1301 Syllabus Summer 2013

I. CATALOGUE DESCRIPTION: Principles and techniques, which may include documentation of written, expository, and persuasive composition; analysis of literary, expository, and/or persuasive texts; emphasis on critical thinking. A college composition course focusing on the principles of effective oral and written communication, critical reading, and the development of academic writing.

II. REQUIRED BACKGROUND:
According to the catalogue prerequisites, a student must demonstrate College Readiness through appropriate placement scores and/or completion of developmental sequence in English and/or Reading. To meet these requirements, a student must pass English 0301 with a grade of C or better and pass Reading 0303 with a grade of C or better OR achieve the appropriate scores on placement tests. Scores may not be older than three years.

III. TEXTS AND/OR REFERENCE MATERIALS:

The Scott, Foresman Handbook. Ruzkiewitz and Hariston. 9th ed.
Trimble, John. Writing With Style. 3nd Edition--could be 3rd edition.
Course website: http://www.lirvin.net/1301sitebb/home.htm

1 Notebook (for writings in process and course materials)
1 usb flash disk (travel drive) for electronic storage

IV. METHODS OF INSTRUCTION:
These include lecture, assigned reading from required texts, directed class discussions, guided collaborative learning or cooperative learning, and library instruction. Supplemental materials may include media assisted instruction, computer-based or on-line instruction, laboratory or tutorial services, guest speakers, field trips, and service learning activities.

V. COURSE CONTENT:

• Using writing as a process including prewriting, planning, drafting, revision, and editing
• Writing effective synthesis essays focused by a thesis
• Analyzing audience, purpose, and occasion
• Using critical thinking skills to analyze and discuss non-fiction readings
• Organizing essays effectively to reflect skills in paragraphing, summarizing, paraphrasing, and quoting
• Focusing thesis statements to synthesize non-fiction essay materials
• Demonstrating competency in editing for phrasing, grammar, and vocabulary
• Accessing credible sources through research and accurately documenting use of those sources

VI. LEARNING OUTCOMES (PERFORMANCE OBJECTIVES AND MEASUREMENTS)

COURSE DESCRIPTION AND OBJECTIVES

English 1301 is a writing course; here you will develop your ability to make meaning with language.   As we cultivate your innate ability to make and convey meanings through language--your fluency, if you will--we will seek to develop a "writer's sense" where you evolve from an unconscious writer to a more conscious one. 

To this end, we will be doing a lot of writing.   All the writing assignments will be repeated calls for active inquiry where you are asked to communicate earnestly to an audience.  Our main goal will be to start and keep ourselves writing; our main concern will be sharing our writing and talking intelligently about it and what we have done.  Our most devoted effort will go into supporting substantive revision, for it is during revision that new learning is most likely to occur and your competence to develop.

During the semester, we will write four essays and various other informal writing pieces. You will also be experiencing the writing process by turning in three drafts for each essay, and doing peer response and writing reviews. You will also be doing less formal writing assignments through our journaling and reviewing various grammatical and style topics. The sub-theme of the entire class will be these two questions: What makes good writing? What should writers do to create good writing? In the final exam, you will write an essay in which you explore your understanding of these two questions.

• Learning Outcome 1: The students will be able to apply the principles of writing as a process, which includes pre-writing, drafting, revising, and editing.
  Performance Objective and Measurement: The student will write a minimum of four essays, including the final, that show awareness of writing as a process including awareness of audience, purpose, occasion, style, format, and accepted conventions of standard written English. The cumulative total for the four essays should be at least 4,000 words. These essays will constitute at least 60 percent of the course grade, and minimum competency requirements for the course will be a grade average of 70 or better.
  
  
• Learning Outcome 2: The student will read and understand course materials, including topics dealing with civic responsibility and global awareness, and apply basic principles of critical thinking in analyzing non-fiction prose.
  Performance Objective and Measurement: The student will demonstrate understanding of the materials through class discussions, collaborative activities, quizzes, and essays. Each instructor will determine percentages of each assignment beyond the essay minimum requirements.
  
  
• Learning Outcome 3: The student will be able to achieve competency in applying appropriate modes of organization, including clear thesis statements, controlling topic sentences, paragraph development, appropriate phrasing, and sufficient transitions to write expository essays.
  Performance Objective and Measurement: The student will demonstrate organizational competency as part of the minimum four essays, including an in-class final exam of at least 500 words to be written during the scheduled final exam period. The final exam will account for at least 15 percent of the final grade.
  
  
• Learning Outcome 4: The student will achieve competency in edited standard American English as expected in the local and national communities.
  Performance Objective and Measurement: The student will demonstrate competency in using effective sentence forms, spelling, and punctuation in written academic assignments as part of the minimum four essays and the in-class final essay exam.
  
  
• Learning Outcome 5: The student will demonstrate the ability to incorporate research and documentation into written assignments using the skills of summarizing, paraphrasing, and quoting as well as an accepted documentation method.

  Performance Objective and Measurement: The student will write at least one essay that incorporates source materials and demonstrates competency in an accepted documentation method. A grade of 70 or better will demonstrate competency.

1. College Requirements:
   
   "While other examinations are given at the discretion of the instructor, a written comprehensive final examination, not to exceed two and one-half hours in length, shall be given at the end of each semester for each course at the regularly scheduled time. Any exceptions to these requirements must be approved by the appropriate dean. Other examinations are given at the discretion of the instructor. Students who must be absent from a final examination must petition their instructor for permission to postpone the examination. Students absent without permission from a final examination are graded "F." Postponed examinations result in a grade of "I." The final examination must be taken within 120 calendar days from the end of the semester or the grade automatically becomes an "F." See the Final Exam Schedule in the current SAC Class Schedule for final exam dates and times (which differ from normal class meeting dates and times)" (San Antonio College--Student Handbook, 2009-2010, pg. 7).
   
   
2. Departmental Requirement:

   1. The course grade will be based primarily on writing assignments to include a minimum of four essays for a cumulative total of at least 4,000 words of finished product, one or more of which must be documented, as well as an in-class final exam that includes an essay of at least 500 words, to be written during the scheduled final exam period. The final exam grade will account for at least 15% percent of the semester grade.

   2. Grades on writing assignments will comprise 60% or more of the final grade.

3. Instructor Requirements:

   THE WORK OF THE COURSE:

   ESSAYS (50%)--During this term, you will  work on four essays. Each essay will go through three drafts, and you will be expected to revise your writing. The essays will be weighted as follows: E1 = 15%, E2 = 25%, E3 = 25%, and E4 = 35%.
   
   OTHER WRITING/DAILY WORK and DRAFTING ACTIVITIES (30%)--Regular participation is ESSENTIAL for your success in this class (and in college). Timely participation is also important for truly experiencing the drafting and revising process of writing. We will be writing three drafts of each essay, and you are expected to have on-time and complete drafts each time. Reading and responding to each other's writing will be crucial to developing our writing workshop. Your participation in this class will require you to turn in multiple drafts, do peer response, and write reflective evaluations of your drafts. Late work not accepted in this category.
   
   Summary of items that fit in this grading category:
   --invention exercise(s) if included
   --peer response
   --writing reviews

   We will also have various daily assignments, a journal to keep, and other informal writing assignments to do. I reserve the right to quiz you at any time on course material. Late work not accepted in this category.
   
   FINAL EXAM (20 %)-- The final exam will consist of an essay that you will be asked to write. As mentioned above, it will involve the answering the questions guiding our whole semester related to what is good writing and what does producing good writing involve.
   

VIII. College Policies:

1. Equal Opportunity: "The Alamo Colleges are equal opportunity colleges and do not discriminate in access, admission, campus activities, education, employment, public accommodation, or public service on the basis of age, race, color, national origin, religion, disability, handicap, height, marital status, political affiliation, gender, sexual orientation, or veteran's status. No person shall be excluded from participation in, be denied the benefits of or be subject to discrimination under any program or activity sponsored or conducted by the Alamo Colleges" (Alamo Colleges--San Antonio College, 2009-2010 Catalog, pgs. 92-93).
2. ADA Statement: "Persons with disabilities who plan to attend the Alamo Colleges, who may need reasonable accommodations as per the Vocational Rehabilitation Act of 1973 and the American with Disabilities Act of 1990, should contact the designated Disability Support Services office at the college at least four (4) working days prior to the program or activity so appropriate arrangements can be made" (Alamo Colleges-- San Antonio College, 2009-2010 Catalog, pg. 93). If accommodation is needed, contact the office of DisABILITY Support Services, CAC 124, Phone: (210) 486-0020.
3. Children on Campus Policy: "Students are urged not to bring children to classes, labs, or other facilities such as libraries. Minors under the age of 12 must not be left unattended on- campus at any time" (Alamo Colleges--San Antonio College, 2009-2010 Catalog, pg. 89).
4. Emergency Response Plan: Click Here for The Emergency Response Plan website. iIf you have a disability that will require assistance in the event of a building evacuation, notify Disability Support Services, Chance Academic Center (CAC) 124, Phone: (210) 486-0020.
5. Emergency Contact Information:
   ACCD DPS Emergency Phone (210) 222-0911
   ACCD Police at San Antonio College: (210)486-0995
   24-Hour Dispatch: (210)485-0099
   ACCD DPS Weather Phone (210) 485-0189 (For information on college closures)
   SAC College Health Center: (210)-486-0222
   SAC General Information: (210) 486-0000
   For Alamo Colleges Police Department Web Site, click Here
6. Plagiarism/Scholastic Dishonesty: For various reasons, the number of incidents of scholastic dishonesty in the classroom has increased throughout the nation in recent years. It is in the student's best interest that scholastic dishonestly not be tolerated and that the Alamo Colleges' policies and procedures be followed so as to provide consistent college-wide enforcement. Scholastic dishonesty includes, but is not limited to, cheating on exams, tests, and quizzes; plagiarism; and collusion. See the Student Code of Conduct for more detailed information.

   Cheating on exams, tests and quizzes includes, but is not limited to:

   1. Copying from another student's test paper;
   2. Using materials during a test that are not authorized by the person giving the test;
   3. Collaborating with another student during a test without authority;
   4. Knowingly using, buying, selling, stealing, transporting, or soliciting, in whole or in part, the contents of a test without the consent of the instructor;
   5. Substituting for another student, or permitting another student to substitute for one's self, to take a test;
   6. Bribing or otherwise influencing another person to obtain a test not authorized for distribution by the instructor; and
   7. Reporting fraudulent research results.

   Plagiarism is the appropriation of another's work and the unacknowledged incorporation of that work into one's own coursework/assignment including the taking and using of ideas, passages, etc. Plagiarism is scholastic dishonesty and will result in disciplinary action.

   Collusion is the unauthorized collaboration with another person in preparing any coursework/assignment" (Alamo Colleges-San Antonio College, 2009-2010 Catalog, pg. 97).

7. Electronic Devices in the Classroom: "Students are required to silence and store out of sight all electronic communication devices such as pagers, cellular phones, PDAs, etc. when in classrooms, laboratories, libraries, or areas where such devices would interfere with instruction and learning" (Alamo Colleges-San Antonio College, 2009-2010 Catalog, pg. 92).
8. San Antonio College Attendance Policy:

NOTE: Students must also abide by the policies, procedures, and rules set forth in the "Student Code of Conduct" and all other policies set forth in the Alamo Colleges-San Antonio College e-Catalog.

ADDITIONAL INSTRUCTOR-SPECIFIC COURSE POLICIES:

Attendance: Excessive absences, according to College policy, will result in your being dropped from the course. Three tardies (a tardy means arriving more than ten minutes late or leaving more than ten minutes early) equals one absence. Missing more than half the class is considered an absence. If absent, you are responsible for the material covered and for any assignments due. You are also responsible for completing your own drop form if you drop the class or you may receive an F.  I encourage you to keep me informed about matters that may affect class attendance and/or class performance. Come to class! The consequences for dropping classes have in recent years become much larger (the new six drop rule), so come to class!
Internet Course Attendance: Participation = attendence in internet courses, and turning in work = participation. Thus, if you drop out of correspondence and are not turning in work for more then two weeks in a semester you may be dropped. Contact me immediately if you have any kind of access issues preventing your participation. Summer Attendance: Summer school moves over three times as fast as the regular semester. The equivalent of two weeks attendance in the summer is FOUR DAYS. You MUST participate consistently and daily in the summer. Non-participation for over four days may result in you being dropped from the class.

Late Writing Assignment Policy:  All writing assignments are due when assigned, including drafts of essays. Late first and second drafts of essays result in the loss of -5 points of that essay's grade. Final drafts will lose -10 points and an additional -10 points for each day late. Unacceptable drafts, either due to lack of effort, incompleteness, or divergence from the assigned task, will be considered as "late" and have the late penalty assessed. Everyone has one late draft that will not count.

Required Rewrite Policy: The instructor reserves the right to require students to rewrite unacceptable essays. In these cases, all rewrites are do in two days after the essays are returned to the student. Late rewrites will lose -10 points for each day late. It is the student's responsibility to turn in late drafts within the two-day rewrite time period.

Peer Response and Writer's Reviews:  Typically, for each draft, you will do peer response on your peer's drafts and then write a "Writer's Review" before submitting the next draft (or after you write the final draft of an essay). I consider engaging in peer response and doing writing reviews to be crucial activities in this class.

Required Integrity Check: I may require your work to undergo an integrity check with TurnItIn. This check will insure that this work was written by you and abides by our Plagiarism/Scholastic Dishonesty policy.

Appropriate Computer Use: I will expect that you communicate with your peers and your teacher in a respectful and decent way. The general guideline we will follow is that anything that would be considered inappropriate in a face-to-face encounter is just as inappropriate online. I will also expect you to honor the privacy of your classmates by not sharing without their permission any personal information (including their email address or writing). Problems with online behavior could result in your being asked to leave the class.

Curriculum Vitae (Short Version)
--See Full Version

Education:
University of the South Sewanee, TN. B.A. English 1984.
University of Texas at Austin M.A. English 1988. Emphasis: Creative Writing. Thesis: A Map of the Homeland
Texas Tech University PhD Technical Communication and Rhetoric 2010.

Teaching Experience
San Antonio College 1994- Assistant Professor. Tenure awarded 2001.

Selected Publications “What is Academic Writing?” Writing Spaces: Readings on Writing. Vol 1. West Lafayette: Parlor Press, 2010. 3-17. http://writingspaces.org/ | “The Activist WPA in Action: A Profile of the First-Year Writing Program at Eastern Michigan University.” Composition Forum 20, Summer 2009.

Recent Professional Papers and Presentations

“Designing Writing Assignments to Promote Critical Thinking in All Disciplines.” The College & Career Keystone Conference. ESC 20. 22 June 2012
“Rethinking Reflection: A Grounded Theory of Rhetorical Reflection in Freshman Composition. CCCC 2012. St. Louis, MO.
“Exploratory Writing: Helping to Avoid the Writicide Trap.” 6th Annual San Antonio Writing Project Teacher Conference.” 4 Feb. 2012. UTSA-Downtown. San Antonio, TX.
“Turning Back, Turning Forward: Reflection in the Writing Classroom.” San
Antonio Writing Project 2011-2012 Super Saturday Series. Keynote Presentation. 5 Nov. 2011. UTSA-Downtown. San Antonio, TX.
"Implications of King and Kitchener's Reflective Judgment Model for Writing Instruction." Panel presentation CCCC 2011, Atlanta. “Celebrating Writing for Learning in All Subjects: How to Integrate More Writing into Your Classroom.” The Success Trifecta. Region 20, San Antonio, TX. October 2009. “Researching Rhetorical Reflection.” Panel on Reflection with Kathleen Blake Yancey as respondent. CCCC. March 2009, San Francisco. “Generating a Grounded Theory of Rhetorical Reflection.” CCCC Research Network Forum. March 2009, San Francisco.

Professional Associations National Council of Teachers of English Two-Year College English Association National Writing Project Council of Writing Program Administrators Other Affiliations and Positions Co-Director and Tech-Liaison, San Antonio Writing Project President, enCore Consortium Inc.

Committee Leadership Positions and Activities Chair, San Antonio College Writing Center Advisory Committee. Chair, Computer User's Committee, Department of English: 1995-2008 Chair, Program Review Committee, Department of English: 2004-2008

English 1301 Home © Lennie Irvin 2013