Syllabus Eng50 Fall2012 by lM3h77j


									                                       English 50
Section 47532                                                            Assoc. Prof. Kelly Douglass, PhD
T/Th 10:15 – 12:20                                                      
Quad 26                                      Fall 2012                                       951-222-8768
                                                                                                QD 222F

Office Hours:                                  My Writing and Reading Center Hours:
Mon/Wed: 12:30-1:15                                             Mon/Wed: 1:30-2:30
Tues/Thurs: 9:30-10:00 and 12:30-1:45                          Tues/Thurs: 2:00-3:00

English 50 Summary:
Emphasizes and develops skills in critical reading and academic writing as preparation for college-level
composition. Students will write a minimum of 5,000 words. Classroom instruction integrates Writing
and Reading Center activities. 72 hours lecture and 18 hours laboratory. (Letter Grade Only)

English 50 Student Learning Outcomes:
Upon successful completion of the course, students should be able to:
   1. Critical Reading: Recognize thesis, audience, purpose and evidence in advanced pre-collegiate texts.
   2. Composition: Compose developed, unified, stylistically competent essays of 650 -1000+ words that
            a. Are relatively free from errors in grammar and mechanics.
            b. Employ one or more patterns of development.
            c. Respond to advanced pre-collegiate texts.
            d. Adjust for audience and purpose with advanced-intermediate skill.
            e. Control voice, tone, and level of formality with advanced-intermediate skill.
            f. Employ, at advanced-intermediate level, the standard methods of academic written
                 discourse for guiding readers through an analysis or argument (e.g., introductions and
                 conclusions, transitions, topic sentences).
            g. Use evidence effectively, with advanced-intermediate skill, to support a thesis.
            h. Demonstrate awareness of the writing process and an ability to critique their own work
                 and the work of others with advanced-intermediate skill.
   3. Research: Understand the purpose of textual source citations, and be able to employ MLA
        conventions for documenting sources and citing parenthetically, with basic-level skill.

Texts and Materials:
    Writing Today: Contexts and Options for the Real World. Donald Pharr and Santi V. Buscemi

                                     Assignment Values for Final Grade
 Class Participation (in-class practice writings, quizzes, group work, and discussion                  7%
 Resource Use (18 WRC hours, 3 Track It Packets each weighted 6x, and grammar                          8%
 2 In-Class Essays (ICE) (7% and 10% each)                                                            17%
 3 Formal Essays (12.5% each except for #3: 15%)                                                      40%
 Research Paper (Essay #3) Requirements Rubric                                                         5%
 1 Revision Essay                                                                                     13%
 Final Exam                                                                                           10%

                               Class Policies and Information:
Attendance and your grade: You should not miss class ever. Important discussions occur and information
is provided that cannot be made up or recreated. Work missed in class cannot be made up. I understand
that emergencies and illnesses occur. You can miss three class periods without it affecting your grade
other than work missed. After those three periods, you will also earn a zero for class participation as well
absolutely sure that you do not miss class on any of the in-class essay days (there are three – plus a final
exam). There will be no make-ups for this unless you have a documentable emergency.

Attendance and dropping the class: Any student who decides that he/she does not want to be in the class
and receive a grade must drop him/herself. Students who drop after September 7 and before November
16 will receive a “W” for withdrawal. Students who drop after Nov. 16 must earn a grade. This is the
English department policy on attendance:
                Attendance in classes and labs is mandatory. English and Media Studies
                Department policy establishes the equivalent of one week of absence in a full-term
                semester (lecture and lab), absence on the first day, and/or irregular attendance
                as sufficient cause for dropping a student from a class, unless prior arrangements
                have been made with the instructor for valid absence. Students who are absent
                from class after the final drop date will miss necessary instruction and
                assignments, which may affect their final course grade. Students who arrive at a
                class session after the official starting time may be considered absent that
                particular day.
Again, if you WANT to drop the class, that is your responsibility. These are the situations in which I will
drop a student:
     Any student who is not present in class on the first day.
     Any enrolled student who has not logged into the WRC by the end of the first week.
     Any student who misses class for two consecutive weeks (that’s four class sessions in a row) and
        who has not contacted the instructor to explain or discuss the circumstances of the absence. (BUT
        DO NOT DEPEND ON ME TO DROP YOU BY JUST DISAPPEARING. This policy is here so that
        you know that I can drop you for excessive consecutive absence, but often the semester gets very
        busy and a student who has disappeared can be overlooked, and I may forget to drop you in
Otherwise, absences – including from the lab – will not necessarily result in a student being dropped but
can severely affect a student’s grade to the degree that it affects a student’s ability to pass the class.
Students who are absent in the first two weeks of the class or who are not keeping up with lab attendance
will usually be contacted about their desire to stay in the class. Finally, if at any point you are dropped
from the course but feel that this was an error or something in conflict with these policies that you want
to appeal, contact me immediately so it can be addressed, and, if appropriate, fixed before you miss more

Late Work: Your formal and revision essays are due on the day listed on the syllabus. They should be
submitted in class. Anyone who needs to take an extra couple hours to finish up a paper can enjoy the
“grace period” of the hours after class – papers are absolutely due by midnight of the day on the syllabus
via email as a formatted attachment (doc, docx, rtf, or pdf) – IF YOU SUBMIT PAPERS IN ANOTHER
PROPERLY SUBMITTED. Students can take extensions without comment, but every 24 hours that a
paper is late, 10% will be deducted from the final earned grade. The 24 hours starts and stops at midnight
each day. So if a paper is due on a Tuesday and the student submits it via email to my inbox and it arrives
at 12:01 a.m. on Wednesday, there is a 10% deduction; this applies whether the extension was intended,
or because of a forgotten submission, an email or technological error or any other reason.

Class Participation: Every day that we meet and have any kind of discussion or participatory activity, you
will earn a grade for class participation. This is not a grade for attendance. You must earn your class
participation grade by contributing to class discussions. Showing up earns you an F or D for the day. But,
every time you participate thoughtfully in the class discussion you earn another letter grade for the day.
If you do not participate actively in class discussion, group and partner activities, or other conversations
designed to facilitate your learning, then it will affect your grade, and perhaps this is not the class for

DSPS Statement:
If you have a physical or learning disability that may deter your learning in this course, please let me
know so that I may make whatever accommodations I can to help you excel in this course. You may also
visit Disabled Student Services in Administration 121 or call 222-8060. If you are struggling and do not
know why, DSPS could provide you with resources to help you succeed.

Other Campus Programs:
I am involved in both the Honors and the LGBT Allies Programs and can answer information regarding
both of these; I also have colleagues involved in other campus organizations and services like the
Creative Writing club, Puente, CAP, Ujima and the free counseling services that the RCC Health office
provides. If you have any questions about any campus clubs or programs, please ask! If I don’t know, I
will try to direct you to someone who does. Also, we have a fairly new Veteran’s Center in the
administration building. If you are a veteran and have questions about our programs and services –
please check it out.

Plagiarism: Any student plagiarizing in this class will have their actions reported to the campus dean. If it
is a first offense, the information will remain in a confidential file. If it is a second offense, the student
may be expelled. In our class, all cases of plagiarism will earn a 0% F for the assignment, and in some
cases, the student will earn an F for the entire course. Thus, you may not use any outside sources –
including ANYTHING from the internet – unless you are specifically directed to do research in the
assignment. All sources used, whether they are direct quotations or paraphrases, summaries or even just
ideas from another source, must be properly cited. If you do not know how to do this, please come see me
so I can help you. All students will submit electronic copies of papers to as part of the effort
to reduce plagiarism.

These are the directions for using for your major essays – The Revision Essay and Essay 1, 2,
and 3 must all be submitted, and they will not be graded UNTIL you have submitted them. This means
that those of you who forget to do this will run into some serious problems knowing what your grade is
and being able to move forward on future assignments and learn from my corrections. So make sure you
submit to immediately after submitting your papers to me.

You need to create a (free) account at the website and then submit completed papers there electronically –
this is not a substitute for otherwise submitting your paper to me.
     1. Go to At the top of the screen just below the login box it says “Create account” in a
         small font. Click there.
     2. If you’ve used this before then you can login with the same email and password. If not, go to the
         “New Students Start Here” section and click on #2 – Create a user profile.
     3. Under “Create a New Account” on the next page, click “student.”
     4. You will then have a series of information boxes that you need to fill in. Most of this is the
         personal information for you, but the first two items are the class ID and password. Write down
         the info for our class here so it stays with your syllabus at all times. If you lose your syllabus, you
         will have to get this info from me, in person, again.
               Class ID#:
               Password:
     5. You should then see the name of our class and all of the assignments for which you will need to
         submit essays. Click here whenever you are submitting an assignment. Do not submit your
         assignment until you are completely done. You should submit only your final draft – identical to
         the paper copy you will turn in. THIS IS NOT A COPY FOR GRADING. If you have to send me
         your paper via email because you are going to be absent the day it is due and don’t want to get a
         zero for unapproved late work, send another copy to my regular email:
If you have any concerns or reservations about using, see me so we can discuss the nature of
your concerns and either resolve them or come up with an alternative set of guidelines for you for
plagiarism prevention.

See the next page for my complete plagiarism policy.
                               Plagiarism and Academic Dishonesty
                                           Last updated August 6, 2011

The basic definition of Plagiarism in the RCC English Department Policy explains that it is "a form of cheating.
Any student who uses the published or unpublished writing, ideas, and/or words of another person without crediting
the original author will receive an F." Plagiarism is academic dishonesty, and further, an effort to obtain a grade for
work that you did not do, ideas not your own, or words and language not your own.

In my course, a student who plagiarizes, at the very least, will receive a 0% F on the assignment, but in most cases, a
student who plagiarizes will likely receive an F in the course. The RCC policy for cheating authorizes that students
caught cheating in my class, regardless of the penalty in the classroom, may have their names and evidence of
plagiarism forwarded to the department chair and the Dean of Instruction. The Dean will keep a confidential file of
these materials. If the student does not commit another act of academic honesty, the file will be discarded after
graduation. For a second offense, a student may be expelled from the institution.

In the effort to address the problem of plagiarism in the class, students will submit all study guides, papers, and
essays to to be checked against a database of other submitted papers (your paper becomes part of their
database) and against other material available on the web. There will be more information on that process later.

The University of Redlands has a clear policy outlined in their 1999 student handbook that I think offers great
guidelines and definitions to help you avoid an honest mistake.
All students are expected to acknowledge explicitly any expression or idea which is not his or her own.
In submitting a report, paper or examination, the student is stating that the form and content of the paper,
report or examination represents the student's own work, except where clear and specific reference is
made to other sources. Even when there may be no conscious effort to deceive, failure to make
appropriate acknowledgement may constitute plagiarism.

Therefore, students should comply with the following requests for acknowledging sources:
Quotations: Whenever sentences or phrases are quoted, quotation marks or indentation must be used,
along with the precise source.
Paraphrasing: Any material either paraphrased or summarized, no matter how loosely reworded or
rearranged, must be specifically cited in the footnotes of the text.
Ideas: Any idea borrowed from another person or source must be footnoted or cited within the text. This
includes any material the student might have written himself or herself for another course or exercise [or
class discussion or lectures, office hour conversations, etc. All work written and ideas presented must be
the student's original work done for this class; it may not be "recycled" versions of high school or other
college work …].
Bibliographies: Students preparing papers and reports must list in a bibliography all sources consulted.

Also, you may not use or consult in any way sparknotes, Cliff’s notes or any other plot summary or analytical
aid in your writing or study of the course materials.
While the internet has brought us many great things, it has also brought some negative trends. One of these is an
increase in plagiarism because it is so easy to do it. Before you are tempted to copy and paste from some interesting
site on the web, or before you consider purchasing a paper from one of the many companies on the web, you should
know a few things.
        I have access to the same websites students do and therefore can catch students who plagiarize.
        I use plagiarism detection software and other web crawling devices to catch students who plagiarize.
        Most of the papers on the web are poorly written, and students who consider plagiarism because they think
         they aren't good writers hurt themselves on two counts: 1) one can't improve as a writer if he/she doesn't
         write; 2) plagiarized papers are often more poorly written than what you might write yourself.
        It is always better to risk an F on a poorly written assignment, or even an assignment you don't turn in, than
         to risk an F for the course (and worse) because of plagiarism.
        I am very serious about this issue.
              The Writing and Reading Center at Riverside City College
      is located in the basement of the Martin Luther King Building (MLK 119)
         The Fall 2012 hours of operation are M-Th: 8am-7pm & F: 8am–3pm

Writing and Reading Center Use: Students in composition classes have to complete 18 hours of specific
instructional assignments, which include directed learning activities (DLA’s), workshops, grammar
tutorials/worksheets, and/or instructor conferences that complement the weekly learning activities
occurring in the lecture part of the course. Students must complete the 18-hour requirement at regularly
scheduled times each week (this is new since Winter 2012!), record the activities, and provide proof of
work as part of the WRC “Track-It Packet” Assignment, a required component of the course. Because our
college has compressed the college calendar from 18 weeks to 16 weeks, students must complete the 18
hours in 15 weeks (because they are to be completed before the final exam week). So students will
arrange with me what their 1:15 minute period per week will be in the WRC. (Students may change the
scheduled time later and/or substitute other hours on an emergency basis after notifying the instructor –
make this notification via email so I have it in writing for the WRC-related attendance records) For
students who plan to make Monday or Tuesday morning their regular time, note on the sign-up time
when their first week make-up time will be – the same will be true for any students who have to add late.
Finally, all enrolled students MUST begin their weekly attendance in the lab THE FIRST WEEK OF
SCHOOL, even those who plan to make Monday or Tuesday their usual time – you have to get in your
1.2 hours this week or you will be dropped. Lab attendance is the same as classroom attendance – you
have to be in both from the moment the semester begins.

Each of the hours that you complete in the WRC earns you a grade (1 of 18) in our “Resource Use” section
of your final grade. If you finish the hour on time, that’s 100%; if you don’t, that’s a 0%. The Track-It
Packet will track your activities and be the cover sheet for any DLAs, confirmation slips, workshop forms,
etc that you are turning in. You will turn this in three times throughout the semester; each one will be
worth 6x an hour in the writing center so that your track-it packet and WRC hours have equal weight in
the “Resource Use” portion of your grade.

When you are using the writing center to compose papers or otherwise need to use Microsoft word, there
is a new login process that began in Fall 2011. Microsoft Word (and the other MS programs) is no longer
available on the hard drive of the computer – it is only available via cloud computing using the WRC’s
internet connection. To use it, you must be enrolled in a class and have your section number available –
this is on the first page of this syllabus. Here are the WRC directions for accessing MS Word:

        How to log in:
        1. Double click on the Virtual Access Direct Gateway icon on the desktop of the WRC
        2. Click “connect”
        3. Type in your username and password:
               a. Username: litwareinc\student ID number-course section number
               b. Password: six digit birthdate (mmddyy)

        To type a document:
        1. Go to the Windows icon at the bottom of the screen
        2. Go to All Programs
        3. Open MS Word and then type your document

        To save a document:
        1. Choose “desktop” from the menu on the left
        2. Name file as needed
        3. Save as type: choose Word 97-2003 document
        4. Click “save”
        5. Close your word document. Your file will appear on the desktop of the virtual environment.
        6. Right-click on the document
        7. Click “copy”
        8. Minimize the virtual environment screen and paste your document to the desktop.
          9.   From here, you can either save your document to your flash drive or copy it into your e-mail
               and send it to yourself.

                   English 50: Tuesday / Thursday 10:15 – 12:20
                          Fall 2012 Assignment Schedule
                              Writing Today 2nd Edition

All readings and assignments are DUE on the day for which they are listed.

Week 1
Tuesday              Course Overview
Aug. 28              Discussion of Chapter 5, Description: p. 136-138 and 153-6: Descriptive
                     writing diagnostic
                     In class: Track It Packet #1 assigned and WRC hours scheduled
Thursday             Chapter 1 - The Essay: p. 3-23
Aug. 30              ICE #1 introduced: Classification
                     Chapter 11: p. 340-344, 357-369
Week 2
Tuesday              Chapter 2 - Shaping Your Essay: p. 24-51
Sept. 4              ICE #1 sample essays: Classification
                     Chapter 11: p. 348-357
Thursday             ICE #1: Classification
Sept. 6              (WRITING DAY)

Fri 9/7              Last Day to Add the Class / Last Day to drop without a “W”

Week 3
Tuesday              ICE #2 introduced: Causal Analysis
Sept. 11             Chapter 9: p. 272-277, 287-307
Thursday              ICE #2 sample essays: Causal Analysis
Sept. 13             Chapter 9: p. 277-287
                     Chapter 3 – Developing Strong Paragraphs: p. 52-69
Week 4
Tuesday              Chapter 3 – Developing Strong Paragraphs: p. 70-79
Sept. 18             In-class essay writing planning practice.
                     Causal Analysis thesis and essay organization practice.

Thursday             ICE #2: Causal Analysis
Sept. 20             (WRITING DAY)
Week 5
Tuesday              Chapter 25a-c – Sentence Fragments: p. 700-706
Sept. 25             Do Exercises 25.1 – 25.3
                     Chapter 25d-f – Avoiding Run-Ons and Comma Splices: p. 706-712
                     Do Exercises 25.4, 25.5, and 25.7
Thursday             DUE: Track It Packet #1 and 6 hours in the WRC
Sept. 27             Chapter 4 – Reshaping Your Essay: p. 87-97
                     Skim over p. 602-616 for discussion of MLA Works Cited list basics
                     Bring ICE #1: Classification; I will return ICE #2: Causal Analysis.
                     In class: Revision Workshop and deciding what to revise for revision
Week 6
Tuesday      Chapter 4 – Reshaping Your Essay: p. 113-133
October 2    In class: Revision Workshop
Thursday     DUE: Revision Due (Attach original graded version)
October 4    Essay #1 introduced: Definition
             Chapter 10: p. 308-311, 320-329
             p. 597-603 for discussion of MLA citation basics
             In class: Essay 1 assigned
Week 7
Tuesday      DUE: Working thesis for Essay #1
October 9    Essay #1 sample essays: Definition
             Chapter 10: p. 311-320
Thursday     Chapter 29a-c – Commas: p. 761-768
October 11   Do Exercises 29.1 – 29.5
             Chapter 29d-h – Commas: p. 768-776
             Do Exercises 29.6 -29.8; on 29.8, do 1-10 only – not combination exercise
             Chapter 30b&d – Colons and Semi-Colons: p. 779, 782; Do Exercises 30.1
Week 8
Tuesday      DUE: Essay #1: Definition - Full-length draft for Peer Edit
October 16   Chapter 4 – Reshaping Your Essay: p. 80-87, 98-113
Thursday     DUE: Essay #1: Definition
October 18   Essay #2 introduced: Comparison and Contrast
             Chapter 12: p. 374-378, 391-407
             In class: Essay #2 assigned and practice writing with C/C organization
Week 9
Tuesday      Due: Thesis (with a clear point!) and topic sentence outline for Essay #2
October 23   for workshop activity
             Essay #2 sample essays: Comparison and Contrast
             Chapter 12: p. 379-391
Thursday     Chapter 27a-e – Pronoun Agreement; Pronoun Singular/Plural: p. 730-736
October 25   Do Exercises 27.1-27.4 (You don’t have to write out the whole sentences;
             just correct the pronouns.)
             Chapter 27f-h – Pronoun Reference: p. 737-744
             Do Exercises 27.5 & 27.6
             Chapter 27i-m – Pronoun Case: p. 744-748
             Do Exercises 27.9 and 27.10
Week 10
Tuesday      DUE: Essay #2: Comparison / Contrast – full length draft for Peer Edit
October 30
Thursday     DUE: Essay #2: Comparison and Contrast
November 1   Essay #3 introduced: Argument
             Chapter 13: p. 412-416, 426-442
             Chapter 20 – The Research Process: p. 552-585
             In-class: Essay 3 assigned – decide on topic over weekend – email me
             full topic description by 7pm Friday, Nov. 2; IT IS VERY IMPORTANT
             Your track-it packet is due next week, but your twelve hours should
             be finished by the end of this week.
Nov. 2        7pm via email: full topic description due
Week 11

Tuesday       DUE: Track It Packet #2 and 12 hours in the WRC
November 6    Due: Essay #3 outline and possible sources list
              Read and Review from Chapter 20: p. 593-627 (Some of this material
              you may have skimmed before, but most of it you have not.)
              In-class if time: Works Cited list instruction
Thursday      Due: Full introduction and first body paragraph and anything else you
November 8    have for workshopping. Bring all drafts and all research materials to
              class today.
              In class: More works cited practice and quiz
Week 12
Tuesday       Essay #3 sample essays: Argument
November 13   Chapter 13: p. 416-426
Thursday      DUE: Formal Draft and works cited with highlights to turn in AND
November 15   draft & works cited for peer edit
              Chapter 30k – Apostrophes: p. 789-792
              Do Exercises 30.5 & 30.6
NOV. 16       Last day to drop with a “W”
Week 13
November 20   Chapter 32d&g (Diction, Usage and Spelling): p. 809, 815
              Do Exercises 32.1 and 32.4
              Chapter 32f – Figurative Language and Clichés: p. 813-814
              Do Exercise 32.3
              In class: open questions session on research paper – bring all materials
Week 14
Tuesday       DUE: Essay #3: Argument
November 27   Chapter 30h-j – Quotation Marks: p. 786-789; Do Exercise 30.4
              Chapter 28a-c – Problems with Modifiers: p. 749-753
              Do Exercises 28.1 & 28.2
Thursday      Chapter 19 – Essay Examinations: p. 544-551
November 29   In class: Practice Final Exercise
Week 15
Tuesday       Grammar Review day: open grammar questions and grammar group
December 4    work – review grammar concepts of the semester before class today to
              decide in which areas you want more review.
Thursday      DUE: Track It Packet #3 and 18 hours in the WRC due
December 6    GRAMMAR QUIZAPALOOZA!!!!! There will be many grammar quiz
              points accrued today – review your grammar for the semester. (Your
              final exam will be essay writing; today is the day when we will review
              and test you on grammar skills for a final round of points toward (or
              against – but let’s hope not!!) your grade.)
              Finals Week is December 8-14
                                   Your final exam is on
Tuesday, December 11 at 11:00 a.m.–1:30 p.m.

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