ENG 101: ENGLISH COMPOSITION - Elgin



ENG 102-117:

ENGLISH COMPOSITION

Syllabus / Fall 2007

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Professor Sarah L. Dye

English Department SRC 362

ELGIN COMMUNITY COLLEGE

1700 Spartan Drive, Elgin, IL 60123

E-Mail: sdye@elgin.edu

(847) 214-7538

Michele Noel & Jason Kane, English Program Coordinators

Dr. Rick Mao, Dean, Communications and Behavioral Sciences Division

Revised 8/07

ENG 102-117: ENGLISH COMPOSITION

4:00 PM – 6:45 PM Tuesdays

August 20 – December 11, 2007

SRC 380

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INSTRUCTOR: Sarah L. Dye

Professor of English

OFFICE: SRC 362

OFFICE HOURS: see attached page or professor’s web site

TELEPHONE: (847) 214-7538 (Office with voice mail)

(847) 214-7906 FAX (school) – with identifying cover page only

(847) 697-8441 FAX (home) – with identifying cover page only

PROFESSOR’S FACULTY WEB SITE:

(find ALL course materials there and other information)

EMAIL: sdye@elgin.edu

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CATALOGUE DESCRIPTION:

Second semester of one-year course normally required by all universities and colleges. Emphasis on achieving logic and precision in handling such extensive compositions as the research paper and persuasive and critical themes based on literature or other academic disciplines.

PREREQUISITE: Reading: Grade of C or better in RDG 091, an ACT Reading score of 18 or above, or an appropriate placement score.

Writing: Grade of C or better in ENG 101, or placement through AP or CLEP exam.

ADVANCED ENGLISH PLACEMENT Credit for ENG 101 English Composition I will only be granted based upon the successful completion of the standardized CLEP Examination in English along with a locally graded essay examination or successful completion of the Advanced Placement Examination in English. Based on the score received on the Advanced Placement (AP) Examination in English, credit may be granted for English Language/Composition for ENG 101 (AP, 4), or ENG 101 and ENG 102 (AP,5), OR credit may be granted for English Literature/Composition for ENG 101 (AP, 4); or ENG 101 and LIT 215 (AP, 5).

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OUTCOMES:

Students completing ENG 102 will achieve writing fluency, clarity, maturity of thought, and correctness through learning to generate writing topics, writing multiple drafts, contributing to the class through regular attendance and participation in peer response groups and class discussions, developing knowledge of the connections between writing and reading, responding to and critiquing essays written by others, and adjusting to the requirements of writing in an academic community.

OBJECTIVES:

Students will

1. Learn to generate their own writing topics

2. Write multiple drafts of their work

3. Write for formal, academic audiences

4. Become careful readers of writing

5. Develop an understanding of text strategies, and in general, a writer’s knowledge of the connections between writing and reading processes

6. Conference regularly with peers and instructor and learn to critique their own work and the work of others

7. Learn to use the tools of academic research including summarizing, paraphrasing, and quoting

8. Learn to avoid plagiarism

9. Learn to analyze, synthesize and evaluate written materials, and to incorporate that material, along with original thinking, into persuasive and critical essays

10. Develop a sense of standard written English and an improved ability to control grammar and mechanics as demonstrated in graded papers or final portfolio drafts

11. Learn to use Modern Language Association (MLA) style of documentation

12. Develop an awareness of American Psychological Association (APA) style of documentation.

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LENGTH OF WRITING ASSIGNMENTS:

Assignments range from page-length summaries to traditional-length essays of 600-800 words to a research-length essay of 2000-2500 words. The English Department recommends four major writing assignments for a total of 4000 words minimum (including informal, revision and/or ungraded types).

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REQUIRED TEXTBOOKS: (Purchase both immediately following 1st class meeting!)

• Behrens, Laurence, and Leonard J. Rosen. Writing and Reading Across the Curriculum. 9th Ed. New York: Pearson Longman, 2005.

• Lester, James D, Sr. and James D. Lester, Jr.. Writing Research Papers: A Complete Guide. 12th Ed. New York: Pearson Longman, 2007.

SUPPLIES:

• Two or three 3 ½ HD IBM-compatible, formatted diskettes (or USB Jump/Flash drive)

• Pens, pencils, and paper

• Collegiate dictionary, recent edition

• Pocket folder

• Manila mailing envelope

• 1 package 3x5 notecards

• 1 package 4x6 notecards (You must have both sizes.)

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ATTENDANCE:

Students are expected to attend all classes in which they are enrolled and to know the attendance policy of each of their instructors. Members of the English Department set their own attendance policies and will convey information concerning the policy to the students the first day the class meets. Under no circumstances should a student stop attending class without notifying the instructor and/or formally withdrawing, This action can result in a failing grade on the student’s permanent record.

The attendance policy for ENG 102-117 for Fall Semester 2007 states that each student is limited to no more than two absences for the semester. The professor begins taking attendance on the first day the class meets, i.e. Tuesday, August 21st, regardless of when the student enrolls in the course. This means that a student not registering for the course until after the first class meeting and then attending the second class meeting will have one absence recorded in the instructor’s grade book.

The instructor records students’ attendance through the use of paper nameplates. At the beginning of each class, the student should pick up his/her nameplate and hang it over his/her computer or desk. At the end of class, the student should leave the nameplate on the instructor’s desk/table. In the interim, the instructor will record as absent any student not picking up his/her nameplate both in her grade book and on the inside of the nameplate.

IMPORTANT NOTE: A student who is absent from a class meeting has two obligations. First, he/she should contact the instructor by telephone (847-214-7538) or email (sdye@elgin.edu) or in person (SRC 362) before the absence if possible or as soon after the absence as possible. That, by the way, does not mean five minutes before the next scheduled meeting of the class. Second, the student is responsible for any and all worked he/she has missed and that work should be completed before the student’s return to the class.

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LATE PAPERS AND ASSIGNMENTS:

Assignments turned in more than five days late will NOT be accepted. In addition, any paper, research checkpoint, or other written or oral assignment being turned in late must be in the professor’s hands before “roll call” time of the very next class meeting. Furthermore, the student must make arrangements, by telephone or in person with the professor, prior to the announced due date for an assignment in order to turn in such assignment late. There are NO EXCEPTIONS! There are no automatic extensions, by the way, for Writing Project #4, the Film Review assignment.

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GRADING:

GRADE SIGNIFICANCE

A Superior

B Good

C Average

D Poor

F Failure

I Incomplete

W Withdrawal (up to 10th week

AW Administrative Withdrawal (only by Dean)

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COURSE REQUIREMENTS:

WRITING PROJECT #1 10%

(Summarizing, paraphrases, direct quotations, and plagiarism exercises)

WRITING PROJECT #2 50%

(Longer referential paper with 5 research checkpoints)

WRITING PROJECT #3 20%

(Shorter referential paper done collaboratively)

WRITING PROJECT #4 20%

(Critical review essay of a film)

100%

NOTE: All writing projects listed above must be submitted to the instructor for evaluation (and in a timely manner) for the student to pass the course. Failure to do so results in an automatic course grade of F/failing for ENG 102.

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ECC STATEMENT OF PLAGIARISM:

Plagiarism is the presentation of another’s person’s written words or ideas as one’s own. Students are guilty of plagiarism if they submit as their own work:

• Part or all of a written assignment copied from another person’s manuscript or notes

• Part or all of an assignment copied or paraphrased from a source, such as a book, magazine, pamphlet, or electronic document, without giving proper documentation

• The sequence of ideas, arrangement of material, pattern or thought of someone else, even though you express it in your own words; plagiarism occurs when such a sequence of ideas is transferred from a source to a paper without processes of digestion, integration, and reorganization in the writer’s mind, and without acknowledgement in the paper. Cont’d.

Students are guilty of being accomplices to plagiarism if they:

• Allow their papers, in outline or finished form, to be copied and submitted as the work of another

• Prepare a written assignment for another student and allow it to be submitted as that student’s work

• Keep or contribute to a file of papers with the clear intent that these papers will be copied or submitted as work of anyone other than the author; students who know their work is being copied are presumed to consent to its being copied.

At its worst, plagiarism is deliberate dishonesty, as in the case of copying work from a book or article and presenting it as one’s own, or in the case of copying another student’s work and presenting it as one’s own. Such a blatant, deliberate act amounts to academic theft and is highly serious offense within the college community. The English Department recommends that a student guilty of deliberate plagiarism receive and automatic grade of “F” for the entire course in which the plagiarism occurs.

Another kind of plagiarism may sometimes be the result of ignorance, fear, or insecurity. This kind of plagiarism presents the words or ideas of other persons or writers without proper quotation marks, documentation, acknowledgement, or citation of the source. For example, all words copied from another source must always be placed in quotation marks and correctly documented by author and page number. Failure to do so is a form of plagiarism. Also, ideas and information which are not “common Knowledge” – that is, broadly known to most high school graduates – must be documented by author and page. The English Department recommends that a student guilty of this type of plagiarism, whether intentional or out of ignorance, receive an “F” for the assignment in which the misrepresentation occurs.

Cases of plagiarism or suspected plagiarism will be handled between the student and the instructor of the course. Subsequent actions may include notification of the appropriate dean and/or the counseling service.

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STUDENT BEHAVIOR POLICY:

Students are expected to be respectful of themselves, the instructor, and each other. This means that behavior that violates this college policy will not be tolerated. EX: Making derogatory comments about other people, falling asleep in class, interrupting someone else who is speaking, monopolizing the discussions, asking questions, or volunteering information unrelated to the topic, yelling, physical actions that can cause injury, sexual harassment, racial slurs, etc. If the student’s behavior is unacceptable, the student will be warned once; the second time the student will be given a written statement of acceptable behavior and a time frame in which to comply; the third time the student will be dropped from the class with a WF.

Classrooms are not democratic situations, in most instances. The instructor is in charge and what constitutes acceptable behavior in one classroom may not in another. It is in the student’s best interest to know his/her instructor’s behavioral expectations.

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STUDENTS WITH DISABILITIES:

If a student has a disability (physical, mental, emotional, or learning), he/she may be entitled to some accommodations, services, or support. The law that is in effect at the college level says that the student does not have to reveal a disability. But it is often in the student’s best interest to notify the instructor and the Learning Skills Center of a disability, so that support can be arranged, if needed. If the student wants any support services, he/she will have to provide documentation of the disability to the college through the Learning Skills Center. If the student does not inform the college of the disability, the college is not required to make any exceptions to any standard procedure. ECC will not compromise on any essential skill or requirement in a course or degree. All students are expected to meet essential requirements. Students with disabilities must also meet these requirements, either with or without accommodations. See Annabelle Rhoades in the Learning Skills Center.

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SUGGESTED ENGLISH DEPARTMENT SYLLABUS FOR ENG 102:

UNIT 1: PARAPHRASING AND WRITING SUMMARIES

3 WEEKS

EXAMPLES OF ASSIGNMENTS STRATEGIES

**Paraphrasing in-class exercise(s)

collaboration

**Writing summaries 3-5 summaries

(750-1250 words)

UNIT 2: SHORTER REFERENTIAL WRITING

4 WEEKS

EXAMPLES OF ASSIGNMENTS STRATEGIES

** Explanatory Syntheses field research

library research

MLA (or other

documentation)

collaboration

essay(s) (600-800

words)

oral report(s)

UNIT 3: LIBRARY RESEARCH-BASED REFERENTIAL WRITING

6 WEEKS

EXAMPLES OF ASSIGNMENTS STRATEGIES

**Argument Syntheses library research

field research

MLA (or other

Documentation)

collaboration

essay(s) (2000-2500

words)

oral report(s)

UNIT 4: CRITICAL ANALYSIS OF ASSIGNED MATERIAL

3 WEEKS

EXAMPLES OF ASSIGNMENTS STRATEGIES

** Analyzing, interpreting, evaluating reading or viewing

a creative source (drama, fiction, film, discussion

live performance, non-fiction, poetry, essay(s) (600-800

restaurant, song lyrics, TV) words)

oral report(s)

ENGLISH 102-117 ASSIGNMENTS

Fall 2007 Sarah L. Dye

NOTE: Read the following material carefully and regularly. Because the class meets only sixteen times, there are always many activities we will accomplish during each class meeting. You should be fully prepared to participate in the entire class meeting by having done all of the homework and preparation work as completely as possible.

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WRITING PROJECT #1

21 Aug Introduction to ENG 102

Make class nameplates (used for roll taking, etc.)

Log on to the class website at

Introduction to Behrens and Rosen textbook

Directions for Writing Project #1

HOMEWORK:

• Read Behrens/Rosen, Chpt. 1 'Summary and Paraphrase," pp. 3-44.

• Read Lester, Chpt. 9 “Writing Notes,” pp. 144-156.

• Read Behrens/Rosen, Chpt. 2 "Critical Reading and Critique," pp. 45-65.

• Read Lester, Chpt. 7 “Finding and Evaluating Sources,” pp. 102-126.

• Begin working on WP#1 Exercise sheets (See web site for these WP #1 Directions.)

28 Aug Discussion of B&R Chpt. 1 on Summary, Paraphrase, Direct Quotations & Plagiarism

Work on WP#1 in class, individually and/or in small groups

Quiz: Writing an in-class summary

HOMEWORK:

• Complete WP #1 outside of class

• Read Behrens/Rosen, Chpt. 3 “Introductions, Theses, and Conclusions," pp. 66-88.

• Read Lester, Chpt. 14 “Works Cited: MLA Style,” pp. 248-299.

• Read Lester, Chpt. 6 “Understanding and Avoiding Plagiarism,” pp. 88-101.

4 Sept WRITING PROJECT #1 DUE AT BEGINNING OF CLASS TODAY

Creating Bibilography Cards (Bring 3x5 notecards to class today!)

Orientation to WP #2

HOMEWORK:

• Read Lester, Chpt. 1 “Writing from Research,” pp. 1-10.

• Read Lester, Chpt. 2 “Finding a Topic,” pp. 11-32.

• Read Lester, Chpt. 4 “Gathering Data in the Library,” pp. 55-76.

• Read Lester, Chpt. 3 “Finding and Filtering Electronic Sources,” pp. 33-54.

• Read Lester, Chpt. 5 “Conducting Research Outside the Library,” pp. 77-87.

• Read Behrens/Rosen, Chpt. 4 "Explanatory Synthesis," pp. 89-128.

• Read Behrens/Rosen, Chpt. 5 "Argument Synthesis," pp. 129-164.

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WRITING PROJECT #2

NOTE. Unless otherwise indicated the five research project checkpoints are due at the beginning of each class. Please realize that you will need considerable out-of-class preparation time to be ready for the checkpoints, each a course requirement.

11 Sept Checkpoint #1: Research proposal DUE. Note: Follow directions on CKPT. #1 handout carefully and complete the form provided in your handout materials packet.

Oral report to class on topic chosen and discussion with professor and colleagues.

Remainder of class to be spent in the RLRC working on Checkpoints #2 & #3.

HOMEWORK:

Review the following

• Lester, Chpt. 1 “Writing from Research,” pp. 1-10.

• Lester, Chpt. 2 “Finding a Topic,” pp. 11-32.

• Lester, Chpt. 4 “Gathering Data in the Library,” pp. 55-76.

• Lester, Chpt. 3 “Finding and Filtering Electronic Sources,” pp. 33-54.

• Lester, Chpt. 5 “Conducting Research Outside the Library,” pp. 77-87.

• Lester, Chpt. 14 “Works Cited: MLA Style,” pp. 248-299.

18 Sept Meet in RLRC today! [Be sure to sign the attendance sheet with the instructor.]

Checkpoint #2: Working Bibliography Cards (minimum of 7 cards to meet this checkpoint) (by the beginning of class today)

Checkpoint #3: Notecards (minimum of 25 cards from at least three sources to meet this checkpoint) (by the end of class today or beginning of class next week. Inform the instructor ASAP whether the notecards will be ready today or next week.)

HOMEWORK:

• Prepare planning outline worksheet before beginning of next class meeting.

• Read Lester, Chpt. 8 “Organizing Ideas and Setting Goals,” pp. 127-143.

• Read Lester, Chpt. 10 “Drafting the Paper in an Academic Style,” pp. 157-173.

Review the following

• Lester, Chpt. 1 “Writing from Research,” pp. 1-10.

• Lester, Chpt. 2 “Finding a Topic,” pp. 11-32.

• Lester, Chpt. 4 “Gathering Data in the Library,” pp. 55-76.

• Lester, Chpt. 3 “Finding and Filtering Electronic Sources,” pp. 33-54.

• Lester, Chpt. 5 “Conducting Research Outside the Library,” pp. 77-87.

• Lester, Chpt. 14 “Works Cited: MLA Style,” pp. 248-299.

25 Sept Meet back in the classroom today!

Checkpoint #4: Outline Worksheet DUE at beginning of class

(Review Lester, Chpt. 8, pp.127-143 before beginning the OUTLINE WORKSHEETS.)

The worksheets must be completed entirely in order to get credit for this checkpoint. The worksheets are in your packet of class handouts available on the class website.

Any notecards not presented last week should be shown to the instructor along with the outline worksheets today.

HOMEWORK:

• Read Lester, Chpt. 11 “Blending Reference Material into Your Writing by Using MLA Style,” pp. 174-199.

• Read Lester, Chpt. 12 “Writing the Introduction, Body, and Conclusion,” pp. 199-217.

• Read Lester, Chpt. 13 “Revising, Proofreading, and Formatting the Rough Draft,” pp 218-247.

2 Oct No Class Meeting because of ECC College Night. Please attend if possible.

9 Oct Individual writing day

Note: Attendance will not be taken in class today although you may conference with the professor and use the classroom computers to work on your WP #2 if you wish.

HOMEWORK:

• Review all chapters previously assigned in the Lester textbook.

• Read Lester, Appendix A “Glossary: Rules and Techniques for Preparing the Manuscript in MLA Style,” pp. A-1-A-8.

• Carefully review Lester, pp. 226-247, Two Sample MLA Research Papers.

16 Oct Checkpoint #5: Rough Draft and Peer Response Exercise (during class)

(OPTIONAL) Prepare Abstract for the research paper (during or after class)

HOMEWORK:

• Review all chapters previously assigned in the Lester textbook.

• Read Lester, Appendix A “Glossary: Rules and Techniques for Preparing the Manuscript in MLA Style,” pp. A-1-A-8.

• Carefully review Lester, pp. 226-247, Two Sample MLA Research Papers.

23 Oct WRITING PROJECT #2 DUE by the official ending time of your class (NOTE: Students are encouraged to turn these projects in early. Please check the instructor’s office hours for appropriate times to see her to submit the project. Do not leave projects in her mail box or outside her office door. To do so may mean a lost project!)

Turn in the following Items in the order listed in a 9Xl2 manila/Kraft envelope:

_____ Typed Title page

_____ Typed Formal Outline with Thesis Sentence

_____ Typed essay (w/ Internal MLA citations)/2000-2500 words

_____ Typed Works Cited page (MLA style)

_____ Completed Checkpoints Sign-off Sheet

_____ Checkpoint 1: Proposal Form (handwritten)

_____ Checkpoint 2: Working Bibliography cards for ALL

sources consulted for this project

_____ Checkpoint 3: Notecards (handwritten)

_____ Checkpoint 4: Outline worksheet (handwritten)

_____ Checkpoint 5: Rough draft and peer response form

_____ Grade Sheet (provided by instructor)

_____ Photocopies of Internet or on-line resources

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WRITING PROJECT #3

30 Oct PowerPoint Lecture on Field Research (take notes)

Form collaborative groups for Writing Projects #3 (minimum of 4 persons per

group and maximum of 5 persons per group – no exceptions)

Develop collaborative group plan

Required: 1 survey questionnaire distributed to a minimum of 35 persons

outside of class; 2-3 personal interviews each with a typewritten report;

Optional: 2-3 on-site observations with written report and map or diagram of

observation sites.

HOMEWORK:

• Research group's topic in RLRC. Each group member should bring a minimum of three (3) resources on the group's topic to the next two class meetings.

Review the following

• Behrens/Rosen, Chpt. 3 “Introductions, Theses, and Conclusions," pp. 66-88.

• Lester, Chpt. 4 “Gathering Data in the Library,” pp. 55-76.

• Lester, Chpt. 5 “Conducting Research Outside the Library,” pp. 77-87.

6 Nov Conduct field research: disseminate survey q-aires and tally results, conduct

interviews and write interview reports, conduct observations and write

observation reports/diagrams.

NOTE: Some of these tasks, such as disseminating survey q-aires and conducting interviews, must be completed outside of class between April 3rd and April 17th so that the group has the material available to work on throughout the next week. The groups should begin their drafting of the group essays outside of class before returning on April 17th.

No class attendance will be checked on this day so groups may do their interviews and surveys if necessary.

HOMEWORK:

Review the following

• Behrens/Rosen, Chpt. 4 "Explanatory Synthesis," pp. 89-128.

• Behrens/Rosen, Chpt. 5 "Argument Synthesis," pp. 129-164.

• Read Lester, Chpt. 8 “Organizing Ideas and Setting Goals,” pp. 127-143.

• Read Lester, Chpt. 10 “Drafting the Paper in an Academic Style,” pp. 157-173.

13 Nov Work on rough draft of Writing Project #3: Problem/Solution: (600-800 words)

I. Identify the problem

II. Present background information on topic

III. Present solution(s) to problem (minimum of two – pro/con)

IV. Discuss popular judgment of best solution

See the more specific organizational plan in the project direction packet available on the class website.

Rough draft of group’s paper is due no later than 5:30 PM tonight.

Exchange papers with another assigned group for PEER RESPONSE. This must be

completed before the end of class tonight and the peer responders must conference

with the group who authored the essay within that time.

20 Nov Group ORAL REPORTS/PRESENTATIONS on projects (beginning of class)

COLLABORATIVE PROJECT DUE by end of class. The group should include all of the following in a presentation folder/notebook with divider sheets or pages:

13. _____ Title page (with all members' names listed alphabetically (cont’d.)

14. _____ Problem/Solution Collaborative Essay (synthesis) 700-1200 words

with MLA documentation

15. _____ Works Cited page (MLA Style)

16. _____ 2-3 Individual Interview Reports

17. _____ Survey Questionnaire (with tally sheet and all 35 copies)

18. _____ Optional: 2-3 Individual Observation Reports with diagrams/maps

19. _____ 12-15 Photocopies of sources used (other than those in textbook)

20. _____ 4-5 Collaborative Project Evaluation forms in individual envelopes

21. _____ Collaborative Project Grade Sheet (provided by the instructor)

HOMEWORK:

• Go to film review website and explore the website for at least 15 minutes focusing on at least three films and the “External Reviews” for those three films. Reviews from established national newspapers offer the best examples of the sort of review you are preparing to write for WP#4

• From the Internet Movie Database website you visited for the homework assignment listed directly above, choose and bring to next class meeting photocopies of TWO film reviews for the film you have chosen to review for the the WP#4 assignment. The reviews should be a minimum of 6 paragraphs long.

Review the following

• Behrens/Rosen, Chpt. 2 "Critical Reading and Critique," pp. 45-65.

• Lester, Chpt. 7 “Finding and Evaluating Sources,” pp. 102-126.

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WRITING PROJECT #4

27 Nov Introduction to writing critiques

4 Dec WRITING PROJECT #4 DUE (in instructor's office, SRC 362, by end of class) (600-800 words with MLA documentation and works cited page)

Follow directions on handout carefully and include two photocopies of reviews

for your film attached to the back of the essay. If you wish the graded WP#4 to be returned to you by mail by the instructor, please also include a stamped, self-addressed envelope.

Students are encouraged to complete this project as early as possible. As soon as the project is submitted, the student is excused from class.

11 Dec Individual Conferences as necessary

FINAL NOTES:

In the case of inclement weather this semester or in the event of the professor’s absence, check the class web site immediately for information. It is generally my policy to continue with assignments as they are scheduled in this syllabus, even to the extent of doubling up on assignment due dates if necessary. Information concerning how we will handle our scheduling if a class is cancelled will be posted as soon as possible on the class web site. The college uses the major radio stations to announce weather related closings by the way.

The student who does well in this class is the student who takes responsibility for his/her own education. I look forward to working with you. Good luck this semester!

Professor Sarah L. Dye

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SARAH L. DYE

Professor of English

OFFICE HOURS

Fall Semester 2007

(Subject to change/please call and make an appointment first if making a special trip to campus)

MONDAY

4:00 PM – 7:00 PM Office SRC 362

7:00 PM – 9:45 PM LIT 201-100 SRC 368

In session from 8/20/07 — 12/10/07

TUESDAY

1:00 PM – 4:00 PM Office SRC 362

4:00 PM – 6:45 PM ENG 102-117 SRC 380

In session from 8/21/07 — 12/11/07

WEDNESDAY

12:00 PM – 3:00 PM Office SRC 362

THURSDAY

No office hours

FRIDAY

No office hours

SATURDAY

7:00 AM – 8:00 AM Office SRC 362

8:00 AM – 5:00 PM ENG 102-150 SRC 380

In session from 8/25/07 – 9/29/07

8:00 AM – 5:00 PM ENG 102-250 SRC 380

In session from 10/6//07 – 11/3/07

Distance Learning Sections:

LIT 201-700+, ENG 109-770, ENG 102-770, and HUM/INS 208-770

In session from 8/20/07 – 12/13/07

(847) 214-7538 (includes voice mail)

Faculty Website:

E-mail: sdye@elgin.edu

WELCOME TO THE ECC LIBRARY

Renner Learning Resource Center

We in the Library at Elgin Community College are very concerned about your success as a student at ECC. We are here to help you with your course research as well as with your personal information needs.

ECC Library Hours

Monday-Thursday 7:45 a.m. – 10:00 p.m.

Friday 7:45 a.m. – 5:00 p.m.

Saturday 9:00 a.m. – 2:00 p.m.

Library Website



Need Help?

Call Reference 847 214-7354

Circulation 847 214-7337

Interlibrary Loan and Archives 847 214-7141

Email

libref@elgin.edu

IM (instant messaging)

Screen name is ecclibref (all lower case)

Available in the library

• Help with your research

• One-on-one research appointments

• Research guides

• Library workshops

• Books, CDs, recorded books, videos, DVDs

• Course reserve materials

• Works cited and bibliography assistance

• Electronic resources, magazine, journal and newspaper article databases

• Computers, printing, scanner, CD, video and DVD players copiers

• People to help you

JUST ASK!

If you have questions or concerns, come see us EARLY. We are here to assist you.

HAVE A GREAT SEMESTER!

08/2005

Come to

THE WRITE PLACE

The place for help with any writing project for any class

SRC 371

(in the corner of the upper SRC atrium)

847-214-7198

Just drop in during our hours of operation.

Schedule:

Monday through Thursday

9:00 a.m. to 3:00 p.m.

4:30 p.m. to 6:30 p.m.

Friday:

9:00 a.m. to 1 p.m.

Our writing consultants can help you with

• Basic grammar and punctuation

• Formatting papers

• Documentation style

• Speech outlines

Our writing consultants (all of whom are English teachers) are ready to help you work through any stage of your assignment, from initial ideas and organization to documentation of borrowed sources and final revision.

Be sure to bring a copy of the assignment sheet and all the materials and information you need to complete your work.

We have computers, a printer, writing handbooks, and style reference books on hand.

Don’t wait until the last minute!

Come in several days or weeks BEFORE the assignment is due, so you’ll have the time to accomplish your writing goals.

ECC Academic Policies

Waiting List

Students may choose to be put on a waiting list to register for a class that’s full (wait listed). Wait listed students should be present during the first 50 minutes of the first class session and identify themselves to the instructor as being on the wait list. Wait listed students who do not attend the first session and who have not contacted the instructor may forfeit their place on the list. Due to safety and equipment concerns, some courses may not be able to accommodate wait listed students in the classroom. Wait listed students should still be present to identify themselves to the instructor as being on the wait list in case a seat opens on the first day of class.

At the beginning of the second class session, those wait listed students who came to the initial class may take the place of those registered students who did not attend or notify the instructor. Wait listed students will be allowed in class based on the order in which they were entered onto the wait list and if they met the first class attendance requirement.

Wait listed students will not be moved into a class after the add period without instructor permission. 

Attendance

Students are expected to attend all classes in which they are enrolled and to know the attendance policy of each of their instructors. Under no circumstances should a student stop attending class without formally withdrawing. This can result in a failing grade on the student’s permanent record.

Attendance at the first class is expected. Registered students who do not attend the first 50 minutes of the first class session and who have not contacted the instructor to explain the absence must be present at the beginning of the second session, or they will be dropped by the instructor for non-attendance. If a student who missed the first 50 minutes of the first session is unable to attend the second session, it is his or her responsibility to contact the instructor before the second class session or he or she will be dropped for non-attendance. Faculty should not allow students who do not appear on the roster to sit in class after the first class meeting of the second week.

Schedule Changes

If a student wishes to change his or her class schedule after registering, proper forms must be completed in the Registration Center or online at accessecc. Students may make changes in their schedule up until a class meets for the first time in the second week during fall and spring semesters. During summer session, changes may be made up until a class meets for the second time in the first week. Changes which can be made during this time include adding classes, dropping one class and adding another, and changing sections of the same course. Changes will be made only if space for effective instruction is available.

Withdrawal

Class withdrawals are processed in the Registration Center or online at accessecc. The college encourages students to discuss their intent to withdraw with their instructor(s).

Students who have attended their classes and withdraw during the time periods designated below receive a grade of "W" (Withdrawal), which carries no academic penalty and is not used in the calculation of the student’s grade point average.

It is the responsibility of every student to calculate the final date for formal withdrawal for each class in which he or she is enrolled according to the schedule below.

Withdrawal Schedule

|Class length in weeks |1 |2 |

Count weeks from the first week of the session in which a class begins. Count days Mon.-Fri. from the first day of the session, not the first day a class meets. Do not count Saturday, Sunday and holidays.

A student who withdraws from a class early in a semester may be eligible for a refund. A student who withdraws from a class may register for that class again if he or she wishes, but cannot take a proficiency test for it until two years after the date the class terminated. 

Administrative Withdrawal

Students may not withdraw themselves from class after the designated withdrawal deadlines.

Students who will be absent for an extended period of time after the withdrawal deadline due to extenuating circumstances (serious illness, military call up) are encouraged to contact the Dean of Students. Under such conditions students must supply documentation to be considered for an administrative withdrawal for the semester. These students may receive a grade of "AW" (Administrative Withdrawal) which carries no academic penalty and is not used in the calculation of the student’s grade point average.

Faculty Initiated Withdrawal

Instructors reserve the right to withdraw a student from class during the withdrawal period due to excessive, unexcused absence.

Plagiarism, Cheating & Other Gross Infractions

Instructors reserve the right to withdraw students from their classes with a failing grade at any point in the semester due to plagiarism, cheating or other gross infractions. Formal charges may be filed in accordance with ECC’s Student Code of Conduct Discipline Procedure.

Incomplete Grades

If, due to emergency circumstances, a student is unable to complete course requirements by the end of the semester or take final examinations, a grade of “incomplete” may be recorded in lieu of a final grade at the discretion of the instructor. All incomplete grades must be completed within 120 calendar days after the end of the semester. A failing grade (F) will be recorded by the registrar for incomplete grades not cleared within 120 days.

Under extreme circumstances, a student may obtain an extension to the 120 day period if the instructor involved files a formal, written extension form in the Records Office.

Grade Reports

Final grade reports are sent to every student at the end of a semester or summer session following final examinations. Grade announcements for short-term courses are mailed throughout the semester. Students with outstanding financial obligations to the college at the end of a semester do not receive a final grade report until the obligation is paid. Final grades are recorded on a student’s permanent record in the Records Office at the end of each semester. Final grades for developmental and general studies courses do not appear on a student’s official college transcript and are not counted in the official grade point average (GPA), but they are mailed to the student. Those grades will appear on a "mixed" transcript or "all history" transcript.

Mid-term grade reports are sent only to students whose course work is at a grade level of “D” or “F”. Students then have the opportunity to take corrective measures with their instructor, counselor, or a tutor in the learning centers. Other students should ask their instructors regarding their progress in class.

Note: Students receiving financial aid should familiarize themselves with the Satisfactory Academic Progress Policy.

From the ECC web site

08/2007

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