ENGL 1301: Composition I Course Syllabus - Kilgore … · ENGL 1301: Composition I Course Syllabus Instructor: ... Staple multiple pages at the top left. Information ... (text pp

Revised January, 2017

ENGL 1301: Composition I

Course Syllabus

Instructor: J. Johnson

Office Hours: Old Main 111

E-Mail: [email protected]

Office Hours: posted on door, OM 111

Office Phone: 903-983-8695

*Instructors and students are required to use only KC mail for e-mail correspondence.

ENGL 1301: Composition I (3-3-0)

Intensive study of and practice in writing processes, from invention and researching to drafting,

revising, and editing, both individually and collaboratively. Emphasis on effective rhetorical

choices, including audience, purpose, arrangement, and style. Focus on writing the academic

essay as a vehicle for learning, communicating, and critical analysis. Prerequisite: TSI complete

in Reading and English or concurrently enrolled in ENGL 1301/EIRW 0200. F, S, Su.

(2313015112).

Course Rationale

This transferable course meets the requirement for Communications, a component of the

core curriculum for every state-supported institution of higher education in Texas. The

course also meets the Communication requirement for the A.A., A.S., A.A.T., and A.A.S.

degrees from Kilgore College.

Educational Material/Supplies

McWhorter, Kathleen T. Successful College Writing Kilgore College Edition. Brief Sixth Edition.

Bedford, 2015.

Aaron, Jane E. The Little Brown Compact Handbook. 9th edition. Pearson Longman, 2015. (the

newest 9th edition includes 2016 MLA updates)

Documenting Sources in MLA Style 2016 Update (Purchase this supplement in addition to your

handbook unless you have the most recent handbook that includes 2016 MLA updates)

Access to Blackboard – the online server for Kilgore College

Access to a computer with internet and a printer

Portable USB drive

Short and long scantrons, #2 pencils with erasers

Notebook paper (no ragged edges)

Pen with black or blue ink and/or erasable pen with black or blue ink

Wite-Out correction pen

Stapler; hole punch

Yellow highlighter

Red ink pen (for research)

Grading Procedures

15 Daily Grades . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20%

1 Oral Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10%

4 Essays, 1 Exam, 1 Research Paper . . . . . . . . . . . . . . . . . . . . . . . . .50%

1Final Essay Exam . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10%

1Final Grammar Exam . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10%

mailto:[email protected]


ENGLISH 1301

TENTATIVE CALENDAR

Week 1: Introduction to Course & Placement & General Guidelines”

1301 Syllabus (available on the KC Website and on Blackboard)

Tentative Calendar – print Week 1 and bring to class (from Blackboard)

Handout: Complete the Student Information Sheet (also on Blackboard)

--Be prepared to take a Diagnostic Grammar Test. Bring a #2 pencil and a

long scantron.

Turn in Student Information Sheet

FAQs for English 1301 (also on BB)

Diagnostic Grammar Test (use a #2 pencil & a long scantron)

Read “Sentence Fragments,” and “Comma Splices and Fused Sentences,”

Handbook pp. 264-273. Then complete:

Sentence Fragments, Run-ons, & Comma Splices (print, complete & bring

to class)

IMPORTANT: Bring all supplies for the rest of the semester (text,

handbook, pen, pencil, regular notebook paper, & several short scantrons

for quizzes).

Review: Frag, RO, CS homework

Quiz: Frag, RO, CS (short scantron)

Bring all supplies for the rest of the semester (text, handbook, pen, pencil,

regular notebook paper, white out, and several short scantrons for

quizzes.)

Week 2: Diag. Grammar Test results

Frag/RO/CS quiz results

Handout: "English 1301 Grade Sheet" (also on BB)

Discuss how to record grades

Handout: "Introducing Yourself" (also on BB)

Handout: "Format Guidelines" (also on BB)

Read “Introducing Yourself” and "Format Guidelines" & bring to class

Bring your text and handbook for the rest of the semester.

Discuss questions for “Introducing Yourself” and Guidelines for typing

Quiz Grade/Typed copy (1st draft) due: Three-para. essay "Introducing

Yourself. If your copy is NOT typed or you do not have

three paragraphs, you will not receive credit. Staple multiple pages at the

top left.

Information Block: Your Name

Intro Yourself, 1st Draft

English 1301. ___ (section #)

Include a title. Save your work to your flash drive. Remember, I do not

accept late work.

Don't forget: For the rest of the semester, you will need your text and

handbook.

Introduction of coordination and subordination

Coordination/Subordination: Sentence Basics: Read/study the sections

below from your Handbook

Phrase (Handbook p. 195)


--Prepositional Phrase (Handbook pp. 195-196)

--Main Clause/Independent Clause (Handbook p. 200)

--Subordinate/Dependent Clause (Handbook p. 200)

--Simple Sentence (Handbook p. 202)

--Compound Sentence (Handbook p. 202)

--Complex Sentence (Handbook p. 203)

--Compound-Complex Sentence (Handbook p. 203)

--Read text pp. 197-201, “Are Your Sentences Varied?”

Week 3: Complete review of definition of terms you studied for homework!

Handout: Unit 4 Review (Coord/Sub. “Cheat Sheet”)

Also see Handbook Chart, p. 270: “Punctuation of two or more main

clauses”

Class Practice: Writing and punctuating simple, compound, complex, and

compound-complex sentences,

Quiz: Coordination/Subordination (short scantron)

Continue to bring text AND handbook!

Questions: “Sentence Types"

Quiz: Coordination/Subordination (short scantron)

Read: "Are Your Sentences Concise?" text pp. 196-97

Complete Ex. 10.1, text p. 197. Use a separate sheet of paper, and type

your responses.

Print & bring to class: Ex. 20.1 & 20.2, “Writing Concisely”

Week 4: Discussion: Ex. 10.1 (homework - text pp. 197)

Classwork: "Exercises 20.1 and 20.2, Writing Concisely"

Edit your essay for conciseness (see text suggestions, pp. 196-97;) then

edit for variety (see text suggestions p. 197)

NOTE: DO NOT type a new essay! Edit directly on your original typed

essay! This is important. When I grade your final copy, I will look to see

that you have edited your original essay for the elements we discuss in

class such as conciseness, variety, etc. ALSO, DON'T FORGET TO

BRING YOUR ESSAY TO CLASS! BE SURE TO EDIT IT FOR

HOMEWORK, AND YOU'LL ALSO EDIT IT IN CLASS.

Discuss transitions (handbook, p. 46 and text p. 169-171).

Classwork: text pp. 119-124, "Developing Your Thesis Statement"

Classwork: text pp. 146-152, "Writing Your Introduction, Conclusion,

and Title."

Bring your essay to your next clas. You will edit your essay in class! (may count

as a quiz grade)

Also bring your handbook (may count as a quiz grade)

MAKE REVISIONS NEATLY IN PENCIL OR PEN DIRECTLY ON

YOUR TYPED 1ST DRAFT! DO NOT TYPE A NEW COPY!

Classwork: Editing your essay

Classwork: Using editing symbols (from handbook)

Read text pp. 160-64, “Writing a Topic Sentence”

Read text pp.164-65 “Including Supporting Details” (on unity)


Week 5: Homework/Revisions due: transitions, thesis, introductions, conclusions,

and title

“Writing a Topic Sentence,” text pp. 160-64; and “Including Supporting

Details,” (on unity), text pp. 164-65

Classwork, Working with Topic Sentences: Ex. 8.1, text p. 162; Ex. 8.2,

text p. 163; Ex. 8.3, text p. 165

Using information from class today, make changes in the topic sentences

and details in the body of your essay. Again, make the changes directly on

your original typed copy.

Questions, essay?

After you have made these handwritten changes on your original typed

copy, use your flash drive to type a revised copy of your "Introducing

Yourself" document using changes you have made. This will be the 2nd

typed copy. Save changes to your flash drive. Then print the new copy

(2nd draft) of your essay.

This typed assignment (2nd draft) may count as a quiz grade. Bring this

new, typed copy to class Friday for an in-class peer evaluation. This

new, typed copy should have no penciled-in corrections. It should be

double spaced! If you do not have a "clean" typed copy, you cannot

participate in the peer evaluation. You will have to leave class and will be

counted absent for that class day.

Information Block: Your Name

Introducing Yourself, 2nd Draft

English 301._____ (section #)

Handout: Peer Evaluation, Introducing Yourself Essay

Class Discussion/Handout: Turnitin.com

It is important that you be in class to receive the handout concerning

Turnitin.com. because you will need some key information from class in

order to use Turnitin.com.

Read “Writing a Narrative,” text pp. 230-242. Be prepared to take a quiz

(short scantron).

Final typed copy of "Introducing Yourself" due (NO LATE PAPERS

ACCEPTED/NO MAKE-UPS! I WILL NOT ACCEPT A PAPER

AFTER 5 MINUTES AFTER THE PERIOD BEGINS!) For 5 points

bonus, have your Originality Report (NOT YOUR RECEIPT) from

Turnitin.com stapled on top of your final typed essay. I will not accept a

receipt. You must have an Originality Report showing your entire essay,

the total words in your essay, and the percentage match using the "Text-

Only Option. You must have ALL of these elements in order to receive

the bonus points. Review format for final copy (see handout)

Week 6: Questions – Essay/Originality Report

Classwork: Narration Quiz (short scantron)

"Introducing Yourself" essay due (see specifics above)

Classwork: Pre-writing, text pp. 99-115. This is an important chapter, and

that is why we're taking the time to cover it in class. Listen carefully

because I'll ask you to use one (or several) of these techniques to plan your

next essay.

Classwork: Review/use of comma from Handbook:


39f, pp. 292-93. Complete Ex. 39.11, p. 293

39g, pp. 293-94. Complete Ex. 39.12, p. 294

Handout: “Narrative Essay Instructions”

1) Decide on a topic from the choices on the handout.

2) Decide on a SPECIFIC EVENT (one that has a specific time period)

3) Review: pre-writing (text pp. 99-114) and review "Characteristics of

a Narrative," (text pp. 230-242).

4) Bring ALL supplies.

Week 7: Complete discussion of commas (from homework)

Discuss Narrative Essay Instructions and homework due

Review prewriting (text pp. 99-114)

Discuss dialogue in your narrative - where to use, punctuation, etc.

Handout: "Dialogue"

Examples: Dialogue used in stories

Remember: you are required to use dialogue in your narrative essay.

Begin pre-writing if we have time.

Prewriting for Narrative essay (quiz grade)

--label Information Box (see Narr. instruction sheet)

--Review prewriting; use several techniques (also see #3, text pp. 243-44)

--Use black or blue ink; no writing on backs of pages

--Plan conflict.

--Write details of story (you may use phrases, etc.)

--Write the dialog. Use correct punctuation, indentions, etc. Don't forget

to use signal phrases.

--At the bottom of the prewriting, label the word THESIS, and write a

thesis statement for your narrative. DO NOT WRITE YOUR ESSAY!

YOU ARE PLANNING YOUR PAPER! (Prewriting may count as a quiz

grade, so if you do not have some or all of these elements at the beginning

of class, you may not receive a quiz grade.)

Classwork: Text pp. 244-245, #4-7 (Organizing and drafting a narrative)

Thesis revision – narration

Discuss 2nd draft-- typed double-spaced draft, narrative (also see

"Narrative Essay Instructions" handout)

Print and staple the following in the order shown below (quiz grade)

1. 2nd Draft: Printout of typed, double-spaced of your narrative (on

top)

2. Pre-writing, narrative (on bottom)

The above assignment counts as a quiz grade. Save your typed first draft

on your flash drive, etc. I will not accept a handwritten copy or one turned

in after the period begins.

Handout: “Writing a Letter to The Editor” (this is the next

assignment due after narrative). Start reading the newspaper, and keep a

copy of any article that you may address in your letter. If you respond to

an article, I’ll ask you to give me a copy of the article when you turn in

your letter.

You will be revising your narrative essay in class next week. Bring:

--all writing supplies & textbook

--highlighter


-- "Narrative Instructions" handout

After I return your 2nd draft and pre-writing of your narrative essay, you will

be revising your 2nd draft (typed copy) of your narrative essay in class. If you

are not in class to write, you will not receive full credit for your narrative

essay.

Week 8: Classwork: Examples/questions - Letter to the Editor

Return narrative essay (counted as a quiz grade)

Classwork: discuss/make changes on narrative essay.

--Examples of narrative essays.

--Questions about thesis statements.

--Questions/corrections - dialogue

--What is the conflict? Paraphrase of the conflict on rough draft.

Note: Bring your 2nd (typed) draft and prewriting to the next class. If you do not

have both of these, you may not participate in peer evaluation, and

points may be deducted from your final narrative copy.

Handout: Peer Evaluations -“Checklist, Narrative Essay.

Go over questions. Revise this 2nd copy and print a final copy. Turn in the

final copy to Turnitin.com.

Go over format, Letter to Ed. Questions? (Letter to the Editor)

For Narrative Assignment due!

Have the following items stapled in the order shown below, stapled

and ready to turn in:

1) Printout of Originality Report (from Turnitin.com) of narrative essay

showing ALL of your Narrative, the Similarity Index, and the Word Count

using the "Text-Only Report" option (stapled on top)

2) Final printed/typed copy of Narrative Essay

3) 2nd Draft: Typed, draft of Narrative Essay (with changes made by you

and peers)

4) Pre-writing, Narrative Essay (stapled on bottom)

NOTE: I WILL NOT ACCEPT A NARRATIVE ESSAY TURNED

IN AFTER FIVE MINUTES AFTER THE PERIOD BEGINS. ALSO,

I WILL NOT ACCEPT AN ESSAY WITHOUT A PRINTED

ORIGINALITY REPORT (See elements above) NO EXCEPTIONS!

THIS ASSIGNMENT COUNTS AS A MAJOR GRADE. Grammar Exercise (may count as a quiz grade)

Week 9: Typed rough draft of Letter to Editor due today (quiz grade)

Peer evaluations: Letter to the Editor

Using changes you have made on your Letter to the Editor, revise

your first draft and type a final copy of your Letter to the Editor.

Print out final copy. Submit your final copy to Turnitin.com (at

least 24 hours before the assignment is due). Print an Originality

Report of your Letter to the Editor from Turnitin.com.

For next class: Narrative Essay due Have all elements stapled in the

correct order and ready to turn in! Remember! The assignment will not be

accepted late. The assignment will also not be accepted without an

Originality Report. Counts as a major grade.


Final Copy of Letter to Editor and all attached items are due next

week. COUNTS AS A MAJOR GRADE!

1) Printout of Originality Report (from Turnitin.com) of letter to the editor

showing ALL of Letter, Similarity Index and Word Count (stapled on top)

2) Evaluation sheet, Letter to the Editor (staple on top)

3) Final Copy, Letter to the Editor

4) Attached article, if referenced in letter (staple on bottom)

NOTE: I WILL NOT ACCEPT A LETTER TO THE EDITOR

TURNED IN AFTER FIVE MINUTES AFTER THE PERIOD

BEGINS. ALSO, I WILL NOT ACCEPT A LETTER WITHOUT A

PRINTED ORIGINALITY REPORT USING THE "TEXT-ONLY

REPORT" OPTION. I WILL NOT ACCEPT A HANDWRITTEN

OR UNTYPED LETTER! NO EXCEPTIONS! THIS ASSIGNMENT

COUNTS AS A MAJOR GRADE. Classwork: Handout: Introduction to Research (Handout 1)

Classwork: Handout: Accessing KC Databases (Handout 2)

Classwork: Discussion of Selection of a Group, Group Members, and

Subject of your Research Paper

Decide which two other people you would like in your group. You must

decide on your group members by Friday. I will have a sign-up sheet then.

The group will select a subject also Friday. Subjects will be chosen on a

first-come/first-served basis in class (from Handout 1). If you are absent, a

group may be assigned to you. You MAY NOT sign for anyone

else/anyone who is absent.

Make sure you have all supplies (including your text AND your

Handbook) from now on, or you may be dismissed from class and counted

absent.

Final Copy of Letter to the Editor assignment due (see above) Sign-up sheet, Research paper (see instructions above)

Divide into groups of three. You must select a group and a topic. Print

your name on the sign-up sheet today. Do not sign for anyone else/anyone

who is absent.

Classwork: Decide which paragraph each group member will research.

Classwork: Discuss group work (research)

Classwork: Introduction to databases (finding sources for your

paragraph/research paper (1st step---See Handout 1)

We will discuss the library, databases, and sources.

1. Find at least one article (from the KC Library or the KC Databases) with

information you can use in your paragraph for your research paper. Make

sure there is enough information in the article to be able to summarize the

information in a paragraph that is 10 to 15 sentences.

2. Copy the article AND the bibliographic information. Make sure I can

read your article AND the bib. information. Staple the article and bib.

information so that I can easily see what you've found (counts as a quiz

grade).

3. Place the stapled article and bib. source in the left pocket of folder with

pockets.


Week 10: Library speaker: how to use the KC database

Discussion of assignment due for next class

Bring 5 copies of MLA “Cheat Sheet” template from BB

Bring MLA 8 (new) Handbook/old Handbook and/or MLA Supplement

Bring: a notebook with pockets (one due for each GROUP!)

Introduction to MLA 8th edition

Discussion of article due from EACH class member due (quiz grade)

Article due from KC database (see details listed previously)

Classwork: Using the MLA “Cheat sheet” from BB to record information about

your source.

MLA format: other sources (using Handbook & supplement)

Apostrophe grammar exercise

How to paraphrase

You will need all supplies/text/handbook/supplement

I will return your article.

Week 11: Classwork: Discussion using paragraphing using Handbook: Taking

notes/paraphrasing (see Handbook)

Each paragraph of your paper should be paraphrased/summarized. You

should have NO DIRECT QUOTES in your research paper. I am going to

discuss how to paraphrase; then, I will show you an article I have

paraphrased.

Handbook: Paraphrasing a source, p. 392

Paraphrasing examples

Paraphrasing Quiz: "A Red, Red Rose"

Paraphrase of "A Red, Red Rose"

Read about how to use parenthetical text citations in your paper. Read

Handbook pp. 435-443

Reread your article. Bring your article to class. If you have a laptop, bring

your laptop. We will start your paraphrase in class next time.

1. Type and print a paraphrase of your research paper paragraph

using your source(s). The paraphrased paragraph should be 12-15

developed sentences. Include parenthetical text citations and a

Works Cited page for your paragraph.

2. Use correct MLA format, spacing, and font. See the example of the

first page of an MLA paper, handbook, p. 479. Even though your

paper may be the second paragraph, type it as though it is the first

page of a paper (see model).

3. Use the correct information block (at the left) and a header on the

first page with your name, a space, and 1 (see model handbook, p.

479.

4. Type a descriptive title that describes the information in your

paragraph (see title, p. 479).

5. Type and print a separate Works Cited page for the paragraph

citing the source(s) you used in the paragraph in correct MLA

format. See handbook, p. 445.

6. Do not staple your typed paragraph and Works Cited. Place both in

the right pocket of a folder with pockets.


7. Place your stapled article for this paraphrase in the left pocket of

your folder.

This assignment will count as a quiz grade.

Discussion of homework (parenthetical text citations and a completed

paper)

Discussion of paraphrase of your paragraph due at a later date

Peer evaluation and quiz grade of typed, paraphrased paragraph, parenthetical

citations, and the Works Cited page due (counts as quiz grade)

Week 12: Discussion: Core Objective Exam Study Guide. The Core Objective Exam

counts as a major grade. (Use a long scantron for exam). There will be no

make-up exams.

--Study/Review: Study Guide – Core Objective Exam – 1301

--Return/discuss: typed, paraphrased paragraph, parenthetical citations,

and the Works Cited page due last class (counted as a quiz grade)

--(IMPORTANT)!!!Print this sheet for today: Rough Draft, Group

Research Paper Peer Evaluation. We will use this sheet to evaluate your

group research paper, but you need to look at it today!!!—So PRINT IT!

--Group work: putting together paragraphs for your group research paper and

Works Cited page (Sample Students' Final copy of research paper (from

previous semester)

Combine the work of all the people in your group. Have one person

type a rough draft of your completed research paper and Works Cited with

accompanying documents. Place the paper in one folder (one paper per

group) --quiz grade. See specific instructions on the Group Research Paper

Peer Evaluation you will print (from BB)

We will start the last unit "Writing an Argument," in class next week.

Read “Reading and Writing Arguments,” text pp. 501-512 and 527-543

(quiz Wednesday). Don't wait to read this. Your final essay will be an

argument essay.

Quiz: Argumentation (from pages shown for today) short scantron, quiz grade

Rough Draft, Group Research Paper Peer Evaluation.

Handout: Checklist & Eval. Sheet: Research Paper and Works Cited page

Questions about turning in ONE group paper to Turnitin.com?

Handout: Group Oral Presentation Evaluation Sheet

Sign-up Sheet: Group Oral Presentations

Reread “Abolish the Penny,” text pp. 541-542. Study Fig. 21.3, the

Graphic Organizer for “Abolish the Penny.”

Be ready to set up an argumentative assignment in class to prepare for your final essay exam.

Go over argumentation quiz (from previous class)

Practice: Writing an Argumentative Essay/review of Fig. 21.3 (homework)

Handout: “Arrangement of an Argumentative Essay”

Argumentation practice essay in class

Core Objective Exam (long scantron) Major grade – no make up

Early Group Research Paper due (see Checklist and Evaluation Sheet for

bonus)

Final Grammar Exam Review Sheet (use to study for grammar final)


Week 13: Early Group Research Paper and Works Cited page due

Questions: Group Oral Presentation Instruction & Evaluation Sheet

Core Objective Exam (counts as a major grade)

Questions about oral presentations? /powerpoint? Notes? Using ELMO? Time

limit?

Questions about turning in group research paper? (on due date Wed)

Be sure to finish setting up argument for the Bible class argument article

Group Research Paper and Works Cited page due next class period.

Don't forget! You cannot give a group presentation until after you hand in your

research paper.

Research Paper due: Group Research Paper and Works Cited Page

due after class starts FOR ANY REASON!

Return Core Objective Exam

Bible Class Argumentation article – wrap up/final argument exam

discussion

If we have time, you may use the rest of the period to plan/practice your oral

presentation.

Oral Presentations begin

**If you are tardy, DO NOT enter while a group is giving a presentation. Enter

after the group has presented! BE HERE ON TIME! Don’t disappoint your

group!

Week 14: Oral Presentations

Week 15: Evaluation of individual group members

Practice Grammar Exam

Results of Oral presentations

I will return graded research papers. If you do not receive a graded paper today,

I hope to have them graded by the time you take your final grammar exam.

Final Essay Exam. This essay will be developed mainly through the

argumentation mode. You must write the essay exam on regular-

ruled notebook paper. You will need correction supplies and a pen

with black or blue ink. You may use a standard dictionary (not the

one on your phone), your text, and your Handbook. DO NOT LEAVE

WITH YOUR FINAL EXAM ESSAY. TURN IN YOUR ESSAY TO ME,

AND YOU WILL CONTINUE TO WRITE IT IN CLASS WEDNESDAY.

YOU MAY NOT WORK ON YOUR FINAL EXAM ESSAY OUT OF

CLASS.

NOTE: You must be in class to take this part and the grammar part of the final

in order to receive a passing grade for the final exam in English 1301.

Final Grammar Exam: (long scantron & #2 pencil)


Attendance/Withdrawal Policies

1. Kilgore College expects punctuality and regular class attendance. An absence is

defined as a student’s not being in class for any reason. An instructor may drop

students when their lack of attendance prohibits them from meeting the course

Student Learning Outcomes or when students accumulate excessive absences.

“Excessive absences” is defined as the equivalent of two weeks’ instruction in a

16-week semester or at least 12.5% of the total hours of instruction in any term.

Some workforce programs may have more stringent attendance requirements due

to applicable external requirements and/or competencies; therefore, students in

workforce programs should check with their instructor regarding the specific

number of absences allowed. Students will be dropped for nonattendance per

Federal Financial Aid requirements.

2. Excessive tardiness will not be tolerated. When a student is tardy, it is his/her

responsibility to enter quietly, to not disturb the class, and to report his tardiness

to the instructor at the end of that class. If a student leaves class before class is

dismissed, that student will be marked absent. Students who are late to class may

not be allowed to begin quizzes/daily work or exams that have already begun. In

addition, students who arrive late on quiz day do not receive extra time on quizzes

and may not be allowed to begin the quiz. This decision will be the instructor’s. If

a student misses a quiz, he may not take it late. Students who are tardy and/or

absent excessively may be penalized with points being deducted from daily and/or

major grades. Excessive tardiness or absences may affect a student's final grade.

3. If a student is absent or misses a class period, he/she is responsible for obtaining

information missed during that session and will be held responsible for all

material assigned/discussed. Remember, the class schedule/calendar is tentative

and subject to change with regard to assignments and content.

4. A student who is neither absent nor tardy will earn an additional major grade of

100. There will be NO exceptions to this policy since it is an optional grade only.

5. Students must bring to class supplies and/or handouts required, or they may be

penalized and/or asked to leave class and be counted as absent.

Religious Day Absence

In accordance with Texas Education Code 51.911, a student may request and be granted

an absence from classes on a religious holy day provided the student follows college

procedures for seeking such authorization. It is the student’s responsibility to make

satisfactory arrangements with instructors prior to the absence for completing missed

work. The procedure governing an absence on a religious holy day is outlined in the

Kilgore College Student Handbook.

Policy on Make-up Work

1. Effective communication between students and their instructor is essential.

Students absent on official college business are entitled to make up any or all

missed work without any penalty attached. However, students should notify

their instructor in advance of the official college business absence and should

schedule any make-up assignments before the absence. It the student does

not submit make-up work by the prearranged time, the student forfeits the

right for further make up of that assignment.

2. Whenever possible, students should discuss any impending absence with the

instructor. I do not administer make-up exams or accept make-up assignments


unless the student is on official college business (see #1 above). No late work

will be accepted. Work is due at the beginning of class; if a student is tardy,

his/her work may not be accepted.

3. To compensate, I will drop a student's lowest essay grade. I do not drop a

student’s research paper grade or an oral presentation grade.

4. Also, I will drop one daily/quiz grade.

Additional Policies and Information 1. Students should TURN OFF CELL PHONES and other electronic equipment, etc. Also,

they may not be visible to students or anyone else during class. No ear phones. After the

first week of class, I will deduct points from daily and/or major grades if a student's cell

phone and/or ear phones are visible.

2. Students should remove “hoodies” and sunglasses.

3. Only KC students registered for class are allowed in the classroom.

4. All work done outside of class must be computer-generated using double spacing unless

otherwise specified. If requested by instructor, work must be turned in to Turnitin.com.

Students must follow instructions given in class for Turnitin.com in order to receive

credit for their work.

5. At least one documented research assignment will be assigned. All papers must be typed,

and it must be submitted to Turnitin.com. in order to receive credit for the assignment.

Civility Statement

Students are expected to assist in maintaining a classroom environment that is conducive to

learning. Inappropriate or distractive classroom behavior is prohibited in order to assure that

everyone has an opportunity to gain from time spent in the course. Should a disruptive incident

occur, the faculty member in charge may remove the student. Students have the right to appeal

through the student complaint process.

Statement on Academic Honesty

Kilgore College expects students to do their own work. I also expect students to do their work

for this class; that is, students should not recycle work they did for other classes or previous

semesters. The department will not tolerate academic dishonesty, including plagiarism

(submitting someone else's work as a student’s own work). The following information

concerning academic dishonesty is taken from the Student Handbook found under "Categories of

Misconduct" and reads as follows:

Misconduct for which students are subject to discipline falls into the following categories:

A. Acts of dishonesty, including but not limited to the following:

1. Academic dishonesty including but not limited to cheating and plagiarism.

a. The term "cheating" includes, but is not limited to (1) acquiring information for

specifically assigned projects, working with one or more persons on an exam or quiz

that is to be taken as an individual, or observing work from another individual's exam or

quiz; (2) providing information on an exam that is to be done individually or giving out

the exam or content prior to the exam time.

b. The term "plagiarism" includes, but is not limited to (1) failing to credit sources used in a

work product in an attempt to pass off the work as one's own; (2) attempting to receive

credit for work performed by another, including papers obtained in whole or in part

from individuals or from other sources, including the internet.

c. Misconduct also includes conspiracy to commit an act of academic dishonesty.

Additional information is found under "Student Disciplinary Procedures."


B. Matters of Academic Dishonesty Academic dishonesty matters may first be considered by the faculty member who may

recommend penalties such as withdrawal from the course, failing the course, reduction or

changing of a grade in the course, a test, assignment, or in other academic work; denial of a

degree and/or performing additional academic work not required by other students in the

course. Acceptance of the faculty member's recommended penalties by the student shall

make the penalties final and constitutes a waiver of further administrative procedures. If the

student does not accept the decision of the faculty member, he/she may have the case heard

by the appropriate department chair, dean and Vice President of Instruction for review. If

the student is ultimately found not to have been involved in academic dishonesty, the

instructor shall not base his/her evaluation of the student on the alleged but unproven

dishonesty.

If the student is ultimately found to have violated matters of academic dishonesty, the

appropriate disciplinary sanction shall be implemented. Any student who believes that a

grade has been inequitably awarded should refer to the academic grade change procedures.

Use of Turnitin.com plagiarism detection service

Students in all college-level English courses will be required to submit papers/major

essays to this plagiarism detection service.

Student Grievance

If a student wishes to pursue through the administrative structure some action that has

been taken that significantly impacts him or her in a negative way, he or she needs to

complete a Student Grievance Form available from the offices of department or division

administrative assistants. This procedure applies to both instructional and non-

instructional issues.

Student Learning Outcomes

Upon successful completion of this course, students will:

1. Demonstrate knowledge of individual and collaborative writing processes.

2. Develop ideas with appropriate support and attribution.

3. Write in a style appropriate to audience and purpose.

4. Read, reflect, and respond critically to a variety of texts.

5. Use Edited American English in academic essays.

Foundational Component Areas

How will the objective be How will the objective be

addressed? assessed?

Critical Thinking

Creative Thinking Students will develop ideas with appropriate support and attribution to compose essays in a variety of composition modes.

Assessed according to standardized rubric


Innovation Students will develop original ideas for thesis statements that are narrow and focused.


Inquiry Students will engage in research of credible sources for use in an assignment requiring appropriate

attribution.


Analysis of information Students will recognize appropriate development of various composition modes.

Assessed according to standardized rubric and may include common assessments embedded in exams, which may include objective and/or subjective questions

Evaluation of information Students will reflect, individually and collaboratively, to assess proper implementation and use of the writing process

Assessed according to standardized rubric and may include common assessments embedded in exams, which may include objective and/or subjective questions

Synthesis of information Students will understand and use the writing process, both individually and collaboratively, to compose adequately developed essays with appropriate attribution for a specific purpose and audience as they read, reflect, and respond critically to a variety of texts.

Assessed according to standardized

rubric

Communication

Effective development, interpretation and expression of ideas through

-written communication Using edited American English, students will understand and use



the writing process, both individually and collaboratively, to compose adequately developed essays with appropriate attribution for a specific purpose and audience as they read, reflect, and respond critically to a variety of texts.

-oral communication Students will relate the elements of the writing process to oral presentations to reflect organization, and adequate and specific development for a specific purpose and audience


-visual communication Students will use visual forms of enhancement including utilization of technology in oral presentations.


Teamwork

Ability to consider different points of view

Students will collaborate in relating elements of the writing process to an oral presentation, either through development and delivery of a presentation or in responding critically to a presentation.

Assessed according to standardized

rubric

Ability to work effectively with others to support a shared purpose or goal

Students will collaborate in relating elements of the writing process to an oral presentation, either through development and delivery of a presentation or in responding critically to a presentation.


Personal Responsibility

Ability to connect choices, actions and consequences to ethical decision-making

Students will maintain academic integrity by providing appropriate

All major essays submitted to Turnitin.com, a


attribution and by producing original

work on assignments.

plagiarism

detection service

Critical Thinking Skills - to include creative thinking, innovation, inquiry, and

analysis, evaluation and synthesis of information

Communication Skills - to include effective development, interpretation and expression

of ideas through written, oral and visual communication

Teamwork - 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 - to include the ability to connect choices, actions and

consequences to ethical decision-making

ADA Statement

Kilgore College is committed to making reasonable accommodations to assist individuals with

disabilities in reaching their academic potential. If a student chooses to request accommodations

for a documented disability which may impact his/her performance, attendance, or grades in this

course, he/she must first register with the office of Disability Services. Please note that

classroom accommodations cannot be provided prior to an instructor’s receipt of an

accommodation letter from the Office of Disability Services. For more information about

accommodations, please contact the Disability Services office on the second floor of the Devall

Student Center: (903) 983-8206.

Evaluation of Instructor

At the end of the semester, students will be given an opportunity to evaluate the instructor and

the course. Approved evaluation forms are provided by the Office of Institutional Research,

which is also responsible for their analysis.

Disclaimer

As instructor, I reserve the right to amend and/or modify this syllabus as necessary to

promote the best education possible within prevailing conditions affecting this course.

Each semester students will be given an opportunity to evaluate the instructor and the

course.

Documents

ENGL 1301: Composition I Course Syllabus - Kilgore … · ENGL 1301: Composition I Course Syllabus Instructor: ... Staple multiple pages at the top left. Information ... (text pp