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Angelina College
Liberal Arts Division
English 0310.001/.002/.003/.005 Spring 2017
Instructional Syllabus
Gary L. Stallard
I. BASIC COURSE INFORMATION:
A. Course Description: English 0310: Development of fundamental writing skills such as idea generation, organization, style, utilization of Standard English, and revision.
College Writing Techniques. This course involves intensive diagnosis of specific individual
writing deficiencies and strengths. Emphasis is on spelling, grammar, punctuation, fluency and organization of ideas; class is relevant as a refresher. Three classroom and one lab hour each week. This course cannot be used toward credit for an associate degree and is not intended for transfer to a senior college. Lab fee.
B. Intended Audience: The intended audience includes students who have not satisfied the TSI writing requirements.
C. Instructor
Name: Gary Stallard
Email:
Office Location: Social Behavioral Sciences (SBS) Building, Room 202G
Office Phone:
Cell phone: 936-465-4614
Office Hours: By appointment
NOTE: Please call or text my cell before coming to my office. I work all over this campus, and you may not catch me if I don’t know you’re on the way.
D. STATEMENT OF PURPOSE:
Through the Texas Core Curriculum, students will gain a foundation of knowledge of human cultures and the physical and natural world, develop principles of personal and social responsibility for living in a diverse world, and advance intellectual and practical skills that are essential for all learning.
A. Core Objectives:
· Critical Thinking Skills (CT)- to include creative thinking, innovation, inquiry, and analysis, evaluation and synthesis of information
· Communication Skills (COM)-to include effective development, interpretation and expression of ideas through written, oral, and visual communication
· Teamwork (TW)-to include the ability to consider different points of view and to work effectively with others to support a shared purpose or goal
· Personal Responsibility (PR)-to include the ability to connect choices, actions and consequences to ethical decision-making
E. Learning Outcomes – Upon the successful completion of this course, students will:
1. Compose a variety of texts that demonstrate clear focus, the logical development of ideas, and the use of appropriate language that advances the writer’s purpose.
2. Determine and use effective approaches and rhetorical strategies for given writing situations.
3. Generate ideas and gather information relevant to the topic and purpose, incorporating the ideas and words of other writers in student writing using established strategies.
4. Evaluate relevance and quality of ideas and information to formulate and develop a claim.
5. Develop and use effective revision strategies to strengthen the writer’s ability to compose college-level writing assignments.
6. Edit writing to conform to the conventions of Standard American English
7. Critical Thinking: Angelina College defines critical thinking as the dynamic process of questioning preconceptions and biases through the gathering and evaluation of data to reach new conclusions that consider realistic implications and consequences.
8. Computer Literacy: Computer literacy at the college level means the ability to use computer-based technology in communicating, solving problems, and acquiring information. Core-educated students should have an understanding of the limits, problems, and possibilities associated with the use of technology, and should have the tools necessary to evaluate and learn new technologies as they become available. (The Texas Higher Education Coordinating Board. “Report of Subcommittee on Core Curriculum,” March 1, 1989).
F. Course Objectives for all sections –
I. A. Express single ideas clearly in complete sentences using proper grammar and mechanics for standard written English.
B. Express precisely and fluently multiple ideas in sentences.
C. Organize clearly and develop completely an idea in paragraph form.
D. Arrange paragraphs into logical order in essay form.
II. To develop students’ self-confidence by permitting them to begin at their individual levels and to
progress at their individual rates.
III. To encourage individual responsibility for one’s own progress.
G. Course Objectives as determined by the instructor –
This instructor will adhere to the Course Objectives as stated above.
(as determined by the instructor)
II. ASSESSMENT MEASURES OF STUDENT LEARNING OUTCOMES:
A. Assessments for the Core Intellectual Competencies –
1. Reading –Competency in reading will be assessed through the following: participating in in-class reading exercises, following directions as outlined in instructor writing assignments, following directions for grammar and online lab instructions, as well as showing comprehension of assigned readings, material presented in textbooks, and any other pertinent handouts provided by the instructor.
2. Writing –Competency in writing will be assessed through the following: composing accurately structured sentences, identifying the various parts of speech, showing understanding of the writing process through multiple drafts and revision, recognizing paragraph and formal essay structure, recognizing writing errors in peer review sessions, and demonstrating clarity and proficiency in response writing.
3. Speaking –Competency in speaking will be assessed through the following: clarity and comprehension of verbal exchanges during student-teacher conferences, peer-review and group sessions, and in-class discussions.
4. Listening –Competency in listening will be assessed through the following: clarity and comprehension of verbal exchanges during student-teacher conferences, peer-review and group sessions, and in-class discussions. Students should also show the ability to process, retain, and respond to instructor lectures and oral directions.
5. Critical Thinking-Competency in critical thinking will be assessed through the following: reading and writing essays, grammar, analysis, purpose, audience, assumptions, logical information, etc.
6. Computer Literacy –.TBA
B. Assessments for the Exemplary Objectives– TBA
C. Assessments for Course Objectives for all sections –TBA
D. Assessments for the Course Objectives as determined by the instructor – TBA
III. INSTRUCTIONAL PROCEDURES:
A. Methodologies common to all sections
Methodologies that may be utilized in presenting course content include (but are not limited to) lecture notes, visual power point presentations, paper and pencil or online reading and grammar exercises, class discussions, individual/class/group work, roundtable sessions, or conferences with students. NOTE: The majority of my lectures will be presented on the overhead projector screen. If you have trouble seeing from the back of the classroom, please plan to sit closer to the front.
B. Methodologies determined by the instructor
See A above.
NOTE: Learning to write is a process that takes time to develop. There are basic steps involved -- including grammar, vocabulary, sentence structure, etc. -- and each step is crucial. Missing a class could mean that you miss one of those steps critical to your writing development.
We will be addressing the following key areas of writing throughout this semester. Each is equally important in mastering the writing process. These areas are taken from scoring rubrics employed in both test assessments and in upper-level writing courses.
1. Appropriateness of Audience and Purpose
2. Unity and Focus
3. Development
4. Organization
5. Sentence Structure
6. Usage
7. Mechanical Conventions
IV. COURSE REQUIREMENTS AND POLICIES:
A. Required Textbooks, Materials, and Equipment –
-- Fawcett, Susan. Evergreen: A Guide to Writing with Readings. Boston: Wadsworth, Cengage Learning, 2014.
(This textbook includes the access code for the lab)
--CODE for online portion of the course. (It should come with your book. I’ll give you more information on this when we set up the labs.)
--One three-ring binder or pocket folder (the binder is best) for coursework and supplement material, including handouts given to the student.
--A campus e-mail address. We’ll be using this for a number of assignments. You’ll receive an information sheet containing your campus e-mail information. A PERSONAL E-MAIL ACCOUNT WILL NOT WORK.
--A USB drive IS NECESSARY, but don’t count on it as your only means of backup. Learn to e-mail each lesson to yourself; that way, if you kill or lose your USB drive, you’ll still have access to your work. Do NOT tell me you “lost” your USB drive or your essay. No such excuses will be tolerated, and you will still have to submit assignments by the due dates established
--Highlighters (preferably in two different colors)
--.WRITING MATERIALS (Pens, paper, pencils, etc.) You’ll be taking notes every single class; please plan accordingly
--A dictionary and thesaurus (book version), or an app version on your smart phone. (Dictionary.com, etc.)
B. Assignments –
ESSAYS:
There will be at least three major essays assigned; furthermore, the students will get PLENTY of opportunity to expound and/or work on these during class and outside of class. There will be ONE mandatory in-class essay that will be timed. In-class written responses will also fall in this category; these will not be graded as “essays” but shall consist of critical thinking prompts for response. These critical thinking responses shall aim to help students become better writers and readers by making them more conscious of what and how they read and write and may also be utilized as a way for students to earn bonus points on their major essays.
--TURNING IN YOUR MAJOR ESSAYS- We will be working on essays during class time in order to develop outlining and organizational skills. However, the final essays will be submitted to me via e-mail. The instructions for e-mailing work are simple: E-mail as an attached document only. Do NOT send via Google Docs or as part of the in-text e-mail. If you do not have Microsoft Word on a computer at home, you will need to write your assignment in the word processing program you do have, and transfer it to a Word document in the lab or in another computer on the campus. See me about this if you have any questions.
DAILY WORK/LAB WORK: All students will be required to complete daily work consisting of in-class and out-of-class assignments such as written grammar exercises, spelling tests, verb quizzes, and any other work as deemed necessary to improve writing skills. Some of your homework assignments come directly from your text book, so make sure you bring your book to class every time.
LABS: You will be required to complete grammar exercises on the assigned lab site during the semester. Specific lab completion dates will vary according to class progress, but students are encouraged to work on these at their convenience. Reminder: Computer Labs may be completed AHEAD of time but NO LATER than the date assigned. Please note that this is an easily attainable percentage of your overall class grade, so DO NOT put it off until the last minute, as this can easily lower your class grade. If I should catch any student checking his/her personal e-mail (or on any other unauthorized website) while class is in session, he/she will be exited from the classroom, and a daily grade of zero will be assigned to such a student. I suggest you take advantage of EVERY opportunity to access the online lab material, particularly if you come to class early. In other words, do not just sit there and/or engage in talking--work on some lab exercises.
NOTE: The lack of a computer or internet access at home is NO EXCUSE for failing to complete lab work outside of class. If you can’t do it at home, you’ll have to do it in the campus library or in the writing lab.
TESTS: An online diagnostic exam, and an exit online diagnostic exam will be required as part of the online component part. There will also be periodic chapter exams used to measure student progress. I will give you plenty of notice beforehand. Unit Exams will be administered periodically. Additionally, all students will be required to take a final comprehensive grammar and essay examination.
TESTING POLICY NOTE: If you fail an exam, you will have an opportunity to re-test ONLY after working with me to see why you're missing the material. I will then average the two test grades together for one exam grade. I will not just hand you a re-test without our having gone over the material first. After I give back your graded exam, you will have one week to schedule a re-test. If you haven't seen me about the test, you'll keep your original grade.
DAILY ATTENDANCE and/or Tests: Attendance will make up part of the course grade. Please be here on time to get the full percentage. Every three late entries to class will constitute one “absence” per student, so please be mindful of the time that class starts and the time that class ends. If you leave EARLY, the same rule will apply—three will constitute one absence. I will keep attendance, and if I mark you absent and do not change it at YOUR request, then the absence will stay. Do not come to me at the end of the semester and argue with me about attendance; if you fail to remind me to change an absence, the absence will remain. Definition of “tardy”: If you show up after I’ve closed the door and begun teaching, you’re tardy. Unless you’ve notified me of your potential late arrival beforehand, I won’t open the door. You’re absent.
FINAL EXAM: A final (timed) ARGUMENTATIVE essay will be administered.
C. Course Policies – (This course conforms to the policies of Angelina College as stated in the Angelina College Handbook.)
Academic Assistance – Academic Assistance – If you have a disability (as cited in Section 504 of the Rehabilitation Act of 1973 or Title II of the Americans with Disabilities Act of 1990) that may affect your participation in this class, you should see Sellestine Hunt, Associate Dean of Student Services, Student Center, Room 200. At a post-secondary institution, you must self-identify as a person with a disability; Ms. Hunt will assist you with the necessary information to do so. To report any complaints of discrimination related to disability, you should contact Mr. Steve Hudman, Dean of Student Affairs, in Student Center, Room 101, (936) 633-5292 or by email ."
Angelina College (AC) admits students without regard to race, color, religion, national origin, sex, disability, or age. Inquiries regarding the non-discrimination policies of AC should be directed to: Mr. Steve Hudman, Dean of Student Affairs, 3500 South First, Lufkin, TX 75904, telephone (936) 633-5292 or e-mail .
Additional Policies Established by the Individual Instructor –
Attendance is required. Please refrain from missing class since this will result in a definite reduction of your overall grade. You are allowed a total of FOUR absences this semester. If you incur more than THREE absences before the last day to drop or withdraw (April 3, 2017), you will be dropped from the course and will have no option to readmit. If you miss three consecutive days at any time this semester, I will drop you. Try to be on time. Anyone arriving once class has already begun will be considered tardy and may not be allowed in class. Additional absences leading up to a total of five absences AFTER the noted date will qualify a student for an automatic F in the course.