House Bill 2504 Spring 2014 Course Syllabus ENGL-1301-02 - English Composition
Spring 2014 Course Syllabus
ENGL-1301-02 - English Composition
|Instructor||Byrd, Sally Griffin|
|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||Intensive study and practice in the basic forms of expository writing. Frequent themes. Collateral reading in articles and essays of a factual and informative type.|
|Course Prerequisites||Intensive study and practice in the basic forms of expository writing. Frequent themes. Collateral reading in articles and essays of a factual and informative type.|
To succeed and enjoy this course, you must participate. This includes contributing to discussions, taking quizzes, and participating in group activities. Since you cannot participate unless you are here, class attendance in strongly recommended. I will take attendance daily. If you miss more than 7 class periods, I may drop you.
|Course Grading Scale||90 - 100 = A 80 - 89 = B 70 - 79 = C 60 - 69 = D Below 59 = F|
|Determination of Final Grade||
50% Essays (LIBRARY PROJECT COUNTS TWICE)
10% daily grades and parcipitation
30% 2 tests
|Final Exam Date||May 2, 2014 - 10:00 AM|
WEEK I January 13-17
1. Introduction to the class; discussion of syllabus
2. Grammar pretest
3. Assign Journal
4. Learn MLA formatting
5. Three purposes for writing/writing process
WEEK 2 January 20-24
1. Discuss narrative/descriptive Essay/ Discuss the writing process
2. Read essays in packet
3. Return grammar tests
4. Pick topics for Essay Narrative/descriptive
5. Rough draft
6. Peer Edit
7. Night 3-23
8. Vocabulary test
WEEK 3 January 27-31
1. Comparison Contrast
2. Discuss thesis statements, supporting details
3. Discuss how to place a quote into the body of paper
4. Read articles in C/C packet
5. Night 24-65
6. Vocabulary test
7. ESSAY I DUE
WEEK 4 February 3-7
1. Grammar work on problems found on grammar test
2. Night 66-115
3. Vocabulary test all
WEEK 5 February 10-14
1. Grammar work where needed
2. GC through 159-205
3. “Good things to know
4. Peer Edit Essay II
5. Intro and conclusion to Night
6. Vocabulary test all
WEEK 6 February 17-21
1. ESSAY II DUE
2. Grammar review
3. Film American tongues
4. Begin discussion of Cause and Effect
5. Read essays on Cause and Effect
6. Discuss ESSAY 3-(Topic from Night) Cause and Effect
7. JOURNAL DUE February 19
WEEK 7 February 24-28
2. MID TERM
3. Peer Edit
4. Discuss Good Things to know
5. Grammar review
WEEK 8 March 3-7
1. Library project work week
2. ESSAY III DUE
3. Return Mid Term
WEEK 9-March 17-21
1. Begin Definition Essay (4)
2. Read essays in packet
3. Compile a New Vocabulary list
4. Grammar review
5. Discuss good things to know list
WEEK 10 March 24-28
1. Work on formatting library project
2. Peer Edit Essay 4
WEEK 11 March 31-April 4
1. JOURNAL 2 DUE
2. ESSAY 4 DUE
3. Read Argument essays
WEEK 12 April 7-11
1. Library Project Due
2. Oral presentation of Library Project
3. Begin Argument –Persuasion Essay 5
WEEK 13 April 14-16
1. Films on persuasive speeches
2. Divide into groups for collaboration on group essay pick topics
3. Assign research as necessary
WEEK 14 April 21-26
1. Write persuasive essay
2. Essay 5 due
WEEK 15 April 28-30
1. Journal Essay Due
2. Present persuasive essay to class
3. Review for Final
|Calendar of Lecture Topics and Major Assignment Due Dates||
January 13 First Day of Class
January 16 Last day for schedule revisions
January 20 Holiday-MLK day
February 26 Last day to drop with Q/W
March 10-14 spring break
March 18 Good Friday Holiday
April 16 Last day to drop
May 2 Thursday Friday 8:00-10:30
|General Education/Core Curriculum Student Learning Outcomes||
|Program Student Learning Outcomes||
PSLO ALPHA: Reading skills - Demonstrates comprehension of content-area reading material.
Identifies all main ideas, supporting details, and vocabulary in reading material; demonstrates a full understanding of the reading.
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 or 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 4: Teamwork Skills- Shows the ability to consider different points of view and to work effectively with others to support a shared purpose or goal.
Helps the team move forward by discussing merits of alternative ideas; Treats team members respectfully; uses positive facial, vocal or written tone, or language to convey a positive attitude; Motivates teammates by expressing confidence about the importance of the task; Provides assistance/encouragement to team members; Completes all assigned tasks by deadline; Addresses conflict constructively; or helps the group avoid conflict completely.
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 discussion 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||
Upon successful completion of this course, students will:
1. Demonstrate knowledge of individual and collaborative writing processes.(PSLO 1) Measured by essay rubric.
2. Develop ideas with appropriate support and attribution.(PSLO 1 & 4)Measured by class discussion and essay rubric.
3. Write in a style appropriate to audience and purpose.(PSLO 2) Measured by essay rubric.
4. Read, reflect, and respond critically to a variety of texts.(PSLO Alpha, 1,4,6) Measured by pre-test/post-test,class discussion and essay rubric.
5. Use Edited American English in academic essays. (PSLO 2) Measured by essay rubric.
|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.|
|Additional Information||I will not discuss your grades over the phone or by email. If you want to discuss your grades, you must come to my office, in person|
|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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