Course Syllabus
ENGLISH COMPOSITION 1113H1AD
*****Please note*******
This syllabus may reflect recent changes and updates not showing in Enrollment Tool. Students should use this syllabus for course study.
Instructor: Mrs. Anita R. Griffin Contact Info: anita.griffin@hindscc.edu
Hours: I maintain course contact intermittently via Canvas during the day and early evening Monday through Saturday. It is best to e-mail questions or concerns. I'll be checking my Inbox everyday.. If you send an E-mail and don't get a response within 24 hours, something may be wrong in the transmission. Please try again.
Phone contact: Please dial (601) 987-8176 to leave a message and number with the Jackson Campus English Department. Leave a clearly worded message and a working contact number. I will respond as soon as possible to address your concerns. All class and content matters should be handled first by this instructor; I will refer students to Distance Learning in my absence. Please go to the Help & Support button for information services and department numbers.
Dates of Course: May 31 through June 22
Prerequisites
To enroll in ENG 1113, English Composition I, the student must have scored at least 17 in the English area of the ACT, at least 71 on the Compass Test (on record at the Admissions office) or have credit in ENG 1203 or transfer credit in a course equivalent to ENG 1203 at another college.
Course Description: English 1113 emphasizes the basic principles of writing through the assignment of primarily expository essays.
Course Goals and Objectives: Student writers will explore the writing process, examine the various modes of writing, and learn to communicate effectively through the written word.
Course Materials:
1. Textbook: The Norton Field Guide to Writing with Readings, 3rd edition by Bullock and Goggin
2. A computer with certain minimal characteristics:
A PC running Windows 7 or better or a Macintosh with Mac 7.5 or above
1. 64 MB of RAM
2. 100 MB of free hard drive space
3. CD-ROM
4. Sound
5, Internet connection
6. Current Web Browser ( Firefox, Google Chrome, or Mozilla)
7. You also need to meet the prerequisites of the course you choose (see online course description for more information about prerequisites)
8. Online courses demand that you are an independent learner who can manage time effectively (this is a "word to the wise")
- 3. A functioning e-mail for Canvas.
- 4. Word processing software--preferably Microsoft Word.Do not use Word pad, Word perfect, or Notepad.
ATTENDANCE
According to the Mississippi State Board of Education, a student must attend 80% of the classes of a given course to receive credit. For online instruction, that means that 80% of the assignments must be done by the dates they are due. The assignments should be submitted on time during the week; I consider that you are in class when you complete assignments and forums. With the instructor's permission, students may complete late/missed work within seven days until the last two weeks of class. A new Distance Learning policy states that online classes will continue during weekends and holidays for a seven day online schedule. Course work can continue during these periods. Students who access the the course site or e-mail without completing work are considered absent and not participating. Non attendance status may be changed once work is submitted.
After a student fails to attend/participate for two meetings/assignments, I will process a Notice of Excessive Absence Form. The student has seven days to respond with attendance/work. If the student fails to respond within seven days, I will enter a grade of "F" for the Final grade. A student's statement of intention to withdraw should be followed up with the student's active class participation or formal initiation of the course withdrawal process.
Late or missed work
With the instructor's permission, a student will have one week to make up late/missed work. Work that is improperly submitted or delayed by student error may be subject to a late penalty of a grade not higher than 69. Late work submitted due to an unexcused absence will receive a grade not higher than 69. Medical emergencies or school related absences are considered excused absences that will require faxed documentation. Contact the instructor for Fax information.
COURSE REQUIREMENTS, EVALUATION, AND GRADING
Students will be assigned five graded essays that cover different writing modes(types); one of the five includes a proctored Mid-term essay. The directions for writing will be posted in Course Content folders. The percentage total for these five essays will be 50%. Students will turn in formal outlines for four of the five essays; these outlines will total 10%. Prewriting assignments count 10%. The Final Examination will be administered by a proctor and will count 30%. The two First Days' Assignments will total five points each. Students must complete the Distance Learning Survey and the First Days' Assignments to confirm enrollment and class participation. Students are responsible for maintaining daily attendance by completing weekly assignments. To maintain class participation, students should complete on schedule both weighted and non-weighted assignments/course work.
Students will complete a midterm and final exam that will be written in the presence of an approved proctor. Students will use Smarter Proctoring button to access the proctoring information. Both the mid-term and the final exams will require that you write an essay during the two hour exam period.
Students will provide a Plan for Writing that is a list of the thesis statement and support points for each assigned essay. Instructions for writing this plan are shown in the Assignments Folder. Submission of the Plan (an informal outline) is required and failure to submit before the essay is turned in for grading will result in five points deducted from the essay's grade. Students must also write a formal sentence outline that adheres to textbook and instructional guidelines to accompany each graded essay.
Grading Scale: 90-100 = A 80-89 =B 70-79 = C 60-69 = D; and below 60 = F
TESTING
Two proctored tests are given in this course: one for the midterm test and one for the final exam. Both are essays written during the two-hour proctored time at a designated site. The student is responsible for making a proctor appointment within 24 hours before test time to accommodate proctoring schedules and exam availability. Do not plan to test as a walk-in.
The Proctored test(s)are administered in accordance with all courses taught by Hinds Community College and the Mississippi Virtual Community College. The test(s) is given at a secured testing environment on a campus location. This is one way that the college can assure the true validity of an online course. Each Hinds location is required to offer a proctored testing environment. The schedule for each location is set by the appropriate dean and reported to the Dean of Distance Learning. Use the Smarter Proctoring Button at the left to get started setting up your testing dates and times.
http://ptrs.hindscc.edu/ Link for Proctored Test set up
Non-Discrimination StatementIn compliance with the following: Title VI of the Civil Rights Act of 1964, Title IX, Education Amendments of 1972 of the Higher Education Act, Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990 and other applicable Federal and State Acts, Hinds Community College offers equal education and employment opportunities and does not discriminate on the basis of race, color, national origin, religion, sex, age, disability or veteran status in its educational programs and activities. The following persons have been designated to handle inquiries regarding the non-discrimination policies: |
ENGLISH DEPARTMENT COURSE SYLLABUS AND GRADING RUBRIC
COURSE SYLLABUS
ENGLISH 1113: ENGLISH COMPOSITION I
COURSE DESCRIPTION: In English 1113 students will learn to write essays with a formal outline, a thesis (a one-sentence summary of the theme), an introduction and conclusion, a coherent and logical thought pattern, supporting paragraphs developed by specific details, and well-structured sentences showing mechanical correctness.
TEXTBOOKS:
• Norton Field Guide to Writing with Readings, 3rd ed. by Richard Bullock, Norton ISBN: 978-0-393-93976-7. This includes the Norton Field Guide to Go for free.
The Little Eagle with Exercises, Norton ISBN 978-0-393-29319-7 if bundled
SEE UNIT OBJECTIVES BELOW.
UNITS OF STUDY:
• Prewriting the Essay
• Writing the Essay
• Revising the Essay
COURSE REQUIREMENTS: Students will be required to earn a D (60) average or better.
1. A minimum of three 500+ word essays including the final exam
a. Instructors must assign a minimum of 3000 words and five essays including the final exam.
b. At least three essays must be expository.
c. At least two essays must be analytical responses to reading – reading type and length is at the discretion of the instructor.
d. At least one essay must include two documented sources using MLA format.
e. Instructors may vary the number of papers and number of words as long as the minimum requirements above are met.
2. write an essay of 500+ words for the final exam
3. A minimum of 80% of the final grade must be determined by essays (including the final exam).
4. Instructors may weight individual essays as they deem fit.
GRAMMAR PROFICIENCY REQUIREMENT: Students should demonstrate mastery of standard American English through directed review of major areas of concern and through essay writing.
PLAN OF EVALUATION: Students will be evaluated according to course/exit requirements.
EXIT REQUIREMENTS: At the conclusion of English 1113, the student shall have written essays with
1. a formal outline
2. a thesis (a one-sentence summary of the theme)
3. an introduction and a conclusion
4. a coherent and logical thought pattern
5. supporting paragraphs developed by specific details
6. well-structured sentences showing mechanical correctness
DISTRICT GRADING SCALE:
A 90-100
B 80-89
C 70-79
D 60-69
F Below 60
ENG 1113 –2015
DISTRICT ENGLISH DEPARTMENT GRADING CHART: English Composition I and II
Name_________________________Class __________________ Theme#_____
A (100-90)
_____rich content
_____engaging title
_____engaging introduction
_____readily identifiable central focus
_____meaningful pattern of development from beginning to end
_____thoroughly supported assertions
_____stylistic techniques and devices
_____fresh and highly specific phrasing
_____varied sentence structure
_____varied, concise, precise vocabulary
_____identifiable tone
_____artful transitions
_____no major mechanical errors
_____few minor mechanical errors
_____correct MLA form
_____B (80-89)
_____informative, interesting content
_____readily identifiable central focus
_____clear, logical pattern of development
_____well supported assertions
_____varied sentence structure
_____concise, pleasing vocabulary
_____generally smooth transitions
_____no more than one major mechanical error
_____few minor mechanical errors
_____few minor errors in MLA form
_____C (70-79)
_____average content
_____competent organization
_____generalities; acceptable support
_____predictable sub-vb sentence pattern
_____occasional redundancies; oversimplified and/or limited vocabulary
_____frequent choppiness; weak transition
_____no more than two major mech. errors
_____several minor mechanical errors
_____violation of MLA form
_____general lack of imagination and intellectual rigor
_____D (60-69)
_____underdeveloped content
_____inconsistent, ineffective pattern of organization
_____insufficient support
_____awkward, ambiguous sentences
_____limited and/or misused vocabulary
_____choppiness; serious lack of transition
_____no more than three major mechanical errors
_____many minor mechanical errors
_____violation of MLA form
_____appears to have been written in haste and/or with little regard for composition standards and/or with few composition skills _____ F (59 and below)
_____superficial treatment of topic
_____lack of support
_____high frequency of errors in standard English
_____four or more major mechanical errors
_____violation of MLA form
_____ideas, organization, and style fall far below the level of acceptable college writing
***********************************
Each of the following errors counts as one major error:
• fragment
• fused or run-on sentence
• comma splice
• verb error
• three different misspelled words
Three of the following minor errors:
• incorrect punctuation,
• pronoun/antecedent disagreement,
• misuse of pronouns,
• incorrect plural and possessive forms
***********************************
*Serious Violations of MLA Form
Resulting in a grade of C, D, or F
• failure to introduce a quotation properly
• inaccuracies in quoted or paraphrased material
• overuse of quoted material
• use of back-to-back or irrelevant quotations
• incorrect form in blocked quotations
• violation of rules of internal documentation
• failure to follow correct form in Works Cited entries
• omission of publication data in Works Cited entries
• omission of a source which should be listed on Works Cited page
• over reliance on one or two sources
• any serious violation of instructor’s directions regarding form
***********************************
Plagiarism (Unforgivable violation of MLA form)**
• failure to give a source for paraphrased material
• failure to use quotation marks around quoted material
• slightly changing the wording of a source and using it as paraphrased material A (100-90)
_____rich content
_____engaging title
_____engaging introduction
_____readily identifiable central focus
_____meaningful pattern of development from beginning to end
_____thoroughly supported assertions
_____stylistic techniques and devices
_____fresh and highly specific phrasing
_____varied sentence structure
_____varied, concise, precise vocabulary
_____identifiable tone
_____artful transitions
_____no major mechanical errors
_____few minor mechanical errors
_____correct MLA form
_____B (80-89)
_____informative, interesting content
_____readily identifiable central focus
_____clear, logical pattern of development
_____well supported assertions
_____varied sentence structure
_____concise, pleasing vocabulary
_____generally smooth transitions
_____no more than one major mechanical error
_____few minor mechanical errors
_____few minor errors in MLA form
_____C (70-79)
_____average content
_____competent organization
_____generalities; acceptable support
_____predictable sub-vb sentence pattern
_____occasional redundancies; oversimplified and/or limited vocabulary
_____frequent choppiness; weak transition
_____no more than two major mech. errors
_____several minor mechanical errors
_____violation of MLA form
_____general lack of imagination and intellectual rigor
_____D (60-69)
_____underdeveloped content
_____inconsistent, ineffective pattern of organization
_____insufficient support
_____awkward, ambiguous sentences
_____limited and/or misused vocabulary
_____choppiness; serious lack of transition
_____no more than three major mechanical errors
_____many minor mechanical errors
_____violation of MLA form
_____appears to have been written in haste and/or with little regard for composition standards and/or with few composition skills
ENG 1113 – Rev. Fall 2015
UNIT 1: PREWRITING THE ESSAY
English 1113: ENGLISH COMPOSITION I
UNIT OBJECTIVE: The student will plan an essay.
PLAN OF EVALUATION: The student’s performance will be evaluated on writing assignments.
LEARNING OBJECTIVES:
The student will
1. learn what an essay is
2. use restriction in selecting an essay subject
3. write a restricted, unified, and precise thesis or statement of intent for an essay
4. prepare an outline as a guide for organizing an expository essay, including an
5. appropriate title
6. learn the steps in the essay-writing process
7. learn the structure of a five-paragraph essay
8. practice expressing ideas specifically, clearly, accurately, and coherently through such writing assignments as the journal, in-class topic responses, and grammar/usage exercises
9. demonstrate the skill necessary to identify, express, and solve problems
UNIT 2: WRITING THE ESSAY
ENGLISH 1113: ENGLISH COMPOSITION I
UNIT OBJECTIVE: The student will use conventional skills in essay writing.
PLAN OF EVALUATION: The student will be evaluated on the ability to use conventional skills in essay writing.
LEARNING OBJECTIVES:
The student will
1. use edited American English
2. develop a thesis or statement of intent fully, accurately, coherently, and interestingly in an expository essay from an outline
3. write introductory paragraphs
4. write supporting paragraphs with specific details
5. write concluding paragraph
6. write an essay that is unified, coherently presented, and mature in thought and expression*
*Supports the development of the institutional competency for Critical Thinking
UNIT 3: REVISING THE ESSAY
English 1113: ENGLISH COMPOSITION I
UNIT OBJECTIVE: The student will improve and correct essays through revision.
PLAN OF EVALUATION: The student will be evaluated on the ability to improve and correct essays through revision.
LEARNING OBJECTIVES:
The student will
1. use specific wording to support topic sentence ideas
2. use a variety of sentence patterns
3. write well-structured sentences showing persistent effort to attain mechanical
4. correctness
5. make stylistic improvements and grammatical and structural corrections in the rough draft stage of essay writing
6. proofread the final copies of essays
identify areas of weakness in essay writing and take steps to strengthen skills
Course Summary:
| Date | Details | Due |
|---|---|---|