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The mission of Motlow State Community College is to enrichand empower its students and the community it serves.

English 0810 (Section #) Learning Support Writing Semester/Year

This course outline is subject to change with notice.

Credit Hours:3

Co-requisite Enrollment in ENGL 1010:In many ways, this course serves as a linked lab to English 1010. A student who wishes to withdraw from this course must also withdraw from English 1010. Neither the co-requisite course nor ENGL 1010 may be taken independently if a student has a Learning Support Writing requirement.

Course Description:This course emphasizes the development and use of writing skills necessary for successful completion of college-level writing courses. Students must be enrolled in ENGL 1010 as a co-requisite for this course and will receive extensive help with their ENGL 1010 assignments via small group work; individualized instruction; team-teaching; and computerized, self-paced study plans.

Group for Whom the Class is Intended:Students with an ACT score of 13-17 in Writing or an equivalent COMPASS placement score.

Instructor Information:Title and nameOffice:Office Hours:Office Phone Number:Email:

Required Text & Supplies: Foundations of English Courseware by Hawkes Learning (ISBN: 9781941552551) Note:

Hawkes Learning provides 20 days of free access to Hawkes Learning courseware before an access code must be purchased.

Headphones or earbuds USB drive

Course Organization:On the first day of class, students will be split up into two groups, Conference Group A and Conference Group B. (Usually, Group A will conference one day per week and Group B on the other, but some days both groups will be combined.) On your conference day, come prepared to work on a draft or revision of a writing assignment for this class or your English 1010 class. On your “off” day, you will work on your assigned Hawkes

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Learning modules in class.

Competencies:Over the course of this semester, students must demonstrate mastery of both the First Competency and the Exit Competency. Students will complete a minimum of two short writing assignments this semester, and these will be graded with the Competency Rubric. Ideally, students will demonstrate mastery of the First Competency in Letter #1 and mastery of the Exit Competency in Letter #2. If mastery is not achieved, additional writing tasks will be assigned.

First Competency: Students will demonstrate limited/developing competence in writing expository essays.• Task/Purpose: Address the assigned writing task and have a discernible purpose that

is sustained throughout most of the text. • Audience Awareness: Display awareness of the audience and the requirements of the

writing situation, and maintain that awareness with some consistency. • Organization: Have a discernible and logical organization. The organization may be

simple, with a basic thesis statement, topic sentences, and transitions, but the reader is able to discern an overall logical progression of ideas.

• Support: Provide logical support for the thesis and main ideas, but may display some weaknesses in evidence provided.

• Language Skills: Display some variety in sentence structure, vocabulary, and level of formality appropriate to the purpose, audience, and context.

• Grammar and Punctuation: Display basic control of surface features such as basic syntax, grammar, punctuation, word choice, and spelling, particularly those errors that interfere with a reader’s understanding. The writing may display some grammar and punctuation errors, but not consistent patterns of serious errors.

• Writing Process: Reflect the use of basic strategies for generating ideas, drafting, revising, editing, and proofreading, although students may still be in the process of developing an individualized and highly effective writing process.

Exit Competency: Students will demonstrate adequate competence in writing expository essays.• Task/Purpose: Fulfill the requirements of the assigned writing task and have a clear

purpose that is sustained throughout the text. • Audience Awareness: Respond adequately and appropriately to the needs of the

audience and the requirements of the writing situation. • Organization: Be logically organized in support of the text’s purpose with a clear

thesis statement and topic sentences, supporting points that are presented in a logical progression, and appropriate transitions.

• Support: Provide logical and adequate support for the thesis by employing appropriate rhetorical strategies/patterns and, when appropriate, integrating material from primary and/or secondary sources.

• Language Skills: Display variety in sentence structure, vocabulary, and level of formality appropriate to the purpose, audience, and context.

• Grammar and Punctuation: Display competent control of surface features such as basic syntax, grammar, punctuation, word choice, and spelling, particularly those

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errors that interfere with a reader’s understanding and/or undermine the writer’s authority.

• Writing Process: Reflect the use of effective strategies for generating ideas, drafting, revising, editing, and proofreading.

Grading Policies:Your final grade will be based on the following grading scale: A (90-100%), B (80-89%), C (70-79%), F (below 69%). Note: you cannot earn a D as a final grade in this course. The chart below shows the percent value of each specific assignment.

10% Letter 1 (First Competency)10% Letter 1 ePortfolio20% Process ePortfolio for Composition Course20% Letter 2 (Exit Competency)10% Letter 2 ePortfolio20% Hawkes Learning Score10% Daily Grades(100%) TOTAL

*Please note: You must demonstrate mastery of all Exit Competencies in Letter #2 in order to pass this class.

Letter #1: In this one-page letter of recommendation, you will demonstrate mastery of the First Competency. See prompt and rubric for details.

Letter 1 ePortfolio: This ePortfolio will demonstrate your use of parts of the writing process for Letter 1. The ePortfolio must be completed in D2L using the ePortfolio functions. See prompt and rubric for details.

Process Portfolio for Composition Course: You will submit an ePortfolio demonstrating how you used all parts of the writing process to complete an essay assignment for your Composition I class. The items in your ePortfolio should demonstrate invention, drafting, revision, and editing. Your ePortfolio should also include a one-page memo summarizing your overall writing process and explaining the significance of each included piece. See prompt, rubric, and sample ePortfolio for further details.

Letter #2: In this one-page letter of complaint, you will demonstrate mastery of the Exit Competency. Any student not demonstrating mastery in all categories will be asked to complete additional writing tasks.

Letter 2 ePortfolio: This ePortfolio will demonstrate your use of parts of the writing process for Letter 2. The ePortfolio must be completed in D2L using the ePortfolio functions. See prompt and rubric for details.

Hawkes Learning Courseware: During the first week or two of class, students will register and begin modules in the Hawkes Learning Courseware. Students will work

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through these individualized study plans at their own pace. You are encouraged to finish early!

Daily Grades: This may include any in- and out-of-class work, specifically pre- and post-tests, participation in class and small group work, discussions, writing process work, grammar mini-lessons, or any other activities.

Students will also complete two diagnostic tests, one that focuses on grammar and punctuation skills and one that addresses attitudes toward writing. At the conclusion of the course, students will complete post-assessments that correspond with these diagnostic assessments.

*Note: You will be required to participate in writing conferences with the Writing Center tutor for both letter assignments and your ePortfolios. Not participating in these tutoring sessions will impact your grade negatively.

Attendance Policy:After a student’s 2nd unexcused absence, the student’s final grade will be reduced by 5% for each additional unexcused absence. Medical absences will require a note from a medical professional. Students may be given an institutional excuse for absence on the basis that the student represents the college at a public event in the interest of the college or is engaged in an activity such as a field trip, which contributes to the education of the student. In granting an institutional excuse for absence, the college does not excuse the student from the responsibility for material covered or assigned during the absence.

Late Work Policy:Assignments not turned in on the due date will be penalized 10% for each class period between the due date and the submission of the late work.

Letter Revision Policy:Students will be allowed to and are encouraged to revise their letters for better grades. After receiving a grade on a letter, students may conference with me about how to improve the writing and thus the letter assignment grade. The revised letter assignment grade will take the place of the original letter assignment grade. Students should note, however, that revision does not guarantee a better grade, though it is highly unlikely that a revised assignment will receive a lower grade than the original.

Course Policies:

Submitting Written Assignments:Final drafts of the course letters must be typed via a Microsoft Word compatible program. The letters must be submitted to me via the Dropbox for our class in D2L no later than the day and time stated on the course Daily Schedule below. Any letter not submitted via D2L will be considered late even if the student submits a hardcopy of the assigned letter in class on the due date.

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Academic Misconduct Policy:Plagiarism, cheating, and other forms of academic dishonesty are prohibited. Students guilty of academic misconduct, either directly or indirectly, through participation or assistance, are immediately responsible to the instructor of the class. Based on their professional judgment, instructors have the authority to impose the following academicsanctions: (a) require the student to repeat the assignment for full or partial credit; (b) assign a zero, an F, or any other grade appropriate for the assignment or examination; (c) assign an F for the course. In addition, disciplinary sanctions may be imposed through the regular institutional procedures. For more information, see MSCC Policy 3:02:00:03.

Classroom Misconduct Policy:The instructor has the primary responsibility for maintenance of academic integrity and controlling classroom behavior, and can order temporary removal or exclusion from the classroom of any student engaged in disruptive conduct or conduct that violates the general rules and regulations of the institution for each class session during which the conduct occurs. Extended or permanent exclusion from the classroom, beyond the session in which the conduct occurred, or further disciplinary action can be effected only through appropriate procedures of the institution.Disruptive behavior in the classroom may be defined as, but not limited to, behavior that obstructs or disrupts the learning environment (e.g., offensive language, harassment of students and professors, repeated outbursts from a student which disrupt the flow of instruction or prevent concentration on the subject taught, failure to cooperate in maintaining classroom decorum, etc.), text messaging, and the continued use of any electronic or other noise or light emitting device which disturbs others (e.g., disturbing noises from beepers, cell phones, palm pilots, lap-top computers, games, etc.). For more information, see MSCC Policy 3:02:00:03.

Class Cancellation Policy:If class is cancelled for any reason, you will be notified via our D2L page and will be told there how to prepare for the next class period.

Emergency Procedures Policy:In case of a medical emergency we will immediately dial 9-911 and report the nature of the medical emergency to emergency response personnel. We will try to stay with the person(s) in need and maintain a calm atmosphere. We will talk to the person as much as possible until response personnel arrive on campus, and we will have someone go outside to meet emergency personnel and direct them to the appropriate location.

In the event of an emergency (drill or actual), a signal will be sent. Based on that signal, students will follow the procedures below for that specific type of emergency:

Loud warbling sound throughout Building (FIRE)Collect purses and coats and proceed immediately out of your room and exit through the closest emergency exit. Proceed to the Designated Assembly Area closing windows and doors as you exit. Remain there until the "All Clear" Signal is given by an Emergency Management Team member. (Instructors- Provide your Designated Assembly Area, and its location to students)

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Tornado Siren (SEVERE WEATHER): Proceed to the closest designated severe weather shelter on the 1st floor and proceed all the way into the shelter. Crouch down on the floor with your head between your knees facing away from the outside walls. Remain there until the "All Clear" Signal is given. (Instructors- Provide the recommended room number or hallway location to students)

Air Horn (1 Long Blast) and Face to Face All Clear (INTRUDER/HOSTAGE):Ensure door is closed, locked and lights turned off. If your door will not lock, move some tables and chairs in front of the door quickly. Move immediately to the rear of the room away from the door and sit on the floor- out of sight if possible. Remain calm and quiet and do not respond to any inquiries at the door unless you have been given the "All Clear" and a member of law enforcement or your campus Emergency Management Team member makes face-to-face contact at your door.

Classroom Locked-door Policy:In order to adhere to MSCC Emergency Preparedness Policy and to facilitate effective classroom management, the classroom door will remain closed and locked for the duration of the class period.

Food and Drink Policy:No food or drink will be allowed in class.

Retention of Graded Essays Policy:Per MSCC English Department Policy, students must submit a final folder at the scheduled time of the Final Exam for the course containing the original graded copies of all graded work in the course excluding work that comprised the Daily Grade. This folder should have pockets to hold the material securely and should be clearly labeled with the student’s name as well as the year, semester, section number, and name of the course. Students who do not submit this folder may receive an Incomplete for the course grade until the folder is submitted.

Educational Technology:Accessing Campus Computers or the MSCC Library from off Campus:Your Username format is your First Initial, Last Name and Month and Day Birthday in the Format of MMDD. Example: Marcia Smith born on April 11, 1992 - Username: msmith0411. Your Pin will be the numeric pin you created when you initially applied to Motlow College.

Using D2L:For help with D2L including how to submit materials to a Dropbox, see this page:Link to MSCC's TechTube [new window]

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Technical Support/Assistance:Students having problems logging into a course, timing out of a course, using course web site tools, or any other technical problems, should contact the MSCC Technology Help Desk at 931-393-1510 or toll free 1-800-654-4877, Ext. #1510 (or d2lhelp@mscc.edu)

Disability Services/Accommodations:Motlow College is committed to meeting the needs of qualified students with disabilities by providing equal access to educational opportunities, programs, and activities in the most integrated setting appropriate. This commitment is consistent with the College's obligations under Section 504 of the Rehabilitation Act of 1973 and the American with Disabilities Act of 1990 (ADA). Together, these laws prohibit discrimination against qualified persons with disabilities. To this end, the Director of Disability Services for Motlow College coordinates services and serves as an advocate and liaison for students with disabilities attending Motlow College. Contact the Director of Disability Services here: Link to MSCC's Disability Services [new window].

Students with disabilities who would need assistance in an emergency evacuation should self-disclose that need to the instructor no later than the second day of class or second group meeting.

Confidentiality of Student Records (FERPA Policy):The education records of current and former students at Motlow State Community College are maintained as confidential records pursuant to The Family Educational Rights and Privacy Act (FERPA) of 1974 as amended. For further information, see MSCC Policy No. 3:02:03:00.

Student Success:

Writing Center Tutoring:During our conferencing time in this course, you’ll be able to work with me, your instructor, and a Writing Center tutor that comes to our class. You can also schedule a tutoring session and take any writing assignment for any class to the Writing Center for extra help!

The Writing Center offers one-on-one sessions with knowledgeable, attentive tutors. They can assist you with any writing project at any stage in the writing process. While they are happy to help you improve any individual assignment, the ultimate goal is to help you become a more confident, competent college writer! Writing Center locations on each campus can be located on the Writing Center’s website, Link to MSCC's Writing Center [new window], or you can make an appointment by going to mscc.mywconline.com [new window] .

Academic Advisement:MSCC Instructors can guide students to specific resources regarding Advisement. For additional help, see: Link to MSCC's Advisement Website [new window]

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Class Schedule:(Hawkes = Hawkes Learning Courseware)

Week 1: Course Introduction Class 1:

Introduction and Syllabus Review; Hawkes Learning Courseware IntroductionClass 2:

Writing Center Visit; Grammar/Punctuation Diagnostic Skills Assessment; Writing Attitudes Diagnostic Assessment

Week 2: Writing Process Basics Class 1:

Letter 1 and ePortfolio Introduction; D2L ePortfolio IntroductionClass 2:

Writing Process Basics Hawkes: Complete Study Skills: 1.3 – 1.5

Week 3: Understanding Prompts and Rubrics Class 1:

Understanding Prompts, Rubrics, & the Rhetorical TriangleClass 2:

Grammar and Mechanics: Why They Matter! Hawkes: Complete Study Skills: 1.6 - 1.7; Complete Critical Thinking: 3.1 – 3.7

Week 4: Integrating and Citing Sources Class 1:

Integrating Sources Letter #1 and Letter #1 ePortfolio Due

Class 2: MLA Format and Citations Hawkes: Complete Grammar and Mechanics: 4.1 – 4.5

Week 5: Review of Process Portfolio Assignment Class 1:

Review of Process PortfolioClass 2:

TBD by Instructor Hawkes: Complete Grammar and Mechanics: 4.6 – 4.10

Week 6: Building Body Paragraphs Class 1:

Progress Conference #1Class 2:

Building a Body Paragraph Hawkes: Complete Grammar and Mechanics: 4.12 – 4.15

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Week 7: Thesis Statements Class 1:

Thesis StatementsClass 2:

Thesis Statements Continued Hawkes: Complete Grammar and Mechanics: 4.17 – 4.21

Week 8: Essay Organization Class 1:

Essay OrganizationClass 2:

Progress Conference #2 Hawkes: Complete Style: 5.1 – 5.5

Week 9: Planning and Revising with Outlines Class 1:

Planning with Outlines Process ePortfolio for Composition Essay Due

Class 2: Revising with Outlines Hawkes: Complete Style: 5.6 – 5.9

Week 10: Revision and Editing Tools Class 1:

Revision & Editing ToolsClass 2:

Revision & Editing Tools Continued Hawkes: Complete The Writing Process (Paragraphs): 6.1 – 6.4

Week 11: Tone and Style Class 1:

Tone and StyleClass 2:

Avoiding Unnecessary Wordiness Hawkes: Complete The Writing Process (Paragraphs): 6.5 – 6.6; Complete The

Writing Process (Longer Texts): 7.2 – 7.3

Week 12: Gifts to Your Audience Class 1:

Gifts to Your AudienceClass 2:

Progress Conference #3 Letter #2 and Letter #2 ePortfolio Due Hawkes: Complete The Writing Process (Longer Texts): 7.4 – 7.7

Week 13: Avoiding Unintentional (and Intentional!) Plagiarism Class 1:

Plagiarism Prevention Workshop

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Class 2: Paraphrasing and Summarizing Hawkes: Complete The Writing Process (Longer Texts): 7.8 – 7.10 Hawkes: Research: 8.4 – 8.6

Week 14: Wrapping Up! Class 1:

Wrapping UpClass 2:

Wrapping Up

Week 15: Wrapping Up Continued Class 1:

Grammar/Punctuation Skills Post-testClass 2:

Writing Attitudes Post-test