ENGL-1301 English Composition I
Carrza Dubose
Credit Fall 2024
Section(s)
ENGL-1301-043 (90060)
LEC DIL ONL DIL
ENGL-1301-078 (90090)
LEC TuTh 11:30am - 12:50pm RRC RRC3 3207.00
ENGL-1301-114 (90116)
LEC MW 10:30am - 11:50am HLC HLC1 2407
ENGL-1301-199 (98439)
LEC MW 12:00pm - 1:20pm HLC HLC1 2104
ENGL-1301-362 (90249)
LEC TuTh 11:30am - 12:50pm RRC RRC3 3207.00
Course Requirements
Course Description/Prerequisites
English Composition 1301 is a study of the principles of composition with emphasis on language, the mechanics of writing, the types of discourse, and research and documentation.
PREREQUISITES One of the following must apply:
- TSI exempt
- TSI Assessment Scores: Reading (351); Writing (Essay 4 or Essay 4/Objective 340)
- Grade of C or better in Writing Skills 3 (DEVW 0130, 0230, 0330, or 0331) and
Reading Skills 3 (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 for Students who are Deaf or Hard of Hearing (ESOL 0424).
The goals of English Composition 1301 are to promote the following:
- 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
Course Subjects
ASSIGNMENTS FOR COMPOSITION 1301
PAPER 1 (1000 WORDS) EXPRESSIVE PAPER
“C” PAPER (1000 WORDS) RHETORICAL PAPER w/RESEARCH
“B” PAPER (1000 WORDS) ANALYSIS PAPER w/RESEARCH
“A” PAPER (1500 WORDS) ANALYSIS PAPER w/RESEARCH
Calendar
Module# 1: Expressive Writing/See Blackboard for Due Date
|
Read |
Watch |
Do |
|
Begin the Course by Clicking on the START HERE hyperlink (Blackboard)
Purpose, Pattern, and Process: Expressive Writing p.17-42, Lecture Notes 1: Purpose, Pattern, and Process
Read: "The Way" by John Graves (p.22)
Read: "The Last Will and Testament of Benjamin Franklin" by Benjamin Franklin (p.35)
Read: "Letter to Anita Pollitzer" Georgia O' Keeffe (p. 41)
Read: "Salvation" by Langston Hughes (p.31)
Read: Sample Expressive Paper Outline
|
Video: "Getting it right; Why it's Important to Pronounce Names Correctly" by Gerardo Ochoa
Video: "Renters in America are Running Out of Options" by VICE
Video: "The Hidden Secrets of the Uninsured" by Shuan Young
Video: "The Price of Shame" by Monica Lewinsky
|
Complete Discussion Board: Self Introduction Post (Blackboard)
Complete MLA Homework Assignment
Complete Discussion Board Questions
Choose a topic for the Expressive Essay; Create a thesis statement and paper outline; Visit an ACC English Tutor at the Learning Lab (in person or virtually)
Submit Paper 1: Expressive Paper and Paper Outline (Submit Together) (1000 words)
|
Module# 2: Referential/ Writing w/Research/See Blackboard for Due Date
|
Read |
Watch |
Do |
|
Read: Purpose, Pattern, and Process: Referential Writing pp. 89-118 and Purpose, Lecture Notes 3: Referential Writing
Read: "The Long Transition to Adulthood" by Ellen Goodman (p.106)
Read: "On Being the Right Size" by J.B.S. Haldane (p.193)
Read: "The Lazy River" by Ryszard Kapuscinski (p. 114)
Purpose, Pattern, Process Analytical Writing pp. 192-199 Lecture 4 Notes
Read: "The Rights of Women" by Mary Wollstonecraft (p.514)
Read: "Which is the Best Language to Learn" by Robert Lane Greene (p.275)
Read: "Wilderness" by Aldo Leopold (p. 259)
Read: "Black Hawk's Farewell Address" (p.269)
|
Video: "Why is College so Expensive in America" by VICE
Video: "How I Learned to Read and Trade Stocks in Prison" by Curtis Carroll
Video: "The Big Problems with Credit Scores"
|
Complete Discussion Board Questions
Choose a topic for the Referential Essay
Choose Two Articles for Paper# 2
Create a thesis statement and paper outline; Visit an ACC English Tutor at the Learning Lab (in person or virtually)
Submit Paper 2: Referential Paper w/Research and Paper Outline (Submit Together) (1000 words) (Add at least two articles)
|
Module# 3: Rhetorical Writing w/Research/See Blackboard for Due Date
|
Read |
Watch |
Do |
|
Read: Purpose, Pattern, and Process: Rhetorical Writing p.64-85, Lecture 5 Notes
Read: "National Parks" by Nevada Barr (p.70)
Read: "Sinners in the Hand of an Angry God" by Jonathan Edwards (p.75)
Read: "First Presidential Weekly Address" by Barack Obama (p.81)
|
Video: "Before the Flood" by Leonardo DiCaprio
Video: "Can Humans Adapt to Climate Change"
Video: "Why Tipping is So Out of Control in the US"
|
Complete Discussion Board Questions
Choose a topic for the Rhetorical Essay
Choose Two Articles for Paper# 3
Create a thesis statement and paper outline; Visit an ACC English Tutor at the Learning Lab (in person or virtually)
Submit Paper 3: Rhetorical Paper w/Research and Paper Outline (Submit Together) (900 words) (Add at least two articles)
|
Module# 4: Persuasive Evaluation# w/Research/See Blackboard for Due Date
|
Read |
Do |
|
Read: Purpose, Pattern, and Process: Evaluation Writing p. 257-259, Lecture 6 Notes
Read: "Advice to Youth" by Mark Twain (p.271)
Read: "Which Is the Best Language to Learn? by Robert Lane Green (p.275)
Reread Purpose, Pattern, and Process: Evaluation Writing p. 257-259, Lecture 6 Notes
Read: "Why 'Huckleberry Finn' Is a Great World Novel" by Lauriat Lane, Jr. (p.280
|
Choose a topic for the Persuasive Evaluation Essay# 1 w/Research
Complete Paper Outline and Visit an ACC English in the Learning Lab (in person or virtually)
Find Two Articles
Submit Paper#4: Persuasive Evaluation# 1 w/ Research (1500 words) (add at least two articles)
|
Student Learning Outcomes/Learning Objectives
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 a writing 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;
- ability to analyze a piece of writing to detail the elements identified in the writing assignment;
- ability to evaluate a piece of writing using specified or developed criteria for evaluation;
- expanded ability to develop content for an essay and organize writing to include an introduction, appropriate thesis, coherent paragraphs with transitions, and a conclusion; and
- expanded ability to use correct grammar and mechanics in every writing task.
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.
- People 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
T Th 8:00 AM - 11:00 AM Round Rock
NOTE I am located in Building 1000 Room 1204: 13.Published: 08/14/2024 10:32:32