Ms.+Moody+1302

** English 1302 Dual Credit/Hybrid ** ** Spring Semester 2012 **
 * Cisco College – Cisco Campus/ ITV and Albany High School **
 * Instructor//:// ** Wanda Moody

//__Contact Information__:// As an adjunct faculty member, I do not have regularly scheduled office hours, but you can usually find me in room 58 before or after class. If this time is inconvenient for you, please schedule an appointment with me.

__Classes__ __Location__  __Final Exam__ TR 8:00 – 9:25 AM English 1301-04 Room 56 5/8/2012 8:00 – 10:00 AM

TR 9:50 – 10:45 AM English 1302-09, 44 Library ITV 5/10/2012 8:00 – 10:00 AM

TR 1:00 – 2:25 PM English 1302-85 Albany HS 5/8/2012 1:00 – 3:00 PM

//E-mail:// You may e-mail me at the following address: wanda.moody@cisco.edu I normally check e-mail daily and answer promptly.

//The CC catalog contains this description of English 1302 Composition II:// “Principles and techniques of written, expository, and persuasive composition; analysis of literary, expository, and persuasive texts; and critical thinking. ENGL 1302 is the continuation of the skills mastered in ENGL 1301. Research paper required. Three lecture hours per week. //Credit:// 3 semester hours
 * __ Description of the Course: __**

//Prerequisite:// ENGL 1301. Students who make a grade of ‘D’ in ENGL 1301 are **//strongly//** discouraged from taking ENGL 1302. A grade of ‘C’ or better in ENGL 1301 indicates better preparedness for 1302, the next course in the ENGL sequence.

//Transferability:// This course will transfer to other public (and to most private) colleges und universities as a core curriculum requirement for the second half of freshman English.

//Expected Educational Outcomes:// English 1302 is a continuation of the skills mastered in English 1301 and is an introduction to research writing. By the end of English 1302, a successful student should be able to: revision, editing, and presentation. responding. and proficiency in Standard American English. By the end of the semester, a successful student will be able to: communication choices. technical proficiency in the development of exposition and argument. community to re-shape impersonal data into meaningful knowledge applicable to relevant topics. hypothesize, and interpret.
 * __ English 1302 Course Outcomes: __**
 * Demonstrate writing and speaking processes through invention, organization, drafting,
 * Participate effectively with emphasis on listening, critical and reflective thinking, and
 * Produce a well-developed research paper that displays logic, coherence, unity, order,
 * Follow MLA style.
 * __ English 1302 Course Goals: __**
 * Understand the importance of specifying audience and purpose to select appropriate
 * Understand and apply basic principles of critical thinking, problem solving, and
 * Recognize research as a discovery process with the goal of engaging in an intellectual
 * Utilize research for a variety of purposes, i.e. analyze, synthesize, evaluate, test, assert,
 * Utilize a variety of research methods in all writing assignments.
 * Critically respond to relevant research to inform and support a position.
 * Produce an essay documented and formatted according to MLA guidelines.

Bullock, Richard, Maureen Daly Goggin, and Francine Weinberg. //The Norton Field Guide to Writing// //With Readings and Handbook.// New York: W.W. Norton and Company, 2010.
 * __ Required Textbooks and Materials for English 1302: __**

A folder or notebook for taking notes and organizing information Pen, pencil, paper (no ragged edges), and a thumb drive Optional but beneficial—a good dictionary and/or a thesaurus in dictionary form

All **essay projects and the research paper** must be completed to pass the course. **If you fail to complete an essay project or the research paper, you will fail the course, regardless of your average.**
 * __ Grading Policy :__**

The grade for this course will be based on the number of total points accumulated, up to 1000 points. The point distribution is as follows:

Daily Assignments and quizzes 100 Discussion Questions 100 Class Participation and Attendance 100 Final Exam (Multiple choice and essay questions) 100 **Total 1000**
 * __ Assignments __** **__Points__**
 * Essay Projects** – four essays will be written 400
 * Research Paper** 200


 * //NOTE: Your four essays and research paper have a total value of 600 points (60% of your grade)//.**

v **900 – 1000 = A** v **800 – 899 = B** v **700 – 799 = C** v **600 – 699 = D** v **0 – 599 = F**
 * Your final course grade will be determined by this point scale:**

__ Policies Concerning Assigned Work __:
 * Make-up Work: **Late work is not accepted**. If you will miss class due to a sponsored college event, **you must notify me before you are to be gone**; normally the work can be completed before you leave, otherwise, it is due when you return to class.
 * Essays and papers are due when called for **//at the beginning of class//** **//on their due dates//**; **dual credit classes will upload essays and rough drafts to Blackboard by a specified time and date.**
 * Daily assignments and quizzes that are missed **//may not//** be made up. Your highest ten daily assignments will be counted in the final grade, so any assignments beyond that number will be dropped.


 * __ Grading Criteria and Explanations for Essay Projects: __**
 * I know that your time is valuable, so I will not assign busy work. Any assignment that I make will be important and will be worth your time to complete.**

All final copies for essays and the research paper must be submitted in MLA format.

As stated under “Assignments”, you will be required to write four essays. These will be done by using both “in-class” and “out-of-class” time. You will participate in class activities and discussions pertaining to the process and development of these essays. It is imperative that you be aware that all of your essays will require that you turn in a rough draft before the final essay. I will not actually grade the rough draft, but it must precede your final draft or I will not grade the final draft. (I suggest that you save your work to a disk or a thumb drive and that you remember to “save” often.)

I also recommend that you actively participate in peer evaluation processes. You are a valuable part of this class, and your classmates benefit from your involvement. During those class periods that peer evaluation is taking place, I encourage you to actively circulate your paper for critique and to actively critique papers that are offered to you. This will be your opportunity to have someone else proofread your paper. It is to your advantage to participate in this activity because your peers know the assignment and are familiar with my grading standards. **I will be observing the process and at my discretion will deduct points from the final grade on your paper if you are not both taking the process seriously and actively participating.** If you do not have a copy of your essay to circulate, do not come to class that day as you will be counted absent **and** will lose ten points from your class participation grade.

I will assign a **number grade to** **each essay** that is submitted for grading. The guidelines for each essay assignment will be available on Blackboard. Specifics for formatting and any special requirements will be included in the guidelines for the essay.

Each student will have the opportunity to “rewrite” one essay. The “rewrite” may **NOT** be the research paper. The “rewrite” will be eligible to enable a student to make up to 80 points on the essay. For example, if a student makes a grade of 60 on an essay, the “rewrite” COULD add 20 points to the student’s essay grade (the total grade will not exceed 80 points). The “rewrite” will be graded according to the original guidelines. **NOTE:** Before a “rewrite” can be submitted, the student must schedule the “rewrite”, and it must be completed within one week of the original essay’s being graded and returned. If a student schedules a “rewrite” but does not complete it, this still counts as the one eligible “rewrite”. When the rewrite is submitted, the original graded copy must also be returned or the revised essay will not be graded.

The essays will require the use of outside sources and will require proper documentation. Essays will normally be 3 - 3 ½ pages in length and will require a Works Cited page. The research paper will be 6 – 8 pages in length and will require a Works Cited page. Specific requirements for content, length, MLA format, any special guidelines, and needed documentation style will be given for the assignment.

As you noted under “Assignments”, the discussion questions have a total value of 100 points. There will be a total of fourteen discussion questions during the semester, and each will have a **total value** **of seven points**. Each discussion question will have two parts. The first part will involve responding to a writing prompt and using an outside source to support what you are saying. There will be a number of factors considered in the grading of the response: complete thoughts, fully address the issue, good grammatical structure, adequate or acceptable source, proper documentation, and proper Works Cited entry for source. The second part of the of the discussion question will require that you respond to the posting of one of your classmates. You may agree or disagree with the posting of your classmate, but you must be courteous, write effectively, and use a signal phrase and a parenthetical citation in your response. Be aware that a grade of “C” is considered average, so a score of 4 would be average. If you want to make an “A” on your discussion question, you will need to be sure to pay attention to the guidelines given above.
 * __ Grading Criteria and Explanations for Discussion Questions: __**

Techniques for expository writing – essay Techniques for persuasive writing – essay Techniques for analysis of literature – essay Techniques for evaluation/critical thinking – essay Technique for preparing and completing a research project
 * __ Major units of study will include (but not be limited to) the following __**:

All of the major units will further incorporate a variety of processes and approaches: (1)Evaluation of and selection of research materials, (2) classroom and small group discussion, (3) group work, (4) peer reviews, and (5) individual reviews.

Please be sure to consider the processes and approaches given above. It is typical for students to think that they do not need to do group work, peer reviews, and individual reviews, but these processes are vital. You benefit from all of these.

It is the intent of Cisco College to foster a spirit of complete honesty and a high standard of integrity. The attempt of students to present as their own any work they have not honestly performed is regarded by the faculty and administration as a serious offense and renders the offender liable to serious consequences, possibly suspension.
 * __ Academic Integrity: __**

//Plagiarism// is another word for academic dishonesty and is a form of theft.
 * //Any assignment shown to have been plagiarized will not receive any points and may not be rewritten//**.

Students are expected to take responsibility in helping to maintain a classroom environment that is conducive to learning. In order to assure that all students have the opportunity to gain from the time spent in class, students are prohibited from making offensive remarks, reading material not related to class, sleeping, or engaging in any other form of distraction. Inappropriate behavior in the classroom shall result**,** at a minimum**,** in a request to leave class. A more detailed list of inappropriate behaviors is found in the current student handbook.
 * __ Student Conduct: __**

Use of communication devices, including but not limited to cell phones, pagers, and palm devices, is prohibited during class. Laptops may be used for note-taking or composing only. Any exception to this policy may be granted at the discretion of the instructor. Use of any communication device or data storage device during a test, unless express permission has been granted by the instructor, may result in a charge of academic dishonesty. An exception to this policy may occur due to college-wide emergency notification
 * __ Student Technology Use in Classroom: __**


 * __ Attendance: __**
 * 1) Promptand regular class attendance is considered necessary for satisfactory work. It is the responsibility of the instructor to keep an accurate and comprehensive record of attendance.


 * 1) A seating chart will be developed on the third day of class. Using the seating chart, I will check attendance at the beginning of each class. Tardiness is a discourtesy and a disruption to other students. If you are tardy, it is your responsibility to remain after class and be sure that your name is on the roll sheet, otherwise, you will be counted absent. Two tardies, not being present when roll is taken, will constitute an absence. If you are 15 minutes late, do not bother to come to class; you have already been counted absent. Absences immediately before or after a holiday **will be** counted as double absences.

According to college policy, the instructor may require the work to be made up within two weeks. My policy allows you to make up only **major assignments,** and they must be completed
 * 1) Cisco College recognizes that **absences from class may occur due to illness, death, or illness in the immediate family, observance of a religious holiday, or participation in a college-sponsored activity.** (Absences due to the participation in a College-sponsored activity must be authorized by the Vice President of Instructional Services.) When absences occur due to the above, I will consider the absence excused, and the student is allowed to make up work missed.
 * within one week.**


 * 1) For a class that meets three times per week, a student is allowed six absences. **For a class that meets two times per week, a student is allowed four absences.** For a class that meets one time per week, a student is allowed two absences. If a student misses one more than the allowed number of absences, he/she may be dropped from the class if the professor deems the student to be failing due to excessive absences and/or failure to make up work due to absences .

The student will receive a grade of W for the course if withdrawn before the “last day to drop with a W” and an “ F” if withdrawn after the “last day to drop with a W.” Last day to drop with a “W” is April 9, 2012.

I do not want to drop you, but attendance is your responsibility, and you **MUST** stay in contact with me.

Under Section 51.907 of the Texas Education Code, “an institution of higher education may not permit a student to drop more than six courses, including any course a transfer student has dropped at another institution of higher education.” This statute was enacted by the State of Texas in the spring of 2007 and applies to students who enroll in a public institution of higher education as first-time freshmen in the fall of 2007 or later. Any course that a student drops is counted toward the six-course limit if “(1) the student was able to drop the course without receiving a grade or incurring an academic penalty; (2) the student’s transcript indicates or will indicate that the student was enrolled in the course; and (3) the student is not dropping the course in order to withdraw from the institution.” A CC student affected by this statute who has attended or plans to attend another institution of higher education should become familiar with that institution’s policies on dropping courses.
 * __ The “Six Withdrawals” Statement: __**

College-level courses may include controversial, sensitive, and/or adult material. Students are expected to have the readiness for college-level rigor and content.
 * __ Course Content: __**

Students who qualify for specific accommodations under the Americans with Disabilities Act (ADA) should notify the instructor the first week of class. It is the student’s responsibility to provide the necessary documentation to the Special Populations Coordinator.
 * __ Students with Special Needs: __**

The schedule and procedures in this syllabus are subject to change if deemed appropriate by the instructor.
 * __ Note – Changes to the Syllabus: __**

** My Standards for Grading English Compositions **


 * Grades: **
 * Acceptable levels of performance range from A to D (100 – 60). Evaluation is based upon both content and form. Numerical grades will be given so that students can see exactly where in the grade range their grades fit. Essays will be graded according to the standards explained below:**


 * 90 – 99**
 * The A range essay shows originality of thought in stating and developing a central idea. Its ideas are clear, logical, and thought-provoking. It possesses careful construction and organization of sentences and paragraphs, careful choice of effective words and phrases, and concentration upon a main purpose with adequate development and supporting ideas. //__The A essay has no serious grammatical or mechanical errors.__//**


 * 80 – 89**
 * The B range essay has a clearly stated central idea which is logically and adequately developed. Its ideas are clear because it possesses most of the qualities of good writing which are found in the A essay; however, the B essay often lacks the A essay’s originality of thought and maturity of style even though it is relatively free of serious grammatical or mechanical errors.**


 * 70 – 79**
 * The C range essay has a central idea and is organized clearly enough to convey its purpose to the reader. It may, in fact, bear few correction marks, but it lacks the maturity of thought and expression which would entitle it to an above-average grade. The C essay is also relatively free of serious or grammatical errors.**


 * 60 – 69**
 * The D range essay suggests below-average achievement in expressing ideas correctly and effectively. Most D essays fail to present a clearly stated central idea, or, if one is stated, it is not adequately supported and developed. Frequently, the D essay also suffers from inadequate or illogical paragraphing and lacks clear and logical transitional links between ideas. Many D essays also contain serious grammatical and mechanical errors. With more proofreading and with fuller development, many D essays might be worthy of at least a C rating.**


 * 59 or below**
 * The F range essay usually indicates failure to state and develop a central idea. It may also reveal illogical paragraphing and inadequate transitional elements. More over, the F essay often indicates failure to avoid serious errors in sentence structure, grammar, spelling, and punctuation. The degree to which the essay fails to meet the standards described here will be indicated by a numerical grade, which may be anywhere between 0 and 59.**

** Suggested Grading Standards for English 1301 & 1302 **

Here are descriptions **of the possible grades** in these courses, offered by CC to promote consistency.


 * In **A** essays, the main idea is significant and shows evidence of a writer’s personal engagement with a specific subject. Organization is strong; there is a clear, overall pattern of development with necessary and orderly steps and clearly explained connections between ideas. Information is abundant and pertinent to the main idea. In general, support provided for the essay’s ideas is under the control of the writer; it is directed to his or her purpose. Language is not only correct but interesting and strongly communicative. Sentences are varied in structure, original, and vivid in word choice; the writer’s personality and presence are apparent. The essay is relatively free of grammar and spelling errors. An **A** paper is not flawless; there is no such thing in writing. But, it reflects a writer who is in full control of both material and language. Control is the key word here. The reader feels expert guidance.
 * // An “ A” essay is ABOVE AVERAGE //**.
 * In **B** essays, the main idea is fairly original and out of the ordinary, if somewhat dispassionate. Organization is good and an overall scheme controls the essay, though transitions may be a bit mechanical. The details reveal good reading or research, and though their presentation may be uninspired, they are all used to support the main idea explicitly. The language is at least clear and correct, if rather ordinary. There may be a tendency toward wordiness or technical language over which the writer may not exercise good control.
 * In **C** essays, the main idea is not terribly original, but it is adequate to control the content of the essay. Organization is in evidence but loose. The topics of the paragraphs and the rationale of their order may not be immediately apparent, though they can be deciphered; transitions may be weak. Details abound, most of them relevant to the main idea, though there may be statements unsupported by details or details whose relevance to the main idea is not clear. The language is for the most part correct, though it may imitate a highly “generic” voice. There may be problems with word choice, levels of diction, and awkward wording. A **C** paper will do; it is adequate. But, it gives the reader the impression of fuzziness and lack of assurance on the part of the writer. The reader has to work to understand what he or she is reading.
 * // A “ C” essay is AVERAGE. //**
 * In **D** essays, there may be no apparent main idea, or if one is stated, it fails to control the content of the essay. There may be details, but few of them support a main idea in any clear way. Paragraphing is a problem; paragraphs may be too long or too short; some may have no apparent topic while others have several, and there may be illogical transitional links between ideas. The language may be peppered with errors, unidiomatic phrases, frustrating vagueness, and other infelicities that impede comprehension. A **D** grade implies to the student that the essay is still “in progress,” as it has not yet reached a level of focus or comprehensibility that would allow the teacher to assign it a passing grade.


 * Some teachers reserve the **F** grade for work that is not attempted. Others assign an **F** to work that wholly does not meet the assignment due to inattentiveness or laziness, rather than due to misunderstandings, in which case they assign a **D**. **F** essays may also reveal a flagrant disregard for the specifications of the assignment and may be so riddled with serious grammatical and mechanical errors that the text is incomprehensible or unreadable. (I assign a “**0**” for work that is not attempted.)

EXPLANATION OF “SERIOUS ERRORS” The following errors are considered “serious” because they **//significantly//** hinder the reader’s comprehension and/or enjoyment of what is being read.

1. Comma splice – A comma splice occurs when two sentences are joined simply by placing a comma between them. Example: **The woman went to the store to buy her groceries, she bought enough to last her family for a month.** These are both complete sentences that are separated just by placing a comma between them.

There are several different ways that these two sentences could be joined correctly: Use a conjunction and a comma: The woman went to the store to buy her groceries, and she bought enough to last her family for a month. Use a semicolon: The woman went to the store to buy her groceries; she bought enough to last her family for a month. Separate the sentences with a period: The woman went to the store to buy her groceries. She bought enough to last her family for a month. Make the verb compound: The woman went to the store to buy her groceries and bought enough to last her family for a month.

There are other possibilities that could be used. The major point is to avoid **comma splices.**

2. Run-on or fused sentence – A run-on sentence occurs when two sentences are run together with no acceptable punctuation between them. Example: **The woman went to the store to buy her groceries and she bought enough to last her family for a month.** Corrections for this sentence error are similar to those for the comma splice. The writer could place a comma before //and//; a semicolon could be used in place of the comma and conjunction; a period could be placed between the two sentences; other options exist.

3. Sentence fragment - This error occurs when the sentence is not complete; it could be missing a subject or a verb. Example: **Robert and Sam to the movies and then to the park.**

As you can see, the sentence needs a verb. Robert and Sam **went** to the movies and then to the park. In some cases, a subject might be omitted**: And Sam went to the movies and then to the park.** Still in other cases, writers sometimes get in a hurry and simply leave out words: **To the movies and then to the park.** All of these are ways to have sentence fragments.

4. Misspelling of two or more common words - This error is not uncommon. It can happen when the writer confuses two similar words. Example: **where** **/ were; accept / except** Spelling errors can simply be leaving out an apostrophe. Example: **Teds** (possession), **isnt** (in a contraction). Not spelling out numbers smaller than 100 counts as a spelling error. Spelling errors also occur when the writer simply has no idea how to spell a word; this is why dictionaries are beneficial. Use of a contraction also counts as a spelling error.

5. Subject / verb agreement error - This occurs when the subject is singular and the verb is plural. Example: **Jenny are my best friend.** This error can also occur when the subject is plural and the verb is singular. Example: **All of the players has their equipment.** Be aware of your subject and verb; be sure that they agree.

6. Pronoun / antecedent agreement error - A pronoun is a word that can replace a noun: I, you, he, she, it, their, anyone, everyone, ... If the antecedent is singular, the pronoun must be singular. Example: **The dog wagged its tail.** This example is correct. The following example is incorrect: **The dog wagged their tail.**

7. Illogical shifts in tense - The verb in the sentence tells the reader the time. If the writer is using the present tense and then suddenly shifts to the past, the reader can become confused. Example: **Joe is intently watching the game. He saw the quarterback throw an interception, and the other team scores a touchdown.** Sometimes the writer intentionally shifts tenses, but it is the writer’s responsibility to keep the reader in mind. The writer is responsible for what the reader experiences, whether it be pleasure or frustration.

8. Misplaced modifiers – Modifiers are words that describe. If the descriptive words or phrases are not logically placed, the reader is likely to be confused. Example: **Walking close to the house, the tree provided excellent concealment.** (Can you picture that?)

9. Errors in grammar – These errors include incorrect forms of verbs, misuse of pronouns, errors in use of correct adjectives or adverbs, parallelism, and other regional or personal deviances from formal grammar.



More discussion on any of these errors can be found in //The Norton Field Guide to Writing With Readings and Handbook,// or you can ask me for further assistance and explanation.



An essay that exhibits **//__any__//** of the errors discussed above will receive a grade of no higher than a “B”. (Refer to grading standards for “A” and “B” papers on page 7 of this syllabus.)
 * Please note: **

This is somewhat different from the grading values used in English 1301 where each serious error had a v alue of ten points. In English 1302, you will lose no more than one letter grade on any essay or research paper for serious errors. Please do not let the change in point value cause you to be any less careful about your writing quality; there are added criteria to be considered in the evaluation of essays in English 1302.

FREQUENT “SLIP-UPS” The following is a list of common errors:


 * Incorrect use of “you”
 * Use of “really”, “very”, “so” and other terms when unsure what to say
 * Spell numbers smaller than 100 except in addresses and dates
 * Do not use abbreviations
 * Avoid use of sexist language
 * Do not use contractions
 * Avoid use of slang
 * Avoid use of “trite” or overused expressions
 * Incomplete comparisons - for example: use of “so”
 * Shifting verb tense without a reason
 * Failure to use paragraph format
 * Use of pronouns that do not agree with antecedents
 * Use of sentence fragments
 * Use of comma splices
 * Use of run-on sentences
 * Spelling errors
 * Subject / verb agreement errors
 * Misplaced modifiers
 * Misuse of homonyms
 * Do not introduce your work by saying something like “I am writing about...”
 * Do not tell the reader that you do not know what to say or write about
 * Do not be afraid to sound like yourself; you are the person writing the paper, so it is acceptable to use your own choice of words and writing style. Do not try to sound like someone else when writing. Be confident; //do not be afraid to sound like a writer who is completely in control of the writing situation.//
 * As a developing writer, it is perfectly natural to try new techniques and methods. Have some fun with your writing. Writing can be just as interesting and exciting as you are willing to make it.
 * ** Have pride in your work. ** It is ok to realize that improvements can be made, but do not apologize for the quality of your work unless you know that you made no effort.