English 101 Course Syllabus



Instructor: Mrs. C. Franklin

|Room |Email |Phone |Office Hours |

|English Office |cneal@cps.edu |1-773-535-1379 |2nd, 5th, & 6th Periods |

Course Description

This semester-long (20 week) course is a collaboration between the Chicago Public Schools and City Colleges of Chicago. Students who pass the course based on the criteria below will receive 3 college credit hours through Harold Washington College.

The college course meets every day for 50 minutes at Kenwood Academy High School. As a college-level class, this course is focused on the development critical thinking, reading, and writing skills. English 101 is transferable to four-year universities and is a general education requirement at most two- and four-year colleges.

To earn credit, students must meet the standard of high-level thinking, reading, and writing in these parts of the class:

1. The course work completed in and out of class

2. The in-class exit exam where students read and write and argumentative response to be graded by the Harold Washington staff.

Students in the Course

Students in the class scored a 19 or higher on the 2015 reading portion of the ACT + passed the E-Write portion of the COMPASS exam OR met the standard on the COMPASS exam (given at the beginning of this school year). Students will engage in challenging experiences to prepare them for college-level composition, essays, short papers, and argumentative responses.

Course Textbook (supplied by Kenwood Academy High School)

• Kirszner, Laurie G., and Mandell, Stephen R. Patterns for College Writing: A Rhetorical Reader and Guide. Twelfth edition. Boston: Bedford/St. Martin, 2012.

ISBN# 978-0-312-67684-1

• Other materials will be provided by the instructor

Course Objective

At the City Colleges of Chicago and at Kenwood High School, we believe that every student can become a successful writer. Although writing is a complex process, it is also a skill that improves with continued practice and thoughtful guidance. Gaining proficiency in this skill empowers the student in the classroom, workplace, and community.

Therefore, the primary objective for this course is to provide a challenging and supportive environment that prepares students for college writing and encourages students to succeed in accomplishing the student learning outcomes.

Supplies

Students are responsible for the following materials:

1. A folder specifically for English 101—and only for English 101

2. A notebook specifically for English 101—and only for English 101

3. A blue or black pen

4. A pencil

5. A USB data drive / thumb drive (for saving and storing writing assignments)

Student Learning Outcomes

The course has six areas in which students will show development.

1. Process

a. Engage in a recursive process of prewriting, drafting, revising, editing, and proofreading

b. Engage in a reflective process of evaluating their own drafts and those of others

2. Purpose and Audience

a. Define the purpose and audience for each writing task

b. Adopt a voice, tone, and level of formality appropriate to an academic audience

c. Achieve the purpose of the writing task

3. Argument

a. Formulate and support an explicit thesis statement

b. Develop an argument for the designated audience

c. Incorporate reasoning and explanations appropriate to the thesis and supporting claims

4. Organization and Development

a. Establish a clear framework of organization appropriate to the writing task and the thesis

b. Employ rhetorical strategies consistent with the purpose of the writing task

c. Incorporate effective rhetorical tools such as patterns of paragraph development, logic, sentence structure, and word choice

d. Integrate their own ideas with those of others, using appropriate documentation

e. Identify and avoid intentional and unintentional plagiarism

5. Mechanics

a. While revising and proofreading, apply conventions of Standard Edited English and eliminate surface errors that interfere with coherence and clarity

6. Critical Thinking

a. Summarize (level 1 of thinking), analyze (level 2 of thinking), and evaluate (level 3 of thinking) arguments, counter arguments, evidence, and logic in others’ writing

Methods of Instruction

1. Teacher modeling and instruction

2. Small-group and whole-class discussion and practice

3. Independent application and reflection

4. In-class and out-of-class assignments (timed writings)

5. Electronic presentations

Course Alignment with Standards

This course is aligned with the following Common Core State Standards:

|Code |Common Core Name |Description |

|CC.11-12.R.I.1 |Key Ideas and Details |Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as |

| | |inferences drawn from the text, including determining where the text leaves matters uncertain. |

|CC.11-12.R.I.3 |Key Ideas and Details |Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or |

| | |events interact and develop over the course of the text. |

|CC.11-12.R.I.5 |Craft and Structure |Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or |

| | |argument, including whether the structure makes points clear, convincing, and engaging. |

|CC.11-12.W.1 |Text Types and Purposes|Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and|

| | |relevant and sufficient evidence. |

|CC.11-12.W.1.a |Text Types and Purposes|Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the |

| | |claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), |

| | |counterclaims, reasons, and evidence. |

|CC.11-12.W.1.b |Text Types and Purposes|Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each |

| | |while pointing out the strengths and limitations of both in a manner that anticipates the audience’s |

| | |knowledge level, concerns, values, and possible biases. |

|CC.11-12.W.1.c |Text Types and Purposes|Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create |

| | |cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and |

| | |between claim(s) and counterclaims. |

|CC.11-12.W.1.d |Text Types and Purposes|Establish and maintain a formal style and objective tone while attending to the norms and conventions of |

| | |the discipline in which they are writing. |

|CC.11-12.W.1.e |Text Types and Purposes|Provide a concluding statement or section that follows from and supports the argument presented. |

|CC.11-12.W.2 |Text Types and Purposes|Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly|

| | |and accurately through the effective selection, organization, and analysis of content. |

|CC.11-12.W.2.b |Text Types and Purposes|Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, |

| | |concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of|

| | |the topic. |

|CC.11-12.SL.3 |Comprehension and |Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, |

| |Collaboration |premises, links among ideas, word choice, points of emphasis, and tone used. |

|CC.11-12.L.1 |Conventions of Standard|Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |

| |English | |

|CC.11-12.SL.6 |Presentation of |Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated |

| |Knowledge and Ideas |or appropriate. |

|CC.11-12.L.5.b |Vocabulary Acquisition |Analyze nuances in the meaning of words with similar denotations |

| |and Use | |

Evaluation & Assessment Strategy

The following table summarizes how students will be evaluated.

|Category |% of Grade |Description |

|Formative Assessments |30% |Class assignments and activities, informal writing and collaborative activities. |

|Summative Assessments |50% |Quizzes, exams, projects and formal writing assignments |

|Participation |10% |Presentations (oral and electronic), formal and informal discussions and appropriate engagement in|

| | |learning activities |

|Homework |10% |Independent readings and enrichment activities |

Basic grading scale:

|Grade |Description |

|A |Goes beyond expectations in a significant way. Student has exceeded expectations for the course by mastering content and meeting |

|90 – 100% |standards at the highest level so the work can be used as an example for other students. |

|B |Correct and complete answer. Student has demonstrated thorough understanding of content and standards of the course. |

|80 – 89% | |

|C |Shows understanding, but something important is missing. Student is familiar with the content and standards, but has not demonstrated |

|70 – 79% |mastery, or demonstrates mastery of some content and standards but not others. |

|D |Includes some appropriate terms or concepts, but response is incorrect. Student may have basic knowledge of concepts but demonstrates |

|60 – 69% |some misunderstanding of standards or complex course material. |

|F |No response or response is irrelevant. Student demonstrates no knowledge or understanding of any course content or standards. |

|0 – 59% | |

Academic Misconduct Policy

Academic misconduct includes but is not limited to copying, cheating, encouraging academic dishonesty, fabrication, intended and unintended plagiarism, and submitting non-original work. Students who violate this policy will be held accountable to the CPS Student Code of Conduct and the City Colleges of Chicago Student Policy Manual.

If an incident of misconduct occurs, the instructor may invoke sanctions up to including an “F” in the course. A student accused of academic misconduct may appeal the instructor-imposed consequence through procedures outlined in the CCC Student Policy Manual available online at c.edu.

Homework, Missing, and Late Work Policies

Homework: Homework is assigned to help you practice the skills you are learning in class, and to deepen your knowledge and understanding of the topics we are studying. Students will be expected to complete assigned homework regularly, the duration of which will vary.

Missing Work: It is extremely challenging to make up missed work in this class. Class instruction begins immediately. A significant portion of learning occurs when you interact with other students in class, watch the teacher model expected outcomes for assignments, or view multimedia presentations. Therefore, to be successful in this class, it is imperative that you are present and on time every day.

Late Work: Assignments are considered late if they are turned in after the class period in which they are due. If you are absent, you must meet with or email the teacher to schedule due dates for make-up assignments. If you are absent it is your responsibility to find out what you missed and turn this in.

Classroom Expectations

A. Be Respectful B. Have Integrity C. Be Responsible

In addition, all students are expected to adhere to the CPS Student Code of Conduct and City College guidelines.

Communicating with the Teacher

Communication is crucial to building a supportive and positive learning experience for students. Appointments to discuss student progress in person, by phone, or e-mail can be made by using the contact information on the first page.

Students are required to use their CPS Google e-mail account for this course (it makes communication easier).

Overview

Part I Theme—Experience: Memory and Observation as Evidence

|Enduring Understanding: |Experiences are the vehicle for constructing knowledge, acquiring skills, and developing habits of mind. |

|Essential Questions: |Which experiences do we value? |

| |How do our experiences affect our perception of reality? |

| |How do our perceptions influence how we describe the world around us? |

|Performance Based Tasks: |Personal Essay (for college applications) |

| |Descriptive Essay (environment & experience) |

Part II Theme—Analysis:

|Enduring Understanding: |Breaking down complex ideas into smaller, easier to comprehend components. |

|Essential Questions: |What are the similarities and differences between two phenomena? |

| |What are the essential and non-essential aspects of an idea, concept, or theory? |

|Performance Based Tasks: |Reader Response / Text Reflections |

| |In-Class Timed Writing |

Part III Theme—Argument: The Logic or Lack Thereof behind Persuasion

|Enduring Understanding: |Understanding the elements and structure of an effective argument. Using logic and reason to persuade an |

| |audience to a specific position or point of view. |

|Essential Questions: |What are the components of an argument? |

| |How are facts and data used to support the conclusion of an argument? |

| |How does one effectively plan, present, and critique persuasive arguments? |

|Performance Based Tasks: |Argumentative Essay Paper |

| |In-Class Timed Writing |

| |Exit Exam (Argumentative) |

Part IV Theme—Authority: Use and Evaluation of Sources

|Enduring Understanding: |Drawing from established bodies of knowledge to develop deeper understanding of phenomena, theories, and |

| |concepts. Weighing the relative value of certain types of sources. |

|Essential Questions: |What are the causes of certain phenomena? |

| |What are the effects of certain phenomena? |

| |What is the definition of an idea, concept, or theory? |

| |What authoritative sources are used to substantiate causes, effects, and definitions? |

|Performance Based Tasks: |Cause and Effect Essay |

| |Definition Essay |

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