Faculty Syllabus
ENGL-1301 English Composition I
Ruben Rodriguez
Credit Spring 2026
Section(s)
ENGL-1301-063 (16413)
LEC DIL ONL DIL
ENGL-1301-066 (16416)
LEC DIL ONL DIL
ENGL-1301-171 (33948)
LEC MTuWTh 10:30am - 11:50am RRC RRC1 1220.00
ENGL-1301-194 (50156)
LEC DIL ONL DIL
Course Requirements
English 1301: English Composition I, Spring 2026
Syllabus and Course Policies
R. Rodriguez
In the chart below, locate your course information (start/end dates, meeting day/time, location).
|
COURSE/SECTION |
START/END DATE |
DAY/MTG TIME |
LOCATION |
CO-REQ |
|
33948 1301 ENGL-171 |
Jan 20 – Mar 15 |
MTWTh 10:30AM – 11:50AM |
RRC1 1220 |
33947 INRW 0340-029 |
|
33949 1301 ENGL-172 |
Jan 20 – Mar 15 |
MTWTh 10:30AM – 11:50AM |
RRC1 1220 |
|
|
33947 INRW 0340-029 |
Jan 20 – Mar 15 |
MTWTh 9:00AM – 10:20AM |
RRC1 1220 |
33948 1301-ENGL-171 |
|
16413 1301 ENGL-063 |
Feb 2 – May 17 |
DIL |
NA |
17317 INRW 0340-021 |
|
16416 1301 ENGL-066 |
Feb 2 – May 17 |
DIL |
NA |
|
|
17317 INRW 0340-021 |
Feb 2 – May 17 |
MW 1:30 – 2:50 |
Online |
16413 1301-ENGL-063 |
|
50156 1301 ENGL 194 |
Feb 2 – May 17 |
DIL |
NA |
|
ruben.rodriguez@austincc.edu
512.698.9099
Office Hours: TTh 11AM – 12PM (or by appointment)
Important Note: Additional course syllabus and important information can be found in the Departmental Syllabus for all ENGL 1301 sections, which is posted on the CLS Department webpage, as well as the College Policies & Student Support Services. These documents supplement this syllabus and include the following information:
• Prerequisites
• Summary of Student Expectations
• Course objectives and Student Learning Outcomes
• Essay and Assignment Requirements
• Academic Honesty Guidelines (including discussion of plagiarism, collusion, & AI technology)
• Use of Student Work explanation
• Health and Safety Protocols
• Student Rights and Responsibilities (including student freedom of expression, student complaints, and anti-discrimination policies)
• Testing Center Procedures
• Student Support Services (including Student Accessibility Services, tutoring, & library services)
• Student Organizations
• Personal Support (including food, financial, and childcare support, & mental health services)
*Please remember that it is your responsibility to familiarize yourself with all of these documents.
English 1301 (English Composition I) is an intensive study of and practice in writing processes, from invention and researching to drafting, revising, and editing, both individually and collaboratively. Emphasis on effective rhetorical choices, including audience, purpose, arrangement, and style. Focus on writing the academic essay as a vehicle for learning, communicating, and critical analysis. Some but not all students in my ENGL 1301 courses are concurrently enrolled in a section of INRW 0340 that is paired with this course. This “pairing” of courses will not affect your instruction or expectations. However, if you are participating in this pairing and you withdraw from one of these sections, you will be withdrawn from the other. Also, if your professor withdraws you from a section due to lack of progress or excessive absences, you will be withdrawn from both.
COREQ Courses: In Corequisites students are concurrently enrolled in an exit-level Integrated Reading and Writing (INRW) course and an entry-level college course. Examples include INRW 0340 and English 1301 or INRW 0340. These courses may be taught by the same instructor or by two different instructors. These courses are interdependent with faculty collaboration. Students who successfully complete the exit level INRW course will meet TSI Reading and Writing requirements. Students must register for both sections. Reminder: Once again, if you withdraw from one of these classes, you will automatically be withdrawn from the other.
1301 Course Content. The purpose of this course is the composition process from topic to discussion, to drafting, editing, proofing and, finally, to composing your final essay for submission. Additionally, we will explore the following so that we can become “citizens of the world” – caring, knowledgeable, and invested individuals who understand how other people and world events affect our lives as well as our existence:
• A diversity of viewpoints strengthens ideas and practices within a democracy.
• Texts that come from different cultures, traditions, and perspectives have value.
• Texts often reflect different points of view or beliefs than one’s own; recognizing multiple perspectives is critical to understanding what one reads and to establishing one’s position upon an informed foundation and citizenry.
• Responding to the moral and ethical ideas or arguments in texts can help individuals act as better scholars and citizens.
• Asking questions about texts and ideas, researching information, and communicating what one has learned with others improves one’s understanding of the human condition and world.
• Open inquiry into all topics and evidence-based thinking are vital to the successful functioning of a diverse democratic society.
Content Warning. A great majority of this course will involve exploring human rights and their violations – issues that may not be comfortable to some of you. Published readings and student research/writing may contain offensive language, or incidents of violence, racism, sexism, death, war, and other potentially disturbing topics. Please let me know if you need a heads-up about any particular content.
Required Materials.
NO TEXT is required for this course. Instead readings (op-eds, essays, speeches, articles, etc.) will be either supplied by the instructor (and posted on Blackboard) or required of students. The MLA Handbook, 9th Edition (suggested, not required).
• Notebook or looseleaf paper for in-class writing.
• Access to a computer or tablet (for completing Blackboard activities) and printer
AND computer access in case class may periodically meet virtually.
Instructional Methodology.
During class, we will have discussions and you will be expected to actively participate in these discussions. You will submit the majority of your work electronically, and most course material will be accessible online on Blackboard as well. You should expect to complete a significant amount of both reading and writing because this is a composition class. The foundation of this class are three (3) Major Writing Assignments each with multiple informal reading and writing steps leading up to it. The papers will be completed by utilizing the composition process which involves researching, brainstorming/prewriting, drafting, revising, and editing.
Additionally -- because English 1301 is a research course -- the third Major Writing Assignment will be the Research Project/Paper, an extensive research-based study written on a relevant and instructor-approved topic. This project will include four ancillary assignments in addition to the final paper. You cannot pass this course if you fail to complete these assignments. Finally, there will also be Reflection Exit Essay you must complete at the end of the term.
How Will Your Final Grade Be Calculated? You will submit three formal papers (and all required ancillary assignments) graded on a traditional 100 point scale over the course of the term, as well as a Reflection Exit Assessment graded pass/fail. You will also complete various homework assignments. Students must earn an average of at least a 70 (C) and a passing grade on the Reflection Exit Assessment to receive a C or higher in the class. Note: Assignments/due dates may be modified at the discretion of the instructor.
--Major Writing Assignment #1: Personal Argument on the State of Higher Education in America. Argumentative essay drawing on personal experience.
--Major Writing Assignment #2: Issue Overview TBD Informative and analytical assignment employing academic research, analysis, & evaluation.
--Major Writing Assignment #3: Major Research Project/Paper on an instructor-approved topic. This project will include employing multiple methods of development and academic research.
--The Reflection Exit Assessment: Reflection Exit Assessment -- write a response analyzing your work from the semester. This assignment will be evaluated “PASS” OR “FAIL” according to a rubric focused on content, organization, and grammar & mechanics. Students must have a C or better in the course to qualify to take this assessment. Those who do not pass will receive a grade of D or F for the course regardless of their other course grades. Students who pass this exam will receive the grade they have earned in their other course work.
Grading Breakdown/Scale:
Grading Breakdown/Scale:
Major Writing Assignment #1: 20% Tentative Due Date: 2/06
Major Writing Assignment #2: 20% Tentative Due Date: 2/20
(4 research components @ 5% each,
Final Research Paper @ 30%)
--Major Writing Assignment #3: 5% Tentative Due Date: 3/06
--Major Writing Assignment # 4 5% Tentative Due Date: 3/03
--Major Writing Assignment # 5 5% Tentative Due Date: 4/20
--Major Writing Assignment # 6 30% Tentative Due Date: 4/30
(Research Paper)
Homework: 10%
Attendance/Engagement: 5%
(includes mandatory conferences)
Reflection Exit Assessment: 0%
(graded pass/fail)
_____________________________________________
TOTAL: 100%
This course utilizes the letter grade method of grading.
A= 90-100% B= 80-89% C= 70-79% D= 60-69% F= Below 60%
Other Grading Considerations.
- Due Time/Date: Unless otherwise stated, to be counted as “on time,” all assignments must be turned in at the start of class on the date stated on the assignment sheet whether the class meets face-to-face, virtually or is a DIL section. I will not accept late work unless you have extenuating circumstances and/or you have visited with me BEFORE the assignment is due. Assignments submitted after the due time and date will assigned a grade deduction according to the following schedule.
Day 1 (assignment due day/time)
There will be a 30 minute grace period to submit an assignment after the due time. For instance if an assignment is due at 12pm, you will have until 12:30pm to turn in your work with NO GRADE DEDUCTION. If an assignment is submitted AFTER the 30 minute grace period, a deduction of 10 points will be made to the final assignment grade.
Day 2
A 15 point grade deduction will be made to the final grade if an assignment is turned in a day after the due day/time. No exceptions will be made.
Day 3
A 20 point grade deduction will be made to the final grade if an assignment is turned in two days after the due day/time. No exceptions will be made.
Day 4
A 25 point grade deduction will be made to the final grade if an assignment is turned in three days after the due day/time. No exceptions will be made.
No assignment will be accepted more than 3 days after the due date. No exceptions will be made.
- Major Writing Assignments (85% total of your final grade): Major Writing Assignments will be graded on a traditional 100 point scale and deductions will be made should a major writing assignment be submitted late and/or without my permission.
- Assignments must be able to be opened by Blackboard to be counted as on-time. Be aware that Blackboard automatically “flags” work that is submitted after the submission time and date. Be sure you are submitting your work in an acceptable form. Corrupt, unopenable or empty files may be counted as zeros/late papers, so make sure your work is uploaded properly.
Attendance Policy. Students who attend regularly and who come on-time, prepared and ready to participate tend to perform much better than those who do not. This is why attendance is mandatory. That said, because things happen, you may miss 3 face-to-face class periods without penalty. Absences after 3, as well as excessive tardies and early departures, may result in penalties ranging from significant Attendance & Engagement deductions to failing the course based on attendance alone.
For more information concerning attendance/withdrawing from the course, refer to the ACC Handbook.
Any missed assignments (quizzes, etc.) will be made up at the instructor’s discretion.
Withdrawal Policy. I reserve the right to withdraw a student for not meeting course prerequisites or for submitting plagiarized work. I also reserve the right to withdraw students for not making adequate progress in the course – i.e., not submitting assignments, excessive absences, etc. Please be aware, however, that I do not automatically withdraw students for these things. If you are no longer able to attend class, or are unable or unlikely to pass the class by the Final Withdrawal Date, it is up to you to decide whether to drop or take the failing grade. 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. Students are strongly encouraged to meet with an advisor when making decisions about course selection, course loads, and course withdrawals.
USE OF ARTIFICIAL INTELLIGENCE.
AI policy from the Department of Composition and Literary Studies:
While the firm expectation for all courses is that student work will reflect authentic (student-generated)
effort and original critical thinking, the use of AI tools may support student learning and equip them to
engage critically with artificial intelligence academically, professionally, and personally.
INTRODUCTION
The Composition and Literary Studies department recognizes that AI technology offers both risks and
opportunities for writers. Individual CLS faculty have the freedom to set their own specific policies on
whether and how students can use both types of AI in their classes. They may opt to disallow all AI or
allow certain types within certain parameters. Please consult individual instructors' syllabi for policies
and information about the seven sections below that are specific to your course or section.
DEFINITION
In setting policies, we think about two types of AI:
● Instructive AI (Grammarly, Pack back, etc.), which can help check existing writing
● Generative AI (ChatGPT, Gemini, etc.), which can generate writing and images from scratch
RATIONALE
● CLS expects students to put their own effort into each step of the writing process, including
generating ideas, drafting, and revising. Even when AI is allowed, it should not substitute for a
student's critical thinking. Instructors may check for individual effort and originality in various
ways, including in-class writing, conferences, and peer review.
● CLS requires that all final assignments reflect a student's unique ideas stated in their original
words and sentences. Any ideas or phrasing that are not directly from a student must be properly
attributed to their sources. Even when AI is allowed, it should not be used to generate content
that will be graded as if it were a student's own.
● CLS requires that any use of Generative or Instructional AI, even as part of prewriting, must be
documented. Individual instructors will explain their standards and methods for this
documentation.
● CLS requires that instructors’ individual policies discuss the data privacy, bias, accuracy, and
plagiarism risks of Generative AI. Students must be able to make an informed decision before
using this technology.
RESOURCES
Instructors may provide resources, tutorials, and guidelines for using AI tools. Students are expected to
utilize these to ensure responsible use.
ASSESSMENTS
If the use of AI is part of a course or assignment grading rubric, students may be evaluated on how
effectively and ethically they use and integrate AI in their work.
PENALTIES
Assignments that do not reflect a student's original work, do not properly attribute sources, and/or do
not adhere to relevant usage permissions are a form of academic dishonesty and are subject to the
college's Academic Integrity Process. Specific consequences for academic dishonesty should be outlined
in the instructor’s syllabus.
EXCEPTIONS
Instructors may set specific expectations, limitations, and exceptions (such as for accommodations)
regarding the use of generative AI tools in their classes, which should be clearly stated in the syllabus.
USAGE PERMISSIONS
Expectations regarding whether and how students use AI tools in a course will be explained clearly in the
instructor’s individual syllabus.
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. Specific policies can be found in
individual faculty syllabi; 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.
Scholastic Dishonesty Policy. Students who violate the scholastic dishonesty policy may receive an F for the course.
Student Discipline Policy. Cell phone use (or texting) is not permitted and cell phones should be turned off prior to class meetings. Please be respectful of others. Students who violate class policies will be asked to leave class. Repeat violators will be reported to the Dean of Students.
Lab Use. Your work is to be original and no help may be used other than the instructor’s or that of the writing lab tutors. Lab tutors are to help but are not to edit or proof your papers.
Student Learning Outcomes/Learning Objectives
Student Learning Outcomes/Learning Objectives:
--to become effective close readers
--to become effective writers
--to become effective rhetoricians
--to understand effective research and how sources support a position
--to understand different types and styles of writing
--to conduct research
Office Hours
T Th 11:00 AM - 12:00 PM RRC
NOTE or by appointmentPublished: 01/21/2026 07:37:43