Syllabus/Course Requirements:  Fall 2024

ENGLISH 1301-187/303:  Composition 1 for non-native speakers of English

Section:  90168/97093

Instructor:  Kevin Mackie

Email:  kmackie@austincc.edu

Meeting time/day:   T/Th 5-6:20pm

Location:  HLC1 Rm. 1.2216

Office hours:   M/W 9:15-10am (HLC2 Rm. 2.1151); M/W 5-5:45pm (NRG Rm. TBA)

ACC Tutoring Schedule (through ACC Tutoring/Learning Lab):

M/W 3:30-5 (online or in-person at NRG Rm. 4119)

Required Materials

The Brief Bedford Reader:  14th Ed.  X. J. Kennedy, Dorothy M. Kennedy, Jane E. Aaron

PREREQUISITES

One of the following must apply:

● 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 4 (ESOL0384) and Reading and Vocabulary 4      

    (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 enrolling in Composition I:

https://drive.google.com/file/d/1j5yK6l46lmSTdYgXXu0BHUh87WLgLO0L/view?ts=6113e08d

Course Description                                    

English Composition I: ESL - English 1301 ESL is a study of the principles of composition with emphasis on language, the mechanics of writing, documentation and research, and the types of discourse. ENGL 1301 ESL is the equivalent of ENGL 1301 and is designed to help students who are non-native speakers of English develop the skills they will need to succeed academically.

Course Objectives

By the end of the semester, your college-level writing skills in English should be sufficient for you to confidently communicate and develop ideas in essay form.  You should also have an understanding of the writing process and be able to use appropriate methods of development to communicate your written message. You will have been introduced to the library and on-line research techniques, as well as current MLA style citation of sources.

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.
•  

DISCIPLINE/PROGRAM STUDENT LEARNING OUTCOMES

The following outcomes are developed in all Composition courses:

● expanded critical reading ability;

● strengthened written communication skills, characterized by

            ○ ability to write to the specifications of an assignment;

            ○ ability to 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 use standard American English writing conventions (grammar, spelling,          usage, punctuation, and formatting) and the ability to communicate to readers with clarity           and fluency.

● improved critical thinking, characterized by

            ○ examination of multiple components of a larger issue,

            ○ synthesis and evaluation of multiple perspectives,

            ○ consideration of moral/ethical questions.

● expanded critical reading ability;

● strengthened written communication skills, characterized by

            ○ ability to write to the specifications of an assignment;

            ○ ability to 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 use standard American English writing conventions (grammar, spelling,          usage, punctuation, and formatting) and the ability to communicate to readers with clarity           and fluency.

● improved critical thinking, characterized by

            ○ examination of multiple components of a larger issue,     

            ○ examination of multiple components of a larger issue,

            ○ synthesis and evaluation of multiple perspectives,

            ○ consideration of moral/ethical questions.

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.

Requirements

      Core components to be covered in Composition I include:

• paragraph unity, development, and purpose
• audience
• language/diction/style
• thesis statements
• topic sentences
• the writing process (invention, drafting, revision)
• organization (including methods of development)
• coherence
• grammar and mechanics
• the research process

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 enrolling in Composition I: http://www.austincc.edu/english/ExpectationsOfSkills.php

REQUIRED TEXTS/MATERIALS

I have assigned a required text/materials for this course. It is the responsibility of the student to acquire required texts/materials. I will retain course work for one semester following enrollment. Students are responsible for making copies of any papers they want to keep for their files.

USE OF ACC EMAIL

All College e-mail communication to students will be sent solely to the student’s ACCmail account, with the expectation that such communications will be read in a timely fashion. ACC will send important information and will notify you of any college related emergencies using this account. Students should only expect to receive email communication from their instructor using this account. Likewise, students should use their ACCmail account when communicating with instructors and staff. Instructions for activating an ACCmail account can be found at http://www.austincc.edu/accmail/index.php

INSTRUCTIONAL METHODOLOGY

In-person classes on campus. This includes include lectures, small group activities, use of electronic media, and in-class writing assignments and workshops.

ESSAYS AND ASSIGNMENTS

Students will submit at least five essays over the course of the semester, including an essay known as the Departmental Exam, for a total minimum of 4000 words. Instructors will provide specific written guidelines for each assignment. The Departmental Exam is an exit-level test graded Pass/Fail, which will be written in an ACC Testing Center. DIL, SAS, and Dual Credit students may be allowed other program-approved options.

• Students will learn to develop a writing project through multiple drafts.

• Essay assignments will develop arguments using rhetorical purposes (expressive, referential, persuasive, and/or literary) and rhetorical strategies (narration, description, cause/effect, comparison/contrast, definition, illustration, process analysis, and evaluation).

• The research process will be a significant focus of the class, with assignments sequenced to build facility with integration of outside source material using MLA format. Early assignments will involve work with one or two sources, building to a more substantial research project (parameters to be determined by individual faculty).

• At least one essay will be a textual analysis in which students demonstrate the ability to identify an essay’s purpose, audience, thesis, and rhetorical strategies and evaluate the essay’s effectiveness.
• Students will complete the Academic Honesty/Plagiarism Research Tutorial, and additional tutorials, such as ENGL 1301 English Composition I Research Paper (both located at http://library.austincc.edu/help/Tutorials.php), as assigned by the instructor.

Grades

I will assign number grades to all the required essays. All papers, with the exception of the departmental exam, must be word-processed and follow standard MLA guidelines. You will be given the opportunity to draft and revise each required essay assignment one time. Essays will be evaluated based on the content and organization of the essay, how well the writing addresses the intended audience and the purpose of the essay.  However, poor editing for style, language use, sentence variety, grammar and punctuation can negatively impact your grade. You will have the chance to refine and revise your essay one time, so it is critical to take advantage of this opportunity.  You will also be required to pass the Departmental Exam (see description below) to pass the course with a minimum grade of “C.”

Note:  Grades are not equal.  This means that they are on a 100-point scale and some assignments have more weight than others.  Please remember this and pay attention to the weight of a particular assignment.

The final grade will be based on the following: 

Paper 1 - descriptive (450-500 words)                                                           10%

Paper 2 - cause/effect (650-750 words)                                                          15%

Paper 3 - analytical (700-800 words)                                                              20%

Paper 4 – annotated bibliography (300-400 words)                                        10%

Research Paper - argumentative (1250-1500 words)                                       25%

Quizzes, Research Success Tutorials, exercises and homework                     20%

Departmental Exam - analysis (600-700 words)                              pass/fail only

Grading Scale:          

            A = 100 – 90

 B =   80 - 89%

            C =   70 -79%

            D =   65 - 69%

            F =    Below 65%

The Departmental Exam

The Departmental Exam is required of all students enrolled in English 1301 across the college.  Given a selection to read, you will write an interpretive essay of at least 600 words analyzing the selection.  Your instructor will provide you more detailed instructions about the test, which will be evaluated "ACCEPTED" or "RETEST" only. If you do not pass on the first try, you may retest once.  Your essay must demonstrate the following: 

• Coherence, analytical thinking, and an understanding of the selections thesis, purpose(s), and method(s) of development;
• Adherence to stylistic, grammatical, and mechanical conventions. 

NOTE:  I will keep your essays for one semester following your enrollment.  You are responsible for making copies of any papers you want to keep for your files.

Research Success Tutorials

1. Students will also complete The Research Success Tutorials at library.austincc. edu/help/tutorials.php.
2. I must receive either electronic or hardcopy proof of completion in order for you to receive credit.

Attendance

The activities that take place during class are valuable. Therefore, you are expected to attend class regularly, to arrive on time, to have prepared assigned reading and writing, and to participate in all in-class drafting, editing, revising, and discussion sessions.  If you are absent more than three times you cannot pass this class. There is no makeup of in-class work.

Regular and timely class participation in discussions and completion of work is

expected of all students.  If attendance or compliance with other course policies

is unsatisfactory, the instructor may withdraw students from the class.

Incompletes and Withdrawals:

An incomplete (grade of “I”) will only be given in Spring 2022 due to extenuating

circumstances.  What constitutes “extenuating circumstances” is left to the

instructor’s discretion.  If a grade of I is given, the remaining course work must be

completed by a date set by the student and professor.  This date may not be later

than two weeks prior to the end of the Spring, 2022 semester.  A grade of  I also

requires completion and submission of the Incomplete Grade form, to be signed

by the faculty member (and student if possible) and submitted to the department chair.

Students receiving an “I” for Spring 2022 or Summer 2022 may complete remaining course requirements and convert the I to a completion grade during the Fall 2023 semester. Students may request an Incomplete from their faculty member if they believe circumstances warrant.  The faculty member will determine whether the Incomplete is appropriate to award or not.  The following processes must be followed when awarding a student an I grade. 

1.      Prior to the end of the semester in which the “I” is to be awarded, the student must meet with the instructor to determine the assignments and exams that must be completed prior to the deadline date.  This meeting can occur virtually or in person.  The instructor should complete the

Report of Incomplete Grade form.

2.      The faculty member will complete the form, including all requirements to complete the course and the due date, sign (by typing in name) and then email it to the student.  The student will then complete his/her section, sign (by typing in name), and return the completed form to the faculty member to complete the agreement.  A copy of the fully completed form can then be emailed by the faculty member to the student and the department chair for each grade of Incomplete that the faculty member submits at the end of the semester.   

3.      The student must complete all remaining work by the date specified on the form above.  This date is determined by the instructor in collaboration with the student, but it may not be later than the final withdrawal deadline in the subsequent long semester.  

4.      Students will retain access to the course Blackboard page through the subsequent semester in order to submit work and complete the course. Students will be able to log on to Blackboard and have access to the course section materials, assignments, and grades from the course and

semester in which the Incomplete was awarded.  

5.      When the student completes the required work by the Incomplete deadline, the instructor will submit an electronic Grade Change Form to change the student’s performance grade from an “I” to the earned grade of A, B, C, D, or F. 

If an Incomplete is not resolved by the deadline, the grade automatically converts

to an “F.”  Approval to carry an Incomplete for longer than the following semester

or session deadline is not frequently granted.

Withdrawal Policy

It is the responsibility of each student to ensure that his or her name is removed from the roll should he or she decide to withdraw from the class.  The instructor does, however, reserve the right to drop a student should he or she feel it is necessary.  If a student decides to withdraw, he or she should also verify that the withdrawal is submitted before the Final Withdrawal Date.  The student is also strongly encouraged to retain their copy of the withdrawal form for their records.

Students who enroll for the third or subsequent time in a course taken since Fall, 2002 may be charged a higher tuition rate for that course.

State law permits students to withdraw from no more than six courses during their entire undergraduate career at Texas public colleges or universities.  With certain exceptions, all course withdrawals automatically count towards this limit.  Details regarding this policy can be found in the ACC college catalog.

Students are responsible for understanding the impact that withdrawal from a

course may have on their financial aid, veterans’ benefits, and international student

status.  Per state law, students enrolling for the first time in Fall 2007 or later at any

public Texas college or university may not withdraw (receive a “W”) from more than

six courses during their undergraduate college education. Some exemptions for

good cause could allow a student to withdraw from a course without having it count

toward this limit. Students are strongly encouraged to meet with an advisor when

making decisions about course selection, course loads, and course withdrawals.

ACADEMIC MISCONDUCT AND PLAGIARISM

Austin Community College values academic integrity in the educational process. Acts of academic dishonesty/misconduct undermine the learning process, present a disadvantage to students who earn credit honestly, and subvert the academic mission of the institution. The potential consequences of fraudulent credentials raise additional concerns for individuals and communities beyond campus who rely on institutions of higher learning to certify students' academic achievements and expect to benefit from the claimed knowledge and skills of their graduates. Students must follow all instructions given by faculty or designated college representatives when taking examinations, placement assessments, tests, quizzes, and evaluations.

Actions constituting scholastic dishonesty include, but are not limited to, plagiarism, cheating, fabrication, collusion, falsifying documents, or the inappropriate use of the college’s information technology resources.

Further information is available at https://www.austincc.edu/about-acc/academic-integrity-and-disciplinary-process

Plagiarism can be defined as using the words and ideas of another writer without acknowledging the debt. Plagiarism takes many forms, including the omission of parenthetical citations, the failure to place quotation marks around direct or modified content taken from another source, and another person writing the essay for the student. It is of utmost importance for students to understand that in academic and professional life, plagiarism of any kind is absolutely unacceptable. Therefore, acts of plagiarism, major or minor, may have serious repercussions, which could include a failing grade, expulsion from the class, and/or disciplinary action on the part of the College. College policies can be found in the ACC Student Handbook.

Plagiarism also includes collusion, a problem that happens when someone other than the student contributes a substantial portion of the essay for the student. Please note that having a friend or paid tutor contribute to a paper in the form of adding content or extensive revising or editing will be considered collusion, a form of plagiarism.

HEALTH AND SAFETY PROTOCOLS

Operational areas of ACC campuses and centers are fully open and accessible through all public

entrances. The college encourages its staff, faculty, and students to be mindful of the well-being of all individuals on campus. If you feel sick, feverish, or unwell, please do not come to campus.

STUDENT RIGHTS AND RESPONSIBILITIES

Students at ACC have the same rights and protections under the Constitution of the United States. These rights include freedom of speech, peaceful assembly, petition and association. As members of the community, students have the right to express their own views, but must also take responsibility for according the same rights to others and not interfere or

disrupt the learning environment. Students are entitled to fair treatment, are expected to act consistently with the values of the college, and obey local, state, and federal laws. www.austincc.edu/srr

As a student of Austin Community College you are expected to abide by the Student Standards of Conduct. https://www.austincc.edu/students/students-rights-and-responsibilities/student-standards-of-conduct

Student Freedom of Expression

Each student is strongly encouraged to participate in class. In any classroom situation that includes discussion and critical thinking, there are bound to be many differing viewpoints. These differences enhance the learning experience and create an atmosphere where students and instructors alike will be encouraged to think and learn. On sensitive and volatile topics, students may sometimes disagree not only with each other but also with the instructor. It is expected that faculty and students will respect the views of others both when expressed in classroom discussions or class-related writing.

Senate Bill 212 and Title IX Reporting Requirements

Under Senate Bill 212 (SB 212), the faculty and all College employees are required to report any information concerning incidents of sexual harassment, sexual assault, dating violence, and stalking committed by or against an ACC student or employee. Federal Title IX law and College policy also require reporting incidents of sex- and gender-based discrimination and sexual misconduct. This means faculty and non-clinical counseling staff cannot keep confidential information about any such incidents that you share with them.

If you would like to talk with someone confidentially, please contact the District Clinical Counseling Team who can connect you with a clinical counselor on any ACC campus: (512) 223-2616, or to schedule online:  https://www.austincc.edu/students/counseling .

While students are not required to report, they are encouraged to contact the Compliance Office for resources and options: Charlene Buckley, District Title IX Officer, (512) 223-7964; compliance@austincc.edu

If a student makes a report to a faculty member, the faculty member will contact the District Title IX Officer for follow-up.

Student Complaints

A defined process applies to complaints about an instructor or other college employee. You are encouraged to discuss concerns and complaints with college personnel and should expect a timely and appropriate response. When possible, students should first address their concerns through informal conferences with those immediately involved; formal due process is available when informal resolution cannot be achieved.

Student complaints may include (but are not limited to) issues regarding classroom instruction, college services and offices on the basis of actual or perceived race, color, national origin, religion, age, gender, gender identity, sexual orientation, political affiliation, or disability.

Further information about the complaints process, including the form used to submit complaints, is available at:  http://www.austincc.edu/students/students-rights-and-responsibilities/student-complaint-procedures.

Statement on Privacy

The Family Educational Rights and Privacy Act (FERPA) protects confidentiality of students’ educational records.  Grades cannot be provided by faculty over the phone, by e-mail, or to a fellow student. Class grades should be posted on Blackboard.

Recording Policy

To ensure compliance with the Family Education Rights and Privacy Act (FERPA), student recording of class lectures or other activities is generally prohibited without the explicit written permission of the instructor and notification of other students enrolled in the class section. Exceptions are made for approved accommodations under the Americans with Disabilities Act.

Recording of lectures and other class activities may be made by faculty to facilitate instruction, especially for classes taught remotely through BlackBoard Collaborate or another platform. Participation in such activities implies consent for the student to be recorded during the instructional activity. Such recordings are intended for educational and academic purposes only.

Safety Statement

Health and safety are of paramount importance in classrooms, laboratories, and field activities. Students are expected to learn and comply with ACC environmental, health and safety procedures and agree to follow ACC safety policies.

Emergency Procedures posters and Campus Safety Plans are posted in each classroom and should be reviewed at the beginning of each semester. All incidents (injuries/illness/fire/property damage/near miss) should be immediately reported to the course instructor. Additional information about safety procedures and how to sign up to be notified in case of an emergency can be found at http://www.austincc.edu/emergency

Everyone is expected to conduct themselves professionally with respect and courtesy to all. Anyone who thoughtlessly or intentionally jeopardizes the health or safety of another individual may be immediately dismissed from the day’s activity and will be referred to the Dean of Student Services for disciplinary action. In the event of disruption of normal classroom activities due to an emergency situation or an outbreak of illness, the format for this course may be modified to enable completion of the course. In that event, students will be provided an addendum to the class syllabus that will supersede the original version.

Campus Carry

The Austin Community College District concealed handgun policy ensures compliance with Section 411.2031 of the Texas Government Code (also known as the Campus Carry Law), while maintaining ACC’s commitment to provide a safe environment for its students, faculty, staff, and visitors. Beginning August 1, 2017, individuals who are licensed to carry (LTC) may do so on campus premises except in locations and at activities prohibited by state or federal law, or the college’s concealed handgun policy.

It is the responsibility of license holders to conceal their handguns at all times. Persons who see a handgun on campus are asked to contact the ACC Police Department by dialing 512-223-1231. Please refer to the concealed handgun policy online at http://austincc.edu/campuscarry

Discrimination Prohibited

The College seeks to maintain an educational environment free from any form of discrimination or harassment including but not limited to discrimination or harassment on the basis of race, color, national origin, religion, age, sex, gender, sexual orientation, gender identity, or disability.

Faculty at the College are required to report concerns regarding sexual misconduct (including all forms of sexual harassment and sex and gender-based discrimination) to the Manager of Title IX/Title VI/ADA Compliance. Licensed clinical counselors are available across the District and serve as confidential resources for students.

Additional information about Title VI, Title IX, and ADA compliance can be found in the ACC Compliance Resource Guide available at:  https://drive.google.com/file/d/1o55xINAWNvTYgI-fs-JbDyuaMFDNvAjz/view

USE OF THE TESTING CENTER

For Fall 2024, the Testing Centers will allow only limited in person testing and testing time will be limited to the standard class time, typically one and one-half hours. Specifically, only the following will be allowed in the Testing Centers:

● Student Accessibility Services (SAS) Testing: All approved SAS testing Assessments Tests

● Institutionally approved assessment tests (e.g., TSIA or TABE)

● Placement Tests: Placement tests (e.g., ALEKS)

● Make-Up Exams (for students who missed the original test): Make-up testing is available for all lecture courses but will be limited to no more than 25% of students enrolled in each section for each of four tests

● Programs incorporating industry certification exams: Such programs (e.g., Microsoft, Adobe, etc.) may utilize the ACC Business Assessment Center for the industry certification exams (BACT) at HLC or RRC

STUDENT SUPPORT SERVICES

The success of our students is paramount, and ACC offers a variety of support services to help, as well as providing numerous opportunities for community engagement and personal growth.

Student Support

ACC strives to provide exemplary support to its students and offers a broad variety of opportunities and services. Information on these campus services and resources is available at http://www.austincc.edu/students. A comprehensive array of student support services is available online at: https://www.austincc.edu/coronavirus/remote-student-support

Student Accessibility Services

Austin Community College (ACC) is committed to providing a supportive, accessible, and inclusive learning environment for all students. Each campus offers support services for students with documented disabilities. Students with disabilities who need classroom, academic or other accommodations must request them through Student Accessibility Services (SAS). Students are encouraged to request accommodations when they register for courses or at least three weeks before the start of each semester they are enrolled, otherwise the provision of accommodations may be delayed. Students who have received approval for accommodations from SAS for this course must provide the instructor with the legal document titled “Notice of Approved Accommodations (NAA)” from SAS.

Until the instructor receives the NAA from the student accommodations should not be provided. Once the NAA is received, accommodations must be provided. Accommodations are not retroactive, so it is in the student’s best interest to deliver the NAA on the first day of class.

Please contact SAS@austincc.edu for more information.

Academic Support

ACC offers academic support services on all of its campuses. These services, which include online tutoring, academic coaching, and supplemental instruction, are free to enrolled ACC students. Tutors are available in a variety of subjects ranging from accounting to pharmacology. Students may receive these services on both a drop-in and referral basis.

An online tutor request can be made here:

https://de.austincc.edu/bbsupport/online-tutoring-request/

Additional tutoring information can be found here: austincc.edu/onlinetutoring

Library Services

ACC Library Services will be offering both in-person and extensive online services for Fall 2021, with research and assignment assistance available in-person during limited hours of service. Although all college services are subject to change this fall, plans include ACC students signing up for study space and use of computers at open libraries, extensive online instruction in classes, online reference assistance 24/7 and reference with ACC faculty librarians. In addition, currently enrolled students, faculty and staff can access Library Services online (also 24/7) via the ACC Library website and by using their ACCeID to access all online materials (ebooks, articles from library databases, and streaming videos).

ACC Libraries offer these services in numerous ways such as: "Get Help from a Faculty Librarian: the 24/7 Ask a Librarian chat service," an online form for in-depth research Q and A sessions, one-on-one video appointments, email, and phone (voicemail is monitored regularly).

● Library Website: http://library.austincc.edu

● Ask a Librarian 24/7 chat and form: https://library.austincc.edu/help/ask.php

● Library Hours of Operation by Location: https://library.austincc.edu/loc/

● Email: library@austincc.edu

Student Organizations ACC has over seventy student organizations, offering a variety of cultural, academic, vocational, and social opportunities. They provide a chance to meet with other students who have the same interests, engage in service-learning, participate in intramural sports, gain valuable field experience related to career goals, and much else. Student Life coordinates many of these activities, and additional information is available at http://sites.austincc.edu/sl/.

Personal Support

Resources to support students are available at every campus. To learn more, ask your professor or visit the campus Support Center. All resources and services are free and confidential. Some examples include, among others:

● Food resources including community pantries and bank drives can be found here: https://www.centraltexasfoodbank.org/food-assistance/get-food-now

● Assistance with childcare or utility bills is available at any campus Support Center: http://www.austincc.edu/students/support-center.

● The Student Emergency Fund can help with unexpected expenses that may cause you to withdraw from one or more classes: http://www.austincc.edu/SEF.

● Help with budgeting for college and family life is available through the Student Money Management Office: http://sites.austincc.edu/money/.

● A full listing of services for student parents is available at: https://www.austincc.edu/students/child-care

● The CARES Act Student Aid will help eligible students pay expenses related to COVID-19: https://www.austincc.edu/coronavirus/cares-act-student-aid.

Mental health counseling services are available throughout the ACC Student Services District to address personal and or mental health concerns: http://www.austincc.edu/students/counseling.

If you are struggling with a mental health or personal crisis, call one of the following numbers to connect with resources for help. However, if you are afraid that you might hurt yourself or someone else, call 911 immediately.

Free Crisis Hotline Numbers:

● Austin / Travis County 24-hour Crisis & Suicide hotline: 512-472-HELP (4357)

● The Williamson County 24-hour Crisis hotline: 1-800-841-1255

● Bastrop County Family Crisis Center hotline: 1-888-311-7755

● Hays County 24 Hour Crisis Hotline: 1-877-466-0660

● National Suicide Prevention Lifeline: 1-800-273-TALK (8255)

● Crisis Text Line: Text “home” to 741741

○ Substance Abuse and Mental Health Services Administration (SAMHSA) National Helpline: 1-800-662-HELP (4357)

● National Alliance on Mental Illness (NAMI) Helpline:1-800-950-NAMI (6264)

USE OF STUDENT WORK

Written artifacts from this course may be used for research and publicity purposes after the course has ended. Papers and anything used will have student names removed to maintain student confidentiality. If you do not want your written work used for these purposes, please send an email to your instructor that states you would like to opt-out. Opting out will have no effect on your grad

ENGL  1301:  Fall 2024   Weekly Schedule:  T/Th 5-6:20pm

Please note that the schedule is tentative and subject to change for educational purposes.  In addition, please note that schedule changes may occur during the semester.  Any changes will be announced in class and may also be posted as a Blackboard Announcement as deemed necessary by the instructor.

T Aug 27

Class Topics: Introductions; course policies.  Partner paragraphs. Cluster brainstorm strategy: essay organization.  Tutoring lab.  Extra Credit Syllabus/class quiz (optional):  in class.  Assign Paper 1: Discuss descriptive/expressive assignment. 

Th Aug 29

Homework:  Read Brief Bedford Reader (BBR) p. 34-38.  Read “Day of the Dead” (handout)

Class Topics: Introductions.  Thesis statements. p. 35-38. Sub-topics.  Paper format (MLA) on computer.  “The Day of the Dead” (handout) – Literary/figurative language (handout).  Paper 1 Format Instructions (handout).

T Sept 3

Homework:  Read BBR Ch. 6 (p. 98-100) and “Sister Flowers” (handout)

Class Topics:  Extra Credit Reading Quiz (in class):  worth up to 2 points extra credit on Quiz 1 (optional).   Ch. 6.  Thesis statements: descriptive essays.  Essay analysis.   “Sister Flowers” questions.  Dickens (p. 98).  Literary language.

Th Sept 5

Homework:  Paper 1:  first draft due:  optional (submit to me in class).  Review “Sister Flowers” and Editing Symbols handout.

Class Topics:  BBR Ch. 6 (cont). Editing Symbols.  “5 senses” brainstorm strategy.

T Sept 10

Homework:  Read BBR Ch. 12: Cause and Effect (p. 306-308) and “Live Free and Starve” p. 327.

Class Topics:  Cause/effect essays:  brainstorm strategies, hook, thesis, subtopic development.   Assign Paper 2:  Discuss cause/effect assignment. Ch. 12.  Cause/effect (handout).

Th Sept 12

Homework:  As assigned.

Class Topics: “Live Free and Starve.” Questions on meaning.  Ch. 12 (cont):  Cause/effect.

T Sept 17

Homework: Prep. For Quiz 1

Class Topics: Quiz 1:  In-class essay (draft for Paper 2 cause/effect).

Th Sept 19

Homework:  Paper 1 Due (final) (submit to me in class).  Read Aims/Modes handout.  In BBR, read “Fish Cheeks” (p. 75) and “Disability” (p. 12).  Read “The ‘F’ Word” (handout).

Class Topics:  Analytic essays.  Prepare for departmental exam.  Review analytical prompt.  Purposes and patterns. 

T Sept 24

Homework:  Read BBR “Supporting Family Values” (p. 385) and review “Live Free and Starve” (p. 327).

Class Topics:  Review analytical prompt.  Purposes (cont).

Th Sept 26

Homework:  As assigned.

Class Topics:  Review analytical prompt.  Purposes (cont).

T Oct 1

Homework:  As assigned.

Class Topics:  Patterns (cont).

Th Oct 3

Homework:  Paper 2 due: cause/effect (final) (submit in class)

Class Topics:  Purposes and patterns (cont).

T Oct 8

Homework:  As assigned.

Class Topics:  Analytical writing: “Fiji” essay analysis.  Class late start 9:30.

Th Oct 10

Homework:  as assigned

Class Topics:  Quiz 2:  In-class essay: draft for Paper 3 (practice for departmental exam)

T Oct 15

Homework:  Work on Paper 3.  Read BBR p. 372-376 and Ch. 14

Class Topics:  Ch. 14.  Research papers: topic and issues.  Assign Paper 4 and Paper 5:  Argumentative/persuasive writing strategies.

Th Oct 17

Homework:  Paper 4: Annotated Bibliography: choose topic for Papers 4 and 5 and bring to class.

Class Topics: Computer Lab:  Research Success Tutorial (RST) online.  Read BBR Ch 1: p. 9-17.  Assign Paper 4 (cont):  Annotated Bibliography.  Workshop: Annotated Bibliography: articles for Paper 4. Computer Research:  MLA format/article search.

T Oct 22

Homework:  As assigned.

Class Topics:  Computer Research:  MLA format/article search (cont).  Computer lab.

Th Oct 24

Homework:  RST due (bring test results to class)

Class Topics:  Independent/dependent clauses (handout).  Guiding language.  Computer lab.

T Oct 29

Homework:  Paper 3 due (final) (submit in class)

Class topics:  Workshop Paper 4.

Th Oct 31

Homework: As assigned.

Class Topics:  Ch. 12. Language for persuasive essays (cont).  Review strategies for writing a research paper (paper 5).  Essay analysis.  Development strategies (handout).

T Nov 5

Homework:  Read Hook Strategies (handout)

Class Topics:  Essay analysis.  Language for persuasive essays (cont).  Hook/intro strategies.

Th Nov 7

Homework:  Review for Department Exam.

Class Topics:  No class.  Write Department Exam 10am-7pm (submit via email by 7pm).

T Nov 12

Homework:  Paper 4: Annotated Bibliography due (final) (submit in class)

Class Topics:  Body paragraphs.  In-text citations.

Th Nov 14

Homework: Thesis/subtopics (1 sentence) for Paper 5 due (submit in class)

Class Topics:  Multiple paragraph development.

T Nov 19

Homework:  Work on Paper 5.

Class Topics:  Transitions review.

Th Nov 21

Homework:  Work on Paper 5.

Class Topics:  Quiz 3:  Transitions (in class).

T Nov. 26

Homework:  Work on Paper 5.

Class Topics:  Optional Extra Credit Quiz: in class.

Thanksgiving Holiday (no class)

T Dec 3

Homework:  Work on Paper 5

Class topics:  Counter-argument/refutation.  Multiple paragraph development (cont).  Conclusion strategies.

Th Dec 5

Homework:  Work on Paper 5.  Last chance to retake the Departmental Exam.

Class Topics:  MLA citations review.

T Dec 9

Homework Due:  Work on Paper 5. Study MLA citations.

Class Topics:  MLA Quiz.

Th Dec 11

Homework Due:  Paper 5 due (no exceptions) (due in class).

Class Topics:  Final issues.

Required Materials

The Brief Bedford Reader:  14th Ed.  X. J. Kennedy, Dorothy M. Kennedy, Jane E. Aaron

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 enrolling in Composition I:

https://drive.google.com/file/d/1j5yK6l46lmSTdYgXXu0BHUh87WLgLO0L/view?ts=6113e08d

Course Description                                    

English Composition I: ESL - English 1301 ESL is a study of the principles of composition with emphasis on language, the mechanics of writing, documentation and research, and the types of discourse. ENGL 1301 ESL is the equivalent of ENGL 1301 and is designed to help students who are non-native speakers of English develop the skills they will need to succeed academically.

Course Objectives

By the end of the semester, your college-level writing skills in English should be sufficient for you to confidently communicate and develop ideas in essay form.  You should also have an understanding of the writing process and be able to use appropriate methods of development to communicate your written message. You will have been introduced to the library and on-line research techniques, as well as current MLA style citation of sources.

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.

DISCIPLINE/PROGRAM STUDENT LEARNING OUTCOMES

The following outcomes are developed in all Composition courses:

● expanded critical reading ability;

● strengthened written communication skills, characterized by

            ○ ability to write to the specifications of an assignment;

            ○ ability to 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 use standard American English writing conventions (grammar, spelling,          usage, punctuation, and formatting) and the ability to communicate to readers with clarity           and fluency.

● improved critical thinking, characterized by

            ○ examination of multiple components of a larger issue,

            ○ synthesis and evaluation of multiple perspectives,

            ○ consideration of moral/ethical questions.

● expanded critical reading ability;

● strengthened written communication skills, characterized by

            ○ ability to write to the specifications of an assignment;

            ○ ability to 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 use standard American English writing conventions (grammar, spelling,          usage, punctuation, and formatting) and the ability to communicate to readers with clarity           and fluency.

● improved critical thinking, characterized by

            ○ examination of multiple components of a larger issue,     

            ○ examination of multiple components of a larger issue,

            ○ synthesis and evaluation of multiple perspectives,

            ○ consideration of moral/ethical questions.