COURSE SYLLABUS

CONTACT INFORMATION

Kara Waite (feel free to use my first name)

klwaite@bhcc.mass.edu

Office Hours & Location: By appointment in B336

IMPORTANT DATES & DEADLINES

Last Day for Schedule Adjustment (Drop/Add): September 11, 2012

Last Day to Withdraw: November 14, 2012

Final Exam Period: December 17 – 19, 2012

COURSE DESCRIPTION

The following description is from the college catalogue –

This course emphasizes writing as a process, from planning and drafting through revising and editing.  Using personal experience, readings and other sources, students will write unified, coherent, well-developed essays and practice paraphrasing, summarizing and using sources responsibly.  To be eligible to take College Writing II, a student must pass the College Writing Exam and earn a grade of C or better for this course.  This course meets General Education Core Requirement 1.  Prerequisite:  Placement or grade of C or better in (ENG095) Writing Skills II.

The College also has this to say about College Writing I –

College Writing I should provide students with the opportunity to integrate reading and writing and to develop critical thinking skills. This means providing a series of structured reading and writing experiences as students move through a process of forming their own ideas and evaluating the ideas of others.

This brings us to the specific objectives for this course –

COURSE OBJECTIVES

By the end of the course you should be able to:

• Read and demonstrate comprehension of a text by annotating, paraphrasing, and summarizing.
• Respond to a text by relating it to personal experience and insight.
• Analyze a text by differentiating fact from opinion and identifying the author’s point of view.
• Compare two texts that address a common issue yet express opposing points of view.
• Employ the writing process to plan and develop a thoughtful essay of several paragraphs that integrates your own ideas with the ideas of others.
• Incorporate a secondary source into your own writing by quotation or paraphrase.
• Work with various rhetorical modes (such as description, narration, cause/effect. comparison/contrast, definition, etc.) and use them in an essay.
• Locate information in the library and on the internet.
• Revise your writing for effective structure, support, and coherence.
• Edit and proofread your writing for correct grammar, syntax, punctuation, and spelling.

COURSE MATERIALS

Textbooks for this course can be purchased in the campus bookstore. You will need the following:

1. Stockett, Kathryn. The Help. New York, NY: Putnam Pub Group, 2009.
2. Hacker, Diana, and Nancy Sommers. A Pocket Style Manual. Bedford/st Martins, 2012.

Texts should be read and annotated prior to the class period in which we will discuss them. Please bring all relevant texts to class each meeting.

If you are unable to afford the required texts, it is essential that you visit the Textbook Assistance Program (TAP) headquarters and see about getting a loaner text. You can find info on TAP at the end of this document. You will not be able to complete this course successfully without regular access to these texts.

You may also wish to check out a copy of The Help from the BHCC library or another local library.

You should also have access to the following items to succeed in this course:

• Computer with internet access and a printer.
• Stapler.
• Notebook specifically devoted to this course (nothing fancy).
• Folder for keeping track of assignments.
• USB or thumb drive for keeping track of electronic files and saving your work.
• Plenty of pens and (if you use them) highlighters.
• Pencils and erasers (for the exit exam).

Please bring your books as well as something to write on and something to write with to every class period!

ACTIVITIES, ASSIGNMENTS & PROJECTS

We will do a variety of activities, assignments and projects to achieve the course objectives. What follows is a brief description of each type.

Homework Assignments: You will be asked to do a short writing assignment as homework due each class period. These assignments may include responses to the readings, grammar worksheets or preparation for an upcoming essay. These should be typed unless otherwise specified and will be collected at the beginning of class.

In-Class Writing Activities: These short writing assignments will be used to kick off each class period. They should be kept in a single notebook, which should always be brought to class. I will collect notebooks every other Thursday. BRING TO CLASS EVERYDAY! You must label all entries in your notebook with the date!!!!

Quizzes: It is essential that you complete the assigned readings for each class. In order to monitor this progress, I may give short reading comprehension quizzes at the beginning of each class. If you have done the reading, these should not be difficult.

Essays: You will complete four (4) units this semester. In each unit, you will work toward writing a different type of essay or report. Essays should be between 1,000 and 1,500 words (approximately 4 to 6 pages). Detailed assignment sheets will be provided at the beginning of each unit. A more detailed description of the units will be passed out next class period, but here is a list:

Unit 1: Remembering Events

Unit 2: Writing Profiles

Unit 3: Arguing a Position

Peer Reviews: Development of interpersonal communication skills is an important part of this course. Therefore, you will complete a peer review process for the essay written in each unit. You will read and comment upon a partner’s work, giving suggestions for improvement. I will provide a worksheet for this task. You must turn in the completed worksheet along with the final draft of each essay.

Conferences: You will be required to conference with me once this semester about an essay of your choosing. This conference will be approximately 20 minutes in length and you will be required to bring a completed revision worksheet (which will be handed out in advance). I will likely devote some class time to conference blocks. A missed conference will count as an absence. You will also lose the portion of your grade devoted to the conference.

Final Portfolio: The essay you choose for our conference should be revised again after our meeting. This revision together with copies of all your essays will make up a final portfolio due at the end of finals week. Your grade on the revision will replace your original grade.

You are free to revise all of your essays after receiving my comments and a grade; however, you are only required to revise the one you select for your conference. Grades on other revisions will be averaged with existing grades. For example, if you received 70% on your original research paper and 90% on the revision, your grade becomes an average of the two: 80%.

THE WRITING PROCESS

I want to encourage you to practice the writing process in this course. Therefore, you will turn in prewriting exercises (outlines or proposals), rough drafts and final drafts for all major assignments. You must complete all parts of the writing process for a given assignment in order to receive credit. More information about expectations for each stage of the writing process will be specified for each assignment.

EXIT EXAM

Before moving forward to complete ENG112, you must demonstrate proficiency by passing the exit exam. You will be given two (2) opportunities to take this exam in class. Exams consist of an in-class essay written in response to a reading given out beforehand. Exams are graded Pass/Not Pass by a group of ENG111 faculty members. You can learn more about this exam by reading the extensive packet that will be handed out in class next week

Note: Students must have at least a 70% average to TAKE the exam. There’s no point in taking it otherwise, as students must pass with a C or repeat the course.

GRADING

In order to pass this course, you must a) turn in all assignments on time and satisfactorily completed and b) receive a passing score on the exit exam. If you are missing any major assignments (those marked with an asterisk {*} below), you will not pass this course – NO EXCEPTIONS.

You will be provided with clear expectations and instructions for each assignment. Grades will be determined by your success at meeting these expectations and following these instructions. Your grade will breakdown as follows:

Participation (includes in-class writings, quizzes, group discussions, and peer reviews)	15 points
Homework (reading responses)	15 points
Essays*	Essay 1 – 15 points Essay 2– 20 points Essay 3– 25 points Total – 60 points
Final Portfolio*	10 points
Exit Exam	Pass or Fail – Must pass to pass course
Total	100 points

Letter grades will correspond to the number of points earned:

A = 94 to 100, A- = 90 to 93

B+ = 87 to 89, B = 84 to 86, B- = 80 to 83

C+ = 77 to 79, C = 70 to 76

D = 60 to 69

F = Below 59 points

LATE WORK & LOST ASSIGNMENTS
I do not accept late work. I repeat: No credit will be given for late work. You should be prepared to hand in printed copies of your assignments when I request them in class. Printing problems are not an excuse for lateness. Please plan ahead.

Unless you have my permission, do not email attachments of work or place assignments in my department mailbox. Any unauthorized attachments will be deleted. Any work left in my mailbox without permission will be recycled.

Since occasionally papers (or backpacks) are lost or stolen, please keep a hard or electronic copy of all assignments. I would advise purchasing a USB drive for this purpose (they can be found quite inexpensively at most big box stores).

ATTENDANCE & ABSENCES

Attendance is required. Do not miss more than three (3) classes. Each subsequent absence will result in a ½ letter grade penalty. Students who miss more than five (5) classes will receive a failing grade for the course. Please note: failure to attend class is not an excuse for late work; you are still responsible for due dates even if you miss class.

Late arrivals are extremely distracting; DO NOT ARRIVE LATE. Class begins promptly at 7AM. Please plan your commute carefully to avoid being tardy. Our class time is limited and every minute counts. To curb lateness, each tardy after two (2) will result in a 2 point deduction from your final grade. Arriving more than ten minutes late counts as an absence for the day.

Do not make dentist/doctor’s/court appointments during this class. These are not a valid excuse for missing classes. I do not excuse absences. You get three absences, no questions asked. Use them wisely. If you know about an absence in advance, it’s best to let me know so I can get you any handouts, etc. that you might need.

EMAIL

Feel free to email me with questions, comments or concerns. In order to ensure that I receive your correspondence, please use your official BHCC email address. Please also type “ENG-111-05” in the subject line. If you do not take these steps, there’s a good chance your email will end up in my junk folder.

CONTACTING A CLASSMATE

It may prove useful to have contact info for a classmate or two. Take a moment now to introduce yourself to your neighbor on either side and write down at least their email.

NAME:	NAME:
EMAIL:	EMAIL:
PHONE (optional):	PHONE (optional):

ACADEMIC SUPPORT RESOURCES

I am your biggest resource and I am here to help you succeed! In addition to me, the college has several other support programs in place. These include:

The Library  & Learning Commons – Delivers services crucial for student success, including Information Literacy instruction, quality resource selection, and an academic learning atmosphere. Check out the website for more information: http://www.noblenet.org/bhcc/

The Textbook Assistance Program (TAP) – The Textbook Assistance Program (T.A.P.), administered by the Office of Student Activities, is designed to help Bunker Hill Community College students with limited financial resources borrow the books they need. Applications and more information about T.A.P. may be obtained at the Office of Student Activities and Athletics in Room D106H on the Charlestown Campus.

The Tutoring & Academic Support Center – The Tutoring and Academic Support Center (TASC) strives to support and enhance student learning and academic success by offering a wide-variety of traditional and non-traditional services. These services are provided in a professional, friendly and student-centered atmosphere. Located in E174.

The Writing Place – Tutoring service sponsored by the English Department. Students come to the Writing Place to work with peer tutors on specific writing tasks, including brainstorming ideas for college writing assignments, organizing rough drafts, revising, editing, and doing library research. Located in E142. Ask for a referral if interested!

The Language Lab – The Language Lab offers assistance with all aspects of language learning. They offer free grammar workshops as well as opportunities to take a practice exit exam. Visit the website for more info: http://www.bhcc.mass.edu/LanguageLab/?navID=841

(*I may pass out referrals to the Language Lab or the Writing Place to students who I think would benefit. If you would like a referral, please feel free to ask!)

DISABILITY ACCOMODATIONS

Bunker Hill Community College is committed to providing equal access to the educational experience of all students in compliance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. Any student with a documented disability requiring an accommodation should speak immediately to the professor. Students with disabilities who have not already done so should schedule an appointment at the Office for Students with Disabilities (Room D106A) in order to obtain appropriate services.

All documentation shared with me regarding Disability Accommodations will be kept strictly confidential.

EXPECTATIONS FOR CLASSROOM BEHAVIOR

The classroom is a special environment in which students and faculty come together to promote learning and growth. To preserve that environment, respect is essential – respect for yourself, your peers, your instructor and the goals of this course.  Therefore, student conduct that is disruptive, disrespectful, or distracting will not be tolerated under any circumstance. We all have the right to feel safe on campus and any threats to that safety will be taken seriously and reported to the appropriate authorities.

ACADEMIC INTEGRITY/PLAGIARISM

I will not tolerate academic dishonesty. Make yourself thoroughly familiar with BHCC’s policy on academic dishonesty, which is outlined in the Student Handbook. You can find that here: http://www.bhcc.mass.edu/inside/298 or you can pick up a printed copy in D-106H.

The section on behavior policies outlines BHCC’s stance on cheating, fabrication, plagiarism, and facilitating dishonesty as well as possible penalties for these infractions. We will discuss at length what you can learn to avoid these problems, but be assured that I will report all cases of plagiarism and cheating to the Provost’s Office and I will pursue the stiffest penalties allowed.

An important part of this course (and almost every college course) is reading and responding to written texts. As a result, you will often need to incorporate other people’s ideas into your own writing. If any part of your paper is based on a source, you must give proper credit. If you don’t, you have committed an act of plagiarism. This is serious.

To guard against plagiarism, you need to know what it is. There are basically three types of plagiarism. The first and most obvious type is copying word for word from a source without using quotation marks. The second kind of plagiarism is summarizing or paraphrasing the ideas of an author without giving credit. Additionally, a third type of plagiarism that students must be aware of is using an editor, whether a friend, family member, or tutor. While it is acceptable, even encouraged, to solicit input about one’s writing, if a paper does not reflect the knowledge and/or style of the student author, plagiarism may be the result.

The bottom line is this: you must give credit where credit is due. You must not take credit for work that is not your own.

Improper or inadequate documentation will often lower a paper’s score. In case of plagiarism, no credit is given for a paper.

ALWAYS ALWAYS ALWAYS credit your sources!

OTHER POLICIES

Appointments – I encourage you to set up appointments with me if you have any questions, comments, concerns or complaints. I want you to succeed in this course and I always value your feedback!

Assignment Formatting – Please double-space all assignments and use a standard 12 - point font, such as Times New Roman, Courier, Cambria or Garamond. Please use BLACK ink and standard 1-inch margins.

Please label all assignments in the upper left-hand corner of the page and staple multiple pages. Use the following format:

Your Name

Date

Assignment Description & Word Count (Example: Rough Draft – Essay 1 – 756 words)

Kara Waite

ENG111-05

Cell Phones – Do not use cell phones or other distracting electronics in class. Texting in class signals that you have more important places to be or things to do. Therefore, those caught texting will be asked to leave so they can attend to these matters without disturbing others.

Food & Drink – I do not mind if you bring snacks or beverages to class, but please be considerate of others’ sensitivities to smell, noise, and mess. However, if we are meeting in the computer lab, do not bring food or beverages.

A FINAL NOTE

Please remember that this syllabus is considered contractual by Bunker Hill Community College. By staying enrolled after you have read it, you are agreeing to all policies outlined herein. Therefore, please sign and return the attached Syllabus Agreement Form by Thursday, 9/6/12.

SYLLABUS AGREEMENT FORM

ENG111-Fall ‘12

Professor Kara Waite

I    ______________________________________ understand that this syllabus is a

             (print name)

contract. By remaining enrolled after I read it, I am signifying that I agree to the

instructors’ policies. I am aware of the instructor’s policies, particularly regarding:

• Attendance
• Late Work
• Arriving Late/Leaving Early

________________________________                                ____/_____/12

(Signature)                                                                                (Date)

COLLEGE WRITING AND GENERAL EDUCATION AT BHCC

As a student at Bunker Hill Community College, you will need to earn 22 credits in general education to earn your associate’s degree. Six of those credits comprise “Requirement Area 1,” which requires that you take College Writing I and College Writing II.  Most students fulfill the other sixteen credits by selecting one course from each of the five other general education menus.

Each menu focuses on a single requirement area: Individual and Society, World View, Quantitative Thought, Science and Technology, or Humanities.  Each requirement area has its own specific set of competencies that must be addressed.  In addition, all courses, regardless of requirement area, will address the core competencies of critical thinking and writing.

What makes Requirement Area 1 unique is that its primary focus is the two core competencies. Here is the description for the general education College Writing requirement:

This requirement area emphasizes the two core competencies:  critical thinking and writing.  Upon completing this requirement, a student will approach writing as a process, from planning and drafting through revising and editing.  A student will write coherent, well-developed essays, research papers, argumentative essays, and critical analyses while summarizing and using sources responsibly.  Students will use computers to write and revise their work and to conduct research.

Let’s look at the competencies established in each of these areas.  These are the competencies for critical thinking:

The ability to interpret, analyze, synthesize, and evaluate information from multiple sources in a logical and coherent manner.

·       A student can interpret data logically by selecting and organizing relevant facts and opinions and identifying the relationships among them.

·       A student can analyze an issue or problem by separating it into its component parts and investigating the relationship of the parts to the whole.

·       A student can synthesize data by combining ideas from multiple sources to come to an independent conclusion.

·       A student can evaluate data by making informed judgments as to whether the data are accurate, reliable or useful.

All of the writing assignments that you will work through over the course of the semester are designed to address these critical thinking competencies.  These are the general education competencies for writing:

The ability to write an organized focused composition that demonstrates a clear understanding of the subject matter.

·      A student approaches writing as a process, which proceeds from determining audience and purpose, through idea gathering, planning, writing and revising, to editing a final draft.

·      A student can write a composition that is well-focused, well-organized, and well-developed; uses language appropriate to the audience and writing situation; and demonstrates a clear understanding of the subject under discussion.

·      A student effectively incorporates information from other sources, using quotation and paraphrase, and gives credit to such sources in an appropriate manner.

Each writing assignment of the semester is designed to promote the acquisition of these competencies.  Please review the parts of this syllabus that identify the kinds of writing you will do and the number of writing assignments required.  It should be clear that critical thinking and writing are intertwined in this course; thus virtually your entire grade will be based on your attainment of these skills.  This means nearly 100% of your final grade will in be based on how well you think and how well you write.  Remember, too, that you must pass the College Writing exam, which is tied directly to the core competencies of critical thinking and writing.

There are two additional general education competencies specified for this requirement area.

·      A student can prepare a document using a word processing application.

·      A student can obtain, organize, and evaluate information obtained via the internet.

In order to address the word-processing competency, the English Department requires that all formal essays be submitted as word-processed documents.

In addition, at least one of your assignments in College Writing I and at least two assignments in College Writing II (including the research paper) will be based on obtaining, organizing and evaluating information from the Internet.