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English 1010 Syllabus
ENGLISH 1010
Introduction to Writing
Section 004, TB 441, TR 1:00-2:20
Appointments held after class T-R, or over email T-F.
Required
1) Writing: A Guide for College and Beyond. Ed. Lester Faigley. New York:
Pearson/Longman, (ISBN# 0-321-39626-X). Please bring your book each time we meet.
2) spiral notebook, writing journal
Expectations
I will be friendly, respectful, and enthusiastic about the subject of writing and life in general.
This is a demanding course, but I will do everything I can to lower the anxiety in class, to
encourage questions, and to avoid unpleasant surprises by letting you know what I expect. I
expect you to come to class every Tuesday and Thursday for the next sixteen weeks, prepared to
learn and prepared to share. I expect you to be engaged in our discussions and activities.
Everyone in the class brings a unique perspective to the discussions (and essays) we’ll have this
semester. I want to hear your voice, both through speaking and writing.
Some of the material we cover in this class is sensitive in nature and our classroom atmosphere
needs to be open and respectful to facilitate the discussions we hold. Discriminatory behavior
based on race, gender, ethnicity, sexual orientation, or age will not be tolerated.
General Education Statement
This course is part of the General Education Program at Salt Lake Community College. It is
designed not only to teach the information and skills required by the discipline, but also to
develop vital workplace skills and to teach strategies and skills that can be used for life-long
learning. This course fulfills the EN Composition requirement for General Education.
Course Outcome Goals
By the end of English 1010 students should be able to recognize and effectively use:
Rhetorical strategies, including adapting to differences in purpose, audience and genre
Critical thinking processes, including summary, analysis, synthesis, and argumentation
Composing processes such as invention, drafting, revision, editing, peer feedback, and
self-assessment
Conventions of writing, especially the conventions of incorporating and citing other texts
into their own writing
Drafting, Peer Review, & Online Discussion Groups
Drafting and revision are essential steps in the writing process. By the second week of class we
will create small groups which you will work with throughout the semester, both in person and
online in Vista. You will rely on these people for feedback on most of your writing assignments
in class, so it is really to everyone’s advantage to work hard and stay in touch with their group
members. For in-class peer review, you will notified of the days you are to bring two copies of
your completed draft (in length and content).
Vista
You can access our online classroom at _____________________________. I will use vista to
post reminders, class notes, and grades. You will also use it for discussion forums and emailing
classmates or myself. Your username is _________________. Your password is __________.
Homework/Writing Journal
All homework is due the following class unless otherwise specified and should be kept in your
writing journal. For instance, if you have a homework assignment to bring in an advertisement
from a periodical, you should staple your ad to a page in your journal. In addition to homework
exercises, use your journal to capture primarily the thoughts going through your mind generated
by our discussion―jot down notes about interesting ideas that come to you or comments that
other students make or questions that remain unanswered in your mind. Additionally, use your
journal for in-class writing exercises. I will check your writing journal periodically in class.
Attendance and Late Arrivals
Your attendance is expected and your class participation is valued. This is a discussion-based
class, and we need you! Those who miss class, even for legitimate reasons, lose something that is
reflected in their work; they also miss out on valuable participation points. Once missed, these
points cannot be made up. These points include attendance, readiness for and participation in
peer review, preparation for class, participation in class, pop quizzes, writing journal
assignments, etc.
If it is absolutely necessary to be absent, it is your responsibility to get notes and assignments
from another class member. Please do not email me, asking “Have I missed anything important
in class?”—everything is important, at least to me. On the other hand, if you have a question or
are unsure about an assignment, please do email me at once! If you know ahead of time that you
will be absent, please let me know.
The first two absences are freebies; thereafter, you will lose 10 points for each absence. If you
know you will be absent when a paper is due, turn it in early.
Tardy Policy
Please do not come to class late, or leave class early. Tardiness is inconsiderate and disruptive. I
will do my best to start and end every class on time.
Late Work Policy
Assignments are due at the beginning of class on the dates indicated in the syllabus unless
otherwise announced. In the event of an unforeseeable absence, you may email your paper to me
before our appointed class time without penalty. I will grade but not comment on or return
emailed papers. Late papers will be penalized 10% for each day (not class period) they are late,
and I will grade but not comment on or return your late paper.
Grading
I will notify you in advance if I decide to change, add, or remove an assignment. Changes to the
course will not result in a net increase to your workload.
Participation and Attendance (25%)
These points include attendance, readiness for and participation in peer review,
preparation for class, participation in class, pop quizzes, writing journal
assignments, etc.
Writing Assignments (75%)
Rhetorical Analysis
The first seven weeks of class will be spent on analysis and will culminate in a
3-4 page essay due September 25th.
Exploratory Research
The next six weeks will be spent on exploratory research and will culminate in
a 4-6 page essay due November 6th
.
Argument
The next four weeks will be spent on argument, working with the same topic
as your exploratory research essay, and will culminate in a genre translation
due December 4th.
*You will also submit several shorter pieces (assignment drafts, self-
assessment and so forth) along with the three culminating papers.
Grading Scale
94-100 = A 90-93 = A- 87-89 = B+ 84-86 = B 80-83 = B- 77-79 = C+
74-76 = C 70-73 = C- 67-69 = D+ 64-66 = D 60-63 = D- 0-59 = E
Paper Format & Content
Unless otherwise specified, all assignments should be typed with 1-inch margins in Times New
Roman font, double-spaced, and stapled with your name, course and section, my name, date, and
assignment title, in the top left-hand corner. If you use outside sources, you should cite them in
MLA format.
The following items will not be considered valid sources for any research projects done in this
course: online or hard copy encyclopedias and dictionaries (ex. Wikipedia, dictionary.com, and
so forth). You may choose to use these sources as starting points in the research/writing process,
but you must back them up with additional sources.
Evaluation Criteria for Writing Assignments
Focus/Organization: Did the author follow the given directions for the assignments?
Clarity: Does it make sense? Are there many errors in spelling, grammar, and so forth?
Research: Where applicable, did the author refer to the text/background research? Did
s/he give proper credit when quoting, paraphrasing, and/or summarizing outside sources?
Completeness: Are all the required elements of the assignment included? Did the author
participate in the peer workshop and group conference days?
Format: Did the author follow the specific guideline for formatting the assignment?
Timeliness: Was the work turned in on time? (See below.)
Writing Center
The Writing Center exists to help you become a better writer. You will be required to meet with
a consultant in the Writing Center once during the semester. A second visit will earn you 10
extra credit points, but you may go as many times as you would like.
SLCC has a Writing Center at each campus (AD 218 at Redwood, N308 at South). Experienced
and trained tutors meet with students about their writing. This can be done at any point in the
writing process—brainstorming to final edit. Check at the front desk for the days and times a
writing tutor is available. You may also have your work reviewed online at
http://www.slcc.edu/wc/, or send a draft to a tutor through e-mail: [email protected]. Be sure
to include questions and concerns you may have and a copy of the writing assignment.
Academic Dishonesty
Academic dishonesty includes any attempt to defraud, deceive, or mislead the instructor in
arriving at a grade. Plagiarism—willfully copying or presenting someone else’s ideas or work as
your own—cheating, and other forms of academic dishonesty will result in a failing grade for the
assignment and possibly the entire course.
ADA Statement
Please contact me during the first week of class to discuss any particular needs. Every effort will
be made to provide fair and appropriate accommodations for students with disabilities. For
specific information, please contact the Disability Resource Center at 957-4659, TTY 957-4646
A Final Thought
Feel free to catch me before and after class, in the hallways, etc. The best way to contact me is
through email. I check my email at least once daily (T-F), and I promise to send a speedy reply. I
want you to succeed. Almost everyone can become a good writer. The difference between those
who earn an “excellent” grade and those who don’t is almost always time and effort.
ENGL 1010 SCHEDULE
*all assignments are subject to change*
Week Date Assignment
1 8/21 R Review syllabus. Read selections from chapter 1. Choose a political
cartoon from a print or online source. Respond to questions 1-5 from the
“Working Together” box on p.15.
2 8/26 T Read selections from chapter 2. Read the student sample analysis of an ad
on p. 33. Respond to the sample by answering all the questions on p. 31
(the bulleted questions AND #1 and #2 at the bottom of the page). After
you complete your review of the sample analysis, read the revised version
of the paper on pgs 49-51 and be prepared to discuss both sample drafts in
class.
8/28 R Read selections from chapter 2. Examine several selections of opinion
writing from a blog, discussion board, editorial, advocacy web site, or
letter to the editor. Select an example that contains a fallacy. Write a one
paragraph summary of the piece, then a one paragraph discussion of the
fallacy. Include a copy of the text you are responding to. (see p. 19)
3 9/2 T Read selections from chapters 3, 4, and 6. Using your political cartoon
invention work from 8/26, write a 2 page rhetorical analysis of your
chosen cartoon. Your analysis should do the following:
1) briefly describe the cartoon (include the author, date, and publication
with the actual description)
2) discuss the context (intended audience, purpose, background, etc..) of
the cartoon
3) discuss the point (argument) of the cartoon
4) discuss the rhetorical strategies (use of color, image, word,
exaggeration, character, angle, etc..) used by the illustrator to make the
point
5) evaluate the effectiveness of the cartoon in reaching its audience with
its message
*Be sure you have a thesis statement, well developed main points, and
proper MLA format.
9/4 R Read selections from chapters 3, 4, and 6. Respond to two of your peers
first drafts by answering the questions on pg 31 of your text (all bulleted
questions AND #1 and #2 at the bottom of the page). Include any other
comments you think would be useful for the writer.
4 9/9 T Read selections from chapters 7 and 8. Choose one of the reading
selections from chapter 7 (Two Ways to Belong to America, A Blizzard
Under Blue Sky, Arrival: 1960, Let It Snow, Just Another Soldier, Why I
Hunt, or Mother Tongue.) After reading the piece carefully, answer all
questions on pg 60 for your chosen selection.
Week Date Assignment
9/11 R Read selections from chapters 7 and 8. Choose one of the reading
selections from chapter 8 (The First Descent of the Grand Canyon,
Photographs of Japanese-Americans at Manzanar, A Small Place, Low
Wages Strong Backs or The Travelogue of an Astronomer.) After reading
the piece carefully, answer all questions on p. 117 for your chosen
selection.
5 9/16 T Read selections from chapters 10 and 12. Choose a written text (or use one
assigned by your instructor). Write a 3-4 page summary strong response
essay for your chosen text. Your essay should do the following:
1) summarize the text objectively (include the author and title of the text
early in the summary)
2) respond to the subject matter (ideas) of the text (see “Planning Guide
SSR”)
3) respond to the rhetorical strategies of the text (see “Planning Guide
SSR”)
*Be sure you have a thesis statement, well developed main points, and
proper MLA format.
9/18 R Read selections from chapters 10 and 12. Respond to two of your peers
first drafts by answering the questions on pg 31 of your text (all bulleted
questions AND #1 and #2 at the bottom of the page). Also respond to
these questions:
1) Does the paper have an interesting title?
2) Is the summary objective, concise yet thorough, and rhetorically
appropriate? What improvements could be made here?
3) Did the writer include response to the rhetorical strategies or just
response to the ideas? What other ideas could the writer use in
response to the rhetorical strategies?
6 9/23 T Self evaluation. Based on your self evaluation, your peer reviews, and
your instructor feedback, revise your summary strong response essay into
a final draft.
9/25 R Submit your final draft along with the self-evaluation.
7 9/30 T Read selections from chapters 16, 17, and 18. Go to
http://libweb.slcc.edu/index/tutorials and view all 4 EBSCO tutorials
under the “General” category. (Tutorials are approximately 3 minutes
each.)When you have completed the tutorials write down 5 things you
learned about online library research and also 5 topics you are interested in
researching and writing about for the remainder of the semester.
10/2 R No Class—Fall Break
Week Date Assignment
8 10/7 T Read selections from chapters 15, 19, and 28. Once you have selected
your topic, answer the questions on pg 557 for your topic. You may wish
to converse with your group about the topic as a way to brainstorm ideas
for this assignment. (pg 557). Substitute.
10/9 R No Class—Working Day. Read selections from chapters 15, 19, and 28.
With your research group make a visit (you can go individually or
separately) to the same place or event, such as a museum, a parade, a
festival, a political rally, or an on campus event. (If it is possible to find a
place or event that connects to your topic, you should choose a related
event. For example, if your topic is Uganda’s invisible children and the
SLCC campus happens to be showing the film Invisible Children followed
by a discussion, you could attend that event. However, if it is not possible
to find something related to your topic, then you may choose anything
you’d like.) I suggest viewing the SLCC homepage or a local newspaper
for possible events/places to attend. Once you have attended the
event/place, write and post a 1 page synopsis of your visit. Then, read the
synopses of the other group members and write a paragraph that
summarizes the different perspectives your observations provide and that
discusses what an audience can learn by reading multiple accounts of the
same experience. (pg 111)
9 10/14 T Read selections from chapter 9. Choose one of the reading selections from
chapter 9 (Russell Simmons, How Do I Love Thee, Writing: A Ticket to
Work…Or A Ticket Out, Building a Shelter or View Lava Safely.) After
reading the piece carefully, answer all questions on pg 176 for your
chosen selection. (pg 176)
10/16 R Read selections from chapter 9. In the following weeks, you will complete
5 research journals. Each research journal entry consists of 2 annotated
bibliography entries. Your annotated bibliography entries must come from
scholarly sources (such as those found in the SLCC online library
databases) and should include the following information: citation of the
source, one paragraph summary of the source, one paragraph reflection
about the source.
10 10/21 T Read selections from chapter 23. Find a magazine article, a book chapter,
a web site, or another source about your topic that contains several
pictures. Complete the “Write Now” activity on pg 661 for that source. (pg
661)
10/23 R Read selections from chapter 23. Complete a research journal entry
consisting of 2 annotated bibliography entries. Your annotated
bibliography entries must come from scholarly sources (such as those
found in the SLCC online library databases) and should include the
Week Date Assignment
following information: citation of the source, one paragraph summary of
the source, one paragraph reflection about the source.
11 10/28 T Read selections from chapter 25. Choose either the report OR the
exploratory essay for assignment 14. Remember that assignment 14 is
intended to be the research foundation for your argument paper and
genre translation.
10/30 R Read selections from chapter 25. Complete a research journal entry
consisting of 2 annotated bibliography entries. Your annotated
bibliography entries must come from scholarly sources (such as those
found in the SLCC online library databases) and should include the
following information: citation of the source, one paragraph summary of
the source, one paragraph reflection about the source.
12 11/4 T Respond to two of your peers first drafts by answering the questions on p.
31 of your text (all bulleted questions AND #1 and #2 at the bottom of the
page). Include any other comments you think would be useful for the
writer. Based on your peer reviews and your instructor feedback, revise
your report OR exploratory essay into a final draft. Complete your self
reflective essay.
11/6 R Staple your reflective essay to the back of your report OR exploratory
essay and submit them together.
13 11/11 T Read selections from chapters 5, 13, 14, 24. Using pages 466-467 come up
with a possible thesis statement for your argument paper. Write your thesis
statement along with an idea map showing your ideas for supporting your
thesis.
11/13 R Read selections from chapters 5, 13, 14, 24. Read the thesis statements of
each member of your research group. For each person, write a free write
that supports the thesis statement and a free write that opposes the thesis
statement. (Each free write should be a minimum of ½ page). Then, read
the free writes written by your group members about your thesis. Use this
exercise to think through additional supports for your thesis and to think
through oppositions to your thesis statement.
Complete a research journal entry consisting of 2 annotated bibliography
entries. Your annotated bibliography entries must come from scholarly
sources (such as those found in the SLCC online library databases) and
should include the following information: citation of the source, one
paragraph summary of the source, one paragraph reflection about the
source.
Week Date Assignment
14 11/18 T Write a persuasive argument paper based on either chapter 13 (see pgs
466-483) or chapter 14 (pgs 528-545). Your argument paper should be 4-
6 pages long, include at least 5 sources, and a works cited page.
*Be sure you have a thesis statement, well developed main points, and
proper MLA format.
11/20 R Respond to two of your peers first drafts by answering the questions on pg
31 of your text (all bulleted questions AND #1 and #2 at the bottom of the
page). Include any other comments you think would be useful for the
writer.
Complete a research journal entry consisting of 2 annotated bibliography
entries. Your annotated bibliography entries must come from scholarly
sources (such as those found in the SLCC online library databases) and
should include the following information: citation of the source, one
paragraph summary of the source, one paragraph reflection about the
source.
15 11/25 T Once you have completed your argument paper, you will choose a specific
audience within the conversation of your issue, and will write to that
audience in a different genre. You might select to write a popular article,
such as a letter to an editor of the campus newspaper, a blog on a Website,
or a newspaper column such as Newsweek’s “My Turn”. The point is to
consider the rhetorical situation of your issue and choose an audience
within that issue, then choose a genre that would most effectively achieve
your purposes with that audience.
11/27 R No Class—Thanksgiving Break
16 12/2 T Respond to two of your peers first drafts by answering the questions on pg
31 of your text (all bulleted questions AND #1 and #2 at the bottom of the
page). Include any other comments you think would be useful for the
writer. Based on your peer reviews and your instructor feedback, revise
your argument paper into a final draft.
12/4 R Self-reflective essay. Submit your final draft along with the final draft
genre translation, and self-reflective essay.
There is no final exam in ENGL 1010.
English 2010 Syllabus
ENGLISH 2010, SPRING 2009
Intermediate Writing
Section 072, CRN 26995, 9:30am-10:50am
Section 079, CRN 26994, 11:00am-12:20pm
REQUIRED
1) Writing in a Visual Age by Lee Odell and Susan Katz. Please bring your text everyday.
2) spiral notebook, writing journal
EXPECTATIONS
I will be friendly, respectful, and enthusiastic about the subject of writing and life in general.
This is a demanding course, but I will do everything I can to lower the anxiety in class, to
encourage questions, and to avoid unpleasant surprises by letting you know what I expect. I
expect you to come to class every Tuesday and Thursday for the next sixteen weeks, prepared to
learn and prepared to share. I expect you to be engaged in our discussions and activities.
Everyone in the class brings a unique perspective to the discussions and writings we’ll create this
semester. I want to hear your voice, both through speaking and writing.
Some of the material we cover in this class is sensitive in nature and our classroom atmosphere
needs to be open and respectful to facilitate the discussions we hold. Discriminatory behavior
based on race, gender, ethnicity, sexual orientation, or age will not be tolerated.
COURSE DESCRIPTION
English 2010 will expose students to a number of different genres of writing that will be
appropriate in academic contexts and in public writing situations. This course will focus on three
related aspects of rhetoric and composition: public writing, writing from sources, and document
design. The course will ask students to enter ongoing conversations about public issues and to
become legitimate participants in those conversations by informing themselves through research.
COURSE OUTCOME GOALS
The English Department has listed the following as its desired outcomes for student writers, who
upon the completion of English 2010 should be able to:
Adapt strategies of argumentation for a given writing situation.
Adapt style and design for a given writing situation.
Write in multiple genres.
Conceive, draft, and revise many kinds of documents, and manage these processes
independently.
Approach reading and research critically, analytically, and rhetorically, choosing
appropriate research strategies for a particular writing task.
Cite sources appropriately for the writing situation, including using an academic system
of citation with a high degree of proficiency.
Understand and respond critically to a civic conversation and become a legitimate
participant in that conversation.
Work collaboratively on writing tasks with other writers.
DRAFTING, PEER REVIEW, & PORTFOLIO
Revision is a central part of the process of successful writing. Students will be required to revise
their writing in this course. Students will also have the opportunity to participate in peer review
workshops where they will receive useful feedback from fellow students. Finally, students will
produce a final portfolio in this course where they will assemble revised works along with a
reflective essay. Students will be required to revise four of the five main assignments for their
final portfolio. For in-class peer review, you will notified of the days you are to bring two copies
of your completed draft (in length and content).
HOMEWORK/WRITING JOURNAL
All homework is due the following class unless otherwise specified and should be kept in your
writing journal. For instance, if you have a homework assignment to bring in an advertisement
from a periodical, you should staple your ad to a page in your journal.In addition to homework
exercises, use your journal to capture primarily the thoughts going through your mind generated
by our discussion―jot down notes about interesting ideas that come to you or comments that
other students make or questions that remain unanswered in your mind. Additionally, use your
journal for in-class writing exercises. I will check your writing journal periodically in class and
on the last day.
ATTENDANCE AND LATE ARRIVALS
Your attendance is expected and your class participation is valued. This is a discussion-based
class, and we need you! Those who miss class, even for legitimate reasons, lose something that is
reflected in their work; they also miss out on valuable participation points. Once missed, these
points cannot be made up. These points include attendance, readiness for and participation in
peer review, preparation for class, participation in class, quizzes, writing journal assignments,
etc.
If it is absolutely necessary to be absent, it is your responsibility to know what’s in the syllabus
and get notes and assignments from another class member. Please do not email me, asking “Have
I missed anything important in class?”—everything is important, at least to me. On the other
hand, if you have a question or are unsure about an assignment, please do email me at once! If
you know ahead of time that you will be absent, please let me know.
Please do not come to class late, or leave class early. Tardiness is inconsiderate and disruptive. I
will do my best to start and end every class on time.
LATE WORK POLICY
Assignments are due at the beginning of class on the dates indicated in the syllabus unless
otherwise announced. In the event of an unforeseeable absence, you may email your paper to me
before our appointed class time without penalty. I will grade but not comment on or return
emailed papers. Late papers will be penalized 10% for each day (not class period) they are late,
and I will grade but not comment on or return your late paper.
GRADING & ASSIGNMENTS
I will notify you in advance if I decide to change, add, or remove an assignment. Changes to the
course will not result in a net increase to your workload.
Profile that Evokes a Public Issue (draft) 50pts
Report on a Community Organization and/or Public Issue (draft) 50pts
Instructions on a Public Issue or Process (draft) 50pts
Position Paper on a Public Issue (draft) 50pts
Proposal on a Public Issue (draft) 50pts
Peer review (5x30pts) 150pts
Participation and Attendance 100pts
Final Portfolio 500pts
GRADING SCALE
94-100 = A 90-93 = A- 87-89 = B+ 84-86 = B 80-83 = B- 77-79 = C+
74-76 = C 70-73 = C- 67-69 = D+ 64-66 = D 60-63 = D- 0-59 = E
PAPER FORMAT & CONTENT
Unless otherwise specified, all assignments should be typed with 1-inch margins in 12 point
Times New Roman font, double-spaced, and stapled with your name, my name, course and
section, date, and assignment title, in the top left-hand corner. If you use outside sources, you
should cite them in MLA format in the text of your paper (in-text) & on your works cited page
(see pp. 626-627).
The following items will not be considered
valid sources for any research projects done in
this course: online or hard copy encyclopedias
and dictionaries (ex. Wikipedia, dictionary.com,
and so forth). You may choose to use these
sources as starting points in the research/writing
process, but you must back them up with
additional sources.
In MLA style, refer to the works of others in
your text by using parenthetical citations.
Immediately following a quotation from a
source or a paraphrase of a source's ideas, you
place the author's name followed by a space and the relevant page number(s).
Human beings have been described as "symbol-using animals" (Burke 3).
Your in-text citation will correspond with an entry in your Works Cited page, which, for the
Burke citation above, will look something like this:
Burke, Kenneth. Language as Symbolic Action: Essays on Life, Literature, and Method.
Berkeley: U of California P, 1966.
Parenthetical citations (in-text) and Works Cited pages allow readers to know which sources
you consulted in writing your essay, so that they can either verify your interpretation of the
sources or use them in their own scholarly work.
FINDING A SCHOLARLY SOURCE IN A DATABASE
go to the Library Home Page: http://libweb.slcc.edu/index/library-resources
scroll down to this box
select “Popular Databases”
select the “EBSCOhost” search engine
select “All Databases”
select “Academic Search Premier” This brings you to your search page. Enter your terms,
and then under “Search Options,” limit your results to “full text” and “Scholarly (Peer
Reviewed) Journals.”
After you list of articles comes up, read the Abstract to see if it’s a good fit for you.
(*hint* At the bottom right hand corner of this summary, there is an image of a yellow
paper. If you click on this paper, it will show you the MLA citation format for the article!
lucky! Copy and paste it. Or, if you’d prefer, look up how to make the MLA format on
p.626 of your textbook.)
Open the PDF of the article, read the full text and print it.
(NOTE: you may only be able to access these databases from a campus computer)
EVALUATION CRITERIA FOR WRITING ASSIGNMENTS
Focus/Organization: Did the author follow the given directions for the assignments?
Clarity: Does it make sense? Are there many errors in spelling, grammar, and so forth?
Article Database Search
LibGuide subject guides: Can be used to
identify the best databases for your topic.
Popular Databases: Most used databases such
as EBSCO, Proquest and SIRS.
Browse by Title: A full list of all SLCC Databases arranged alphabetically.
WebFeat Database Search: Search SLCC
Library’s databases simultaneously.
Research: Where applicable, did the author refer to the text/background research? Did
s/he give proper credit when quoting, paraphrasing, and/or summarizing outside sources?
Completeness: Are all the required elements of the assignment included? Did the author
participate in the peer workshop and group conference days?
Format: Did the author follow the specific guideline for formatting the assignment?
Timeliness: Was the work turned in on time?
WRITING CENTER
The Writing Center exists to help you become a better writer. You will be required to meet with
a consultant in the Writing Center once during the semester. A second visit will earn you 10
extra credit points, but you may go as many times as you would like.
SLCC has a Writing Center at each campus (AD 218 at Redwood, N308 at South). Experienced
and trained tutors meet with students about their writing. This can be done at any point in the
writing process—brainstorming to final edit. Check at the front desk for the days and times a
writing tutor is available. You may also have your work reviewed online at
http://www.slcc.edu/wc/, or send a draft to a tutor through e-mail: [email protected]. Be sure
to include questions and concerns you may have and a copy of the writing assignment.
ACADEMIC DISHONESTY
Academic dishonesty includes any attempt to defraud, deceive, or mislead the instructor in
arriving at a grade. Plagiarism—willfully copying or presenting someone else’s ideas or work as
your own—cheating, and other forms of academic dishonesty will result in a failing grade for the
assignment and possibly the entire course.
ADA STATEMENT
Please contact me during the first week of class to discuss any particular needs. Every effort will
be made to provide fair and appropriate accommodations for students with disabilities. For
specific information, please contact the Disability Resource Center at 957-4659, TTY 957-4646
A FINAL THOUGHT
Feel free to catch me before and after class, in the hallways, etc. The best way to contact me is
through email. I check my email at least once daily (M-R), and I promise to send a speedy reply.
I want you to succeed. Almost everyone can become a good writer. The difference between an
“A” and an “E” is almost always time, effort, and revision.