The University of Arkansas

Community College at Hope

Course Name: Composition I

Course Number: ENGL 1013

Semester: Fall 2008

Meeting Time & Place: WEB CLASS

Prerequisites: Test Scores or a “C” or better in Advanced Writing

Credit Hours: 3

Clock Hours: 3-6 per week

Revision date: January 2, 2008

UACCH Mission Statement

The University of Arkansas Community College at Hope is an accredited, open access, two-year institution of higher education committed to providing quality academic, occupational, personal growth, and cultural programs to support individual student and community needs in the Southwest Arkansas area.

 

Division Mission Statement

The mission of the Arts and Humanities Division of UACCH is to encourage continued and lifelong learning through educating the whole individual and providing cultural exposure for increased quality of life.

 

Instructor: Melody Wise

Office: Library Complex

Office Phone: 870-722-8239

Email Address: melody.wise@uacch.edu

Office Hours:       M – R: 9:00 – 11:30

                                or by appointment

 

 

COURSE DESCRIPTION:

ENGL 1013 is a lecture course which includes practice in writing clear and effective prose based on accepted conventions of grammar, usage, diction, logic, and a study of the techniques of using the library in preparation of documented papers.  Emphasis is on the interrelationship between reading and writing skills and practice in writing standard essay patterns.

 

RATIONALE:

ENGL 1013 is learning about writing as a way of learning to think critically.  Effective citizenship in a democratic society is certainly enhanced by good thinking and writing skills.

 

TEXT & READING MATERIALS:

Required:

Dornan, Edward A. & Robert Dees.  Four in One: Rhetoric, Reader, Research Guide, and Handbook. 4th ed. New York: Pearson Education, Inc, 2005. 

Aaron, Jane E. The Little Brown Compact Handbook. 6th ed. New York: Longman, 2007.

 

Recommended Reference:

Collegiate Dictionary (paperback)

Collegiate Thesaurus (paperback)

 

OTHER MATERIALS RECOMMENDED:

·         ONE 2” Three-ring binder

·         Loose-leaf paper

·         ONE package tab dividers (5)

·         ONE (at least) 2-pocket folder

·         Memory stick (“jump” drive) or CD-R disks

 

METHODS OF INSTRUCTION:

Methods of instruction include lecture, class discussion, small and large group work, in- and-out of class writing, peer editing, transparencies, internet and video resources, individualized instruction when needed, and individual conferences.

INSTRUCTIONAL OBJECTIVES AND MEASURES:

 

OBJECTIVES

MEASURES

1.    To skillfully write essays with appropriate unity, support, and coherence.

Class writing assignments

2.    To write essays in the person writing rhetorical modes such as Descriptive and Narrative forms, and in the analytical modes such as Compare/Contrast, Argumentative/Persuasive, Exemplification, Division-Classification, Process Analysis, Cause-Effect and Definition.

Examples of completed student essays. 

3.    To learn how to generate and synthesize ideas and effectively revise students’ own work through group peer-editing workshops.

Instructor observation of successful workshops and revision notes on rough drafts. 

4.    To learn how to perform academic research in the library and on the web.

A documented paper, library work, and web assignments

5.    To become critical readers and thinkers.  In-class discussions/responses and informal writings such as journal entries and reading logs

Weekly Journal assignments

6.    That each student submits a final Portfolio which contains a sample of their work for the purpose of assessing progress; to include but not limited to the following types of course work; a letter of self assessment of the student by the student, the opening and closing in-class diagnosis essays, formal writings and selected informal class work completed since the beginning of the term.

 

Completed Portfolio

7.    To write two in-class diagnostic essays, one at the beginning and one at the end of the semester, in the same rhetorical mode, for the purpose of comparing the two samples for individual student progress.

Diagnostic essays included in Portfolio

 

COURSE EVALUATION & ASSESSMENT:

Participation:

You will need to make a serious commitment to this class.  Writing ability is not a given; instead, it is developed through hard work.  You will not grow as a writer unless you come to class regularly and on time, turn in assignments when due, and make a good effort to improve your writing.  Because much of the class structure is in the form of a writing workshop, your active participation is vital.

Writing Workshop:  A writing workshop is a “class” that emphasizes free discussion, exchange of ideas, demonstration of methods, and practical application of skills and principles.  Whenever possible, you will be sharing your writing with your classmates in a cooperative peer-to-peer small-group exchange for the express purpose of improving your writing skills. IN THE ONLINE ENVIRONMENT, THIS IS ACCOMPLISHED THROUGH THE DISCUSSION MODULE

 
 

 

 

 

 

 

 

 


Class Notebook:

Organization is an important part of any educational experience.  You will be required to save every piece of typed writing on some type of portable storage media as described in the course materials section.  You also should save your work in an additional location, such as a hard drive at home.  All hard-copy materials that you generate (typed or handwritten work) should be maintained in a 3-ring binder with the following tab divisions: SYLLABUS, DAILY WRITINGS, JOURNALS, NOTES/HANDOUTS, ESSAYS.    In other words:  SAVE EVERYTHING.

Writing Assignments: 

·         Essays:  You will write four formal essays of three to five pages.  All essays must be typed and double-spaced using 12-point Times New Roman font.  One of these papers will included a documented essay using sources from the library.

·         NOTE: Each essay will consist of several elements, including (but not limited to) the following:

ü      A central idea indicated by the thesis statement

ü      Topics and details, logically ordered

ü      Transitions between parts to help the reader follow your thinking

ü      Control of English grammar, usage, punctuation, mechanics, spelling, diction, standard dialect, sentence structure, and paragraphing.

 

Essays must be emailed as attachments to my Webber address by 11:00 PM on the day they are due. 

Essay forms include: literacy autobiography, narration/description, interview, compare-contrast, cause-effect, evaluation, and persuasion.

While you must write the literacy autobiography and the persuasion piece, you may choose any of the other forms for your remaining essays.

·         Weekly Journal:  You will keep a journal in this class as a reservoir of writing ideas and as a medium for reflection.  You are required to write one journal entry per week.  Your journal entry will be one typed, double-spaced page (250 words – a FULL page).  Each week’s journal is due on MONDAY by 11:00 PM.  All returned journal entries must be kept together in your binder.

·         Portfolio:  At the end of the semester, you will prepare a portfolio of your best work.  This will constitute the primary evaluation of your writing ability. 

Portfolios must be submitted by 11:00 PM on the day that they are due.

·         Writing Assignment Guidelines: 

ü      Draft and final versions of all writing assignments must be typed, following in MLA format.

ü      You must provide an electronic copy of the final version of each essay. 

ü      All hand-written daily work should be written in black or blue ink on notebook paper (see above) using one side of the page only.

 

Participation, Quizzes, and Exercise Assignments:

Participation is an important part of the writing community.  You are expected to log on at least twice a week, and your participation grade will be tied to your logging on and completing assignments.  From time to time I will assign lessons from your textbook.  These build upon one another, so it is important that you do not miss one.


Conferences: 

You are encouraged to meet with me for one-on-one writing conferences at any time during the semester.  These can be accomplished through real-time telephone conferencing or through email.  If you are close to the Hope area, I encourage you to visit with me in person.  It is always a good idea to make an appointment.

 

EVALUATION:

GRADING SCALE:

Essays (4)

Journals

Exercise Assignments

Participation            Portfolio

300 (25%)

210 (19%)

295 (25%)

100  ( 9%)

250 (22%)

90-100                     A

80-  89                     B

70-  79                     C

60-  69                     D

59- Below               F 

 

HOW TO ACCESS ONLINE COURSE MATERIALS

Online course materials may be viewed by accessing the UACCH web site at www.uacch.edu and clicking on the Webber icon on the lower right-hand side of the page or going directly to http://webber.uacch.edu/.  You will be prompted for a username and password.  The user name is your first initial followed by your last name followed by the last four digits of your student id number (not your social security number).  There are no spaces or punctuation in this.  Your password is your birthday (mmddyyyy) with no spaces or punctuation.

 

COURSE EVALUATION AND ASSESSMENT:

Students evaluate each course that is offered at UACCH at the end of the semester.  The evaluation is anonymous, and its data is used to improve the quality of instruction at the college.  Instructors complete an Assessment Summary at the end of each semester which denotes the number of students enrolled, the number completing the course, retention rate, dropout rate, overall success rate, retained success rate, and percent of objectives met.

 

POLICY ON MISSED OR LATE ASSIGNMENTS AND EXAMS:

You must complete the work to pass the class.    I will not accept late work unless the circumstances are extreme.

All work, except portfolios, will receive a credit score.  Do the writing to the best of your ability, follow the guidelines for each type of submission, and turn it in on time.  Only the portfolio assignment will receive a letter grade (A, B, C, D, F).  Remember, if at any time I feel that you are not producing the kind of writing necessary for college-level work, I will ask you to meet with me in either a face-to-face or a real-time online or telephone conference. 

ACADEMIC HONESTY POLICY:

Students are expected to conduct themselves as responsible members of the college community and to assume responsibility for their actions.  Any form of cheating (including plagiarism) on any assignment or test will result in a grade of “F” for that assignment or test.  Plagiarism is defined in The American College Dictionary as follows:  “1. Copying or imitating the language, ideas, and thoughts of another and passing off the same as one’s original work.  2. Something appropriated and put forth in this manner.”

 

STUDENT RESPONSIBILITIES:

  • By enrolling in this college course, you agree to give your best efforts and to act like a courteous adult.  Behavior that interferes with the class, such as excessive talking, noisemaking, or disrespect for class members or the instructor, will not be tolerated.

ADA POLICY:

The Vice Chancellor for Student Services serves as the ADA Compliance Officer. The process of student referral under the Americans with Disabilities Act can be found in the College Catalog/Student Handbook.   

 

FERPA POLICY:

The University of Arkansas Community College at Hope intends to comply fully with the Family Educational Rights and Privacy Act (FERPA) of 1974. A student has the right to inspect and review all of his/her records that meet the definition of educational records. Complete information concerning records, disclosure, and procedures can be found in the UACCH Family Educational Rights and Privacy Act Policy. To obtain a complete copy of the College’s FERPA policy, contact the Enrollment Services Office.

 

DISCLAIMER:

The above syllabus, policies, schedule and assignments in this course are subject to change in the event of extenuating circumstances or by mutual agreement between the instructor and the students.