English 072 – Developmental English (STEPS) Syllabus
Item # 1022A, Fall 2014
Instructor: Megan Hansen
E-mail:
Phone: 425-564-4186
Office location: R 230-I
Office Hours: M-Th 9:00-10:00, and by appointment
Course Information
Welcome to English 072! This course will focus on building reading, writing, and critical thinking skills in order to prepare you for English 092 or English 093. As a facilitator to your learning, I am here to support and guide you through the process. Throughout the quarter, we will work to strengthen reading and writing skills by responding to short readings, writing summaries, reflection papers, and in-class and take home essays. We will also build vocabulary, learn editing strategies, and practice sentence combining.
I believe that we write to learn, to reflect, and to convey our thoughts to others, and each time we write, we write ourselves into existence. Therefore, we will be using writing as a process to constantly reflect upon how we make meaning, how we comprehend, and to work through our confusion towards a more enriched understanding of ourselves and the world around us.
Course Outcomes
· See Attached
How Outcomes will be met
· In-class essays
· Assigned readings and a longer text chosen by the class
· Summaries and Responses
· Written papers
· Vocabulary and Grammar Quizzes
Course Requirements
Grades: English 072 is designed so that rather than focusing on grades, we are able to focus on improvement of reading and writing skills. Therefore, at the end of the quarter, you may receive (Cr) credit if your work is satisfactory, or (NC) no credit if your work is not. You will receive credit or no credit for your assignments, as well as comments, but no grades.
Please note: receiving a (Cr) grade does not automatically mean you have moved to the next class level.
Class Participation, Journals, and Homework: You will be expected to keep a journal that responds to readings and class discussions. I will check these every Friday for credit/no credit. Any in class assignments, homework assignments, group work, peer review, and group discussion will be included in determining if your work is satisfactory. Your vocab or grammar presentation will also be considered. Active participation is essential to succeeding in this class. I will also be keeping track of preparedness for each class meeting.
Essays: You will be assigned three essays this quarter. Each essay will focus on the topic we are reading and discussing for that unit. I will provide written assignments for further clarification.
Reading Responses and Summaries: You will be writing short responses (2-3 paragraphs) to assigned readings from the text. Responses will focuses on summarizing strategies and your reaction to the assigned readings.
Grammar/Vocab Quizzes: Every other week we will take a combined grammar/vocab quiz.
Portfolio: At the end of the quarter, you will hand in a portfolio of your work, showing how you have grown as a writer as well as your finest work. In order to fulfill this assignment, you need to keep all of your essays, responses, and classwork.
Attendance: The BC’s Art’s and Humanities Division’s policy regarding attendance stipulates that any student missing more than 20% of class time for a course may receive a “NC’” as a final grade. Therefore, any student missing more than 10 classes will receive a “NC”. I expect you to arrive on time to class each day and stay the entire class. If you arrive after I have taken attendance, you will be counted as absent for the day. Please let me know ahead of time if you are unable to attend a full class.
Late work: I do not accept any late work. However, you will have the opportunity to make up one assignment with no questions asked. You must submit the assignment to me within one week of the original due date. Daily assignments, exercises, quizzes, presentations and classroom activities cannot be made up. I do not accept work via email, slipped under my office door, in the hallway, etc. I will not accept late final reflections.
Books and Materials Required
· Integrations Reading, Thinking and Writing for College Success by Robinson and Altman
· A paperback dictionary
· A spiral notebook
· A three ring binder
· Writing utensils
· Access to a computer, the internet, and a printer. There are computers available for student use in the writing lab, the library, and the N building.
Please bring your book and your notebook with you to class daily.
Classroom Learning Atmosphere
Instructor’s Expectation
Bellevue College also offers outstanding student support services. I highly recommend getting involved with programs like TRiO and MCS. Part of being successful in college is about understanding how to use all your resources to further support your success. If you have any questions about how to get in contact with these services, speak with me and I’d be happy to help.
This class is student-centered, meaning I will not stand in front of the class lecturing for a long period of time. Instead, the class centers on building knowledge by discussing ideas, raising questions and working through something you may not understand with the help of your peers. At all times you are expected to remain respectful, supportive, and mindful of your classmates.
I expect all cell phones and laptops to be off the entire class time. Use of cell phones, laptops and other electronic equipment that is distracting is considered disruptive to the class, so you will be asked to leave if I see you using any of these devices.
I am always happy to meet with you in my office if you have questions or need further help with an assignment. Feel free to drop by during office hours, or schedule an appointment with me if you need to meet during an alternate time. You may also email me with questions, but keep in mind that I do not respond to email on weekdays after 8 p.m. and during the weekends. During all other times, you can expect a response from me within 24 hours.
I highly recommend utilizing the writing lab (D204) to meet with tutors for further support with writing essays. Tutors can assist you in planning your draft, revising, and learning how to find and correct grammar mistakes. You can either drop in for tutoring, or call ahead to schedule an appointment.
Affirmation of Inclusion
Bellevue College is committed to maintaining an environment in which every member of the campus community feels welcome to participate in the life of the college, free from harassment and discrimination.
We value our different backgrounds at Bellevue College, and students, faculty, staff members, and administrators are to treat one another with dignity and respect. If you violate this code at any time, you will be asked to leave the classroom. http://bellevuecollege.edu/about/goals/inclusion.asp
Division Statements
You can read the Arts and Humanities Division’s policies regarding attendance, plagiarism and cheating here: http://bellevuecollege.edu/artshum/policy.html
Information about Bellevue College's copyright guidelines can be found at: http://bellevuecollege.edu/lmc/links/copyright.html
A good resource for Plagiarism is the Writing Lab: http://bellevuecollege.edu/writinglab/Plagiarism.html
Student Code
“Cheating, stealing and plagiarizing (using the ideas or words of another as one’s own without crediting the source) and inappropriate/disruptive classroom behavior are violations of the Student Code of Conduct at Bellevue College. Examples of unacceptable behavior include, but are not limited to: talking out of turn, arriving late or leaving early without a valid reason, allowing cell phones/pagers to ring, and inappropriate behavior toward the instructor or classmates. The instructor can refer any violation of the Student Code of Conduct to the Vice President of Student Services for possible probation or suspension from Bellevue College. Specific student rights, responsibilities and appeal procedures are listed in the Student Code of Conduct, available in the office of the Vice President of Student Services.” The Student Code, Policy 2050, in its entirety is located at: http://bellevuecollege.edu/policies/2/2050_Student_Code.asp
We will be using TurnItIn software for all final papers to further avoid plagiarism.
Important Links
Bellevue College E-mail and access to MyBC
All students registered for classes at Bellevue College are entitled to a network and e-mail account. Your student network account can be used to access your student e-mail, log in to computers in labs and classrooms, connect to the BC wireless network and log in to MyBC. To create your account, go to: https://bellevuecollege.edu/sam
BC offers a wide variety of computer and learning labs to enhance learning and student success. Find current campus locations for all student labs by visiting the Computing Services website.
Disability Resource Center (DRC)
The Disability Resource Center serves students with a wide array of learning challenges and disabilities. If you are a student who has a disability or learning challenge for which you have documentation or have seen someone for treatment and if you feel you may need accommodations in order to be successful in college, please contact us as soon as possible.
If you are a person who requires assistance in case of an emergency situation, such as a fire, earthquake, etc, please meet with your individual instructors to develop a safety plan within the first week of the quarter.
The DRC office is located in B 132 or you can call our reception desk at 425.564.2498. Deaf students can reach us by video phone at 425-440-2025 or by TTY at 425-564-4110. Please visit our website for application information into our program and other helpful links at www.bellevuecollege.edu/drc
Public Safety
The Bellevue College (BC) Public Safety Department’s well trained and courteous non-commissioned staff provides personal safety, security, crime prevention, preliminary investigations, and other services to the campus community, 24 hours per day, 7 days per week.Their phone number is 425.564.2400. The Public Safety website is your one-stop resource for campus emergency preparedness information, campus closure announcements and critical information in the event of an emergency. Public Safety is located in K100 and on the web at: http://bellevuecollege.edu/publicsafety/
Final Exam Schedule
Our final assignment is a portfolio due on the last week of class.
Academic Calendar
The Bellevue College Academic Calendar is separated into two calendars. They provide information about holidays, closures and important enrollment dates such as the finals schedule.
· Enrollment Calendar - http://bellevuecollege.edu/enrollment/calendar/deadlines/. On this calendar you will find admissions and registration dates and important dates for withdrawing and receiving tuition refunds.
· College Calendar - http://bellevuecollege.edu/enrollment/calendar/holidays/0910.asp. This calendar gives you the year at a glance and includes college holidays, scheduled closures, quarter end and start dates, and final exam dates.
English 072 Outcomes
To progress to English 092 or 093, students will demonstrate the following abilities:
Reading
Vocabulary
In readings at Level 10 or higher,
§ Use context clues to identify the meanings of unfamiliar words
§ In essays, use vocabulary and phrasing appropriate to topic.
Comprehension
Using readings at Level 10 or higher,
§ Read accurately on two or three of the appropriate programs in the Reading Lab
§ Use pre-reading strategies such as scanning and skimming
§ Identify main idea and major and minor supporting details
§ Distinguish fact from opinion
§ Make inferences and draw conclusions
§ Identify purpose, audience, and point
§ Combine use of dictionary and context clues to recognize connotations and levels of formality
§ Write accurate summaries and paraphrases
§ In essays and discussion, accurately synthesize information from two or more written sources
Speed and Fluency
Using readings at Level 10 or higher, read accurately at a speed of 250-300 wpm
Writing
Language Mechanics
§ Identify parts of speech and their functions
§ Identify basic structural elements of sentences (subject, verb, object, phrase, dependent clause, independent clause)
§ Edit reading responses, summaries, and essays of 500 words or more for mistakes in
o Five basic verb tenses (forms, shifts, and consistency)
o Subject-verb agreement
o Singular and plural word forms
o Pronouns (shifts, referents, forms)
o Noun, verb, adjective, and adverb forms
o Articles and other determiners
o Common collocations (see reading outcomes)
o Prepositional and participial phrases
o Adjective, adverb, and noun clauses
o Word order (subject-verb-object, position of modifying phrases and clauses)
o Complex parallel structure
o Possessives, contractions, and quotations
o Common homonyms (there, their, they’re, etc.)
§ Use and punctuate correctly a variety of sentence patterns (simple, compound, complex, and compound-complex)
Composition Skills
§ Accurately paraphrase passage written at Level 10 or higher, avoiding plagiarism and identifying sources
§ Accurately summarize reading written at Level 10 or higher without interjecting own opinions
§ Respond appropriately to different kinds of prompts
§ Follow a writing process (pre-write, outline, draft and redraft, revise (alter content), edit (correct mechanics), proofread (make final corrections)
§ Apply skills developed in Dev Ed and ELI to respond to readings written at level 10 or above
§ Write essays of 500 words or more that have thoughtful main point supported by appropriate evidence
§ Maintain focus on point throughout essay of five or more paragraphs
§ Use specific, concrete detail and avoid empty generalizations
§ Connect ideas by using repeated key words, transition words, and signals of overall plan
§ Structure paragraphs using narration, description, exposition, and comparison/contrast
§ Use vocabulary, phrasing, and tone appropriate to topic and audience
§ Use a word processor appropriately (including spell-checker) to write, revise, and edit
Critical Thinking Skills
§ Distinguish between fact and opinion
§ Reason credibly
§ Qualify statements appropriately
§ Recognize own biases and values and acknowledge perspective of others
§ Synthesize information from two or more sources
§ Respond to readings written at Level 10 or above with depth of thought that reflects understanding of original and expresses meaningful relationship to self and/or society
§ Evaluate sources