(Item # 1320, section RA)
MTRF , Bldg 5-114
Instructor: Connie Wasem
Office: bldg 5-159
1. Texts and materials
· Listening to Earth (a Longman Topics Reader), Christopher Hallowell and Walter Levy
· Portfolio Preview. SFCC English Faculty
· Little, Brown Brief Handbook, 2nd ed. Jane E. Aaron.
· one jump-drive or two 3 ½” floppy disks (one for back up) for writing assignments
· another 3 ½” floppy disk for writing your in-class impromptus (to be left in my care)
· a floppy disk storage case, for toting disks to and from class
· a pocket folder (no rings) for turning in individual essays and their drafts
· a spiral notebook (the 70- or 100-page notebook is best) for your Writer’s Notebook
2. Learning Outcomes for Composition 101
Students should use what they have learned about sentences, paragraphs, conventions of the essay, the writing process, and their own emerging capabilities as writers to:
1. recognize that writing is a process requiring thoughtful reconsideration and revision
2. discern and record details accurately as part of the composing process
3. generate varied ideas as part of the composing process
4. evaluate details and ideas in light of particular audiences and rhetorical purposes
5. organize ideas in a coherent manner
6. use specific details to support claims
7. gather, use, and document information to develop an argument
8. communicate with an academic audience to describe, analyze, and persuade
9. observe the conventions of standard edited American English
10. meet deadlines and complete requirements
11. write independently
12. provide feedback for other writers
13. use instructor and peer feedback to improve prose
Also, we will be addressing the ultimate goals for all learning at SFCC, as detailed by
SFCC’s 4 Abilities & Learning Outcomes
1. Analysis/Problem Solving and Information Literacy: Students will access, evaluate and apply information from a variety of sources and in a variety of contexts.
2. Communications: Students will make connections that create meaning between themselves and their audience.
3. Responsibility: Students will develop the ability to recognize, understand, and accept ownership of their own actions.
4. World Views: Students will demonstrate an awareness and appreciation of the world: its scientific complexity, its social diversity, and its artistic variety.
3. Summary of course work
a. Focus on the Campus-Wide Theme (Sustainability: Promoting a Livable Futute)
To contextualize our class and to give our class reading, discussions, and essay assignments a unifying focus, we are going to dovetail our academic inquiry this quarter with the Campus-Wide Theme for this year. On SFCC’s web site, the Campus Theme Committee declares its purpose:
Our aim is to engage the campus community (faculty, staff, and students) in an extended, academic dialogue focused around one broad issue. Films, guest lecturers, panel discussions, teach-ins, Chautauqua, and artists help create rich learning opportunities for deepening the understanding of our theme….Because learning has been found to be more successful when it engages students’ interest, we hope to facilitate a series of student-oriented events through the Associated Student and Instructional-Related Program clubs throughout the year—events created by and for students. [And] because student retention has been found to increase when students make a commitment to campus, we hope that the integration of classroom learning, the core book, club participation, and college-wide theme events will encourage students to become involved in the campus community and bring them closer to graduation.
b. Cluster groups
Because we’ll be sharing our work in progress, it’ll be important for us to develop a sense of community in this class. Early in the quarter, I’ll help you establish micro learning communities of groups of four or five students, called “clusters.” Much of the work we will do in class will be in collaborative small groups, and your cluster will become your support group for this course.
c. Your Writer’s Notebook
Educational outcomes for this course include exercising your writing and critical thinking skills to help you gain more confidence as a college writer and student as you learn to quickly articulate your ideas on a given topic. Toward that goal, we’ll begin most class sessions with a “freewrite” in a spiral notebook you’ll designated exclusively as your Writer’s Notebook for this quarter. I will periodically collect your Notebooks to discover how you’ve been responding to the topics and to make sure you’re engaging in this assignment. Your Writer’s Notebook will be evaluated on completeness, development, and thoughtfulness, and will be worth 10% of your final grade.
d. The 4 major essays, and their revisions
The most significant work you’ll do this quarter is writing four polished essays. The essay assignments are designed to be cumulative, meaning the skills developed in one essay will be built on in the next, as you learn to respond in a variety of ways to a variety of sources.
When you do revise for a better grade, turn in these 3 things in a pocket folder:
1) the graded essay with my comments on it,
2) the evaluation form with my circled ratings and total points/final grade, and
3) your revision with all changes highlighted and/or annotated.
If you do not include these 3 things, I will not read your revision. The new grade your revision receives will become the final grade for that essay. Also, you’ll carefully save all your essays, even after they’re graded by me, for possible inclusion in your portfolios.
e. Bring outlines and complete drafts to workshop for points
On the days the schedule says you are to bring an outline or a complete draft for peer-review or peer-edit, your outline or draft is required in class with you. I will circulate around the classroom, checking drafts and recording the points you earn for the work you have in progress. Generally, bringing a draft with you and participating in peer-review on the required days will earn you 25 points. If you do not have your outline or draft with you, you will earn 0 points for that day. Please realize that peer-review can help you improve your essay only if others can read and respond to your draft, helping you revise effectively, before I grade it. Also, a major goal of the Communications program is to help students learn to give effective feedback to others.
f. The 101 mid-term and final portfolio assessments
All students at SFCC will turn in two writing portfolios for a group of English 101 teachers to read and respond to, one due at mid-term and the other due just before the end of the quarter. These portfolio assessments assure that all students who pass English 101 meet the minimum requirements before earning a C (2.0) or higher in the course, making them eligible for enrolling in English 201. Your mid-term portfolio, to be read by faculty on Oct 24, will include one of your first two essays (you’ll choose which one you think is best). The final portfolio, which will be read by faculty on Nov 29 & 30, will include an essay from the first half of the quarter, an essay from the second half, and one impromptu essay. If you do not pass the final portfolio, your final grade will be a 1.9 or lower, depending on your grade average. If you pass, you will receive the grade you earned up to the final portfolio assessment. See the Portfolio Preview text for more details about SFCC’s portfolio assessment.
g. In-class impromptu essays
Because you will have to, at some time in your college career, write essay exams and other kinds of in-class writing tasks, you’ll have the opportunity to write two or three impromptu essays during this quarter in Comp 101, to give you experience with impromptu writing. Also, the SFCC English faculty who will be reading your final portfolio want a sample of your writing that is the result of your own skills, without editorial comment or assistance from your peers or instructor. These written essays will not be graded. Instead, each time you write an impromptu essay, you will turn in to me the hard copy and the disk you wrote it on. I will store them for you, eventually collecting all three essays. When it comes time to prepare your final portfolio, I will hand all three back to you, and you will choose the one you think represents your strongest writing. You will have the chance to revise it once, without any input from me, before including it in your final portfolio.
h. The On-Line Syllabus
All class assignments, handouts, and announcements four our class can be accessed on SFCC’s On-Line Syllabus service, which is accessible via SFCC’s web site. When you get to SFCC’s home page, scroll down the left column and click on the On-Line Syllabus link. From there, find my name (Wasem) and our class (English Composition 101) and you’ll be in. In class, I’ll show you how to navigate your way around this on-line service.
· Attendance policy
This is an experience-based class, not a lecture class, and your participation is vital. If you miss too much
of the class experience, you won't get the full benefit from the course. Therefore, my attendance policy
has been designed to encourage your daily attendance. You have 4 free absences to use for illnesses and emergencies. Save these freebies for emergencies! Each absence over 4 will lower your earned final grade by 20 points (on a 1,000 point scale) per absence. On your 8th absence, you will earn the grade of 0.0 for the course. Also, please take note that I do not distinguish between "excused" and "unexcused" absences. Still, if you have excessive absences, come talk to me, and let me know what is interfering with your success in this course. I will do what I can to help you succeed.
Please note: You must complete the 4 essays and the Writer’s Notebook to receive a
passing grade for the course.
Cheating in any form will not be tolerated. According to the official Policies and Procedure of SFCC, “Cheating or plagiarism in connection with an academic program” is prohibited and subject to disciplinary action. Depending on the seriousness of the offense, such action may include receiving an “F” or a “0” on a given assignment, or receiving an “F” for the course, or being dismissed from school.
Because I believe that extra curricular activities are an excellent means to expanding your education, I encourage my students to participate in literary, artistic, and political events. Take advantage of the many on-campus activities, especially those offered during the “Class Free Hour” on Wednesdays at , as well as other literary and artistic events around town. When you attend such an event and write a full-page report about it (a brief summary of the event and your response to it), I will give you 5 points extra credit (on a 1000 point scale). You may earn a maximum of 25 extra credit points during the quarter.
Your registration for this class, this class syllabus, and the class schedule represent a contract between you, the student, and me, the instructor. If you decide to drop the class, then you are responsible for meeting the drop deadline and filing the required paperwork. Please do not assume I will give you the grade of “Z” if you stop attending after the official deadline for W withdrawals. To receive a grade of “Z,” write me a letter (signed and dated) explaining the circumstances that will not allow you to complete the class work. I may also request reliable written documentation of the circumstances.
5. How your final grade is figured
Your final grade will be determined by the following 1000 points system:
drafts for wkshps @ 25 each 100
Essay #1 200
Essay #2 200
Essay #3 200
Essay #4 200
total pts gpa letter grade equivalent
total pts gpa letter grade equivalent
96-100 4.0 A+
95 3.9 A (superior achievement
75 2.1 C (average achievement)
92 3.6 A-
72 1.8 C-
88 3.3 B+
68 1.4 D+
85 3.0 B (above average achievement)
65 1.1 D (minimum achievement
82 2.7 B-
62 0.8 D-
78 2.4 C+
59- 0.0 F (failure)