English 98: Introduction to College Writing



ENGLISH 092: DEVELOPMENTAL ENGLISH

Fall 2014, section A (#1043)

10:30-11:20am daily, A240

Instructor: Donna Miguel

Email: d.miguel@bellevuecollege.edu (please proofread your email)

Office: R230-T Phone: (425) 564-2553

Office Hours:

REQUIRED TEXTS /MATERIALS

▪ Selected chapters and readings from Steps to Writing Well by Jean Wyrick, 12th ed, found on Canvas > Course Readings/Chapters, Document & Files page

▪ Access to Canvas and printer ()

▪ Bellevue College MLA Bibliography sheet – found on Canvas

▪ Any other writing handbook (strongly recommended) – on reserve in the library if needed

▪ Dictionary/Thesaurus – optional, but strongly recommended

▪ USB flash drive or Dropbox (anything to save your work)

▪ Folder to keep your work and handouts

COURSE DESCRIPTION & OUTCOMES

English 092 works on issues involved in college composition. We’ll focus on the writing process, which includes how to narrow down a topic, organize ideas, write rough and final drafts, rely on peer critique (revision), provide thorough supporting details, and learn the importance of assessing your own work. Along with reading/writing assignments, there will be grammar exercises and quizzes to ensure that your written communication is readable, without excessive grammatical and mechanical errors.

After completing this class, a successful student should be able to:

Read and Think Critically

▪ Demonstrate ability to make reading connections in writing

▪ Use appropriate college level vocabulary and academic language

▪ Summarize accurately

▪ Demonstrate an awareness of themselves as learners of Academic Language

▪ Actively participate in discussions concerning the interpretations of texts

▪ Reflect, evaluate and draw conclusions about texts

Compose

▪ Develop own writing process based on exposure to various established methods

▪ Narrow scope of a topic for the purpose of development

▪ Create organized, unified, well-developed text

▪ Use a variety of writing strategies including but not limited to description, narration, illustration, comparison, contrast and analysis

Revise

▪ Develop self-editing and/or error recognition skill

▪ Improve the ability to respond to critique from teachers and peers

▪ Improve the ability to critique their own work and others

▪ Identify and break habits that detracts from effective writing

Editing

▪ Uses correct Word Forms

▪ Use basic verb tenses and forms appropriately

▪ Use correct suffixes to signal verbs, nouns, adjectives, and adverbs

▪ Use accurate subject verb agreement

▪ Improve sentence structure and variety; recognizes and avoid fragments and run-ons

▪ Improve ability to write concise sentences

▪ Use correct punctuation and mechanics

CLASS POLICIES

Students contribute to making a class effective as the instructor. Do your work, read, and participate in class discussions. Seek out campus resources for additional help. Remember, I am not your babysitter, so please act maturely and respectfully. You will work and earn your grade.

TAKE CARE OF YOURSELF! Stay hydrated, seek counseling and advising for additional help, take deep breaths, anything to ensure your well-being. There’s a lot of work in this class, so stay healthy!

Attendance – you are clearly expected to attend class regularly (live and online) and be on time. Be warned: in accordance with the BC Arts and Humanities attendance policy, if you miss 20% of the course, you will receive an “F”(failing grade, no credit) if you miss more than 10 classes. If you know you will miss class, please let me know in advance via email or phone (these must be illness or emergency related). It is strongly recommended you connect with your classmates to find out what you missed. Arriving late twice will equal one absence, and so on.

If I am unable to come to class, I will post directions under “Announcements” on Canvas.

Assignments – All readings and assignments are due the day they are on the schedule; consult for deadlines and Canvas for assignment and tip sheets. Although I do not accept late work, if for some circumstances you turn in your essay after the due date, your essay will be deducted 5 points for each day late. However, I will not accept late essays after one week. Also, take pride in your work; take yourself and your work seriously. Don’t present/turn in work that is sloppy: crumpled, mangled, with coffee or food stains, or folded. See homework rubric on page 6; be thoughtful with the presentation and content of your work.

Participation – you will receive credit at the end of the quarter for your participation, which means being actively engaged in small and big group discussions and activities. I can ask you to leave the class if you are goofing off, chatting with friends, sleeping, refusing to be on task, playing with any electronic gadgets, or even being unprepared for class. Remember, this is a college class, and I expect as such. See participation rubric on page 5.

Laptop use – you may not use a laptop unless cleared with me (or DRC) first. Let me know so I won’t growl at you in class.

Plagiarism – don’t do it. All work for this class must be original work. If you have any questions about correct citation methods, formatting, anything general, it is imperative you ask me for help. Don’t cheat, plagiarize, or perform any other misconduct or serious consequences may follow, such as receiving an “F/0” for the assignment or an “F” final grade. Also, there may be a report of the incident filed in the Dean of Student’s office. All assignments are subject for scanning at , so please save all your e-documents – you will be asked to submit both a hard copy and via Canvas.

Respect (affirmation of inclusion) – I’m not a fan of disrespect, esp. to me or any of your classmates. This being said, any comments, jokes, or remarks that belittle the worth of any individual’s physical attributes, race, creed, sexual orientation, romantic and affectional orientation, religion, gender, ethnicity, and disability are inappropriate and will not be tolerated. I have the option of kicking out anybody who does not follow the above affirmation. If your behavior inhibits the class’s learning and education, you will be asked to leave, and may be directed/reported to the Dean of Students and/or Campus Security.

Disability Resource Center – The DRC serves students with a wide array of learning challenges and disabilities. If you are a student who has a disability or learning challenge for which you have documentation or have seen someone for treatment and if you feel you may need accommodations in order to be successful in college, please contact us as soon as possible. If you are a student with a documented autism spectrum disorder, there is a program of support available to you. If you are a person who requires assistance in case of an emergency situation, such as a fire, earthquake, etc, please meet with your individual instructors to develop a safety plan within the first week of the quarter.

 The DRC office is located in B 132 or you can call our reception desk at 425.564.2498. Deaf students can reach us by video phone at 425-440-2025 or by TTY at 425-564-4110.  Please visit our website for application information into our program and other helpful links at bellevuecollege.edu/drc.

Office Hours – If you have questions or concerns about your assignments, readings, or grade in the class, please see me during office hours (as noted on this syllabus), or make an appointment with me so I can set specific time aside for you. If you need to chat about your topic, please come and see me.

ASSIGNMENTS

Please see me in advance if you have problems about computer or printer use. All assignments (unless otherwise noted) need to be typed, double-spaced, and have 1” margins. Use 11- 12 size fonts in readable, professional fonts. You will need an appropriate heading for your assignments. As shown on the bright green handout, position the heading at the top right or left corner on the 1st page: name, date, class and assignment.

( Essays: to practice your efficiency in the writing process, sentence/paragraph/essay skills, and critical thinking skills, you will be writing 3 types, or “modes” of communication essays, starting from very informal to more formal writing: narrative, process analysis, and argument (position) with topics that we’ll talk about in class. You will be completing pre-writing exercises in class, rough drafts, peer critiques, and final drafts. These papers need to be 1 ½ - 2 pgs, typed, and double-spaced.

( Chapter/Reading Summaries: To ensure that you are reading the assigned chapters/materials, you will write 9-10 short summaries on the assigned chapter readings for the day. The chapter information will be about elements of the composition essay, so make sure to take notes of ideas that strike you as interesting or in some way related to your own experiences. I will have a separate assignment sheet for this. These are due the beginning of class, so check your schedules accordingly for the due dates. You’ll share these in pairs/groups, and will be used to start the discussion for the day.

( Grammar Quizzes: You will have 3 grammar quizzes throughout the quarter to help improve your grammar skills in written communication. You may not use your book, handouts or notes during the quizzes; therefore, be present on review days. I will, however, be handing out an index card for each quiz that you may use for the quizzes. Also, there are no make-up quizzes.

▪ Quiz #1: Subjects, Verbs, Joining Sentences using Coordination and Subordination

▪ Quiz #2: Correcting Fragments, Run-Ons, and Comma Splices

▪ Quiz #3: Possessive Apostrophes ; Commonly Misspelled Words; Capitalization

( Self-Evaluation: at the end of the quarter, you will be completing a 1-2 page, double-spaced reflective paper that examines and evaluates each of your essays, grammar quizzes, discussions, etc. You will address several questions that help you reflect and evaluate your work over the quarter. The assignment sheet will be posted on Canvas mid-quarter.

( Reading: in order to become an active reader, you must engage in active vs. passive reading; think critically and analyze ideas, key points. To engage in a conversation with the readings, ask questions, find arguments/main ideas, techniques, author’s reasoning and main points. Use a dictionary if needed; take notes in the margins/your notebook. Contribute to the discussion – this will help your responses, projects, and participation points.

GRADING (NOTE: YOU MUST PASS THE CLASS WITH A C- TO MOVE ON TO ENGLISH 101!)

▪ Essays: 360 total (including Prewriting, essay assignments, and

Peer Critique)

▪ Grammar Quizzes: 60 pts total (3 @ 20 pts each)

▪ Reading Summaries: 45 pts (9 @ 5 pts each)

▪ Self-Evaluation: 50 pts

▪ Participation: 100 pts total

TOTAL POINTS: 615 POINTS

(D. Miguel)

Participation Rubric - All classes

| |OUTSTANDING |STRONG |ADEQUATE |POOR |

| |“A” level |“B” level |“C” level |“D” & “F” level |

|PREPARATION FOR CLASS |You bring all your |You usually bring all |You frequently “forget” to |You frequently ask to borrow |

| |materials. You’re ready to |materials. You are ready to |bring required materials to |materials from classmates. You|

| |work once the class starts. |work once class starts. |class; haven’t bought the |are rarely ready to start when|

| | | |book; often not ready to |class starts. Maybe you walk |

| | | |begin when class starts. |in late? |

|FREQUENCY OF PARTICIPATION |Your hand is almost always |Your hand is often raises |Your hand is seldom raised. |You do not volunteer to |

| |raised during class |during class discussions. | |contribute to class |

| |discussions. | | |discussions. |

|QUALITY OF PARTICIPATION |Students who fall into this |Students who fall into this |Students who fall into this |Students who fall into this |

| |category offer thoughtful |category participate but as |category tend to come to |category either don’t come to |

| |and critical commentary and |a whole, responses tend to |class and pay attention, but|class, don’t contribute at all|

| |analysis. |be general, may go off |they rarely participate. |to the discussion, fall |

| |You raise questions, explore|topic, and may not |When you do, it is more |asleep, are caught texting, |

| |difficult concepts, |engage/connect/refer back to|likely than not to simply |tweeting, and/or completing |

| |theories, and refer back to |or with the text. |echo someone else’s opinion |assignments for other classes.|

| |the text. | |and/or “easy” questions. | |

| | | | |You also appear unengaged in |

| | | | |class discussion. |

| | | | | |

| | | | | |

| |You also do not pose as a |Your comments may be |Your comments are |Your comments are |

| |disruption/distraction to |unnecessary, inappropriate. |unnecessary, inappropriate. |inappropriate and may be asked|

| |the class (unnecessary, |(#8 on the syllabus |#8 on the syllabus) |to leave the class. (#8 on the|

| |inappropriate comments) |policies) | |syllabus) |

|GROUP WORK |You are always on task and a|You complete group |You sometimes need to be |You give very little effort |

| |leading and/or equal partner|activities and pair |reminded to stay on task |during pair and group |

| |during pair and group |activities. You are an equal|during group or pair |activities and are often off |

| |activities. Your peers would|partner for the most part |activities OR you carelessly|task. You appear |

| |likely describe you as |but are less helpful and/or |rush through activities. |disinterested, disengaged and |

| |enthusiastic, helpful, |actively engaged than | |you bring down the morale of |

| |critical, and an actively |someone in the “Outstanding”| |your group. (Sitting like a |

| |engaged team member. |category. | |lump) |

|LISTENING |You actively listen when the|You listen when the |You sometimes listen when |You “tune” out and sit like a |

| |instructor and your fellow |instructor and your fellow |the instructor and your |lump when the instructor and |

| |students speak during class.|students speak in class but |fellow students speak in |fellow students begin speaking|

| | |you may appear distracted at|class. At times, you may be |in class. Rather than listen, |

| | |times. |seen texting, tweeting, |you are openly disengaged and |

| | | |completing assignments for |can almost always be found |

| | | |other courses, talking to |texting, sleeping, completing |

| | | |your friends during class |homework for other classes, |

| | | |discussions. |etc. |

Donna Miguel, Instructor

All of my English classes

HOMEWORK / IN-CLASS WRITING /ASSIGNMENTS RUBRIC[1]

If the assignment is worth 5 points (default grade for most graded homework and in-class responses):

|POINTS |CRITERIA |

| | |

| |Well done! You obviously took the time to complete this assignment. You’ve done an exceptional job with the thinking, writing, |

|5 |and completion. Thorough and obvious effort and reflection. Oh, you also followed the directions and requirements. |

| | |

|4 |Good, but not quite exceptional. May not have followed a slight part of the directions, or lacked the insight, depth, or |

| |thoroughness of a “well done.” |

| | |

| |Didn’t follow most of the directions and or/answers were incorrect, vague, incomplete, vague, or lacked critical thinking |

|3 |and/or depth of thought. Yeah, you did put some effort, but it seemed to be last minute effort just to get it done. Did you |

| |complete it right before class or during class? |

| | |

| |Clearly didn’t read the assignment directions and/or it’s obvious that the homework was done quickly and without thought. The |

|2 |assignment is incomplete, incorrect, late, or of unacceptable quality. |

| | |

|1 |Okay, this point is completely out of pity. Very little to no effort. Didn’t follow the assignment whatsoever and didn’t |

| |answer the directions on the assignment sheet or given in class. |

| | |

| |You didn’t do the assignment at all. Ouch. Did you even come and talk to me about what happened for you not to turn it in? |

|0 | |

| |

|If the assignment is worth 10 points, double the scale above. You get the idea. |

Don’t forget to appropriately label your assignments with a heading, as stated on the syllabus. You may lose a point or two if you forget to put your own name on the assignment.

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[1] This excludes for in class essays, rough and final drafts, quizzes, exams. See me if you have any questions.

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There’s more assistance available for your success:

• TRIO, MCS, Veterans Admin Programs, Women’s Center, Counseling, Advising, and Financial Aid are located in the B building.

• Writing/Reading Lab and Academic Tutoring can be found in D204

• Open computers and printers are in N250 and C bldg. The library also has computer use.

See separate handout for a list of all Student Support Services and appropriate contact information. The link:

A: 100-95%

A-: 94-90%

B+: 89-87%

B: 86-85%

B-: 84-80%

C+: 79-77%

C: 76-75%

C-: 74-70%

D: 69-60%

F: 59 or fewer

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