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Introduction to Writing—ENGL 1010 (3 Credits) Mrs. Alexis Ence—Fall 2013
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English 1010 Syllabus and Course Requirements:
Instructor: Mrs. Alexis Ence Office: Holland Centennial Commons (HCC) Building, Room 424 Office Phone: (435) 879-4368 **The best way to reach me is via email**
Office Hours: TR 9:45 a.m. – 10:30 a.m. and 11:45 a.m. - 1:00 p.m. I am also available before/after class or by appointment.
E-mail: [email protected] If you e-mail me, be sure to put the following 2 things in the subject line: Your name - English 1010. Class Location: TR 10:30-11:45 a.m. Holland Centennial Commons, Room 469 TR 1:00-2:15 p.m. McDonald Building, Room 208 Course Prerequisite: Proper placement scores or a passing grade in English 0990 or 0991 Corequisites: If you have not already taken – and passed – Library 1010, you need to
sign up for it and take it along with this English course. Writing Center: Holland Centennial Commons, Room 421 (435) 879-4347 You can also visit them online at: http://dixiewritingcenter.com/ The DSC Library: At the Holland Centennial Commons, 2nd and 3rd floors– check campus
web page for hours and services: http://library.dixie.edu/ Tutoring Center: At the Holland Centennial Commons, Room 431—visit web page for hours
and services: http://dsc.dixie.edu/tutoring/ What will you need for this course?
The Longman Writer (Eighth Edition) Authors: Nadell, Langan, and Comodromos ISBN: 9780205798391
A Dixie College e-mail account
An official Dixie College computer username and password (with many “prints” in your account)
1 flash memory stick (put your name and e-mail on it)
3 document clips (“wing” or binder clip)
A business-size letter envelope and a stamp
Printed copies of Chopin’s “The Lilies” and “A Matter of Prejudice” (You will find these stories on Canvas)
Introduction to Writing—ENGL 1010 (3 Credits) Mrs. Alexis Ence—Fall 2013
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Recommended:
A college level dictionary and thesaurus (consider the paperback combo in bookstore)
Course Description: Partially fulfills General Education English requirement. Designed to improve students' abilities to read, analyze, and write expository papers. Provides opportunities to write and revise a number of essays. Activities, library research, portfolios, writing to a style guide, and tests may also be used to prepare students to write college level papers. Successful completers (grade C or higher) will be prepared to take ENGL 2010. Prerequisite: LIB 1010 (can be taken concurrently); AND English placement score 19 or higher OR ENGL 0990 (Grade C or higher and if ENGL 0995 required, Grade C or higher); AND Reading placement score 17 or higher OR ENGL 1470 (Grade C or higher). FA, SP, S Department/Emphasis Mission Statements as well as Course Objectives for this course can be found at: http://new.dixie.edu/english/english_course.php General Minimum Writing Requirements: Students in this course will:
Write a minimum of 4 essays: o Two of which must be approximately 5 pages in length (1,250 words). o One of which must be at least a 5-page research essay that incorporates a
sufficient number of credible sources (from such places as the DSC Library’s article databases, book catalog, subject-specific encyclopedias, and/or Utah’s catalog).
Write at least one graded, in-class essay. Write no more than one narrative essay. Engage in opportunities to draft and revise, and receive instructor feedback on
early drafts (such as non-graded first drafts). Write a total of at least 18 pages over the course of the semester (4500 words).
Introduction to Writing—ENGL 1010 (3 Credits) Mrs. Alexis Ence—Fall 2013
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Important Dates:
19-Aug Classwork Starts
22-Aug Last Day to Waitlist
23-Aug Last Day to Add Without Signature
28-Aug Drop/Audit Fee Begins ($10 per class)
28-Aug Residency Application Deadline
2-Sep Labor Day
3-Sep $50 Late Registration/Payment Fee
9-Sep Pell Grant Census
9-Sep Last Day for Refund
9-Sep Last Day to drop without receiving a "W" grade
10-Sep Courses dropped for non-payment
13-Sep Last Day to Add/Audit
1-Oct Associate's degree Graduation Deadline - Fall 2013
9-Oct Mid-Term Grades Due
Oct 10-11 Semester Break
14-Oct Last Day to Drop Individual Class
21-Oct Spring and Summer 2014 class schedules available online
1-Nov Bachelor's degree Graduation Deadline - Spring 2014
8-Nov Last Day for Complete Withdrawal
11-Nov Spring Registration open to Seniors (90+ credits)
12-Nov Career Day
12-Nov Spring Registration open to Juniors (60+ credits)
13-Nov Spring Registration open to Sophomores (30+ credits)
14-Nov Spring Registration Open to All Students
Nov 27-29 Thanksgiving Break
6-Dec Classwork Ends
Dec 9-13 Final Exams
Introduction to Writing—ENGL 1010 (3 Credits) Mrs. Alexis Ence—Fall 2013
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Fall 2013 Course Schedule Week Class Agenda Week 1
20-Aug Introduction to course / Assignment Description: Diagnostic Essay / Department Pre-Test
22-Aug Diagnostic Essay & Syllabus Agreement Due / Sign up for mini-teach presentations /
Assignment Description: Analytical Narrative Essay / Brainstorming exercises
Week 2
27-Aug Prep Check 1 Due / Read p. 141-144, 190-191, and 219-221 / Discuss Readings
29-Aug Dash, Parenthesis, Semicolon, and Colon / Pre-writing Exercises for Ingredient A
Week 3
3-Sep Peer Conferences Ingredient A / Pre-writing Exercises for Ingredients B & C
5-Sep Peer Conferences Ingredients A, B, and C
Week 4
10-Sep Analytical Narrative Essay Due / Assignment Description: Literary Analysis Essay /
Lecture on Literary Terms / Discuss Chopin's "The Story of an Hour"
12-Sep Thesis & Forecasting Statements and Topic & Transition Sentences / Writing the Literary Analysis /
Discuss p. 585-588 / Review Outline description
Week 5
17-Sep Prep Check 2 Due / Read & Annotated Chopin's "The Lilies" and "A Matter of Prejudice" (locate and
print stories on Canvas) / Brainstorm & Discuss readings / Integrating Quotations
19-Sep Literary Analysis Outline Due / Ellipses and Brackets / Works Cited and Citations
Week 6
24-Sep Peer Conferences / Sign up for teacher conferences
26-Sep Teacher Conferences (all drafts for this conference day must be emailed to me by 12:00 p.m.
on Wednesday, September 30th)
Week 7
1-Oct Teacher Conferences (all drafts for this conference day must be emailed to me by 12:00 p.m.
on Monday, October 2nd)
3-Oct Literary Analysis Essay Due / Assignment Description: Synthesis Research Essay /
Research Essay Process & Order / Assignment Description: Annotated Bibliography / Topics Discussion
Week 8
8-Oct Research Essay Topic Due (topic must be approved) / Annotated Bibliography: In-class research
(meet in HCC 234 library classroom)
10-Oct Fall Break
Week 9
15-Oct Annotated Bibliography: In-class research (meet in HCC 234 library classroom)
17-Oct Annotated Bibliography Due / Brainstorming and pre-writing exercises
Week 10
22-Oct Ethos, Logos, and Pathos Discussion / Discussion of Advertisements
24-Oct Optional Revision Due / Argumentation Discussion & Exercises
Week 11
29-Oct Prep Check 3 Due / Read p. 433-434 and 447-452 / Discuss readings / Review p. 560-569 sample essay
31-Oct Quoting, Paraphrasing, and Summarizing / Review Synthesizing Sources handout / Review Outline
Description
Introduction to Writing—ENGL 1010 (3 Credits) Mrs. Alexis Ence—Fall 2013
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Week 12
5-Nov Synthesis Research Essay Outline Due / Sign up for conferences & presentations / Block Quotes and
Secondary Sources / Plagiarism Exercise
7-Nov Peer Conferences
Week 13
12-Nov Career Day 10:30 a.m. class will not meet (all classes before noon are cancelled)
1:00 p.m. Teacher Conferences (all drafts for this conference day must be emailed to me by 12:00 p.m.
on Monday, November 11th)
14-Nov Teacher Conferences (all drafts for this conference day must be emailed to me by 12:00 p.m.
on Wednesday, November 13th)
Week 14
19-Nov Teacher Conferences (all drafts for this conference day must be emailed to me by 12:00 p.m.
on Monday, November 18th)
21-Nov Synthesis Research Essay Due at beginning of class / Assignment Description: Call-to-Action Letter /
Begin Research Essay Presentations
Week 15
26-Nov Research Essay Presentations
28-Nov Thanksgiving Break
Week 16
3-Dec Call-to-Action Letter Due / Finish Research Essay Presentations /
Assignment Description: Course Reflection
5-Dec Course Reflection Due by end of class: In-class essay (meet in HCC 234 library classroom)
Week 17
10-Dec Final Exam: Department Post-Test
10:30 a.m. class Final: 9:30-11:30 a.m.
1:00 p.m. class Final Exam: 12:30-2:30
Introduction to Writing—ENGL 1010 (3 Credits) Mrs. Alexis Ence—Fall 2013
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Firstname Lastname
Instructor’s Name
English 1010
10 January 2013 (Date of Printout)
Title (not bolded)
The body of your essay should be evenly double-spaced, with no extra spaces between
paragraphs. Please use Times New Roman or Courier, 12 pt. font. Also, Microsoft Word
users, remember that you will have to change margins to 1 inch. Please number your pages in
the upper, right-hand corner (every page after the first).
Essays: With the exception of prewriting, free writing, and notes, please computer print all drafts of essays. When handing in a draft, please staple in the upper, left-hand corner. Format your essays in the following manner:
Essay Packets: Be sure to save your outline, peer conference draft, and teacher conference draft (if applicable) to submit with each of your three major essays. Your essay will lose points if you lose certain drafts (such as the peer conference draft). When you submit an essay, I would like you to “wing” clip the following: Top Final Draft Teacher Conference Draft (if applicable)
Peer Conference Draft (if applicable) Outline (if applicable)
Bottom Prep Check (if applicable) Save your essay packets throughout the semester for two reasons. First, you will need your packets for the Course Reflection Essay you will write for your in-class essay. Second, should you meet the requirements for an extra-credit revision, you will need your drafts to submit along with your other extra-credit revision requirements.
Introduction to Writing—ENGL 1010 (3 Credits) Mrs. Alexis Ence—Fall 2013
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Essay Page Requirement: Because the department has specified the number of pages you are required to write this semester, the page requirement on essays is important. I have adopted the ½ page rule: 1) Your essay may be a ½ page shorter than the page requirement. -OR- 2) Your essay may be a ½ page longer than the page requirement. If your essay is shorter, the essay will be docked for length. If it is longer, it will be docked for conciseness. The main purpose of this rule is to give students some “wiggle room.” I do not want fluff to add length, but I also do not want a 10-pager when I asked for a 5-pager.
Can you turn assignments in late? All essays and drafts are due when noted in the syllabus. In other words, I do not accept late work. If you are absent on the day an assignment is due, have a friend or classmate turn it in for you. If you have sudden problems with your computer, you may e-mail me your essay—before class—the day it is due; however, you must bring the printed final draft by the following class day (or I will not accept it). Please note that all assignments are due at the beginning of class (unless otherwise noted in the course schedule). We will discuss answers to Prep Checks in class, and I will not accept a Prep Check after class since we will have reviewed the answers during class. Your groups will present Mini-teach Presentations at the beginning of class, and I will not allow your group, or the class, to wait for your arrival. Simply put—be on time when an assignment is due. (If a legitimate emergency causes you to be late on a final draft of an essay, let me know about it as soon as is humanly possible—that means before the essay is due. My contact information is available on the first page of the syllabus. Communication is crucial; if you fail to communicate with me, I cannot help you.)
What about Extra Credit? Most good writers understand that writing is more of a process than a destination. In an effort to offer students extra credit, and in an effort to help students improve their writing, I offer an optional revision of one of the first two essays (the Narrative or Literary Analysis). Students must meet these 3 requirements in order to submit their revision:
1. In order to revise an essay, the student must have submitted a final draft, participated in all conferences (peer, teacher, or both), and satisfied the page requirements for the essay. In addition, the essay must not contain intentional plagiarism.
2. Visit the Writing Center with your final draft and rubric. (It is also helpful to bring your essay’s assignment description to familiarize the tutors with your assignment.) You must have them stamp your draft and include it in your revision packet for your essay.
Introduction to Writing—ENGL 1010 (3 Credits) Mrs. Alexis Ence—Fall 2013
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The Writing Center provides me with regular reports of student attendance (which is how I will verify your attendance).
3. The revised essay must be submitted with all previous drafts, so that I can verify your attendance of the conferences and class participation. Submit your revision packet in this order:
Top Revised Final Draft
Final Draft (with my grading rubric and stamped by the Writing Center)
Teacher Conference Draft (if applicable)
Peer Conference Draft
Outline (if applicable)
Bottom Prep Check(s)
Attendance and timeliness: Because attendance is crucial to learning the tools and knowledge that you will need to grow as a writer, attendance in all class sessions is mandatory. In this class you will be working in groups, and the daily in-class work and discussions will be essential to the essays that you will write for this course. Also, the writing assignments and sample essays will be given and discussed in class and missing such days hinders you before you even begin your task. I realize that “life happens,” and you may occasionally miss 1 or 2 classes. However, please know that you are still responsible for knowing the material that is covered in all class sessions (even if you miss due to a good reason.) If you must be absent—due to a severe illness, work conflict, death in the family, etc.—please try to let me know before class if possible.
Peer-Workshop Days: I will ask you to leave class (and you will miss points for your peer conference draft) if you come to peer workshop days unprepared. Being prepared means 2 things:
1) Come to peer response days on time with your typed draft(s).
2) Come with a genuine effort (not a perfect effort).
I will hand out a peer-conference sheet in class the day of peer conferences. You must submit this sheet with your essay packet in order to receive points for the peer conference on your final essay packet. Again, in this class, your active participation is essential! In a workshop class, your classmates need you here and you need to be here. There is no easy way to duplicate class instructions, discussions and workshops. Missing class can result in problems that show up in your writing.
Introduction to Writing—ENGL 1010 (3 Credits) Mrs. Alexis Ence—Fall 2013
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Prep Checks & Outlines: These assignments are due at the beginning of class and cannot be made up otherwise. Be sure to check your syllabus regularly for readings. Prep Checks are meant to prepare students for in-class discussions on the readings. The outlines are a tool to track your progress with an essay and to focus you on paragraphing techniques. Remember: all outlines, as well as peer/teacher conference drafts, must be typed. Teacher Conferences: Teacher conferences will be held in my office (HCC 424). Although these are not required as part of your essay grade, you should look at these as an opportunity (rather than a burden). This is an opportunity for me to meet with you on your essay and help you with ideas for how to improve it before you submit your final draft. Reminder: One of the requirements for the optional revision is that you attend all conferences for that essay.
"Mini-Teaching" Directions: 1) Try to clearly explain the concept by way of new examples. Please have examples prepared in advance, in a Power Point, and in large font (so people in back row can see). 2) Do not repeat lists and examples that are already in book. Create new ones. 3) Give advice on how your classmates can better recognize and correct the problem in their writing. 4) Throughout your mini-lesson, ask the class questions to get them talking! Your presentation should last about 10 minutes. (Don't just tell them how to fix examples; challenge them with some problem-examples and ask them to correct them.) 5) You must include a class activity (by way of games, puzzles, group quizzes, etc.). 6) Arrive at class a few minutes early to set up. Presentations are given at the beginning of class. All group members must actively participate in the presentation. 7) If you are absent for a presentation, or you do not feel you received an adequate understanding from the particular presentation, you should feel free to review the pages listed in your book. You are responsible for all material from these presentations.
Mini-Teach Schedule
Date Topic Textbook Pages
29-Aug Fragments p. 602-607
3-Sep Comma Splices & Run-Ons p. 607-609
5-Sep Commas See me for handout
12-Sep Thesis and Plan of Development p. 34-39
17-Oct Modifiers p. 622-624
22-Oct Numbers p. 643
24-Oct Faulty Parallelism p. 610-611
5-Nov Common Spelling Errors p. 647 (#6 only)
Introduction to Writing—ENGL 1010 (3 Credits) Mrs. Alexis Ence—Fall 2013
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Directions for Synthesis Research Essay Presentation: I will provide a schedule at the start of the research essay for you to sign up to present your paper to the class. You will not simply read your essay to the class—that is not a presentation! 1) Present your essay findings/arguments to the class in a five-minute presentation.
2) Include a Power Point with your presentation. If necessary, you may also consider including
other visuals (i.e. You-tube clips).
3) Allow 1-2 minutes of questions from your classmates after your presentation concludes.
4) As part of your grade, you must attend other students’ presentations and participate by
asking questions and arriving on time.
5) Try to have fun and be creative! This is your opportunity for you to share your six weeks of
research.
Grades: If at any point in the semester, you are concerned about how you are doing, please feel free to come and talk with me. As you receive graded assignments, be sure to fill out your “Self-Appraisal Sheet” located at the back of your syllabus.
Grading: On the following page, I have included a sample rubric for those of you who are interested in my grading standards. (Adapted from University of Georgia First-year Composition Grading Rubric 2011-2012)
Classroom expectations: It is my responsibility to manage the classroom environment to ensure a positive learning climate for all students. Students should arrive on time, stay until class is dismissed, follow instructions, and speak and act respectfully to their fellow students and me. This includes not talking when the teacher or a fellow student is talking. This also includes the use of cell phones; students should not use their cell phones during class (only in cases of emergency—and please step out of class to use your cell phone). If your behavior is disruptive, I will first let you know verbally that you are behaving inappropriately. If it continues, I will send you written notice that your behavior must change. As a last resort, I will drop you from the class. For more details, please see the disruptive behavior policy at: http://www.dixie.edu/humanres/policy/sec3/334.html
Introduction to Writing—ENGL 1010 (3 Credits) Mrs. Alexis Ence—Fall 2013
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Essay: ______________________________ Student’s Name ________________________________
Special Assignment Requirement(s): _________________________________ Peer/Teacher Conferences ______________
_______ Competent, Credible, Complete
If you meet these first three standards, you are writing competently and you will earn a grade of “C.” (70-79)
1. Unity & Focus
o Maintains an organized, unified, and controlled purpose, a thesis or claim, throughout the paper.
o Organizes writing according to the organizational requirements of the Diagnostic Essay Assignment Description.
o Achieves the purpose of the writing assignment. Includes outline and peer/teacher conference drafts.
2. Evidence/Development
o Develops appropriate, logical, and relevant supporting detail and/or evidence.
o Includes more specific, concrete evidence (or details) that demonstrates critical thinking (not just an opinion or general
commentary).
3. Convention & Mechanics
o Utilizes proper MLA format.
o Demonstrates thoroughness and competence in documenting sources.
o Follows normal conventions of spelling, grammar, and punctuation throughout and has been carefully proofread (there
may be minor errors).
o Meets the specified requirements for length and/or format.
_______ Skillful/Persuasive If you meet all of the competency standards above and, in addition, achieve coherence and exhibit audience
awareness, you are writing skillfully and you will earn a grade of a “B.” (80-89)
4. Coherence
o Uses words and sentences, rhythm and phrasing, variations and transitions, concreteness and specificity to reveal and
emphasize the relationship between evidence and thesis.
o Explains how, why, or in what way the evidence/detail provided supports the claim/point/thesis/topic ideas.
o Incorporates evidence from outside sources smoothly, appropriately, and responsibly (if required).
5. Audience Awareness
o Demonstrates a sense that the write knows what s/he’s doing to direct the reader in following the logic of the ideas
expressed.
o Reflects a respect for values that influence ethos (e.g., common ground, trustworthiness, careful research).
_______ Distinctive If you meet all of the competency standards, achieve coherence and exhibit audience awareness, and, in addition,
demonstrate a mastery of one or more features of superior writing, you are writing distinctively and you will earn a grade
of “A.” (90-100).
6. Distinction
o Your writing stands out because of one or more of the following characteristics: complexity, originality, seamless
coherence, extraordinary control, sophistication in thought, recognizable voice, compelling purpose, imagination,
insight, thoroughness, and/or depth.
Essay Grade _______+/- Points for special assignment requirements _______= Final Grade
_______ Ineffective If your paper does not meet competency standards, either because you have minor problems in
all three competence areas (1-3 above) or major problems in one or two competence areas, you
will earn a grade of “D” (60-69) or “F” (<60), and you should schedule a conference with me.
0 Plagiarism
A plagiarized paper, of course, will receive a zero. Further sanctions may be taken by the instructor and
the college, according to college policy.
Teacher Comments: _________________________________________________________________________
_____________________________________________________________________________________________ Adapted from: “CSU First-year Composition Grading Rubric.” Columbus State University. Columbus State University, 13 Nov. 2007. Web. 15 Aug. 2012. <http://writingcenter.columbusstae.edu>
Introduction to Writing—ENGL 1010 (3 Credits) Mrs. Alexis Ence—Fall 2013
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Below is a chart of possible correction symbols and meanings you may find in your essay:
Symbol/Abbreviation CorrectionPCT Please correct this error throughout the rest of the paper.
? I don't follow.
! Really? You ought to know better.
:) Attempt at humor successful
/ or --- delete
⃝ or X obvious/ general error (error will be circled or crossed out)
vt verb tense (either a shift in tense or an incorrect tense)
sp spelling
// faulty parallelism
# add space
close space
ʌ insert
~ transpose elements
¶ begin new paragraph
→ indent
s/v subject-verb agreement
frag fragment
fs fused sentence
cs comma splice
integ quote is not integrated well
mod modifier error
pro problem with pronoun
rep repetitive (unneccesary repetition--develop new ideas)
wdy wordy
wc ineffective word choice
awk sentence/phrase is awkward
≡ capitalize
⁼ lower case
abb abbreviate
ts add/revise topic sentence
trans add/revise transition sentence
insert quotation marks
ital italicize
MLA error in MLA format
dev lacks development
Introduction to Writing—ENGL 1010 (3 Credits) Mrs. Alexis Ence—Fall 2013
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Specific Objectives of the Course: READING/THINKING OBJECTIVES By the end of English 1010, students will demonstrate their ability to:
1. Identify a writer’s purpose/thesis. 2. Understand a writer’s organization and structure. 3. Recognize a writer’s tone, i.e., an author’s attitude toward subject and audience. 4. Assess the effectiveness of a writer’s presentation of detail in support of a main idea. 5. Analyze a writer’s possible underlying assumptions and biases. 6. Recognize and avoid fallacies in reasoning. 7. Use relevant, convincing, and sufficient evidence and logic.
WRITING OBJECTIVES By the end of English 1010, students will demonstrate their ability to:
1. Assess the relationship of writers to audience and purpose. 2. Understand the value of the writing process as it can happen in stages, including planning, brainstorming, organizing, rough draft writing, revising, and proofreading. 3. Carefully choose and restrict the subject, and create a precise thesis statement that will control the selection, arrangement, and presentation of material. 4. Use strategies for creating effective overall structure, including the use of categories, topic sentences, transitions, parallel structure, and repeated key words and synonyms. 5. Know and use developmental strategies necessary to write individual paragraphs and the paper as a whole. 6. Write unified, coherent, and developed paragraphs that effectively use topic sentences, repeated key terms, synonyms, pronouns, and transitions. 7. Compose introductory paragraphs that get the reader's attention, state the thesis, suggest a plan of development, make positive first impressions, and set the tone. 8. Compose concluding paragraphs that give a sense of closing. 9. Recognize and avoid fragments, run-ons, fused sentences/comma splices, faulty modifiers, and problems with subject/verb agreement and pronoun agreement. 10. Consistently use punctuation and mechanics in a manner consistent with standard written English. 11. Understand choices related to style, emphasis, and sentence variety.
RESEARCH OBJECTIVES By the end of English 1010, students will demonstrate their ability to:
1. Critically assess research information and incorporate such research into their papers. 2. Paraphrase, summarize, and quote source material in their own writing. 3. Understand and avoid plagiarism. 4. Know when and how to use the following methods of incorporation:
a. Introduction of quotations and paraphrases. b. Use of quotation marks, brackets, and ellipses. c. Use of long quotations. d. Use of passages combining paraphrases and quotations. e. Proper forms for documenting and citing of sources.
5. Use a broad array of the DSC Library’s print and online research resources, such as the library catalog, subject-specific encyclopedias, article databases, and Utah’s catalog.
6. Use the MLA style of source lead-ins (when appropriate), parenthetical documentation, and bibliographic form.
7. Develop a preliminary bibliography, notes, and an outline (or other organizational strategy) as steps in writing a research paper.
Introduction to Writing—ENGL 1010 (3 Credits) Mrs. Alexis Ence—Fall 2013
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Dmail: Important class and college information will be sent to your Dmail account. This information includes your DSC bill, financial aid/scholarship notices, notification of dropped classes, reminders of important dates and events, and other information critical to your success in this class and at DSC. All DSC students are automatically assigned a Dmail account. If you don't know your user name and password, go to www.dixie.edu and select “Dmail,” for complete instructions. You will be held responsible for information sent to your Dmail email, so please check it often.
Testing-Center: If you are assigned to take a test in the Testing Center, go to the first floor of the Career/Financial Aid Building. You can get information on their website at: http://new.dixie.edu/testing/
College approved absences: Dixie College Policy explains in detail what needs to happen if you anticipate being absent from class because of a college-sponsored activity (athletic events, club activities, field trips for other classes, etc.). Please read this information and follow the instructions carefully. The policy can be found at: http://www.dixie.edu/humanres/policy/sec5/523.html
If You Stop Attending Class: If you stop attending class, it is your responsibility to drop the class before that semester’s drop deadline. This deadline date can be found at the below web link: http://dixie.edu/reg/?page=calendar
Academic honesty: I do not tolerate cheating. If I discover that cheating has occurred, I will give you a zero grade for that assignment or exam, and you will not be allowed to make it up. Repeated or aggravated offenses will result in failing the course. Any time you take credit for work you did not do, you are cheating. Dishonesty includes getting the answers to a prep check from someone else, copying information from a library or Internet source and presenting it as if it were your own words (plagiarism), looking at someone else's answers on an exam, or asking someone who has already taken a test about what questions it contains. (See “Student Code” http://library.dixie.edu/policies/studentcodesectionfour.pdf page 8).
Introduction to Writing—ENGL 1010 (3 Credits) Mrs. Alexis Ence—Fall 2013
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Plagiarism – Serious Stuff that Can Get You in Serious Trouble! Plagiarism is a serious offense that can result in your failing the course and can also result in the permanent marking of your college file. What is plagiarism? It is either: 1) Using someone else’s ideas without giving credit to him/her (in the specific paragraph in which you use that person’s ideas).
It is good to use this method for paraphrasing: Jones explains [idea in your own words] (172).
OR, plagiarism is also: 2) Using someone else’s words without quoting them. Use this method for direct quotations: Giles wrote, “Yada yada yada” (167). If you are ever unsure about any possible offense regarding plagiarism, it is always better if you bring it to my attention while you are drafting your essay (rather than my discovering something suspicious on my own, in your final draft). Feel free to stop by my office for help in using outside sources in your writing.
Disability Accommodations: If you suspect or are aware that you have a disability that may affect your success in the course you are strongly encouraged to contact the Disability Resource Center (DRC) located in the North Plaza Building. The disability will be evaluated and eligible students will receive assistance in obtaining reasonable accommodations. Phone # 435-652-7516 Additional Information: The following link will provide additional information on semester deadline dates, final exam schedule, campus resources (including the library, disability resource center, IT Help Desk, Testing Center, Tutoring Center, Writing Center), policies (including academic dishonesty, disruptive behavior, absences), Dmail (student email client), etc. http://www.dixie.edu/reg/syllabus/
Introduction to Writing—ENGL 1010 (3 Credits) Mrs. Alexis Ence—Fall 2013
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Self Appraisal Sheet Name: ________________ To determine your grade at any point in the semester, divide the number of points
earned by the number of available points (up to that moment in the semester).
(Example: 81 divided by 100 = .81 = 81% = B)
Keep track of this by filling in your grades every few weeks.
Grade Scale: 80-83 B- 84-86 B 87-89 B+
Assignment: Available
Points:
Points
Earned:
Department Pre-Test 4
Diagnostic Essay 10
Prep Check 1 10
Final Draft Packet: Narrative Essay 75
Prep Check 2 20
Literary Analysis Outline 10
Final Draft Packet: Literary Analysis Essay 75
Annotated Bibliography 45
Prep Check 3 20
Synthesis Research Essay Outline 15
Final Draft Packet: Synthesis Research
Essay 115
Research Essay Presentation 15
Call-to-Action Letter 20
Mini-Teach Presentation 10
Course Reflection: In-class essay 20
**Please save all conference and final drafts for the course reflection**
Final Exam (Department Post-Test) 36
Your Semester Total 500
Introduction to Writing—ENGL 1010 (3 Credits) Mrs. Alexis Ence—Fall 2013
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Syllabus Agreement: I have read this document “Syllabus and Course Requirements” and I understand and accept the requirements and policies set forth, especially the definition of plagiarism on page 15 Name: ___________________________________________ Date: __________ Signature: ________________________ Occasionally, I might need to contact students for emergency purposes. If you don’t mind, please tell me your: Local phone: _____________________ E-mail address: ___________________
A note on the teacher sharing/quoting your writing: Occasionally I will use student papers as teaching models (without names). If for any reason you do not want me to anonymously quote or distribute your writing for educational purposes, please write me a quick note in the space below. If you decide to send me such a note, I will honor and respect that decision; your grade will not be affected.
