English 1010 Syllabus ENGLISH 1010 Introduction to Writing Section 004, TB 441, TR 1:00-2:20 Appointments held after class T-R, or over email T-F. Required 1) Writing: A Guide for College and Beyond. Ed. Lester Faigley. New York: Pearson/Longman, (ISBN# 0-321-39626-X). Please bring your book each time we meet. 2) spiral notebook, writing journal Expectations I will be friendly, respectful, and enthusiastic about the subject of writing and life in general. This is a demanding course, but I will do everything I can to lower the anxiety in class, to encourage questions, and to avoid unpleasant surprises by letting you know what I expect. I expect you to come to class every Tuesday and Thursday for the next sixteen weeks, prepared to learn and prepared to share. I expect you to be engaged in our discussions and activities. Everyone in the class brings a unique perspective to the discussions (and essays) we’ll have this semester. I want to hear your voice, both through speaking and writing. Some of the material we cover in this class is sensitive in nature and our classroom atmosphere needs to be open and respectful to facilitate the discussions we hold. Discriminatory behavior based on race, gender, ethnicity, sexual orientation, or age will not be tolerated. General Education Statement This course is part of the General Education Program at Salt Lake Community College. It is designed not only to teach the information and skills required by the discipline, but also to develop vital workplace skills and to teach strategies and skills that can be used for life-long learning. This course fulfills the EN Composition requirement for General Education. Course Outcome Goals By the end of English 1010 students should be able to recognize and effectively use: Rhetorical strategies, including adapting to differences in purpose, audience and genre Critical thinking processes, including summary, analysis, synthesis, and argumentation Composing processes such as invention, drafting, revision, editing, peer feedback, and self-assessment Conventions of writing, especially the conventions of incorporating and citing other texts into their own writing
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English 1010 Syllabus
ENGLISH 1010
Introduction to Writing
Section 004, TB 441, TR 1:00-2:20
Appointments held after class T-R, or over email T-F.
Required
1) Writing: A Guide for College and Beyond. Ed. Lester Faigley. New York:
Pearson/Longman, (ISBN# 0-321-39626-X). Please bring your book each time we meet.
2) spiral notebook, writing journal
Expectations
I will be friendly, respectful, and enthusiastic about the subject of writing and life in general.
This is a demanding course, but I will do everything I can to lower the anxiety in class, to
encourage questions, and to avoid unpleasant surprises by letting you know what I expect. I
expect you to come to class every Tuesday and Thursday for the next sixteen weeks, prepared to
learn and prepared to share. I expect you to be engaged in our discussions and activities.
Everyone in the class brings a unique perspective to the discussions (and essays) we’ll have this
semester. I want to hear your voice, both through speaking and writing.
Some of the material we cover in this class is sensitive in nature and our classroom atmosphere
needs to be open and respectful to facilitate the discussions we hold. Discriminatory behavior
based on race, gender, ethnicity, sexual orientation, or age will not be tolerated.
General Education Statement
This course is part of the General Education Program at Salt Lake Community College. It is
designed not only to teach the information and skills required by the discipline, but also to
develop vital workplace skills and to teach strategies and skills that can be used for life-long
learning. This course fulfills the EN Composition requirement for General Education.
Course Outcome Goals
By the end of English 1010 students should be able to recognize and effectively use:
Rhetorical strategies, including adapting to differences in purpose, audience and genre
Critical thinking processes, including summary, analysis, synthesis, and argumentation
Composing processes such as invention, drafting, revision, editing, peer feedback, and
self-assessment
Conventions of writing, especially the conventions of incorporating and citing other texts
into their own writing
Drafting, Peer Review, & Online Discussion Groups
Drafting and revision are essential steps in the writing process. By the second week of class we
will create small groups which you will work with throughout the semester, both in person and
online in Vista. You will rely on these people for feedback on most of your writing assignments
in class, so it is really to everyone’s advantage to work hard and stay in touch with their group
members. For in-class peer review, you will notified of the days you are to bring two copies of
your completed draft (in length and content).
Vista
You can access our online classroom at _____________________________. I will use vista to
post reminders, class notes, and grades. You will also use it for discussion forums and emailing
classmates or myself. Your username is _________________. Your password is __________.
Homework/Writing Journal
All homework is due the following class unless otherwise specified and should be kept in your
writing journal. For instance, if you have a homework assignment to bring in an advertisement
from a periodical, you should staple your ad to a page in your journal. In addition to homework
exercises, use your journal to capture primarily the thoughts going through your mind generated
by our discussion―jot down notes about interesting ideas that come to you or comments that
other students make or questions that remain unanswered in your mind. Additionally, use your
journal for in-class writing exercises. I will check your writing journal periodically in class.
Attendance and Late Arrivals
Your attendance is expected and your class participation is valued. This is a discussion-based
class, and we need you! Those who miss class, even for legitimate reasons, lose something that is
reflected in their work; they also miss out on valuable participation points. Once missed, these
points cannot be made up. These points include attendance, readiness for and participation in
peer review, preparation for class, participation in class, pop quizzes, writing journal
assignments, etc.
If it is absolutely necessary to be absent, it is your responsibility to get notes and assignments
from another class member. Please do not email me, asking “Have I missed anything important
in class?”—everything is important, at least to me. On the other hand, if you have a question or
are unsure about an assignment, please do email me at once! If you know ahead of time that you
will be absent, please let me know.
The first two absences are freebies; thereafter, you will lose 10 points for each absence. If you
know you will be absent when a paper is due, turn it in early.
Tardy Policy
Please do not come to class late, or leave class early. Tardiness is inconsiderate and disruptive. I
will do my best to start and end every class on time.
Late Work Policy
Assignments are due at the beginning of class on the dates indicated in the syllabus unless
otherwise announced. In the event of an unforeseeable absence, you may email your paper to me
before our appointed class time without penalty. I will grade but not comment on or return
emailed papers. Late papers will be penalized 10% for each day (not class period) they are late,
and I will grade but not comment on or return your late paper.
Grading
I will notify you in advance if I decide to change, add, or remove an assignment. Changes to the
course will not result in a net increase to your workload.
Participation and Attendance (25%)
These points include attendance, readiness for and participation in peer review,
preparation for class, participation in class, pop quizzes, writing journal
assignments, etc.
Writing Assignments (75%)
Rhetorical Analysis
The first seven weeks of class will be spent on analysis and will culminate in a
3-4 page essay due September 25th.
Exploratory Research
The next six weeks will be spent on exploratory research and will culminate in
a 4-6 page essay due November 6th
.
Argument
The next four weeks will be spent on argument, working with the same topic
as your exploratory research essay, and will culminate in a genre translation
due December 4th.
*You will also submit several shorter pieces (assignment drafts, self-
assessment and so forth) along with the three culminating papers.
Grading Scale
94-100 = A 90-93 = A- 87-89 = B+ 84-86 = B 80-83 = B- 77-79 = C+
74-76 = C 70-73 = C- 67-69 = D+ 64-66 = D 60-63 = D- 0-59 = E
Paper Format & Content
Unless otherwise specified, all assignments should be typed with 1-inch margins in Times New
Roman font, double-spaced, and stapled with your name, course and section, my name, date, and
assignment title, in the top left-hand corner. If you use outside sources, you should cite them in
MLA format.
The following items will not be considered valid sources for any research projects done in this
course: online or hard copy encyclopedias and dictionaries (ex. Wikipedia, dictionary.com, and
so forth). You may choose to use these sources as starting points in the research/writing process,
but you must back them up with additional sources.
Evaluation Criteria for Writing Assignments
Focus/Organization: Did the author follow the given directions for the assignments?
Clarity: Does it make sense? Are there many errors in spelling, grammar, and so forth?
Research: Where applicable, did the author refer to the text/background research? Did
s/he give proper credit when quoting, paraphrasing, and/or summarizing outside sources?
Completeness: Are all the required elements of the assignment included? Did the author
participate in the peer workshop and group conference days?
Format: Did the author follow the specific guideline for formatting the assignment?
Timeliness: Was the work turned in on time? (See below.)
Writing Center
The Writing Center exists to help you become a better writer. You will be required to meet with
a consultant in the Writing Center once during the semester. A second visit will earn you 10
extra credit points, but you may go as many times as you would like.
SLCC has a Writing Center at each campus (AD 218 at Redwood, N308 at South). Experienced
and trained tutors meet with students about their writing. This can be done at any point in the
writing process—brainstorming to final edit. Check at the front desk for the days and times a
writing tutor is available. You may also have your work reviewed online at
http://www.slcc.edu/wc/, or send a draft to a tutor through e-mail: [email protected]. Be sure
to include questions and concerns you may have and a copy of the writing assignment.
Academic Dishonesty
Academic dishonesty includes any attempt to defraud, deceive, or mislead the instructor in
arriving at a grade. Plagiarism—willfully copying or presenting someone else’s ideas or work as
your own—cheating, and other forms of academic dishonesty will result in a failing grade for the
assignment and possibly the entire course.
ADA Statement
Please contact me during the first week of class to discuss any particular needs. Every effort will
be made to provide fair and appropriate accommodations for students with disabilities. For
specific information, please contact the Disability Resource Center at 957-4659, TTY 957-4646