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ENG1101English Composition ISYLLABUS

Course Title: English Composition I

Course Number: ENG1101

Revision Date: 3/19/2018Online available for approved campuses

Quarter Credit Hours: 4.00 Course Length: 6 weeks Breakdown of Course Hours:40 Lecture Hours

80 Outside Activity Hours

Instructor: To Be Determined When Registered

Meeting Days/Times: To Be Determined When RegisteredTerm(s): To Be Determined When Registered

Course Start: To Be Determined When Registered

Course End: To Be Determined When Registered

Course Catalog Description:In this course, students learn about the context of writing and are given the opportunity to practice their personal writing skills. Elements of this course include awareness of audience,understanding of the writing process and elements of grammar and style, and critical reading and document writing. Overall, students are expected to learn about writing and its function withinpractical contexts.

Prerequisite(s):NoneCorequisite(s):None

Required Text: Connect Integrated Reading and Writing Online Access SSO, Edition: N/A, Mcgraw Hill, McGrawHill, , ISBN: 9781259131417

ENG1101

ENG1101English Composition ISYLLABUS

Other Classroom Resources: Students are expected to supply notebooks, pens, pencils, highlighters, folders, ring binders, calculators, USB storage devices and other general supplies as needed to aid in the collection andstorage of information in their courses. Any special equipment or supplies will be communicated via the instructor by the first class meeting.

In addition to textbooks, workbooks, lab manuals or other required materials, courses may utilize sources from the library, Internet sites, periodicals, newspapers, professional (or business)publications, state specific laws or codes, magazines, personal interview, guest speakers, publisher provided information (via CD, DVD, or website), instructor work experience, video, audio orother visual files/documents to convey and aid in obtaining course objectives. Your instructor will provide specific information on resources that will be utilized/required to support content and aidin research.

Courses utilizing an original researched component will have students submit their documents to TurnItIn through Moodle for originality checking, in compliance with the campus' code ofconduct. Your instructor will provide detailed information on how and where to submit your documents.

Online Access Requirement:Students are expected to have computer access with an internet connection. Public access or workplace access may be limited due to firewalls. Students must have word processing softwaresuch as Microsoft Word or Office365 in order to submit papers in APA format. Students must have a PDF converter in order to save work in PDF format to submit to their instructor.

** This is not intended to be a comprehensive list and additional items/supplies/equipment may be provided to the student as part of their program fees, or information provided on how to obtainthe required items.

Teaching Strategies: Instructors utilize a variety of teaching strategies and methods in the instruction process. These may include but are not limited to lecture, demonstration, group projects, guest speakers, audiovisual presentations, internet activities, and simulated work experiences.

Outside Activity Hours: Lecture, Lab, or Externship/Practicum hours as indicated on the syllabus represent hours utilized in determination of total credits awarded in the course for credit bearing courses. Time spent inpreparation of new material will require a minimum of two hours for each 1 hour identified as lecture. This preparation time may include the reading of textbook material, homework assignments,preparation for lab assignments, workbook activities, awareness/review of any safety precautions, or research of relevant supplemental information. Additionally, students are expected to recordnotes to be reviewed as background for subsequent lessons, homework, or in preparation for exams. Review of and reflection on classroom discussions, demonstrations, or presentation isincluded in the recognition of the additional course hours. For clock hour courses the breakdown of Lecture, Lab, and Clinic represent the clock hours required in the course and the structure ofthe delivery/acquisition of course material. Clock hour courses do not include outside activities in the calculation of hours.

A. For Ground Portions of the Course: Students will be assigned specific activities to incorporate outofclass hours in achievement of course objectives. Outofclass assignments arethose activities identified to be completed outside of structured/scheduled class meeting time for nonclock hour program. These assignments will be graded as part of the overall course grade.For specific assignments and required/estimated time on task, see attached course outline. For Campus Based Students these are identified on the Syllabus header as Outside Activity Hours andon the course outline as OutOfClass Hours.

B. For Online Portions of the Course: Courses are delivered via http://learn.deltaed.com/ in an asynchronous format. Students enrolled in online courses/programs are expected to spendan equivalent amount of time on task, as campusbased students, in meeting course objectives.

Grading and Evaluation: Course requirements include evaluation in the areas of class participation (including attendance), homework/assignments, quizzes/examinations, and project/portfolio items as follows:

Final Grades will be determined by:

Homework/Assignments 30 %

Assessments (Quizzes/Examinations) 20 %

Project/Portfolio 30 %

Discussion/Attendance/Class Participation 20 %

Total 100%

*Review the Course Objectives/Lessons Page(s) for GradeCriteria requirements in the final section of this syllabus.

Letter Grading Scale:

90100% A

8089% B

7079% C

6069% D

059% F

Definitions of Graded Activities used to verify objectives of course have been met:

Homework/Assignments: Homework will be identified on the course outline or communicated by the instructor. Assignment due dates will be established by the instructor as well as the mode and form of submission.Assignments turned in after the scheduled due date for any reason may be assessed as late credit by the instructor. Homework assignments will require outside preparation to execute activities inattainment of course objectives.

Assessments (Quizzes/Examinations): Courses are designed with both formative and summative assessments and may be referred to as quizzes or examinations. Announced and unannounced assessments may be used as a means toverify attainment of course objectives. Students will be expected to spend time outside of class studying materials in preparation for any assessment as well as time spent reviewing results inpreparation for homework, class discussion, quizzes, or project assignments.

Project/Portfolio: Project requirements are outlined in detailed separate instructions and reflect the practical application of fundamentals and principles discussed in the course. Projects may include library researchas well as classroom/laboratory, externship/practicum/clinic, and/or other activities. Project assignments require utilization of course materials and additional resources in demonstration of courseobjectives. Students are expected to incorporate time outside of class to research, create, and prepare projects for review and/or demonstration and assessment.

Portfolio assignments are a part of some course objectives. Portfolio assignments are outlined in separate documentation provided by the instructor. Portfolio submissions may beincorporated into the course grade.For externship/practicum courses, the final project is a presentation covering the student’s experience on the externship/practicum site.

http://learn.deltaed.com/

Competencies: Some courses require students complete competencies, or hands on skills. Students have a maximum of three formal attempts to complete a competency (each subsequentattempt may not have points deducted just for it being another attempt). Students must pass competencies with a minimum of a 75% grade. Competency grades are assessed in theProject/Portfolio category of a course.

Discussion/Attendance/Class Participation: This portion of the grade depends on the delivery method of the course. For ground delivery (and ground portions of hybrid delivery), the grade includes evaluation of selfdirected work habitssuch as attendance, class preparedness, and communication. Class participation may include group activities, peer review, role playing, lab work, or demonstration. Instructor facilitateddiscussion may be used in verification of course objectives. For hybrid and/or online delivery, the online discussion grade is comprised of two parts: Attendance and Participation. Online studentsmark attendance by accessing the online classroom and initiating any number of online activities such as forums (discussion), assignments, or assessments. Failure to login or engage in activitieswhich indicate presence in the course may affect a student's financial aid. Participating in the weekly discussions is paramount to the learning experience and allows students and instructors toshare understandings, expertise, and study the content from new perspectives. Participation is earned by being an active member of the Lesson's discussion board. Answering the main discussionpost is required in order to earn full participation points for the week. Please see the Discussion Rubric for specific details on quantity and length of posts required for assignment of grade. Classpreparation will require additional time outside of scheduled hours. Students are expected to have read the assigned materials and be prepared to discuss the content with the instructor andpeers.

Attendance Policy:The campus is committed to the principle that class attendance is an essential part of its educational programs and its goal to prepare all students for the responsibilities of their chosen careerfields. Regular class attendance is mandatory in all classes and attendance is recorded for every regularly scheduled class. All absences, late arrivals, and early departures are recorded, arecounted as class time missed, and become a part of the student’s permanent record. No distinction is made between excused and unexcused absences. Failure to comply with the attendancepolicy can result in failure to meet course competencies, suspension, or dismissal. Externship and clinic courses have their own specific attendance criteria that are announced at the beginning ofthe class and may require makeup of all hours missed. The student is responsible for all material covered daily in each class for which the student is registered. In no instance does absence fromclass relieve the student from the responsibility for the performance of any part of the class work. The student is responsible for initiating any request to make up work missed because of classabsence (see MakeUp Policy). Makeup of missed classes does not remove an absence from a student’s record. If a student is absent from all classes for 11 or more calendar days, the studentmay be withdrawn.

Makeup Policy:The campus recognizes that there are circumstances and events which require students to miss classes, resulting in the need for makeup work. Because Delta believes the purpose of completingwork is to help the student learn and be successful, instructors are expected to work with students on the submission of makeup work. Students must initiate contact with the instructor to discussthe makeup work in question. The student will work with the instructor on new deadlines and any deductions that may result based on the late work, not to exceed 20% per assignment.Examinations may be made up only with documented extenuating circumstances. The deadline must be prior to the end of the term, or else the student must apply for an Incomplete (see theIncomplete policy). Online modality assessments are considered normal makeup work, not examinations for purposes of this policy. The procedure for requesting the opportunity to makeuprequired work can be obtained from the instructor. *Students will not be charged for completing makeup work.

Special Needs:Students in need of special accommodation should notify the instructor in writing by the second class session. All accommodations will be sent to the Director of Education for approval prior tobeing implemented in the classroom.

Course Outline:Courses are scheduled on campus to accommodate classroom availability and time required to deliver course content. Online meeting requirements will be posted in the online classroom. Thesyllabus reflects total hours required to meet course objectives. The number of sessions and length of sessions may vary and should not be taken as a direct representation of days/weeks in theclassroom. Time on task is identified for the various options utilized to deliver and assess student achievement of course objectives. The sessions represent the systematic delivery of coursecontent with direction for faculty and students in the logical delivery of the materials to be covered.

ENG1101 English Composition I Course Objectives Upon successful completion of this course, the student will be able to:

1. Analyze and evaluate audience as a means to determine appropriate context in written assignments;

2. Select appropriate grammar, sentence structure, transitional phrases, and style in written assignments;

3. Demonstrate an awareness of the elements in an essay;

4. Demonstrate critical response based upon class readings;

5. Construct written documentation with standard citing of sources;

6. Demonstrate organization through planning and scheduling tasks, tracking details to perform work, and

prioritizing various tasks for completion; and

7. Implement problem solving in a written report.

Lesson 1 Objectives: 1, 2, 3, 5, 7

Hours

Class Lectures/Presentations

Hours

Class Preparation

1

Key Concepts from -

Content found in McGraw-Hill Connect Week 1: Foundational Success

7

Preparation for Lesson Participation:

Read and complete all items listed under the Week 1: Foundational Success heading in the McGraw-Hill Connect platform.

3 Discussions:

Discussion 1: Time to Read and Write

When was the last time you considered how

much reading and writing you do every day?

Think about how much time you might spend

in an average week reading and/or writing

during common activities such as:

Viewing and posting on social media

Preparing, purchasing, or ordering food

Doing housework and chores

Managing email and other work tasks

Studying and sharing religious beliefs

Helping with or completing homework

Submitting your taxes or applying for a

loan

How much time do you estimate you currently

spend reading and writing during an average

week? Students who successfully completed

this course in recent terms report spending

around 5 hours per week on reading and

writing assignments. How does that compare

to your current weekly reading and writing

estimate? Share your plan to ensure you

have enough time to complete your work in

this course.

7

Assignment(s): Click the McGraw-Hill Connect link below to complete the following items in the Week 1: Foundational Success lesson:

Delta Pre-Test Foundational Success assignment

(*as required)

3

Discussion 2: Books or movies? Would you rather read the screenplay of your

favorite movie or watch a movie based on your

favorite book? Why? What is your favorite

movie that is based on a book you’ve read?

Did you prefer the book or the movie? Do you

generally enjoy reading for fun? If so, share

what genres of writing you prefer to read and

why. If not, explain why – be sure to include

any barriers and other reasons that prevent

you from enjoying reading as a hobby.

1

Assessment

Complete the Delta Pre-Test under Week 1 Foundational Success in the McGraw-Hill Connect platform.

2

Preparation for Assessment:

Review Chapters – Homework – other

items.

Lesson 2 Objectives: 1, 2, 3, 6, 7, 8

Hours


Hours

Class Preparation

1

Key Concepts from -

Content found in McGraw-Hill Connect Week 2.

6


Read and complete all items listed under the Week 2 Readings and Lectures section in the McGraw-Hill Connect platform.

3 Discussions:

Discussion 1: Writing with Your Audience

in Mind

Writing doesn’t happen without an audience.

That audience can be a future employer, as is

the case with your resume, or it can be your

friends, such as posts on social media. As

you begin to think about writing and the

audiences for whom you will write, please

answer the following questions:

1. What are some of the types of writing

you have done in the past or currently

do? Describe what writing you do/have

done and what audiences that writing

was for.

How would you change your writing if you were

writing a story for a member of your family, a

friend, a teacher, an employer? Why do you

think you might change the way you write or

word your thoughts based on your audience.

6 Assignments:

Complete all tasks under Week 2

Assignments in the McGraw-Hill Connect

platform.

3

Discussion 2: Purpose, Audience, and Tone

When writing anything, whether it is an essay,

poem, or novel, how you say something is just

as important as what you say. The content of

written works is shaped by purpose, audience,

and tone. In academic writing it is essential to

know who will be reading your essay and why

in order to determine which words to use and

how to arrange the outline of an essay. Use

the internet and the library to research the

importance of developing good writing

skills. Select three sources from your research

and share the following information about

each:

1. Identify each of the sources including: the

author, the title of the work, and where

you found them;

2. Describe the tone of the writing (is it very

informal, highly formal or somewhere in

between) and explain how you made the

determination.

3. Identify the audience (who would read

this type of writing).

4. Explain the context presented in the

writing (including the purpose, or reason,

for the writing, why it was written, and

what message it was meant to

communicate).

3

Lesson Project:

Part 1: Exploring the Importance of Writing

Skills

Have you ever wondered why instructors give

you so many written assignments? The

answer is because writing helps you develop

in many ways. In your course project you will

work on creating your own essay about the

importance of developing good writing skills.

In this lesson you will be “Exploring” themes

for your Course Project. You have a couple

different ways to approach this topic. Your

options are:

1. Research the significance of writing skills in your current or future profession –OR-

2. Research the benefits of effective academic writing

Using the information you gather during your

research, choose the option you prefer to

develop an essay for your course project.

Remember, your course project is one fully

developed essay that is written in multiple

steps.

For Lesson 2, submit:

1. A summary paragraph introducing the

approach to the topic you’ve selected and

your rationale for the selection;

2. A summary paragraph describing the

intended audience for your essay and how

the audience affects other pre-writing

considerations;

3. A summary paragraph explaining the tone

you plan to use for this written assignment

and why;

4. A summary paragraph indicating the types

of supporting content you will look for to

support your thesis statement; AND

5. Any questions or concerns that you have

regarding your topic, the details you need,

research, etc. 1

1

Assessment

Complete the Week 2 Quiz under Week 2


platform.

1


Review Chapters – Homework – other items in

preparation for Lesson 2 Quiz

Lesson 3 Objectives: 1, 2, 3, 4, 6, 7, 8

Hours


Hours

Class Preparation

1

Key Concepts from -

Key Concepts from – Content found in McGraw-Hill Connect Week 3.

6



3

Discussions:

Discussion 1: Starting the Writing Process

Some people start writing an essay at the

beginning. Others start with their conclusion

and work backwards. And yet others write the

body of the paper, then go back and figure out

the beginning and the ending. How do you

start? Do you start at the beginning? The End?

Why?

6

Assignments:

Complete all tasks under Learning Unit 3


platform.

3

Discussion 2: Completing the Writing

Process

What is the difference between revising and

editing? What comments for improvement do

you most often receive on your essays? Are

the comments related to revising or editing?

How you know when an essay is complete?

3

Lesson Project Part 2: Outline

By now you should have selected your

approach to the course project writing

assignment. For Lesson 3, you will organize

your thoughts, identify and develop your main

ideas, draft an introduction, and create an

outline for your essay.


1. An Introductory Paragraph (with the thesis

statement underlined)

2. An outline of your three main ideas,

including 2-3 supportive details, facts,

statistics, quotations, or anecdotes to support

each one.

3. Any questions or concerns that you have

regarding your topic, the details you need,

research, etc.

1

1

Assessment



platform.

1




Lesson 4 Objectives: 1, 2, 3, 4, 6, 7, 8

Hours


Hours

Class Preparation

1

Key Concepts from -


6



3 Discussions:

Discussion 1: Giving Credit Where It Is

Due

Citing sources is the way to give credit to

others for ideas or information of theirs that

you are using. As you think about citing

sources, please answer the following

questions about plagiarism or citations:

1. Why is it important to cite your sources

in written works? What are the benefits

of following a formal citation style like

APA?

2. Why plagiarism is wrong? What

actions do you take avoid plagiarism in

your schoolwork?

3. How would you feel if a peer

plagiarized your written work? Would

you be flattered or upset? Why?

4. Search the internet for a public instance

where a professional was caught or

accused of plagiarizing work. Share the

link to the webpage and summarize the

situation and outcome for the class.

6

Lesson 4:



platform.

3

Discussion 2: APA References

For this discussion you will submit two

annotated sources for your course Project

essay. Include the APA reference citation for

your sources as well as a summary of each

source that gives details about why the

information is important to your course Project

topic. Please use the Connect content on

APA formatting to assist you in your citations.

You should then be able to use this

information to complete your references page

your course Project

Post two APA style annotated references.

Review the annotated reference information

in your classmate’s posts. Reply to your

peers’ posts with helpful feedback on their

APA formatting and annotated summaries. Be

sure to note if the sources they reference

could provide useful content for your own

essay.

3

Lesson Project:

Part 4: First Draft

During Lesson 4, you should work to complete a rough draft of your essay, based on the outline you developed and any feedback you received from your Instructor in Lessons 2 and 3. This will be the only time your Instructor will read and review your essay before your final draft is submitted, so please take advantage of this opportunity and submit as much as you can.


An essay draft of at least 900 words about the importance of developing good writing skills. Your draft should include the following:

1. an introduction 2. at least three body paragraphs supporting

your thesis statement 3. a conclusion 4. APA formatted reference list

****STOP****

Before you submit this project, be aware that you will be directed to the TurnItIn website where your project will be checked against multiple sources to verify original authorship. Once you access the site, follow the instructions to upload the project. You will receive an originality report with information regarding your citations. If you have any questions regarding plagiarism or your school’s honor code, please contact your instructor or review your catalog.

1

1

Assessment



platform.

1




Lesson 5 Objectives: 1, 2, 3, 4, 5, 6, 7, 8

Hours


Hours

Class Preparation

1

Key Concepts from -


6



3 Discussions:

Discussion 1: Supporting Evidence

“What can be asserted without evidence can be dismissed without evidence.”

Christopher Hitchens

A writer must use evidence effectively to convince the audience of the validity of their argument. Writer’s also use evidence to persuade readers to agree with the information and opinions they present in their writing. Writers that know how to use evidence to their advantage are better skilled at leading their audience through their reasoning. The types of evidence you use will vary with context. You might use quotations, a lyric from a poem, or a performance critique, for example, in a literature paper; or you may use data from an experiment to support claims in a scientific essay.

Select three pieces of supporting evidence you included in your essay about developing good writing skills. Post a summary describing each piece of evidence including:

1) What type of evidence it is (quotation, poem, experimental data, scholarly research, etc.);

2) Why you selected this specific piece of evidence to include in your essay;

3) How the evidence supports your claims about writing; and

4) The APA citation for the source.

6

Assignments:



platform.

3

Discussion 2: Writing in Your Future Career

Other than writing for your other classes, one

of the benefits of taking a writing course is to

prepare for writing for future employment. As

you think about writing in your future career,

consider and answer the following questions:

1. What have you learned about your

writing so far in this course that you can

use in your future career? Explain.

2. What do you think might not be as

applicable, and why not?

Once you have given this some thought,

please respond to each of these questions in a

well thought-out paragraph. Be sure to

proofread your work and always cite any

relevant sources!

3

Lesson Project:

Part 4: Complete and Submit Your Essay

Finally, it’s time to get ready to submit the final

version of your Course Project. Take full

advantage of the tips regarding editing and

proofreading. Review the corrections you

received from your first draft; take the time to

carefully edit and proofread your essay. Read

your paper out loud. Does everything still

make sense? Revise and edit any areas you

feel need additional attention. This final project

will also be submitted to the TurnItIn site and

checked for authorship. If you have any

questions regarding your project, plagiarism or

the TurnItIn site, please direct them to your

Instructor.

Once you have fully revised and polished your

essay, submit the final version for your

Instructor’s feedback. You should be very

proud of your hard work!


A complete 1200-1600 words essay with

supporting citations and references about the

importance of developing good writing

skills.

1

1

Assessment



platform.

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