English 1301 Dual Credit - Humble Independent School District



English 1301 Dual Credit Instructor: Amber Beard

Credit Hours: 3

Semester: August 2014-December 2014

Location: Atascocita High School, room 2602

Office Hours: Tuesday 2:50-3:20, Thursday 8:45-9:15 ***Other times by appointment only.

Phone: (281)641-7768

e-mail: amber.beard@humble.k12.tx.us

Conference hours: 4th hour

English 1301 – Composition and Rhetoric I

English 1301 Course Description:

Intensive study of and practice in writing processes, from invention and researching to drafting, revising, and editing, both individually and collaboratively. Emphasis on effective rhetorical choices, including audience, purpose, arrangement, and style. Focus on writing the academic essay as a vehicle for learning, communicating, and critical analysis.

Prerequisite: Placement by testing or completion of ENGL 0307 or 0375 and ENGL 0305 or 0365

English 1301 Learning Outcomes:

Upon successful completion of this course, students will:

1. Demonstrate knowledge of individual and collaborative writing processes.

2. Develop ideas with appropriate support and attribution, following standard style guidelines in documenting sources.

3. Write in a style appropriate to audience and purpose.

4. Read, reflect, and respond critically to a variety of texts.

5. Use edited American English in academic essays.

Academic Honesty Policy:

Lone Star College - Kingwood expects every student to maintain a high standard of individual integrity for work done. Plagiarism is theft of another writer’s/speaker’s words or ideas, and work with plagiarized content will receive a zero. Plagiarism includes turning in another person’s paper as your own, lifting ideas and words from lectures or other media, copying word for word, or paraphrasing without documentation. When in doubt – document. All words and phrases taken directly from a source must be enclosed in quotation marks and be followed by internal documentation. A Works Cited page following MLA format must accompany all papers. All students have been successfully passed the plagiarism assessment and signed a statement acknowledging their compliance and acceptance of the rules. The penalty for any plagiarism or for turning in someone else’s paper as one’s own at any time in the course is zero on the paper, an F in the course, and possible suspension from the college. . Both the principal and parents/guardians will be notified. Plagiarism will also result in a student’s expulsion from National Honor Society.

**Due to the rise in plagiarism cases, be advised that the college subscribes to an anti-plagiarism site called to which all suspicious papers will be submitted.

Drop Date: The last day to drop a course and receive a “W” on your transcript is November 10, 2014. Students must complete the required paperwork.

Equal Opportunity Statement: The Lone Star College System is committed to the principle of equal opportunity in education and employment. LSCS does not discriminate against individuals on the basis of race, color, gender, religion, disability, age, veteran status, nationality, or ethnicity in the administration of its educational policies, admission policies, employment policies, scholarship, or loan programs, and other District or College administered programs and activities.

Academic Freedom statement: Dual credit courses are college courses. On college and university campuses, the free exchange of ideas is encouraged and expected. The same will be true in a dual credit course. Censorship of ideas or opinions runs counter to the openness of the learning environment and inhibits the development of critical thinking skills. Understand that students who enroll in dual credit courses may be exposed to, and will be expected to participate in, open exchanges of ideas, discussions, debates, and even class assignments concerning subject matter that is challenging, mature and/or representative of differing worldviews, just as they would on a college campus.

Textbooks: Lunsford, Andrea A., et al. Everything’s An Argument.

Supplementary readings: The Happiness Project by Gretchen Rubin, Outliers by Malcolm Gladwell as well as other teacher-selected pieces.

General Content:

The primary objective of 1301 is to provide students with an introduction to the study of rhetoric through a variety of genres (visual and written rhetoric.) The classroom emphasis will be on understanding and appreciating rhetoric-- its terminology, its ideas, its variety of styles, and its creators. Assignments will continue to improve students’ writing skills and research practices.

Rationale

Because of the increasing mechanization of the world in the twentieth century, people should take every opportunity to explore the human nature that resides within us all. One facet of particular importance is human happiness. Ideally, our course of study will lead to an appreciation of the diversity and artistry of the human experience in all times. This course also develops critical reading, writing, and research skills that can be adapted to any career or field of interest.

Essay Requirements:

l. All essays, both expository and argument, (written outside of class) as well as the research paper MUST be typed (and then printed) using a twelve-point standard font (MLA formatting is required).

2. To avoid a failing grade, papers must always meet the minimum length requirements: Full 2-3 pages for short papers (see the individual assignment page); a full 4 textual pages for the research paper and a minimum of 1 source. (The complete requirements for all essays will be given individually as we address each writing task. All requirements listed in the instructions must be followed or the student will receive an F.)

NOTE: To fulfill minimum requirements, students must write to the bottom of the page numbered the minimum. For example, if the requirements state minimum of three pages, the student must write to the bottom of the third page. Works Cited is not included in the length of the writing. A works cited page is required for all essays that incorporate sources, both primary and secondary sources) .

3. You will NOT consult secondary sources for most of the papers. The analysis must be your thoughts and your thoughts alone. Consequently, you will cite only the primary source (if one is used). Attach a Works Cited page with full bibliography information for each critical analysis.

4. For the synthesis (research) paper, documentation for both the primary and secondary sources must be parenthetical. MLA format is required.

5. Please be aware that for written work to be acceptable at this level, it must fulfill all requirements, be insightful, and clear and carefully crafted. Furthermore, acceptable work must be free of errors that distract and confuse. Papers should be free of grammar and mechanical errors.

Grading: Grading percentages for the course will be as follows:

Formative grades: quizzes 25%

Summative grades: tests and papers 75%

Class Policies:

The instructor reserves the right to amend the following policies for individual circumstances.

Attendance: You should be present and on time for all class meetings. Class attendance is not optional; you must come prepared to contribute to the discussion of the work under study.

Please be aware that if you are late or absent, you are held responsible for all material covered in class (lectures, discussions, specific instructions for assignments, etc.). I strongly suggest you “make a friend” with someone in the class who will help you with missed work. I will, of course, help you; but I am not to be the first and only option. Whether you contact me and/or a classmate, you are responsible for all information and material covered in class. Always check the website for dates, assignments, handouts, and other important information.

All papers and assignments are due at the beginning of the class and must be submitted to by 7am on the due date. If you are off campus for the entire day, including extracurricular activities, the paper must be submitted electronically to before the time of your scheduled English class. A hard copy of the paper, and the receipt, are due the day you return to campus, whether you have English that day or not. If you are on campus for any part of the day, including extracurricular activities, the paper is due. It is your responsibility to get the work to me. Do not leave work in my box. Failure to comply will result in a late grade. The late work policy for Atascocita High School will determine late grades. (-20 1 day, -40 2 days, -60 3 days, -80 4 days. No work submitted more than 4 days late will receive credit.)

Class work, including quizzes and tests, must be made up within a week of the absence. If you are absent for a reading check quiz/test, the exam must be taken before you can return to class. All quizzes and tests are given at the beginning of class. Students have one week to make up an assessment. Failure to make up work within the allotted time will result in a grade of zero.

Behavior:

Misbehavior should not be a problem in a college course. However, if a student disrupts a class, he or she will be referred to a principal. The parent/guardian will be kept informed of any behavior problems. Inappropriate behavior includes, but is not limited to: extraneous conversation, sleeping, not taking notes, reading another book, disrespect and/or negative comments. Regardless of the classroom format, the student is expected to be prepared, to listen, to contribute, and to participate in an appropriate manner. This is a college class; mature behavior is not only expected, but is required. Cell phones and other devices will be prohibited and will be confiscated as outlined in the Humble ISD Handbook.

Class Participation is expected at all times. This means you will be involved in discussion and you will demonstrate preparedness for each and every class meeting.

Grading Scale:

A= 90-100; B= 80-89; C= 70-79; D= 65-69 F=64 and below

***Your high school grade will be recorded according to district policy.

A=90-100 B=80-89 C=75-79 D=70-74 F= 69 and below

Dual Credit 1301/1302 Rubric

“A”—Superior Essay (90-100)

An essay in this category demonstrates clear and consistent mastery, although it may have a few minor errors. A typical essay will:

--effectively and insightfully develop a point of view on the issue/topic and demonstrate outstanding critical thinking, using appropriate examples and other evidence to support its position.

--asserts an effective argument in response to the prompt as well as demonstrates and awareness of audience

--be well organized and clearly focused, demonstrating clear coherence and smooth progression (transitions) of ideas. Sources/examples are smoothly woven into the text.

--essay is especially sophisticated and persuasive in its argument

--exhibit skillful use of language, using a varied, accurate, and apt vocabulary. The writer treats the subject seriously using formal language. Sentences are complete, clear, accurate.

--demonstrate meaningful variety in sentence structure, use sophisticated language to enhance the total effect of the essay

--be free of most errors in grammar, usage, and mechanics, but not necessarily flawless

***higher scoring essays will incorporate all of these qualities, while lower scoring essays in this range may fail to achieve some of the criteria or do so in a less consistent manner.

“B”—Strong Essay (80-89)

An essay in this category demonstrates reasonably consistent mastery, although it will have occasional errors or lapses in quality. The essay will demonstrate the following characteristics:

--develops a point of view and demonstrates critical thinking, generally using appropriate examples, reasons, and other evidence to support its position.

--demonstrates an adequate argument in response to the prompt.

--the use of evidence is appropriate and sufficient

--essay is organized in a logical, clear, and controlled manner, and this organization lends itself to the effectiveness of the essay.

--exhibits facility in the use of language, using appropriate vocabulary. The writer treats the subject seriously. There are few slips in this area. Sentences are complete and accurate.

--demonstrates variety in sentence structure

--generally free of most errors in grammar, usage, and mechanics, though there may be lapses in diction and syntax.

***higher scoring essays will incorporate all of these qualities, while lower scoring essays in this range may fail to achieve some of the criteria.

“C”--Competent (75-79)

These essays demonstrate adequate mastery with some lapses in quality. The essay will

--develop a point of view on the issue and demonstrate competent critical thinking

--the evidence or explanations may be uneven, inconsistent, or limited.

--be generally organized and focused, demonstrating some coherence and progression of ideas. However, it may at times be difficult to follow

--exhibits adequate but inconsistent control of language and generally appropriate vocabulary. For the most part, the writer uses formal language. There may perhaps be the occasional use of “you” or “I,” indicating a lack of control.

--demonstrate variety in sentence structure, though it may not be especially sophisticated.

--possess errors in grammar, usage, and mechanics, though the writer’s ideas are generally conveyed

“D“--Developing (70-74)

The essay represents developing mastery of rhetoric and composition and is marked by ONE OR MORE of the following weaknesses:

--may develop a point of view and demonstrate critical thinking, but may do so inconsistently or use inadequate examples, reasons, or other evidence to support its position.

--thesis is often superficial and limited in scope

--demonstrates limits in organization or focus, or may demonstrate lapses in coherence and progression of ideas.

--lacks variety and demonstrates problems in syntax (sentence structure). Some unclear or confused sentences; the writer may shift back and forth between “You” and “I.”

--contains a number of grammatical and mechanical errors that distract from the message of the piece.

--demonstrates weak vocabulary and word choice (diction)

--demonstrates consistent lapses in the use of language, especially in sentence structure and variety

“F-- Inadequate/ Unacceptable (69 and below)

This essay represents little to no mastery and is flawed by ONE OR MORE of the following issues:

--the point of view is vague and limited, demonstrates weak critical thinking, providing inappropriate or insufficient examples, reasons, or other evidence to support its position

--thesis is superficial and inconsistently addressed

--the argument is underdeveloped and especially simplistic in presentation.

--poorly organized and/or focused, demonstrates serious problems with coherence or progression of ideas.

--displays very little control of language, using very limited vocabulary or incorrect word choice. The subject is not treated appropriately, with any seriousness. Overall, the work is simply not academic.

--demonstrates frequent problems in sentence structure

--contains errors in grammar, usage, and mechanics so serious that meaning is obscured.

--failure to address the prompt.

This essay represents little to NO mastery and is severely flawed by ONE OR MORE of the following weaknesses:

--does not develop a viable or reasonable point of view, provides little to no evidence to support the claim

--lacks a central idea/thesis

--is disorganized or unfocused, resulting in an incoherent essay, displays little knowledge of the subject

--demonstrates severe flaws in sentence structure, word usage, etc.

--does not address the prompt or fails to show an attempt to adhere to the assignment guidelines

--contains multiple errors in grammar, usage or mechanics that persistently interfere with meaning.

*****The instructor reserves the right to score an essay at 49 or less if the student fails to attempt to assignment, offers a brief response, or fails to show appropriate effort in the task.

Services:

Students enrolled in dual credit courses are given access to all student resources at the college campus including the following:

-- Library Services (kclibrary.nhmccd.edu/index.html)

-- Learning Center (asc/ASC.html)

-- Computer Lab

-- Free student email

-- Career counseling

-- Academic planning and college resources

-- Campus events

Tentative Course Schedule

The instructor reserves the right to amend the following schedule. Students need to keep up with all assignments whether present in class or not. All students will receive detailed syllabi. You will be expected to participate in the discussion regarding the assigned readings.

First Nine Weeks:

Readings: The Happiness Project by Gretchen Rubin

Outliers by Malcolm Gladwell (this will carry over into the 2nd Nine Weeks)

Non-fiction selections from Everything’s An Argument

Teacher-selected pieces

Writing: Reader Response using The Happiness Project ( September 2 )

Narrative Essay (College Admissions Essay) (September 23)

Evaluation of argument (October 7/8)

Other assessments: Grammar test, reading quizzes, journals, vocabulary

Second Nine Weeks:

Readings: Outliers by Malcolm Gladwell

Short readings from Everything’s An Argument

Teacher-selected pieces

Writing: Rhetorical Analysis of a visual source (Oct 29/30)

Annotated Bibliography (research for critical essay) (Nov 11)

A critical essay on a topic relating to Outliers w/research component (Nov. 18)

**** (Semester exam given December 10/11. Visual Rhetorical Analysis.

***Each grading period will offer multiple opportunities for writing workshop, revision, and focus on developing the argument. Some assignments will be written in a timed setting, reviewed, and then revised for final submission.

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