Instructor--Nancy R. Snyder; E-mail: nrsnyder@concord.edu

Division/Department Website - http://www.concord.edu/humanities/

Course Title: ENGL 101 Composition and Rhetoric I Grammar Composition & Rhetoric Lab

Course CRN # and Section, Credit Hours: Class - Sec. 30; CRN 10701 (3) Lab - Sec. 30; CRN 10702

Semester Taught: Fall 2017

Room Number: Beckley Higher Education Center (Erma Byrd Center) Class - W33 / Lab - W33

Course Time: Wednesday / Friday, 12:30 p.m - 1:45 pm. Lab Time: Wednesday / Friday, 2 p.m. – 2:50 p.m.

Prerequisites: Less than 18 on ACT or equivalent placement exam.

Co-Requisites: ENGL 101C / ENGL 101L

Text requirements: (1) Everyone's an Author with 2016 MLA Update / Edition 2 by Andrea Lunsford, Michal Brody, Lisa Ede, Beverly Moss, Carole Clark Papper. Norton, W. W. &

Company, Inc. ISBN-13: 9780393617450

(2) A Writer's Reference with 2016 MLA Update 8th Edition

by Diana Hacker (Author), Nancy Sommers (Author). Bedford/St. Martin's; 8 edition / ISBN-13: 978-1319083533

RECOMMENDED - Merriam-Webster's Dictionary and Thesaurus, Newest Edition (c) 2014 Merriam-Webster

Course: ENGL 101C (sec. 30) - Fundamentals of Composition & Grammar

Description: Exploration of the writing process, with emphasis on development of expository writing skills. Through a combination of regular classwork and an individual program of work in the writing lab and / or supplemental group work in ENGL 101L, students will, by semester’s end, cover all that is required to progress to ENGL 102.

Course: ENGL 101L (sec. 30) – Grammar Composition & Rhetoric Lab

Description: Students enrolled in ENGL 101C will address their individual writing needs through an instructor – directed series of assignments in the writing lab and / or a classroom setting. Must be taken concurrently with ENGL 101C.

The primary goal of English 101 is to help you become a better writer. Writing is an important skill that you will all need to use in your future professions.

The mission of Concord University is to provide quality, liberal arts based education, to foster scholarly and creative activities and to serve the regional community

(http://www.concord.edu/academics/). (http://www.concord.edu/academics/).

As a student at Concord University, you will have to write a wide variety of assignments and papers for many other classes besides English. Therefore, it is important that you learn

the demands that you will be faced with when writing at the college level. Remember that higher education means higher expectations. As I challenge you to write at the college level,

I expect that you will challenge yourself to apply what you learn in class to improve your own writing abilities and succeed in English 101.

Course Description/Rationale: Exploration of the writing process, with emphasis on development of expository writing skills. Grade of C or better required to satisfy the General Studies requirement and to proceed to ENGL 102.

Concord University Educational Goal(s): The educational programs of Concord University are designed to foster skills, knowledge, and attitudes applicable across a wide range of academic fields and professional careers in a culturally diverse, perpetually evolving global community.

The General Studies Program provides opportunities to begin developing skills needed to address complex issues, to build a foundational knowledge base for lifelong learning, and to cultivate attitudes that promote personal and societal well-being and experiential enrichment.

Building on the General Studies program, the baccalaureate degree programs provide opportunities for in-depth study in a student’s chosen field(s).

Building on selected baccalaureate degree programs, the master’s degree programs provide opportunities for highly specialized research and professional development.

Skills: Proficiency in interpreting data, integrating information, formulating ideas, thinking critically, and communicating with others, as demonstrated by the following competencies:

1. Effective inter-communication skills and literacy adapted as needed for the demands of various kinds of discourse:

listening and speaking reading and writing non-verbal communication media and technological literacy

2. An ability to employ appropriate observational, logical, analytical, computational, creative, and critical thinking skills in problem solving.

3. An ability to employ appropriate methods and technologies for conducting empirical and scholarly research, to interpret research findings, and to use insights gained from such research as a basis for informed decision making.

4. An ability to analyze, synthesize, and integrate elements, information and ideas. 5. An ability to evaluate elements, information, and ideas on the basis of appropriate criteria. 6. An ability to apply and to transfer academic and experiential learning appropriately from one

context to another. 7. An ability to learn and work effectively both independently and collaboratively.

Knowledge: Familiarity with principles underlying academic discourse in various fields, as demonstrated by the following capabilities:

1. An ability to discern the reciprocal influences of environments, cultural beliefs and attitudes, and societal institutions and practices.

2. An awareness of the fundamental characteristics and properties of the physical universe. 3. An ability to interpret events and trends within historical contexts. 4. Acquaintance with principles underlying languages; for example, linguistic, mathematical, and

computer-language systems.

5. A recognition of the complex interactions between organisms, including human beings, and their environments.

6. An awareness of the aesthetic principles, methods, materials, and media employed in artistic performance and the creation of works of art and literature.

7. Self-knowledge, including awareness of one’s own competencies, deficiencies, and optimal individual learning-style(s).

Attitudes: Tendencies conducive to self-knowledge, personal growth and development, and responsible citizenship as demonstrated by the following:

1. Habitual reflection on ethical/moral implications of actions when weighing decisions and evaluating outcomes.

2. Exercise of responsible leadership including leadership by example, and of responsible followership.

3. Respectful attentiveness to differing perspectives and willingness to engage in dialogue across differences in order to seek mutual understanding and equitable conflict resolution.

4. Cultivation of and support for attitudes and practices that foster physical, mental, emotional, and social well-being.

5. Appreciation for the creative process and for the rich diversity of artistic achievement. 6. Commitment to social responsibility, including community service and civic engagement.

7. Motivation to pursue lifelong learning and ongoing intellectual growth.

Alignment between English 101C Learning Outcomes and CU Educational Goals

Learning Outcomes for English 101C:

Grammar, Composition and Rhetoric

Concord University Educational Goals

(Introductory General Studies Course Level)

1. Through text-based writing, the students will

demonstrate competency in close reading; critical

thinking in determining defensible inferences from

texts; and using textual evidence to support inferences.

CU Skills Goal #1a: Effective intercommunication

skills and literacies, adapted as needed for the demand

of various kinds of discourse . . . [including] reading

. . .

2. By writing a series of essays incorporating various

expository modes prevalent in academic writing, such as

illustration, causal analysis, comparison and contrast,

and classification, the students will demonstrate writing

competencies applicable to a broad range of academic

and non-academic purposes.

CU Skills Goal #1 b: Effective intercommunication

skills and literacies, adapted as needed for the demand

of various kinds of discourse . . . [ including] writing

. . .

3. By applying linguistic principles underlying English

grammatical and syntactic constructions, the students

will employ appropriate editing strategies.

CU Knowledge Goal #4: Acquaintance with principles

underlying languages—for example, linguistic,

mathematical, and computer-language systems

4. By receiving reader feedback, the students will

internalize appropriate evaluation criteria so that they

can develop metacognitive awareness of their own

writing competencies and deficiencies.

CU Knowledge Goal #7: Self-knowledge, including

awareness of one’s own competencies, deficiencies,

and optimal individual learning-style(s)

Assessment Concord University faculty have developed programs to assess the academic achievement of the university’s students. The assessment program is linked to the university’s mission and educational goals. Assessment at Concord has two important roles: institutional quality and accountability. To analyze and improve the quality of Concord’s education programs, the University uses various measures to assess student attainment. These assessment measures are used in the continuing evaluation of curricular and instructional decisions which are aimed at improving student learning outcomes. An integral part of the program is the assessment of student learning in the major and the general studies programs. However, Concord strives to involve all educational support areas in the assessment process. All programs assess the learning environment and

what changes might be made to maximize the learning experience. Assessment of student learning is ultimately the systematic collection, analysis, and use of information to improve student learning outcomes.

Course Requirements

Four ‘outside’ essays:

1. Literacy Narrative. (2-3 pages) - Writing your own literacy narrative allows you to reflect on and share important events in your past that helped shape your reading and writing practices. Writing a literacy narrative that helps you, the writer, develop your personal writing expertise. Literacy narratives require you to write a short story about your experiences with reading and writing and reflect on how those experiences contributed to your literacy education.

2. Analysis essay – (3-5 pgs.) - Writing an analytic essay requires that you make some sort of argument. The core of this argument is called a thesis. It is your claim, succinctly stated in a single sentence. What do budding literary critics such as yourselves argue about? You make a pervasive, persistent case that a certain thing is true about a piece of literature. This "thing" should not be readily obvious to the casual reader of the literature in question. It is what you draw out of the book or essay, how you interpret it. It is a claim that must be supported by specific evidence from the text.

3. Review essay - (4-5 pgs.) Review essays help you make sense of written works you may use for a longer research project. They require you to thoroughly summarize, explain and sometimes synthesize ideas found in essays or books. You can write a review essay focusing on a single work, a body of works by a single author or a collection of works about a single topic.

4. Research Paper (5-8 pages) — Choose a topic and research it. Almost any subject is acceptable. Discuss with faculty member.

REWRITE – You will have the opportunity of rewriting an essay of your choice.

Two (2) in-class essays – mid-term and final –

To be discussed in detail at appropriate time:

1. Arguing a position essay presents one side of an arguable opinion about an issue. The goal of a position paper is to convince the audience that your opinion is valid and defensible. A well-written position paper focuses on an arguable issue, which means the topic is one about which people hold different views. 2. Making proposal essay is exactly what it sounds like: it proposes an idea and provides evidence intended to convince the reader why that idea is a good or bad one. Although proposals are generally a significant part of business and economic transactions, they are not limited to those two areas. Proposals may be written for any college classes, scientific fields, as well as personal and other professional areas.

Other homework as assigned, including vocabulary, referencing and proofreading / editing

TOPICS FOR DISCUSSION INCLUDE: MLA formatting, APA formatting, formal writing, parts of

speech – pronouns plagiarism, common mistakes, punctuation – commas and apostrophes, fragments,

run-on sentences, comma splices, mechanics, confusing words, spelling, sentence types, staying on

point, pleonasm, figurative language, evaluating sources, referencing, integrating quotations –

paraphrase, summary, writing assignments, current events, and miscellaneous topics

There will be no make up for these exams.

If you are not in class and/or on-time, you will receive a ‘0’

Class Participation Policy: Class Participation is defined as (but may not be limited to) attendance and

punctuality, quality of contribution to class discussion, in-class writing, and evidence of preparation for

class.

From time to time, students will be assigned a short story to read and there will be either class discussion

regarding the story, or an in-class writing (which cannot be made-up at a later date).

The class will participate in ‘peer reviews’ for rough drafts for all essays and each student is expected to

have their rough draft on the assigned day. The absence of a rough draft may subsequently affect the

final grade for the essay.

In class free writes: You will write in class; I will assign topics or pose questions randomly throughout

the semester to which you will respond. Generally it will be a paragraph in length, which I will collect at

the end of class.

There will be no way to make up in class writings for days you miss or for which you arrive

late (we’ll often do these at the very beginning of class). Therefore, attendance and punctuality are

extremely important. If you miss up to two of these, it will not hurt your grade, but if you miss more,

the absences will potentially hurt your grade for these writings.

These writings will constitute a percent of your grade. I do ask that you put your name and the

date on each journal entry. However, these journal entries will not be evaluated for editing or

proofreading; they are 1st drafts and invention exercises, and will be useful to you as you gather ideas,

words, sentences, and paragraphs, for other, more formal papers.

Word List - As you read and study your reading assignments, you are also expected to generate a list of

five (or more) words that you encounter in these readings that are new to you or which you do not know

the definition. You will list each word and its meaning, and use it correctly in a sentence on a paper that

I will collect after each reading.

Current Events – The first meeting day of each week, students are required to bring an article of interest

to class for discussion. The article can be from any source – newspaper, magazine, Internet – on any topic

– sports, humor, human interest, etc. There is no “make-up” for this. If you do not have an article with

you that first class meeting of each week, it cannot be brought in at a later date.

Method of Instruction: English 101 is not a lecture course. The course is designed to be an interactive classroom in which students are expected to participate and work with one another. Although I will provide brief lectures on grammar and punctuation when necessary, students should come prepared every class period to answer questions, share their writing with the instructor and with other students, and work together to promote learning.

Course Work Evaluation

The assessment and grading of your performance in this course are based upon the following:

Class Discussions, In-class writing, homework 10% Proofreading assignment 10%

Reference assignment 10% Literacy Narrative 10%

Analysis essay – 10% Review essay 10% Current events, word list 10%

Formal research paper 20% Mid-term, final exams 10%

Total possible percent 100%

Learning Outcomes Assessment Rubric for General Studies English Courses A - 90-99% Distinguished at designated General Studies course level

Demonstrates astute perception of individual textual elements and their interrelationships.

Communicates perceptions in a lucid, precisely focused, discipline-tailored manner

Demonstrates astute observation underlying impressive depth of insight.

Derives rigorously logical conclusions from analysis of the full range of available evidence or recognition of a full spectrum of varying perspectives.

Applies insights in a wholly original, soundly practical manner.

B - 80-89% Proficient at designated General Studies course level

Demonstrates sound perception of individual textual elements and their interrelationships.

Communicates perceptions in a preponderantly clear and largely discipline-appropriate manner

Demonstrates perceptive observation underlying emergent depth of insight.

Derives demonstrably logical conclusions from analysis of a wide range of available evidence or a broad range of varying perspectives.

Applies conclusions in a creative, soundly practical manner.

C - 70-79% Satisfactory at designated General Studies course level

Demonstrates generally sound perception of individual textual elements and their interrelationships.

Communicates perceptions in a generally clear and basically discipline-appropriate manner.

Demonstrates attentive observation.

Derives generally logical conclusions from analysis of a range of available evidence or a range of varying perspectives.

Applies conclusions in a soundly practical manner

D- 60-69% Marginal at designated General Studies course level

Demonstrates flawed perception of individual textual elements and their interrelationships.

Communicates perceptions in an unevenly clear, inconsistently discipline-appropriate manner.

Demonstrates partially attentive observation.

Derives conclusions from insufficient evidence or limited recognition of varying perspectives.

Applies conclusions in a doubtfully sound or impractical manner.

F- Below 60% Unsatisfactory at designated General Studies course level

Communicates radically distorted perceptions of individual textual elements and their interrelationships

Communicates perceptions in an unintelligible or wholly discipline-inappropriate manner.

Demonstrates radically inattentive observation.

Derives illogical or unsubstantiated conclusions.

Applies conclusions in a radically flawed manner. Late, Lost Paper Policy, Rewrites: You are responsible for keeping a copy of ALL papers you turn in. This is a wise policy, in fact, for any class you take. For papers that you word process, always save the document on disk and/or on the hard drive (and make a back-up). Also, it's much easier to revise a paper that's already on the screen than one you have to completely retype. Meeting the deadline for assignments constitutes part of the overall grade, and late papers will be judged accordingly. Papers are due on the specified due date whether or not you were present for any class discussion or review on the topic. If for some reason you miss class, you are still responsible for the assignments detailed in the syllabus. Submission of papers and assignments: Graded work is not accepted via email. All papers submitted for a grade in this course must be turned in (papers must be printed and given to the instructor in person or delivered to the instructor’s on-campus mailbox) as hard copies. Papers should be typed in an acceptable 12 pt. font, and double spaced with standard Microsoft Word margins. The only handwritten assignments I will accept are those written in class. Poorly written papers will receive a D or F. The student is entitled to rewrite their essay with the goal of improving their score as well as their writing. The paper must be resubmitted within one week.

Papers received after the due date will be graded accordingly, as will student essays with no rough draft on the assigned day.

Make-Up Policy: I expect to receive written assignments on or before their due dates. If you arrange with me in advance, alternate assignments and/or due dates are possible, however expect replacement and/or rescheduled assignments to be more challenging and lengthier than the original assignments. In addition, the class will participate in ‘peer reviews’ for rough drafts for all essays and each student is expected to have their rough draft on the assigned day. The absence of a rough draft may subsequently affect the final grade for the essay.

There will be NO extra-credit assignments.

*** 2017-18 ACADEMIC PLANNING CALENDAR (8/11/17)

August 14, Mon. Classes begin fall semester

August 18, Fri. Last day for changing course status to audit 4:00 p.m.

Sept. 1, Fri. Last day for adding courses (requires signature of instructors) 4:00 p.m.

Sept. 4, Mon. Holiday - Labor Day

October 4, Wed. Mid-semester reports of unsatisfactory grades submitted by faculty

Oct. 5-6 (Th-F) Fall break

October 27, Fri. Last day for dropping courses with a grade of "W" 4:00 p.m.

Nov. 20-24 (M-F) Thanksgiving recess

December 1, Fri. Last day to officially withdraw from the University

December 1, Fri. Last class day fall semester

Dec. 4-8 (M-F) Final exams fall semester

December 8, Fri. Fall semester ends 5:00 p.m.

December 12, Tue. Final day for submission of semester grades 2:00 p.m.

Syllabus Disclaimer

"This syllabus is subject to change based on the needs of the class.

Please check it regularly."

Accessibility/Accommodations:

Concord University is committed to responding to the needs of students with disabilities as defined by the Americans with Disabilities Act. Please inform your instructor at the beginning of the class semester if you have a disability and are requesting accommodations. It is your responsibility to self-disclose that you are requesting accommodations. The University and instructor will provide you with a reasonable accommodation. You should register with CU’s Disability Services Office, located in the Athens campus Jerry and Jean Beasley Student Center, Bottom Floor, across from the Campus Post Office. The Disability Services Office phone is 304-384-6086 or you can email the Director, Nancy Ellison, at nellison@concord.edu for assistance.

Academic Dishonesty

Academic dishonesty is morally unacceptable as well as destructive to the learning and teaching atmosphere. Academic dishonesty includes the giving or receiving of improper help on examinations or assignments, falsifying documents, and plagiarism (the act of stealing and using, as one’s own, the ideas or the expression of the ideas of another). Such dishonesty can lead to a variety of penalties — including but not limited to failure of assignment, failure of course, loss of institutional privileges, or dismissal from the University. (See University Catalog Academic Policies and Procedures.)

Concord University Honor Code

A Concord University Honor Code was approved by students, staff, faculty, administration, and the CU Board of Governors. The Code states:

"As a member of the Concord University Community I will act with honesty and integrity in accordance with our fundamental principles and I will respect myself and others while

challenging them to do the same."

The Honor Code is intended to unite the Concord community behind a culture of honesty, integrity, and civility.

Class/Online Attendance Policy

Regular class attendance is part of a student’s academic obligation at Concord. Irregular attendance may affect academic performance adversely and is detrimental to the atmosphere of a class. (See University Catalog Academic Policies and Procedures.)

Emergency Alert System

In an effort to increase safety and security on our campus, Concord University encourages everyone to register for instant text message alerts. Alerts will only be used for security and safety notices. All students, faculty, and staff are eligible to receive text message alerts on their cell phones or email alerts. Please contact the IT Help Desk for further assistance (304-384-5291).

Emergency Information

Emergency/courtesy telephones are located at the main entrance of each residence hall and at various other locations on campus. Emergency telephones can be identified by the flashing blue light and will provide the user with a direct link to Public Safety at the press of a button. To report an on-campus emergency, call 304-384-5357 or 911. The Office of Public Safety is located on the bottom floor of the Rahall Technology Center. For further emergency information go to: http://www.concord.edu/administration/office-public-safety.

Inclement Weather Policy

As a general policy, the University will remain in normal operations during adverse weather conditions. In the event of severe weather conditions, the following may occur:

University Closure No students or employees are to report.

Classes Cancelled Students do NOT report BUT employees are expected to report to work at their normal time.

Operating on an Inclement Weather Delay Under this schedule, all 8 a.m. classes will start at 10 a.m. Students and faculty will follow the Inclement Weather Schedule. (See http://www.concord.edu/emergency-alerts for Athens/Beckley Inclement Weather Schedules.)

Students are expected to do their own work. Plagiarism will result in a zero on the

assignment for all students involved with no opportunity for a make-up. Further, No recycling/reusing papers that you have written in high school, other college courses, or at Concord University – THIS IS CONSIDERED PLAGIARISM. I expect you to produce original work for this course.

*Announcements invoking the late schedule or other options referenced above are aired on area radio and television stations and are sent as text and email messages to those enrolled for this service.

.

Student Conduct

In classrooms, online, laboratories, and during any activities that are part of course requirements, students are expected to observe reasonable rules of conduct.

Technology Services

Contact the CU Help Desk at extension 5291 from campus or 304-384-5291 off campus. You may also e-mail cuhelpdesk@concord.edu.

MISCELLANEOUS

Voluntary Withdraw from Course: It is the responsibility of a student desiring to withdraw from a class or the University to complete and submit the Academic Success Center’s on-line Withdrawal Form. Students are strongly encouraged to contact their faculty advisor or the Academic Success Center prior to completing the form. Failure to begin attending or ceasing to attend does not constitute official notice of withdrawal. The deadline for dropping classes with the grade of “W” will be the end of the ninth-instructional week of a semester long course. An administrative withdrawal will not be initiated by the instructor if you fail to attend class; if the student does not formally withdraw, their name is still on the grade sheet and must be assigned a grade. Instructor’s Classroom Policy: To show respect to your instructor and fellow students, all cell phones should be turned off so as to not disrupt class, and the use of iPods during class is forbidden. Talking while the instructor is teaching is considered rude; however class discussion is encouraged when appropriate. Also, I consider it rude if students begin gathering their belongings before they are dismissed.

Expectations of classroom behavior: Students will conduct themselves as they should in college. Respect for the professor and respect for

each other is expected and required. Disrespectful behavior will not be tolerated and the professor

retains the right to ask any disrespectful student to leave her classroom.

Each participant in the course, professor and students, will respect the right of every individual to voice

opinions, offer information, and reflect on readings whether or not she/he agrees with what is

expressed.

You are expected to buy the textbook for the course and bring it with you every class period. If you cannot

acquire or afford the textbook, you must notify me immediately. There are other options for you to still

get the textbook, but you must have it.

The status of off-campus classes in Raleigh County will be determined by the Director of the

Beckley Center. When a decision to cancel classes is made, the media, faculty, and appropriate

University offices will be notified. Students should assume that classes WILL meet unless they

hear from their instructor or the electronic media, that the class is cancelled. Because the

University does not wish to endanger the lives of faculty, students, or staff, it urges individuals to

use their own best judgment in commuting to the campus in adverse or severe weather conditions.

You are expected to have your assigned work done for each class period. This class requires you to be

prepared, and if you are not, you will be unproductive in class that day. Lack of preparation for class is

obvious and will affect your class participation grade.

E-mail etiquette: Emails to professors at CU should be written formally. Emails to these individuals are not text messages and they should not be written as such. Capitalize words that require capitalization, use complete sentences, spell out words fully and correctly, and maintain a formal, respectful tone. Your questions and the content of your message will be taken more seriously when you present yourself professionally. Remember that you are not writing to a friend. Also consider the email address from which you are sending your email. If your email address or subject line is inappropriate, or if I do not recognize the email as coming from a student, I reserve the right not to read it. Use an email account that affiliates you with CU, or an email account that identifies you by your proper/given name. This is the best way to ensure that I will receive, read, and respond to your email.

*** PLEASE – Check your CU email daily for updates regarding assignments or other vital class information.