ENGL-1301 English Composition I
Jason English
Credit Fall 2024
Section(s)
ENGL-1301-108 (90112)
LEC MW 4:30pm - 5:55pm RGC RG10 1317.00
Course Requirements
PREREQUISITES
One of the following must apply for you to remain in this course and I will check:
- TSI exempt
- TSI Assessment Scores: Reading (351); Writing (Essay 4/Objective 340)
- Grade of C or better in INRW 0230 or 0430
- Grade of C or better in DEVW 0130, 0330 and DEVR 0320
- Grade of C or better in Writing and Grammar 5 (ESOL 0384) and Reading and Vocabulary 5 (ESOL 0364) or Reading, Writing, and Grammar 4 (ESOL 0314) or Reading, Writing, and Grammar 4 for Students who are Deaf or Hard of Hearing (ESOL 0424).
SUMMARY OF STUDENT EXPECTATIONS
To successfully complete Composition I, students should enter with the following basic skills: critical reading; content development; organization of writing to include an introduction, appropriate thesis, coherent paragraphs, transitions, and a conclusion; grammar, mechanics, and sentence construction; and an initial understanding of documentation of sources.Here is a link to a list of expectations and skills for students who are enrolled in Composition I.
http://sites.austincc.edu/english/expectations-of-skills-and-knowledge-for-incoming-composition-i-students/
Course Subjects
Week #1
Monday August 26
Introduction to Course, review syllabus, Comp I expectations, writing exercise.
Wednesday August 28
“Banning Plastic Bags Is Great for the World, Right Not So Fast”—Adler 487-492
“What I Know about the Ocean”—Johnson-495-503
Week #2
Monday September 2
Labor Day—No class
Wednesday September 4
“The Uninhabitable Earth”—Wallace-Wells-505-512
“Should We Be More Optimistic about Fighting Climate Change”—Chen & Murthy-514-523
Prompt for P#1
Week #3
Monday September 9
“Going Nuclear”—Ridley-525-529
“Environmental Justice Is Only the Beginning”—Gilio-Whitaker-540-547
APSM—2-17
Wednesday September 11
“Go Ahead: Waste Time on the Internet”—Goldsmith-401-405
“Keep Them Offline”—Rosen-406-416
APSM-19-32
P#1 Draft Due— (No Late Drafts)
Week #4
Monday September 16
“Jobs, Crime and Culture: The Threats that Aren’t”—Mehta-658-670
“How Much Immigration Is Too Much Immigration”—Frum-674-687
APSM—32-44
Wednesday September 18
“Left Behind: Internet Access for People Behind Bars”—Garcia-435-437
“Social Media: The Screen, the Brain, and Human Nature”—Vinh-428-433
APSM— (44-52 optional- Focus on ESL Writers)
Prompt for P#2
P#1 Revision Due
Week #5
Monday September 23
“Here Comes the Robot Nurses”—Guevarra-439-447
“In Praise of the Dollar Bill”—Swartz-449-452
APSM—54-65
Wednesday September 25
Peer Review
P#2 Draft Due— (No Late Drafts)
Week #6
Monday September 30
“Stop Googling. Let’s Talk”—Turkle-(Provided)
“Why We Need to Keep the “Community” in Community College”—Clark-599-604
APSM—65-75
Wednesday October 2
“The Boys Are Doing Just Fine”—Feyten-556-559
“No, the Boys Are Not doing Just Fine”—Reeves-561-564
APSM—77-85
P#2 Revision Due
Week #7
Monday October 7
“Generation Stress: The Mental Health Crisis on Campus”—Burwell-578-587
“Community College: The Great Equalizer?”—Rose-589-597
Wednesday October 9
“Hidden Intellectualism”—Graff-606-612
“The Fast and the Fashionable: How Your Closet Contributes to a Global Crisis”-Barnes-479-485
Prompt for P#3
Week #8
Monday October 14
“The Student Loan Trap”—Lehman-614-623
“Disability in Higher Education: Building Access and Building Futures”—Lenga-566-575
Wednesday October 16
Peer Review
P#3 Due— (No Revisions & No Late Drafts)
Week #9
Monday October 21
“The “Other Side” Is Not Dumb”—Blanda-637-642
“The Everyday Patriotism of Diverse Democracies”—Mounk-644-651
Research Proposal Prompt
Wednesday October 23
“Finding Latinx”—Ramos-700-710
“It’s Time to Drop “Latinx””—Betancur-712-717
Research Outline Prompt
Week #10
Monday October 28
“The Myth of the Free Speech Crisis”—Malik-313-320
“The Left Needs Free Speech”—Pollitt-322-326
APSM—87-106
Research Proposal Due
Wednesday October 30
“Our Unfinished March”—Holder-328-338
“American Democracy: One Person, One Vote?”—Sivendra-340-344
APSM—108-123
Research Outline Due
Week #11
Monday November 4
“The New Jim Crow”—Alexander-347-359
“A Response to the “Standard Story” about US Incarceration Rates”—Pfaff-362-370
“As He Himself Puts It” The Art of Quoting (T.S.I.S) 47-55
Wednesday November 6
Research Presentation—subject to change.
Week #12
Monday November 11
Veterans Day—No class
Wednesday November 13
“Addressing Poverty Can Heal an Increasingly Divided Country”—Perry-684-687
“90 Seconds Together”—Dempsey-388-393
APSM—124-140
Prompt for P#4
Week #13
Monday November 18
Pre-P#4-Student conferences
APSM-141-157
Wednesday November 20
Pre-P#4-Student conferences
APSM—158-175
♦ Tomorrow is the Last Day to Withdraw from this course ♦
Week #14
Monday November 25
“If You’re in a Wheelchair Segregation Lives”—Doucette-373-378
“If AI Is Predicting Your Future, Are You Still Free?”—Veliz-380-386
APSM—176-186
Wednesday November 27
TBA
P#4 Draft Due— (No Late Drafts)
Week #15
Monday December 2
Post-P#4-Student conferences
Wednesday December 4
Post-P#4-Student conferences
Week #16
Monday December 9
P#5 Reflection Essay Due— (No revisions)
Wednesday December 11
P#4 Final Draft Due— (No Revision and No Late Final Drafts)
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 8:30 AM - 9:30 AM SAC
NOTE Office Hours also at Rio Grande- M/W-3.30pm - 4.30pm and T/Th- 9.30am-10.30amPublished: 08/24/2024 16:26:29