly. Cross-outs are acceptable on in-class themes as long as the reader can follow. Cross-outs should not appear on out-of-class themes. Names should be in the upper left hand corner of the first page, along with the date and assignment. Staple the papers neatly in the upper left hand corner.
It is imperative that each student does his/her own work. The following policy will apply to all students in class.
Infractions of academic integrity(honesty) shall include:
- Using another student’s work without giving the student credit for the work. In other words, taking someone else’s work and placing your name on it and claiming it is yours, using another student’s quiz, or help on a quiz/exam.
- Giving other students your work knowing that they intend to turn it in as their own creation, giving other students your quiz, or help on a quiz/exam.
It is not an infraction of the policy to help other students understand how to do an assignment if they do the work themselves with your assistance.
“Cheating means getting unauthorized help on an assignment, quiz or examination.”
- You must not receive from any other students or give to any other students any information, answers, or help during an exam.
- You must not use unauthorized sources for answers during an exam. You must not take notes or books to the exam when such aids are forbidden, and you must not refer to any book or notes while you are taking the exam unless the instructor indicates it is an “open book” exam.
- You must not obtain exam questions illegally before an exam or tamper with an exam after it has been corrected.
Materials taken from “Academic Dishonesty in Our Classrooms.” Instructional Exchange, 1990, 2 (2), 1-4 (Newsletter available from the Office of University Assessment and Intellectual Skills Program, Western Michigan University)
“Plagiarism” means submitting work as your own that is someone else’s. For example, copying material from a book, the Internet, or another source without acknowledging that the words or ideas are someone else’s and not your own is plagiarism. If you copy an author’s words exactly, treat the passage as a direct quotation and supply the appropriate citation. If you use someone else’s ideas, even if you paraphrase the wording, appropriate credit should be given. You have committed plagiarism if you purchase a term paper or submit a paper as your own that you did not write.
Penalties for Infractions:
Plagiarism will not be tolerated. Students who violate this policy will face one of the following consequences, depending upon the severity of the case:
- The student will have to re-do the assignment.
- The student will receive an F for the assignment.
- The student will receive an F for the class.
Classroom decorum is conducive to learning. You can help by actively participating in class discussions and exercises. The following behaviors show disrespect to the instructor and to your fellow students and are not acceptable:
- holding conversations on topics unrelated to the issue at hand
- talking privately with classmate(s)
- doing homework or studying for other classes
You are in the class to learn.
- be on time and bring all books and materials to class
- respect yourself
- respect others
- participate in in-class discussions
- be Responsible for your own actions
Because English courses include discussion and critical thinking, instructors and students will likely hear and read a wide range of differing opinions and ideas on sensitive and controversial subjects. Therefore, instructors and students are to adhere to the principles of free expression, including respect and civility. All in the classroom are expected to listen to the viewpoints of others without interruptions, name-calling and other personal attacks. Personal views of instructors and students should not affect grades.
FIRST NINE WEEKS:
Students will do writing, peer editing and rewriting. When students are asked to peer edit, they will often be given a writing rubric with which to grade and make positive comments and suggestions. Prewriting, rough drafts and rubrics are to be turned in with the final copy. Accelerated Reader, vocabulary, journals, grammar and class participation points will also be part of the senior English grade.
SECOND NINE WEEKS:
Students will write a research paper with at least five cited resources from at least three different types of references using the MLA format. These sources can include periodicals, books, newspapers, legitimate Internet sources, personal interviews, vertical files and radio and TV show transcripts. The paper will be graded using a rubric. Accelerated Reader, vocabulary, journals, grammar and class participation points will also be part of the senior English grade.