House Bill 2504 Fall 2013 Course Syllabus ENGL-0317-02 - Developmental Writing II
Fall 2013 Course Syllabus
ENGL-0317-02 - Developmental Writing II
|Instructor||Belyeu, Jeremy Chad|
|MyLamarPA||Be sure to check your campus E-mail and Course Homepage using MyLamarPA campus web portal (My.LamarPA.edu). When you’ve logged in, click the email icon in the upper right-hand corner to check email, or click on the “My Courses” tab to get to your Course Homepage. Click the link to your course and review the information presented. It is important that you check your email and Course Homepage regularly. You can also access your grades, transcripts, and determine who your academic advisor is by using MyLamarPA.|
|Course Description||English 0317 Developmental Writing II is a course designed for the application of language skills. Emphasis is placed on individual instruction in grammar, and writing is dedicated to assisting students in raising writing skills to college level.|
|Course Prerequisites||Students are placed in English 0317 either by placement scores or by passing English 0310-Writing I.|
Selected Text is MyFoundationsLab Plus. Students have to obtain access code and login. Readings are accessed through Home Page.
Selected Readings 0317
Students LSC-PA maintains attendance and participation requirements for all students enrolled in developmental courses. These requirements apply to all developmental students: THEA, non-THEA, and THEA-exempt. Use your allocated absences for ALL of your personal needs. Employment, personal appointments and continuing legal/medical appointments are not exemptions from these guidelines. If this class conflicts with your work schedule, continuing medical/legal appointments, or other activities see an admissions advisor immediately. We offer a variety of day, evening, hybrid, and online courses.
Class begins when the instructor takes roll and does not end until the instructor dismisses the class. The student will be penalized for any instructional time that is missed. This includes arriving late, leaving early, and exiting the classroom for any reason. Each instructor will establish classroom policy regarding re-entry opportunities for students that exit the room during class.
Attendance counting begins on the first day the student is enrolled regardless of schedule changes. If a schedule change is made, absences that have been accumulated will carry over to the new section.
Attendance will be taken at the beginning of each class meeting and turned in to the Attendance Compliance Office each week. No distinction will be made between excused and unexcused absences. All absences will be used to determine attendance penalties and are outlined as follows.
After a student misses 300 minutes of class, the semester grade will be lowered according to the following scale:
301- 375 One letter grade
376- 450 Two Letter grades
451-525 Three letter grades
If the grade is lowered to a “DD” or “F”, the student will be required to repeat the course and take EDUC 1300 concurrently. The student may also be dropped from the course due to nonattendance or nonparticipation. The “F” carries an academic penalty.
|Course Grading Scale||90 - 100 = A 80 - 89 = B 70 - 79 = C 60 - 69 = D Below 59 = F|
|Determination of Final Grade||50% of grade is based on essays AND quizzes, 25% is based on homework & exercises, and 25% on Final Exam.|
|Final Exam Date||December 6, 2013 - 11:00 AM|
Week 1: Recognizing the Essay
Week 3: Organization; Descriptive Essay 1
Week 4: Descriptive Essay 2: Man in the Mirror
Week 5: Essay 3: Narrative
Week 7: Essay 4: Narrative II
Week 8: Essay 5: Process; Mid-Term
Week 10: Essay 6: Argument-My Candidate
Week 12: Essay 7: Compare/Contrast
Week 14: Essay 8: Cause & Effect
Week 16: Final Exam
|Calendar of Lecture Topics and Major Assignment Due Dates||
Week 1: Syllabus, Diagnostic
Week 2: Essay 1 First Draft
Week 3 & 4: Essay 1 Second Draft, Essay 2 First Draft
Week 5 & 6: Essay 2 Second Draft; Essay 3 First Draft
Week 7: Essay 3 Second Draft; Essay 4 First Draft
Week 8: Essay 4 Second Draft; Midterm
Week 9 & 10: Essay 5 Second Draft; Essay 6 First Draft
Week 11: Essay 6 Second Draft; Essay 7 First Draft
Week 12 & 13: Essay 7 Second Draft; Essay 8 First Draft
Week 14 & 15: Essay 8 Second Draft; Review for Final Exam
Week 16: Final Exam in class
|General Education/Core Curriculum Student Learning Outcomes||
|Program Student Learning Outcomes||
PSLO 1: Critical Thinking Skills- Uses Creative thinking, innovation, inquiry and analysis, evaluation and synthesis of information.
-Creatively identifies problem, argument or issue (to determine extent of information needed); differentiates the facts from opinions as relates to situation; constructs possible solutions or prediction of consequences; uses logical, sound reasoning to justify conclusion.
PSLO 2: Communication Skills- Demonstrates effective development, interpretation and expression of ideas through written, oral and/or visual communication.
-Expresses a strong thesis; organizes information with effective transitions & sequencing of ideas; uses substantial, logical & specific development of ideas; details are relevant, original, credible and correctly documented when appropriate to show an effective development and interpretation of ideas; and presents ideas in appropriate mode of expression for the task.
PSLO 5: Social Responsibility Skills- Expresses intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national, and global communities.
-Identifies cultural characteristics (including beliefs, values, perspectives and/or practices); demonstrates knowledge of civic responsibility; provides evidence of experience in civic-engagement activities; and describes what he/she learned as it relates to a reinforced and clarified sense of civic identity in local, regional, national, or global communities; and shows awareness of one's own culture in relational to others.
PSLO 6: Personal Responsibility Skills- Integrates choices, actions and consequences in ethical decision-making.
-Recognizes ethical issues when presented in a complex, multilayered (gray)context; recognizes cross-relationships among the issues; discusses in detail/analyzes core beliefs; the decision has greater depth and clarity showing the independent application of ethical perspectives/concepts to an ethical question accurately; and is able to consider full implications of the application.
|Course Student Learning Outcomes||
1. Communicates with appropriate modes of expression to individuals or groups.
A. Demonstrates thesis clarity
B. Organizes information
C. Uses support
D. Presents ideas in appropriate mode of expression
Objective: Write a five paragraph essay with an emphasis on planning, writing, and revising of assignments.
Objective: Improve fluency and coherence in writing and increase capability in usage and grammar.
Objective: Brief review of four major English errors, as well as emphasis on other common grammar problems students share.
2. Demonstrates awareness of cultural differences and similarities.
A. Identifies cultural characteristics (beliefs, values, perspectives, or practices)
B. Interprets works of human expression within cultural context
C. Shows awareness of one’s own culture in relation to others
Objective: To improve vocabulary by study of words from reading assignments, as well as study of literary terms.
Objective: Extensive review of English grammar, sentence structure, mechanics, and spelling
3. Uses critical thinking skills
A. Identifies problem, argument, or issue (to determine extent of information needed)
B. Differentiates the facts from opinions as relates to situation
C. Constructs possible solutions or prediction or consequences
D. Uses logical, sound reasoning to justify conclusion
Objective: Write a five paragraph essay with an emphasis on planning, writing, and revising of assignments. Essay should consist of strong thesis with three main points which do not overlap each other.
Objective: Extensive review of English grammar, sentence structure, mechanics, and spelling
4. Demonstrates technology literacy
A. Locates needed information using the appropriate technological tool or device
B. Displays organizational skills with the use of technology
C. Presents information using the appropriate technological tool or device
Objective: Students will utilize an online learning system to demonstrate writing proficiency
5. Matriculate into appropriate college level courses
6. Applies mathematical and scientific principles
A. Identifies mathematical or scientific principles needed to complete task
B. Uses mathematical or scientific principles needed to complete task
C. Applies problem-solving skills in mathematical or scientific principles needed to complete task
|Academic Honesty||Academic honesty is expected from all students, and dishonesty in any form will not be tolerated. Please consult the LSC-PA policies (Section IX, subsection A, in the Faculty Handbook) for consequences of academic dishonesty.|
|ADA Considerations||The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact the Special Populations Coordinator, Room 231, in the Madison Monroe Building. The phone number is (409) 984-6241.|
Some material in this course may be copyrighted. They may be used only for instructional purposes this semester,
by students enrolled in this course. These materials are being used fairly and legally.
No one may distribute or share these copyrighted materials in any medium or format with anyone outside this class,
including publishing essays with copyrighted material, uploading copyrighted material to Facebook or YouTube, or
painting or performing copyrighted material for public display.
Copyright violation is not the same thing as plagiarism. Plagiarism is intellectual dishonesty. Offenses of plagiarism result in lower grades or failing scores, and professors and the college strictly enforce plagiarism rules. There is never any acceptable use of plagiarism. Copyright violation is a legal offense, punishable by large fines and penalties.
Copyrighted material can be used if permission from the material’s creator is obtained, or if its use meets the standards of fair use in an educational setting. For example, a student can quote a line from Shakespeare’s Hamlet in a report without violating copyright but still be guilty of plagiarism if the quotation is not properly documented.
If you are in doubt about what material can be freely used, ask your professor or contact the Dean of Library Services, at (409) 984-6216.
Assessment is a process by which LSCPA can help you learn better and gauge the level of progress you have made to
attain knowledge, skills, beliefs, and values. It also helps your professors understand how to improve teaching
and testing methods in your classes, and it helps each department understand and improve degree and certificate
Periodically LSC-PA will collect assessment data for research and reporting purposes, including statistical data and sometimes copies of your work. Be assured that all material the college uses for assessment purposes will be kept confidential. To ensure anonymity, your name will be removed from any material we use for assessment purposes, including video-recorded performances, speeches, and projects.
If you object to allowing LSC-PA to use your material for assessment purposes, submit a letter stating so to your professor by the 12th class day. You will still be required to participate in whatever assessments are being done; we just won’t use your data.
What’s the difference between assessment and grades? The grades you get on papers, projects, speeches, and assignments are specific types of focused assessment. LSC-PA’s assessment efforts include class grades, surveys, standardized tests, and other tools.
Federal privacy laws apply to college students. This means that college employees, including instructors, cannot
divulge information to third parties, including parents and legal guardians of students. Even if the students are
minors, information about their college work cannot be shared with anyone except in very limited circumstances.
Anyone requesting information about a student should be referred to the Registrar. Instructors will be notified in writing by that Office about what information may be released and to whom.
Please remember that releasing private information about a student, however innocuous it may seem, can be a violation of federal law, with very serious consequences.
Circumstances under which information may be released:
An adult student may submit, to the Registrar, a handwritten, signed note granting permission for release of
information. The note must specify what information may be divulged, and it must specify the name of the person
to whom the information may be given.
The Registrar’s office is located in the Student Center room 303B, and can be reached at (409) 984-6165.
This course helps add to the students’ overall collegiate experience in the following ways:
|Degree Plan Evaluation||
A Degree Plan Evaluation will help you determine which classes you need to complete your program.
All of the classes that you have taken that apply to your declared major will be listed on the right. If you have a class that still needs to be completed, a “NO” will be listed on the right next to the required class.
|HB 2504||This syllabus is part of LSC-PA’s efforts to comply with Texas House Bill 2504.|
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