I. English 1301 English Composition I TCCD-South Spring 2009
Instructor: Robert Tinajero Room: SFOA 1120A
Phone: 817-515-4616 (e-mail is best way to reach me)
Office Hours: Mon. 1:15-3:15
|Description:||Principles of composition and rhetorical skills necessary for clear, logical writing. Emphasis on writing as a process.|
Course Goals and Objectives: *All official TCCD course goals and objectives, and my goals, are on the last three pages
of this syllabus.
WAC/WID Project/Exam 20%
Persuasive Essay 20%
Persuasive Essay with Research/Citation 20%
Final Argumentative Paper 20%
*the professionalism grade takes in to account class participation, in-class assignments, and overall conduct.
II. Textbooks and Materials
Kirszner, Laurie and Stephen Mandell. Eds. Patterns for College Writing. 10th Edition. Boston:
Bedford/St.Martin’s, 2007. (referred to as PCW in syllabus)
Hacker, Diana. A Writer’s Reference With Writing in the Disciplines. 6th ed. Boston: Bedford/St. Martin’s, 2007.
(referred to as WR in syllabus)
Students must purchase both textbooks and get the correct “edition.”
Bring paper and pen to every class for note taking.
Students may wan to bring/purchase a Flashdrive to save information.
III. Policies, Requirements, and Professionalism
Your professionalism grade takes into account class participation, class assignments, and conduct. Being a “professional” means: respect other students, the instructor, and yourself, do not text during class, do not answer your phone during class, do not talk while someone is trying to say something, do not talk while I am trying to say something, do not leave class to use the bathroom more than once or twice during the semester.
It is very important that you attend each class period in order to participate in discussions, group activities, and in-class assignments. Repeated absences will adversely affect your grade in the course. I make no distinctions between excused and unexcused absences, which means limit unnecessary absences. If you miss class you are responsible for obtaining class notes and assignments from me or fellow students. Being late to class twice, or leaving early twice, equals one absence.
Guidelines for Papers: **Print out papers BEFORE class, not in class**
All papers must be double-spaced in 12-point font with one-inch margins all the way around. All assignments are due at the beginning of the class period and are due in class. Only hard copies (printed out) will be accepted. E-mailed papers are not accepted.
Late papers will have 10 points deducted for each class period they are late. Students are responsible for assignments regardless of whether they were present when work was assigned.
Do not turn in someone else’s work and remember to cite everything that you get from an outside source. Plagiarism can lead to failure and/or expulsion from the class. Citation/Plagiarism/Intellectual Property will be discussed during the semester.
IV. Weekly Calendar
Jan 20-May 14
Because of the varying time it takes to go over concepts and the varying length of class discussions, my class calendar is presented in a weekly format. My plan is to go over all of the concepts listed for each week within the span of one week. Because of this format it is very important to be in class to know exactly what is being covered on any particular day, and to keep up with work if you are absent. Pay special attention to the items in bold.
1 * Introduction * Syllabus * Importance of Writing * Writing/Rhetoric as moving beyond grammar * Rhetorical Situation * Academic Writing as Only One Type of Writing * (PCW 15-19) * Assign Microsoft Office training videos
2 Introduction to WAC/WID * (WR D3-D4) * Writing for English Classes (on-line) * Writing in Business (D15-D31)
3 Writing in Nursing (D57-D74) * Writing in Science (D4-D15) * WAC/WID Exam or Project
4 * 5 Pieces to “good” Writing (Formatting; Organization; Ideas/Arguments; Research/Citation; Grammar/Spelling/Punctuation) * Formatting: A Basic of Writing * Create and Pass Out Vocabulary/Common Errors Sheet (VCES)* Organization in Writing (PCW 25-30; 37-48) * In-Class Organization Exercise *Discuss and Assign Persuasive Essay
5 * Persuasive Essay Due * Discussion of Persuasive Essay writing * Peer-review of Essays * Revise Essays * Revision of Persuasive Essays Due
6-7 * Importance of Doing Research * Thinking Critically About Research * Where to find Research * (WR 317-350) * Adding Research to Your Paper (quoting and paraphrasing) * (WR 356-364) * Using Signal Phrases * Begin finding Research to Add to Persuasive Essay
8 * Intellectual Property * Citation * MLA Citation * (WR 370-407) * Citation Shortcuts * Reading of Sample Essays * Continue Research for Persuasive Essay
9 * MLA Citation Continued * Practice MLA Citation * Research/Citation Assignment given
10 * Persuasive Paper with Research/Citation Due * Discussion of Problems with MLA Citation * Quiz Game on VCES and Research and Citation
11 * One-on-One student meetings with me to discuss your writing/performance in the class (specific time of your individual meeting will be given to you)
12 * Analysis and Critical Reading Introduction * (PCW 1-7) * Critical Reading Practice * Constructing Arguments/Counterarguments * Discussion of Bill O’Reilly’s article on rap
13 * Larger Discussion of Rap Music and Society (race, gender, materialism, social commentary, etc.) * Discussion of songs, lyrics, videos, and websites * Short history of Rap/Hip Hop
14 * Discuss Researchable Sources for Final Paper * Discuss Final Paper * Adding Complexity to Your Writing (stronger introductions, conclusions, research, ideas/arguments) * Various Readings Assigned * Assign Final Paper
15 * Final Paper Due at Time of Final * Quiz Game on Research, Citation, Writing, and VCES
–Assignments are subject to change.
–It is important for you to attend class so you know what the exact assigned readings are.
–Those of you struggling with grammar may be asked to visit www.owl.english.purdue.edu and review Ch. 5 of PCW
–Helpful links for research, grammar, and ESL can be found in the “links” section at www.blueletters.com. You can also find helpful information and links in the “Writing Shop” at www.blueletters.com.
Tarrant County College District
District Master Syllabus
At Tarrant County College the District master syllabus documents the contents of a course. A District master syllabus is required for every course offered. District master syllabi are prepared by teams of faculty and approved by instructional administration.
COURSE RUBRIC, NUMBER, TITLE, AND DESCRIPTION
ENGL 1301 English Composition I
Principles of composition and rhetorical skills necessary for clear, logical writing. Emphasis on writing as a process. Prerequisite: Passing score on the English portion of the ACCUPLACER Test, or an approved alternative test, or achieving a grade of C or higher in the last course of the developmental sequence.
COURSE TYPE Academic Core
COURSE GOALS AND LEARNING OUTCOMES
Course goals are linked to required Core Curriculum Intellectual Competencies, Perspectives, and Exemplary Educational Objectives as defined by the Texas Higher Education Coordinating Board. Specific core requirements are linked to the class schedule.
1. The student will identify a target audience. (CCIC 2, 3, 5; CCP 1, 2, 4, 6, 7, 8; and
EEO 1, 2, 3, 5) The student will be able to
a. demonstrate audience sensitivity in regard to language level and tone;
b. adjust word choice according to subject/content for a given audience;
c. distinguish between formal academic diction and informal diction.
2. The student will select a topic. (CCIC 2, 3, 5; CCP 1, 2, 4, 6, 7, 8; and EEO 1, 2, 3,
5,) The student will be able to
a. differentiate between broad, general topics and narrow, focused topics;
b. outline a focused topic appropriate to the assignment.
3. The student will identify purpose. (CCIC 1, 2, 3, 5; CCP 1, 2, 4, 6, 7, 8; and
(EEO 1, 2, 4, 5) The student will be able to
a. select a stated or implied purpose in professional/academic writing
b. select a stated or implied purpose in peers’ writing;
c. prepare a statement of purpose.
4. The student will utilize prewriting techniques. (CCIC 1, 2, 4, 6; CCP 7; and EEO 2, 5) The student will be able to
a. produce prewriting samples that reflect various invention strategies;
b. use clustering, free writing, listing, questioning, and/or scratch outlining;
c. demonstrate proficiency in using prewriting techniques as specified by the instructor.
5. The student will collect appropriate information. (CCIC 1, 2, 4, 5, 6; CCP 1, 2, 4,
5, 7, 8; and EEO 1, 2, 5, 6) The student will be able to
a. demonstrate prewriting techniques;
b. gather sufficient information for the essay.
6. The student will formulate a guiding thesis. (CCIC 1, 2, 4, 5; CCP 2, 7, 8; and
EEO 1, 2, 3, 5,) The student will be able to
a. write texts that include a definitive statement, located in an appropriate place in the essay, which focuses the reader on the writer’s purpose;
b. demonstrate consistency with an assigned rhetorical strategy.
7. The student will develop an appropriate outline. (CCIC 1, 2, 4, 5, 6; CCP 2, 6, 7,
8; and EEO 1, 2, 3) The student will be able to
a. choose an appropriate logical order: chronological, spatial and/or
b. prepare the outline according to the assignment.
8. The student will apply common rhetorical strategies. (CCIC 2, 5; CCP 1, 2, 4, 5, 6, 7, 8; and EEO 1, 2, 3, 4, 5) The student will be able to
a. demonstrate understanding of essay structure and organization;
b. produce introductory paragraph(s) to an essay;
c. develop an essay with adequate, appropriate body paragraphs that support
a central idea, controlling generalization, or thesis;
d. produce concluding paragraph(s) that provide a sense of closure.
9. The student will compose organized essays. (CCIC 1, 2, 4, 5; CCP 2, 6, 7, 8;
and EEO 1, 2, 3) The student will be able to
a. write coherent essays in appropriate rhetorical modes;
b. use a variety of strategies, such as description, narration, example, process, comparison and contrast, definition, classification, cause and effect, and argumentation.
10. The student will use appropriate diction. (CCIC 1, 2, 4, 5, 6; CCP 1, 2,6,7, 8; and
EEO 1, 2, 3, 5) The student will be able to
a. demonstrate precision in word choice;
b. demonstrate variety in vocabulary.
11. The student will employ appropriate skills consistent with Standard Edited
American English. (CCIC 1, 2, 4, 5, 6; CCP 1, 2, 6, 7, 8; and EEO 1, 2, 3, 5) The
student will be able to
a. demonstrate proper grammar conventions;
b. use accurate mechanics;
c. demonstrate correct spelling.
12. The student will revise to polish text. (CCIC 1, 2, 4, 5, 6; CCP 1, 6, 7, 8; and
EEO 1, 4, 5) The student will be able to
a. identify mechanical, grammatical, and spelling errors in instructor-generated materials, peer-produced texts, and other texts;
b. proofread own work to correct mechanical, grammatical, and spelling errors.
13. The student will prepare a final copy. (CCIC 1, 2, 4, 5, 6; CCP 4, 5, 8; and
EEO 1, 2, 3, 6) The student will be able to
a. exhibit mastery of the chronological writing process, including steps such
as topic selection, topic narrowing, thesis generation, topic subdivision,
outlining, and drafting;
b. produce writings, passages, or other texts that show improvement in focus,
content, organization, and surface features from assignment to final
c. submit writing consistent with instruction for final submission.
14. The student will demonstrate basic computer competency. (CCIC 1, 4, 6; CCP
1, 2, 4, 8; and EEO 1, 5, 6) The student will be able to
a. use computer files for class assignments;
b. use electronic mail according to instructor direction;
c. use the Internet and/or Learning Resources/library databases.