ENGL-1301 English Composition I
Matthew Smith
Credit Fall 2022
Section(s)
ENGL-1301-147 (48059)
LEC MW 1:30pm - 2:50pm RVS RVSG 9112
ENGL-1301-334 (48202)
LEC MW 3:00pm - 4:20pm RVS RVSG 9137
Course Requirements
INSTRUCTIONAL METHODOLOGY
The majority of the grades for this class will come from five major writing assignments. These will consist of four short papers and one long research paper. They will be graded on a scale of 0-100. Each will be worth a certain percentage of your overall grade and will cumulatively be worth 85% of your overall grade.
Homework, Tests, Quizzes, Daily in-class assignments, and other misc assignments will cumulatively count towards a participation grade. Participation will be worth 15% of your overall grade.
Classes will contain such activities such as: Notes, Lecture, Group Work, Daily Assignments, Class Discussion, and any other activities that are needed.
A student will be allowed one revision attempt for up to three papers outside of the research paper.
A departmental essay exam is required to pass the course, but will not be part of the grade score in the class. You must pass the departmental exam in order to pass the course, though you will have one opportunity to retake the exam if you do no pass on your first attempt.
ESSAYS AND ASSIGNMENTS
The class will have five major out of class essays and a departmental exam. The five major essays will focus on analysis and interpretation. Other major rhetorical strategies will include but are not limited to: evaluation, argument, narration, and description. The Essays will breakdown as follows.
Paper 1: Summary (15%)
Paper 2: Analysis (15%)
Paper 3: Argument (15%)
Paper 4: Evaluation (15%)
Paper 5: Research Assignment (25%)
Participation (15%)
Readings
“Should We Be More Optimistic about Fighting Climate Change?” by Alice Chen and Vivek Murphy 309-318
“The Fight to Preserve Culture” by Sandis Edward Waialae Wightman 333-340
“Delivering Fresh Water: Critical Infrastructure, Environmental Justice, and Flint, Michigan” by Michael R. Greenberg 368-374
“Banning Plastic Bags Is Great for the World, Right? Not So Fast” by Ben Adler 320-325
“How Smartphones Hijack Our Minds” by Nicholas Carr 597-605
“Go Ahead: Waste Time on the Internet” by Kenneth Goldsmith 582-586
“Social Media: The Screen, the Brain, and Human Nature” by Justin Vinh 607-612
“Stop Googling, Let’s Talk” by Sherry Turkle 614-622
“Are We Really as Awful as We Act Online?” by Agustin Fuentes 643-648
“It Turns Out Our Tech Gadgets Aren’t as Isolating as Experts Think” by Nicholas Brody 593-596
“Should Everyone go to College?” by Owen and Sawhill 488-503
“Are Too Many People Going to College?” by Charles Murray 506-525
“Two Years Are Better Than Four” by Liz Addison 527-530
“Generation Stress: The Mental Health Crisis on Campus” by Sylvia Mathews Burwell 556-565
“Why Women Still Can’t Have It All” by Anne-Marie Slaughter 673-693
“Why Men Still Can’t Have It All” by Richard Dorment 694-713
“An End to Sexism in Gaming’s Communities” by Sanjana Ramanthan 723-728
“Why We Need Title IX Now More Than Ever: by Monica Wright 731-736
“The ‘Other Side’ is Not Dumb” by Sean Blanda 380-385
“Why America is Self-Segregating” by Danah Boyd 387-395
“Jobs, Crime, and Culture: The Threats That Aren’t” by Suketu Mehta 458-470
“What Hillbilly Elegy Reveals about Race in Twenty-First Century America” by Lisa R. Pruitt 451-455
Course Subjects
Tentative Class Schedule (Not Final/Subject to Change)
Monday, August 22: Introduction to course. Distribute and discuss course syllabus. Ice Breaker activity. Discuss active reading and academic writing. Discuss taking notes. Preliminary writing. For Wednesday: Read Chapter 1 and Chen and Murthy. HW 1: Reading Questions (Found on Blackboard).
Wednesday, August 24: Reading Quiz 1. Discuss Assignment Sheet for W 1.0. Discuss readings. Begin discussion of Organization for W 1.0. Brainstorming if time permits. For Monday: Read Chapter 2 and remaining three articles. HW 2: Reading Questions 2. HW 3: Rough Draft of Thesis Statement.
Monday, August 29: Reading Quiz 2. Discuss Readings. Complete discussion of Organization for W 1.0. Discuss Basics of In-text Citation. For Wednesday: Read Chapter 3. HW 4: One Full Page of Rough Draft.
Wednesday, August 31: Final Review Day. Group Activity 1. For Wednesday: Bring Complete Rough Draft to class. (Must be more than a quarter down the third page to count)
Wednesday, Sept 7: Test 1. Rough Draft Reading Day 1
Monday, Sept 12: Turn in W 1.0. Discuss assignment sheet for W 2.0. Discuss sources. Discuss Interviews. Begin Discussion of Organization for W 2.0. For Wednesday: Read Carr, Brody and Goldsmith. HW 5: List of Five to Ten Interview Questions to be used in class. HW 6: Reading Questions 3.
Wednesday, Sept 14: Reading Quiz 3: Discuss Readings. Complete Discussion of Organization. Discuss integration of sources and MLA. Conduct Interviews. For Monday: Read Turkle, Fuentes, and Vinh. HW 7: Reading Questions 4. HW 8: Outline for W 2.0 and Rough Draft of Introduction.
Monday, Sept 19: Reading Quiz 4. Discuss plagiarism. Discuss revision issues. Group Activity 2. Review essay content. For Wednesday: HW 9: Two Pages of Rough Draft for W 2.0.
Wednesday, Sept 21: Final Review Day. For Monday: Bring Complete Rough Draft to class.
Monday, Sept 26: Test 2. Rough Draft Reading Day 2.
Wednesday, Sept 28: W 2.0 Due. Discuss assignment sheet for W 3.0. Discuss basics of arguments. Begin discussion of W 3.0 organization. Time for brainstorming. For Monday: Read Owen and Sawhill and Addison. HW 10: Reading Questions 5. HW 11: Argument Choice.
Monday, Oct 3: Reading Quiz 5. Presentation on Using the Library. Begin discussion of readings and integration of sources. For Wednesday: Read Murray and Burwell. In Handbook read chapter on Arguments. HW 12: Rough Draft of Introduction.
Wednesday, Oct 5: Organization Quiz. Review MLA, Plagiarism, Content, and Organization. Group Activity 3. For Monday: HW 13: Two pages of Rough Draft.
Monday, Oct 10: Open Workday.
Wednesday, Oct 12: Final Review Day. For Monday: Full Rough Draft.
Monday, Oct 17: Test 3. Rough Draft Reading Day 3.
Wednesday, Oct 19: Turn-in W 3.0. Discuss assignment sheet. Discuss organization. Discuss evaluation. For Monday: Read all assigned articles. HW 14: Reading Questions 6. HW 15: Select article.
Monday, Oct 24: Reading Quiz 6. Discuss readings. Review supporting ideas and integrating sources. Sample evaluation activity. For Wednesday: HW 16: One page of rough draft.
Wednesday, Oct 26: Continue sample evaluation. Review organization and content. Group Activity 4. For Monday: HW 17: Two Pages of Rough Draft.
Monday, Oct 31: Final Review Day. For Wednesday: Complete Rough Draft due
Wednesday, Nov 2: Test 4. Rough Draft Reading Day 4.
Monday, Nov 7: W 4.0 Due. Discuss assignment sheet for W 5.0. Begin Discussion of Organization and Content for W 5.0. For Wednesday: Read Blanda and Mehta. HW 18: Reading Questions 7
Wednesday, Nov 9: Reading Quiz 7. Discuss Readings. Complete Discussion of Content and Organization. Review Source Integration. Group Activity 5. For Monday: HW 19: Rough draft of introduction.
Monday, Nov 14: Reading Quiz 8. Discuss Readings. Discuss Plagiarism. Review MLA. Discuss Presentations. Begin Review of Paper Samples. For Wednesday: HW 20: One page of rough draft.
Wednesday, Nov 16: Final Review Day. For Monday: HW 21: Three pages of rough draft
Monday, Nov 21: Group Revision Activity. In-class workday. For Wednesday: Full Rough Draft due.
Wednesday, Nov 23: Rough Draft Reading 5. Test 5. Early Turn-in Deadline.
Monday, Nov 28: Paper 5 Due. Presentations Begin.
Wednesday, Nov 30: Presentations Continue.
Monday, Dec 5: Presentations Continue.
Wednesday, Dec 7: Presentations Conclude. Film Day.
Student Learning Outcomes/Learning Objectives
COURSE OBJECTIVES/RATIONALE
The goals of Composition I are to promote
- critical thinking, reading, and writing;
- clear, coherent, confident, and effective communication;
- collaborative writing and learning; and
- exposure (through reading or composing) to a range of genres, including genres incorporating visual design elements.
STUDENT LEARNING OUTCOMES
Upon completion of English 1301, students should be able to
- demonstrate knowledge of individual and collaborative writing processes
- develop ideas with appropriate support and attribution
- write in a style appropriate to audience and purpose
- read, reflect, and respond critically to a variety of texts
- use Edited American English in academic essays
DISCIPLINE/PROGRAM STUDENT LEARNING OUTCOMES
The following outcomes are developed in all English Composition I students regardless of student age or course location:
- expanded critical reading ability;
- ability to write to the specifications of an assignment in terms of subject, rhetorical purpose, method(s) of organization and length;
- ability to form a research question, develop a thesis, locate and select credible sources applicable to the thesis, and write an essay of the specified length that responds to the thesis;
- expanded ability to develop content for an essay and organize writing
- expanded ability to use correct grammar and mechanics
GENERAL EDUCATION LEARNING OUTCOMES
Upon completion of the general education component of an associate’s degree, students will demonstrate competence in:
Critical Thinking—Gathering, analyzing, synthesizing, evaluating and applying information.
Interpersonal Skills—Interacting collaboratively to achieve common goals.
Personal Responsibilities—Demonstrating effective learning, creative thinking, and personal responsibility.
Technology Skills—Using appropriate technology to retrieve, manage, analyze, and present information.
Written, Oral and Visual Communication—Communicating effectively, adapting to purpose, structure, audience, and medium.
Office Hours
M W 4:30 PM - 5:00 PM Adjunct Office ACC Riverside Campus Building G
NOTE Adjunct offices are directly across from the Learning Lab in Building GPublished: 08/17/2022 18:11:27