COPPIN STATE UNIVERSITY



COPPIN STATE UNIVERSITYDEPARTMENT OF HUMANITIESCOURSE SYLLABUSRevised 8/2017ENGL 101: ENGLISH COMPOSITION I 3 CREDITS FALL 2019College Readiness – Writing SECTION LOCATION DAYS & TIME: PEC Building Room 102INSTRUCTOR: Mrs. JohnsonOFFICE HOURS: Tuesdays from 3pm-4pm PHONE: 410-951-6888 EMAIL: eamcfarland@bcps.k12.md.usStudents, Please Note: Coppin State University Policy requires all student email communication with faculty to originate in a Coppin email address. If you are not already familiar with your Coppin email account, please learn how to use it. Please do not communicate with your instructor using an account from an internet service provider.REQUIRED RESOURCESCoppin State University Department of Humanities, ed. English 101: Freshman Composition I Course Guide and Textbook. Baltimore: , 2012. Electronic (PDF) version of the textbook is available free online at . MyLabsPlus/MyWritingLab online modules and quizzes available at . Access code cards are available in the University Bookstore. CODE CARDS PURCHASED THROUGH OTHER OUTLETS MAY NOT BE COMPATIBLE WITH COPPIN’S MYLABSPLUS SITE. American Heritage College Dictionary, 3rd ed., 1993 or equivalent. Available in the University Bookstore. ** Please be sure to secure your MyLabsPlus/MyWritingLab access and any other non-downloadable texts by September 6, 2019. For information on Financial Aid Book Vouchers, please visit . These will enable you to purchase books and MyLabsPlus materials as soon as possible. COURSE DESCRIPTION English 101 is the study of the elements of composition, including the writing process, sentence structure, usage, punctuation, and mechanics. It is also serves as an introduction to academic documentation procedures, to prepare students for English 102. Its purpose is to provide students with practice that will help them to develop the ability to write clear expository prose in essays derived from critical reading and class discussions of selections from the reader or elsewhere. All sections of English 101 are hybrid courses that utilize both traditional and online instructional modes. The online component for the course consists of tutorials in Pearson Longman’s MyLabsPlus/MyWritingLab product (). Use of MyLabsPlus/MyWritingLab is required for ENGL101. Students must secure access to the site, either by purchasing an access code at the University Bookstore or purchasing access through the site itself. MyLabsPlus/MyWritingLab exercises comprise 15% of the final grade in ENGL101. By the second week of the semester, all 101 students should be enrolled in MyLabsPlus/MyWritingLab, have completed the diagnostic, and be working with instructors on a plan to supplement classroom instruction with the resources of MyLabsPlus/MyWritingLab. Instructors may assign student-specific MyLabsPlus/MyWritingLab tutorials in place of, or in addition to, Coppin Learning Resource Center hours, based on their assessment of student performance on the written diagnostic and/or the MyLabsPlus/MyWritingLab diagnostic.COURSE OBJECTIVES English 101 seeks to develop the following Student Learning Outcomes: a.) oral and written communication and b.) analytical reasoning. At the end of the course, students should be able to do the following: Focus on a purpose, select an essay topic, limit it to a length appropriate for the assignment, and respond in an essay that is within the realm of personal experience, observations, or critical reading; Follow the writing process, including a) using various prewriting techniques, b) writing one or more drafts, c) revising and editing, d) proofreading, and e) making an outline and using it as needed in the writing process; Write sentences that a) conform to the conventions of standard English in usage, punctuation, and mechanics, including spelling; and b) take a variety of forms, employing such devices as coordination, subordination, and parallelism; Write unified, coherent, and adequately developed paragraphs with clearly expressed central ideas; Use conventions of format, language, and structure appropriate to the rhetorical situation; Demonstrate in writing the ability to think analytically about personal experiences, observations or readings and develop these ideas in a coherent essay; Demonstrate an understanding of how to cite summarized, paraphrased and quoted material used as support in required essays and a basic understanding of MLA documentation format; Understand the uses of the dictionary and thesaurus, and use a dictionary to determine word meanings, parts of speech, etymologies, and possible usage problems; and Develop a portfolio of work containing the required contents and meeting all standards for passing work as evidenced in the Standards for a C Paper. COURSE OUTLINE Part I: Welcome, Startup, & Diagnostics: In the first week of classes, you will become acquainted with the procedures and requirements of English 101, and will complete a series of diagnostic exercises that will aid your instructor in tailoring a learning experience to fit your specific needs. Part II: The Writing Process: This section of the course is dedicated to introducing the Writing Process, the steps that all writers go through in composing and revising their writing. Part III: Narrative Writing: Narrative, the first mode of writing introduced in the course, focuses on telling a story through plot and detail. This paper will also serve as a laboratory for you to continue to develop your basic skills in sentence-level clarity and paragraphing. Part IV: Compare-Contrast Writing: Compare-Contrast writing examines in an analytical way two subjects and how they relate to each other. Critical thinking is essential in this section of the course, as is a further development of basic writing and clarity skills. Part V: Argument Writing & MLA Citation: The final major writing assignment is in persuasive writing, using the tools of rhetoric and evidence to convince an audience of the validity of your point. Here the course also stresses the practice of citing one’s sources and participating in an academic dialogue. Part VI: Process Analysis: This section of the course focuses on reflection and self-analysis, enabling you to apply what you have learned in English 101 to other writing tasks. Part VII: Final Portfolio Revision: The final portion of the course is devoted to final revision of the English 101 portfolio. TECHNOLOGY USED IN THIS CLASSROOMAt the discretion of the instructor, power point, web-based resources, computer / word processing tutorials and/or audio-visual formats may be used. All sections will have full use of tutorials and quizzes through MyLabsPlus/MyWritingLab, . At least one assignment completed in this class will be submitted to Turnitin, an online originality verification services.MODES OF INSTRUCTIONEnglish 101 is a hybrid course involving extensive use of online technology to enhance learning opportunities. In addition, the instructor is encouraged to vary classroom experience by the use of lectures as appropriate, class discussion, writing, revising, and editing activities, reading essays out loud, and small group activities.TECHNOLOGY FLUENCYFinal drafts of all out-of-class assignments must be produced with a computer. Familiarity with Microsoft Word, OpenOffice, GoogleDocs, (or another word processing program) and dependable access to the Web and to a computer is required. MYLABSPLUS REQUIREMENT MyLabsPlus is an important part of English 101 at Coppin. Acceptable completion of assigned modules is required to pass the course. MyLabsPlus is available at . Access cards may be purchased in the bookstore or online via credit card during the registration process. Temporary access (14 days) is available for MyLabsPlus users upon registration, which will enable you to begin work immediately. THE WRITING CENTERStudents requiring extra assistance may be directed to the Writing Center for tutorial work. The center is located in room 207 of the Grace Jacobs building. Please make use of the tutors to support your composition and revision process in English 101. MODES OF EVALUATION The grade-point requirements for the course are as follows:A90-100%B80-89%C70-79%D 60-69%F 0-59%Per University policy, students must earn a grade of C or higher (70%) to advance to English 102: Freshman Composition II. Those students earning under a 70% in the class will be required to repeat the course. Students are evaluated on several criteria: Class Participation & Attendance10%MyLabsPlus Study Plan Modules () 15%Classwork, Homework, Drafts, Quizzes and Other Assignments15%English 101 Portfolio Assignments (Final Drafts)60%Essay 1: Narrative Essay – Due 2/23/1815%Essay 2: Compare Contrast Essay – Due 3/15/1815%Essay 3: Argument Essay – Due 4/13/1820%Essay 4: Writing Process Analysis Essay – Due 5/4/1810% =SUM(ABOVE)*100 \# "0.00%" 100.00%Student's Daily Work Forty percent (40%) of the final grade will be determined by the student's attendance, participation in class activities, daily written and group work, scores on quizzes and tests, MyLabsPlus Learning Path modules, and any work completed at the Writing Center. Instructors may choose to give grades for other in-class and out-of-class assignments as they deem necessary. Late work will only be accepted from students with excused absences or valid excuses that have been approved by the main office (i.e. doctor’s note). Any student, who submits work late work while unexcused, will receive a zero for that assignment.Portfolio The four major writing assignments in the course comprise the English 101 Portfolio. Taken in total, the portfolio works make up sixty percent (60%) of the final grade in the course. The final portfolio, graded by the instructor, represents the most revised and polished versions of the papers composed in the course. Students may revise any work in their portfolio until the time designated by the instructor as the final due date (usually the final class meeting of the semester). Students must earn an average grade of “C” for the major portfolio writing assignments to pass the class. If the portfolio writing assignments do not average to a “C,” the student will be required to pay for & repeat the course once they enter college. Please note that this is the start of your college transcript.The portfolio will include the following: The Narrative Essay (750+ words); a first or third-person narrative essay on a subject determined by the instructor;The Compare Contrast Essay (750+ words); a detailed and analytical comparison of two subjects and their relationship;The Argument Essay (750+ words); a persuasive essay convincing a given audience of the validity of the author’s point;The Writing Process Analysis Essay (750+ words); a reflective essay examining the process that the writer used to compose her writing projects over the course of English 101. A diagnostic writing completed at the beginning of the semester; One or more graded drafts of each of the major writing assignments; A printout from MyLabsPlus () indicating completion of the MyLabsPlus Diagnostic Post-Test. Portfolio Due DatesMidterm Portfolio Review: Portfolios are due at a time and date specified by instructors. Final Portfolio Review: Portfolios are due to instructors no later than the final day of class for the semester. ASSESSMENT OF WRITTEN WORKWriting Assignments in ENGL101 are evaluated upon the following criteria, consistent with the University’s accepted Student Learning Outcomes for the course. The “Capstone” Assignment for ENGL101 is the Argument Essay. RUBRIC FOR CONTENT AND STUDENT LEARNING OUTCOMESGeneral Education Course: English 101SLO: Written and Oral CommunicationLevel: IntroductionWritten and Oral Communication Definition: Students will write clear expository and persuasive prose, use valid researched based arguments to support written or oral positions, express ideas in language appropriate to the topic and audience and write and speak proficiently for various audiences.Content IndicatorsFailing (F Grade)Demonstrates limited competence in regard to the writing assignment; is seriously flawed. Below Average (D Grade)Demonstrates some degree of competence in response to the assignment but is clearly flawed. Average (C Grade)Demonstrates minimum acceptable competence in response to the assignment.Above Average (B Grade)Demonstrates clear competence in response to the assignment but may have minor errors.Excellent (A Grade)Demonstrates a generally high degree of competence in response to the assignment. Thesis An identifiable statement of the writing’s goal and perspective.Essay is off-assignment or presents a very unclear or unidentifiable thesis. The thesis may be unclear; often the thesis cannot be discerned without significant work on the part of the reader. The essay presents an appropriate thesis, but that thesis may be too broad or the audience might, for some reason, have trouble immediately identifying the thesis.The writing presents a clearly identifiable thesis that is appropriate to the writing task in scope, focus, and direction. The paper has a clear and compelling thesis statement that may be a novel or original approach to the problem. Audience & PurposeThe writing’s effectiveness in appealing to its stated or implied audience; the writing’s sense of its rhetorical purpose. The essay demonstrates no discernible sense of purpose, unclear or problematic sense of the audience of the piece.The essay has a poor sense of its audience and its values, and a limited sense of purpose. The topic may be banal or the approach to it superficial. The writing illustrates an appropriate if unsophisticated sense of its audience and purpose; the writer’s topic and approach to it are appropriate for college-level writing.The essay accommodates itself well to its intended audience, and has suggests a clear sense of purpose. There might be awareness or consideration of other points of view. There is a clear and sustained sense of audience and purpose; the language and approach are effective in accommodating that audience, and the author displays an awareness and understanding of other points of view. OrganizationThe clarity, cohesion, and placement of elements of the paper. The essay is not organized logically, or has problems with essay- or paragraph-level coherenceThe essay suffers from a counter-intuitive or confusing organizational scheme; paragraphs are misplaced or would be far more effective in other places. The paper is adequately organized and developed; the transitions between logical elements of the paper is in general clear. Some elements may be out of place or more effective elsewhere, but the overall scheme of the paper is acceptable.The paper is generally well-organized. Each section flows naturally and intuitively from one to the next, and logical transitions are in general clear.The paper is well-organized and coherently developed; each element of the paper is logically connected to the larger aim of the work. Detail & DevelopmentHow well theessay uses supporting details and other evidence to clarify and reinforce its points. The work presents few or no relevant details to support its assertions, or presents evidence that is difficult to understand or inappropriate in some way.What information used from external sources is cited incorrectly or in inappropriate style.The essay in general lacks supportive relevant details. There is inadequate explanation or illustration of key ideas; irrelevant information may instead be present; the reasoning will necessarily be flawed. The paper has made an attempt to use or cite information from external sources, but the problems in the selection or appropriateness of the evidence renders this problematic in some way. The paper explains or illustrates some of its key ideas with appropriate descriptions, analysis or other evidence, but may feature flaws in evidence or reasoning; any awareness of other points of view is limited. Evidence from external sources is cited with an assignment-appropriate citation style, though there may be minor mistakes in formatting citations. The B-level work clearly explains or illustrates key ideas, using concrete details, description, or other appropriate evidence in a compelling and affecting manner. Some evidence may be obvious or problematic in some way, but the writer does not consistently settle for the obvious.Evidence from external sources is cited with an assignment-appropriate citation style, though there may be isolated minor mistakes in formatting citations. The paper clearly and consistently explains or illustrates key ideas, using concrete details, description, or other appropriate evidence. The use or selection of evidence may be novel or original in some way.Evidence from external sources is correctly cited with an assignment-appropriate citation style. Introduction & ConclusionElements of the paper that establish a sense of exigence and importance for the topic. Introduction or conclusion may be missing in the F essay, or they might be ineffective in generating a sense of importance for the topic. The work may present an unclear or ineffective introduction and / or conclusion (one of these elements may even be missing) that fails to establish (or re-establish) a sense of importance and relevance for the audience. The essay presents an appropriate introduction and conclusion that establishes a sense of importance and relevance for the topic for the selected audience. These elements may be flawed or not as effective as they might be. The introduction and conclusion are clear and appropriate to the writing task, though they might not be as forceful or exciting as they could be. The paper has a strong introduction and conclusion that clearly lay out the purpose and importance of the paper’s topic.Mechanics and GrammarThe paper’s effectiveness in the use of language. The writing is plagued by serious and repeated errors in mechanics and grammar that distract from the writer’s meaning and clarity. F essays are often characterized by at least two repeated major errors, three instances of different major errors, or an accumulation of many minor errors. The essay illustrates a pattern of major and minor errors in grammar, mechanics, or usage that distracts from or obscures the writer’s intended meaning . Word choice or diction may be limited or inappropriate for the writing task. Often, these essays contain one repeated major error or two instances of different major errors, and accumulation of minor errors. The C essay demonstrates adequate facility with language; while the prose adheres to the constraints of Standard English Grammar, syntactic variety, subordination, and other sophisticated elements of sentence structure may be lacking; the essay may be written in a “wooden” style. The essay may display some errors in mechanics, usage, and sentence structure but does not display a consistent pattern of such errors, nor is the writer’s intended meaning obscured by their presence.The prose, while competent, may lack a sense of the author’s voice. The writing in this paper displays above-average competency in the use of language, using correct sentence structure, subordination, emphasis, sentence length and other syntactic variations are present. There are no major sentence errors, such as run-ons or fragments, present. The prose is generally free from errors in mechanics and usage; punctuation, grammar, and spelling are consistent with the standards of Standard English Grammar.The paper has a noticeable sense of the writer’s voice. The writing evinces exceptional facility in the use of language; the prose is clear, coherent, and even occasionally memorable. The paper is is generally free from errors in mechanics, usage, and sentence structure; what few errors there are do not undermine the overall effectiveness of the paperThe writer has evoked a clear and distinctive voice in the paper. Some part of this Grading Rubric was developed from the Association of American Colleges and Universities: "Reprinted [or Excerpted] with permission from Assessing Outcomes and Improving Achievement: Tips and tools for Using Rubrics, edited by Terrel L. Rhodes. Copyright 2010 by the Association of American Colleges and Universities.”COLLEGE-WIDE WRITING POLICIES The Department of Humanities adheres to the University System of Maryland standards for a “C” paper.A “C” grade is defined according to the standards of the University of Maryland System, as follows:A. ContentThe "C" paper fulfills the assignment, meeting all specified requirements, such as subject, organization, and length, and reflects the author's awareness of audience and purpose. The paper presents a central idea supported by relevant material (facts, figures, examples, quotations, or other details). The reasoning is sound; arguments are supported with adequate evidence; and the paper makes appropriate use of specific, concrete, and relevant information. Other points of view are acknowledged and responded to as appropriate. Sources of information are accurately presented and fully attributed. B. OrganizationThe "C" paper has a discernible and logical plan. It has a focus, and the writer maintains the focus throughout the essay. The writer has unified the entire essay in support of the central idea, or thesis, and individual paragraphs in support of subordinate points. Some individual paragraphs, however, may be weak. The writer promotes coherence through the logical order of paragraphs and the use of some or all of the following devices: thesis statement, topic sentences, opening and closing paragraphs, and transitions. The use of these devices may lack smoothness, but the writer has achieved an acceptable level of organization.C. Style/ExpressionThe "C" paper uses reasonable stylistic options (tone, word choice, sentence patterns) for its audience and purpose. The writing is clear. As a rule, the paper has smooth transitions between paragraphs, although some transitions may be missing or ineffective. The meaning of sentences is clear, although some sentences may be awkward or there may be a lack of variety in sentence patterns. Nonetheless, sentence structure is generally correct, although it may show limited mastery of such elements as subordination, emphasis, sentence variety and length, and modifiers. The paper reflects current academic practices of language use established by professional associations such as the Modern Language Association and the American Psychological Association. D. Grammar/MechanicsThe "C" paper follows the conventions of standard written U.S. English; thus, it is substantially free of errors in grammar, spelling, punctuation, and mechanics. What errors are present must not impede meaning nor overly distract the reader.FINAL GRADES AWARDED The grades given in English 101 are "A", "B", "C", "D", "I”, and "F". To advance to English 102, students must complete English 101 with a grade of “C” or higher. Note: Students in dual enrollment will be financially responsible for the course if he/she does not pass English 101 with a grade of “C” or higher. "I" means "incomplete." An "incomplete" will be given only if a student who has been completing satisfactorily all assignments has an end-of-term emergency which prevents completion of not more than two final assignments. The student must discuss the situation with the instructor and provide verification of the emergency. The decision to give an "I” grade is the instructor's prerogative. Note: The “I” grade will not be given to students who satisfy all other course requirements but fail the portfolio. If students receive an "I" because they were unable to complete the portfolio they must complete it by the end of the following semester or at least two weeks before the deadline for changing “I” grades. Failure to do so will result in the conversion of the "I" to an "F". ATTENDANCE POLICY Regular and punctual class attendance is required. Students who are late fifteen minutes for class will receive a zero for their participation in the class for that day. Excessive lateness will affect the final grade. Students with 10 unexcused absences will fail the course. Students who are absent for any reason, must get their absence excused by the main office before any make up work can be given. EXPECTATIONS FOR CLASSROOM BEHAVIOR All students are expected to listen to and respect the comments, analyses, and questions of others, regardless of whether they agree or not; wait their turns to make contributions; refrain from conversations with classmates when the professor or another classmate is speakingCell phones and pagers must be turned off in the classroom! Failure to do so will result in a zero on all assignments and participation for that day;Laptops or tablet computers are allowed at the discretion of the instructor;College policy prohibits eating in classrooms;Students must enter the classroom on time and in full uniform with all class materials;Students must not interrupt the class to leave the room for any reason other than an emergency. If they do so, they may not return and will be marked absent. If a student engages in disrespectful conduct, the instructor reserves the right to ask that student to leave the classroom and will follow disciplinary procedures for such behavior as outlined in the Student Handbook (pp. 64-68). PLAGIARISM POLICY It will be taken for granted that any work oral or written, that a student does for any course is his/her original work. Any violation of this rule – including cutting and pasting from the internet without appropriate paraphrase or citation and documentation -- constitutes plagiarism.Plagiarism includes any form of cheating on examinations, tests, quizzes and any unacknowledged and/or undocumented use of another's writing or ideas published or unpublished. The minimum penalty for plagiarism is that the student will receive a failing grade for the particular assignment.Freshman English Composition courses make use of the Turnitin online originality verification software. SPECIAL NEEDS Coppin State University supports all students in their academic endeavors. Should you need academic accommodations because of a disability please contact CSU's Disability Support Services Program (DSSP).Dr. Janet Spryjspry@coppin.eduDirectorHealth and Human Services: 2nd Floor, Room: 223410.951.6098 - Direct LineEnrolling in MyLabsPlus – MUST BE ENROLLED BY FRIDAY (SEPTEMBER 6th)Getting access to MyLabsPlus for ENGL101 is simple. All you will need is your a.) web browser, and b.) the access code you purchased from the bookstore or c.) a credit card with which to activate your subscription (if you have a used copy of the book). Note: Previous subscriptions / logins and passwords to will NOT work through MyLabsPlus. Users who previously used must re-register and subscribe through MyLabsPLus. Step 1: Go to 2: Sign InAs an English 101 student, you are pre-registered with MyLabsPlus and enrolled in the appropriate English 101 course. In the “Sign In” box, enter the following information:Username: Enter your Coppin State email address (i.e., student00@student.coppin.edu)Password: Enter password[Your last name] as a single word. (i.e., passwordSmith, passwordJones, passwordMcCauley, etc. Step 3: Activate Your SubscriptionAfter you sign in, you’ll see a listing of the MyLabsPlus course in which you are enrolled. It should look something like this:Click on your course, which should list your section number and instructor. This will take you to the Course Home page: You’ll see the End User License and Privacy Agreement:Clicking “I Accept” will send you to the activation page. This is where you enter your access code (from the bookstore) or use a credit card to purchase access to the site.Clicking the radio button for “Access Code will prompt you for the access code you purchased from the bookstore. Enter it in the space provided. Clicking “Buy Now” will prompt you for credit card information to activate your subscription to MyLabsPlus. Students who have difficulty with this registration process should contact Pearson’s Technical Support team: support is available 24 hours a day at 888-883-1299Using MyLabsPlus and Completing Your Assignments Once you have logged in and have activated your subscription, you may begin working. Your first task is to complete the site’s diagnostic Path Builder, which will assess where you are in terms of your overall writing skill level. After you complete the Path Builder, you will have access to your personalized Learning Path—this is a study plan built especially for you, based on your scores on the Path Builder. Areas in which you did well on the Path Builder will not appear in the Learning Path; the system will give you credit, called “Mastery on Assessment” for scoring well. If you did really well, for example, on the Fragments and Run-On sentences module in the Path Builder, you will not be required to complete exercises on that topic during the semester. Step 1: Completing the Path BuilderIn the Course Home page, you will see a calendar at the top of the page, and orange box below. In the orange box, click the Path Builder link.24193501391285036576001181735This is the Path Builder link. Click here to complete the diagnostic Path Builder.00This is the Path Builder link. Click here to complete the diagnostic Path Builder.When you click the Path Builder link, you will enter the Path Builder tool:448310068580Click here when you are ready to begin the Path Builder.00Click here when you are ready to begin the Path Builder.48895009207500The Path Builder will then display a series of 140 questions that will assess your strengths and weaknesses in writing and language. The questions look like this:Select your answer by clicking on the radio button next to the answer you want. At the bottom right of the page, you’ll see a “Submit” button—this will move you on to the next question. Repeat the process until the Path Builder is complete. It will take you some time to do the Path Builder (usually 90 minutes), so budget your time accordingly. Step 2: Your Learning PathYour MyLabsPlus Learning Path for the semester is generated by your answers on the Path Builder. The more areas you score well on in the Path Builder, the more credit—“Mastery on Assessment”—you will be awarded. For areas in which you scored lower, the system will provide exercises through which you earn “Mastery Through Working.”When you return to your Course Home after completing the Path Builder, you will see a slight change to the home page. In the orange “What should I do today?” box, you will have a link to your Learning Path, rather than the Path Builder. In the calendar above the orange box, you may see some blue dots as shown below. These indicate that work is due on that date (ask your instructor to see if he or she is using this feature in MyLabsPlus). 18561051248410021342351113155Link to Learning Path0Link to Learning Path3257550184150Specific MyLabs Assignments due on this date. Click to access them.00Specific MyLabs Assignments due on this date. Click to access them.23177504635500 When you click on the MyLabs assignment calendar entries (the blue dots) you will get direct links to the assignments that are due on that day. Again, check with your instructor to see if he or she is using this feature of MyLabsPlus: When you click on your Learning Path, you will see the modules you have been assigned:Click into each module (as shown) to access the topic exercises in each one. Each module contains between 1 and 11 topics, with 5-6 activities within each one. Complete the Overview, Animation, Recall, and Apply Exercises, and then take the Post-Test to demonstrate that you have mastered the material. Dear Parents/Guardians,My name is Ebone Johnson and I will be teaching your student in English 101/College Readiness at Coppin Academy. I am excited to be working with, and teaching, your student this semester. As a bit of background about myself, I am a graduate of Hampton University with a Master’s Degree in Literature from the University of North Carolina Greensboro. I have been teaching in Secondary English for 8 years in the Baltimore City and D.C. Public School System.Today, I provided students with a copy of the class syllabus, which details out everything that will be expected of your student, throughout the coming semester. Please review the specific requirements for this course with your student, along with the rules for submitting work, attendance, and class participation. As you can see from the syllabus, I will be holding all students to very high expectations and standards. It is my expectation that all students will follow all classroom rules, school policies, and Coppin State University regulations. Failure to follow these procedures may result in your student’s grade dropping, or even his or her failure in the course. In short, this course will be treated in the same way as a college course. Thus, your student will be held to the same standards and expectations that college students are also expected to meet. This will allow your student to understand what will be expected of them next year. I will be available to assist your student with their specific learning needs. To receive assistance, students are welcome to come to Office Hours/Coach Class on Tuesdays from 3-4 pm. If no students have arrived at my classroom by 3pm, I will leave for the day.. You, or your student, are also welcome to reach out to me, via my email address (eamcfarland@bcps.k12.md.us). Please note, that any messages or emails sent after 3pm, will be responded to on the next school day. This semester is sure to be very exciting, and I am delighted to share this amazing experience in the study of college composition with your student. Any contributions that you can make to this experience will always be highly appreciated. After reading this letter, reviewing the syllabus, and reviewing the classroom rules and regulations, please print and sign below with your student, and send this signed letter back to me by Wednesday, September 4th. Signing this letter shows me that you have reviewed the class rules, procedures, expectations, and standards and agree to make sure that your student follows these rules and procedures and meets the class expectations and standards. Returning this letter on time will count as a grade for your student. If you have any questions, please do not hesitate to contact me. Sincerely,Mrs. Ebone JohnsonParent/Guardian Name: ______________________________________________________________________Parent/Guardian Email: ______________________________________________________________________Phone Number: _____________________________________________________________________________Parent/Guardian Signature and Date: ___________________________________________________________ Student Name: ______________________________________________________________________________Student Email : _____________________________________________________________________________Student Signature: __________________________________________________________________________ ................
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