ESTRELLA MOUNTAIN COMMUNITY COLLEGE
First – Year Composition – 3 Credit Hours – English 101 - Spring 2018 – 5 Wonderful Weeks
Instructor: Mrs. Patricia Eaton
Contact me: Canvas communication is the best way contact me. The message works just like e-mail. (This will be set up this week.)
Note: The blog is your link to what is happening in class and what is due. Links to readings are also posted on the blog. It is your responsibility to check the blog often. The information is also available in the announcement section of CANVAS.
Adjunct Office: 623-935-8139 - Montezuma Hall 119 (You may phone the office and leave a message for me between 8:00 am and 5:00 pm on weekdays.
Required Text: NONE! However, you MUST read the blog and assignment posts. These are the gateway to everything you need to know and do.
Note: This syllabus is subject to change based upon the progress of the class. Weekly updates will be provided on the blog. Use the CANVAS message system to contact me if you do not understand an assignment. Also, be sure to check the blog for updates and links to required readings.
Office Hours: By appointment – my schedule is flexible. Set up a time to meet with me in the Adjunct office in Montezuma Hall. It is directly across from the Honors office.
Honors Projects- if you are in the Honors program, please check with me for an appropriate assignment for this course. This is a great class for furthering your Honors activities.
Course Description
(Prerequisite: English placement test score of a grade of “C” or better in English 091.)
English 101 focuses on the development of writing skills through a process of thinking, researching, planning, writing, revising, editing, and reviewing expository essays. This course will require students to analyze and respond to text-based writing. Students will be responsible for writing a minimum of six critical essays to develop skills in textual analysis, written expression, and proper documentation. These essays will be word-processed and properly documented. In completing the required essays, students will demonstrate the ability to read difficult material with comprehension; to process information through quotation, summary, and paraphrase; and to integrate the ideas of others into their own sustained written examination of a subject.
Course Competencies
- Analyze specific rhetorical contexts, including circumstance, purpose, topic, audience, and writer as well as the writing’s ethical, political, and cultural implications.
- Organize writing to support a central idea through unity, coherence, and logical development appropriate to a specific writing context.
- Use appropriate conventions in writing, including consistent voice, tone, diction, grammar, and mechanics.
- Summarize, paraphrase and quote from sources to maintain academic integrity and to develop and support one’s own ideas.
- Use feedback obtained from peer review, instructor comments and/or other resources to revise writing.
- Assess one’s own writing strengths and identify strategies for improvement through instructor conference, portfolio review, written evaluation, and/or other methods.
- Generate, format, and edit writing using appropriate technologies.
Abilities: Critical thinking and effective communication have been identified as essential to student success and will be integrated into this course. Critical thinking is defined as the ability to identify a problem, develop and implement strategies, evaluate information, reach conclusion, and respond to a problem. Effective communication is defined as the ability to respond to an audience, demonstrate clear sense of purpose, organize information, and deliver information using appropriate language.
Tips for success:
- Start early. Assignment due dates will be clearly noted on CANVAS and/or the blog.
- Keep up. There is NO late work. Once an assignment is closed, you may not post. I do NOT accept assignments via e-mail. All assignments must be posted in the assignment spot on CANVAS unless otherwise noted.
- Compose all work in Microsoft Word. Copy/paste into CANVAS. On rare occasions, you may be asked to use PowerPoint or Prezi when completing an assignment.
- Ask questions. Post your questions to me in a message in CANVAS. It works like regular e-mail.
Important FYI:
Student Disabilities: If a student has a disability that requires special accommodations, please let me know as soon as possible. “Students with disabilities are encouraged to contact the DRS office at the beginning of the admissions process to discuss accommodation needs and to request an alternate format of printed materials. Some accommodation may require three to four weeks notification. For more information, call 623-935-8935, or contact the EMCC DRS office in Komatke Hall 119, or e-mail: Ramona.shingler@emcmail.maricopa.edu.”
Student Support Services: For writing assistance in the Learning Enhancement Center, students should contact Susan Malmo, Writing Center Coordinator, at 623-935-8419. The Writing Center is located on the first floor of Estrella Hall.
Grading Scale:
- Four-five documented essays of 3-5 pages will be written exploring various modes of discourse. Each counts as 100 points . I use the EMCC Writing Rubric.
- One or two PowerPoint or Prezi formal presentations: 100 points each
- Various short reading, viewing, writing activities – 15-50 points each.
- Exam essay - the exam counts as a regular essay.
- Weekly discussion board posts - 50 points each week
There are many additional assignments. Each will be explained in detail before it is due. Please keep up. I post the assignments in CANVAS and explain on the BLOG as well.
Late Work: This is an on-line class. I do not accept late work. You must keep up.
- CANVAS averages all grades. This is the grading scale.
A= 90-100%
B=80-89%
C=70-79%
D=60-69%
F=0-59%
Plagiarism: Plagiarism is the process of borrowing information from other sources or individuals without giving credit. Plagiarism will not be tolerated. Essays will not be accepted unless accompanied by pre-writing exercises, notes, drafts, peer and self-editing marks, etc. This paper trail is proof of a student’s own work. Proof of plagiarism will result in a zero for the assignment.
Misconduct: Students must read the “Code of Student Conduct” in the new Student Handbook for an understanding of what will be expected within the academic setting.
2.3.11 Academic Misconduct
- Definitions
- Academic Misconduct - includes misconduct associated with the classroom, laboratory or clinical learning process. Examples of academic misconduct include, but are not limited to, cheating, plagiarism, excessive absences, use of abusive or profane language, and disruptive and/or threatening behavior.
- Cheating - includes, but is not limited to, (a) use of any unauthorized assistance in taking quizzes, tests, assessment tests or examinations; (b) dependence upon the aid of sources beyond those authorized by the faculty member in writing papers, preparing reports, solving problems, or carrying out other assignments; or (c) the acquisition, without permission, of tests or other academic material belonging to a member of the college faculty or staff.
- Plagiarism - includes, but is not limited to, the use of paraphrase or direct quotation of the published or unpublished work of another person without full and clear acknowledgment. It also includes the unacknowledged use of materials prepared by another person or agency engaged in the selling of term papers or other academic materials. Information gathered from the internet and not properly identified is also considered plagiarism.
Final Thoughts: This course is designed to help you become a better writer, researcher, and reader. You will get out of the course what you put into it. You are expected to actively participate in readings, discussions, debates, and reports. Come to class prepared with readings and with required writings and notes. Conduct thorough research. At all times, give credit to the source of information by using proper documentation. Be on time. Be positive. Ask questions. Contribute your thoughts. Be tolerant of others and of ideas that differ from your own.
Academic Support
How to get the most from your tutoring sessions:
- The sooner and the more often you come to tutoring, the better.
- Come prepared. Bring your class notes, textbook, and assignment instructions to your tutoring sessions. Look over the readings, try problems, and/or attempt an essay rough draft. If you can, bring a list of specific questions to tutoring.
Additional resources that may be beneficial to your success in this class are:
If you are called into court, experience a medical emergency, or experience a change in military assignments, let me know so that we can work out a way for you to successfully complete the course.
Again, all work must be posted in the assignment spaces on CANVAS unless otherwise noted. Do not send e-mail attachments. Do not post assignments in CANVAS messages or in e-mail attachments.
Now that you have seen the syllabus, complete the following:
Assignment #1: (20 possible points.)
- Read and respond to the syllabus. It is posted here.
- Write three sentences that note items of interest.
- Write up to three questions or concerns you might have regarding this course.
- Write three sentences explaining what you think you will or will not
like about a college composition course.
Use the note card provided for your responses. Be sure you name is on the top. You have 10 minutes.
Class Work
1. Getting to know you activity . . .Listen for the instructions!
2. In-class writing "All About YOU!" (Quick Write) Here are the instructions...
A. Getting to know you activity - you need the camera; the one on our phone will do.
A. Look around the campus. You have 10 minutes to walk around and think. Take a picture of an object or space that is
representative of you as a writer. For example, perhaps you get
frustrated when writing. A cactus just might represent that aspect of
your writing! Maybe you often experience writer's block. A picture of a gate or door might be just what you need to explain the feeling. When you return to class, you will be completing the following:
B.Write a well developed paragraph or
two that explains why you are like the photo. What characteristics do
you share with the item in the photo? What does it say about you as a writer? You have 5 minutes to discuss at your table.
You have 12 minutes to compose.
You have 12 minutes peer edit. Pass your essay to the person on your right.
Read your partner's draft. ASK QUESTIONS. Give praise. Offer suggestions.
C. Homework: Revise your essay. (E-mail your draft to you if you do not have a jump-drive with you. That way you won't have to retype the entire document.
The final copy is due at the beginning of class on Friday. It must be typed and attached to the draft. (50 points)
Class Work: Body Art discussion.
- What is body art?
- What constitutes body art?
- Why do people make changes to their physical appearance?
- To what extent is body art helpful or useful?
- To what extent is body art harmful?
- How does our current society view body art?
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Complete the following for homework:
Homework - Readings - Complete the tasks on paper. Be sure your name appears at the top. It is due at the beginning of class on Friday.
Readings – 50 Points – 25 for answering the first five
questions. 25 for composing the brief letter.
“Under My Skin” by Jon Bowen
Questions:
1.
This article begins and ends with a brief
personal narrative. What do these personal experiences add to the essay?
(Answer in complete sentences.)
2.
Locate and list three examples of the use of
humor in this essay. You might find humor in a name, action, or language
use. In your opinion did the use of
humor add to or detract from the effectiveness of the essay. Explain.
3.
Look back at the author’s use of direct
quotations to create conversation. Explain the punctuation and paragraphing.
Explain the “rules” for punctuating dialogue based on your observation.
“On Teenagers and Tattoos”
by Andres Martin
Questions:
1.
What is Martin’s thesis? In other words, what
point is he trying to make? Did that point surprise you? Explain.
2.
Martin originally wrote this article for the
Journal of Child and Adolescent Psychiatry. What is his message to his fellow
physicians? What other audiences might benefit from reading this article?
Explain.
3.
Compose a brief letter to a person who is trying
to decide if he or she should or should not get a tattoo or piercing. Use lines
from reading to support or to advise against the pending decision. Please
include your personal reasons as well when writing to advise another. Limit
your letter to one page.)
