Rowan College at Burlington County (RCBC)
Code: English 101-320 Title: College Composition I Credits: 3
Instructor: William Patrick Wend
Meeting Days: Wednesday 1230-1350, Laurel 310; Friday 1230-1350, Laurel 305
Email: email@example.com Phone: 856-222-9311 #1401 Texting: 609-488-4483*
Office Hours: Parker 413B T/TH Laurel Hall 110 W/F 1000-1100
Response Time: I am primarily in my email during office hours except for Wednesday when I do "EOffice" hours (2100-2200) on Skype. If you send an email after about 1600, there is a good chance I will not answer it until the next morning. I am rarely in my email during the weekend.
*Please let me know who you are and what class you are in somewhere in your first text.
SECTION 1: Course Information
This course develops skills in expository writing. It emphasizes the writing process, organization, methods of development, and diction. It requires a research essay using the MLA documentation format.
Required Texts and other Materials:
Bullock, Richard H., Michal Brody, and Francine Weinberg. The Little Seagull Handbook. New York: W. W. Norton, 2014. Print.
Graff, Gerald, Cathy Birkenstein, and Russel K. Durst. "They Say/I Say": The Moves That Matter in Academic Writing, with Readings. 3rd ed. New York: W. W. Norton, 2015. Print.
Course Learning Outcomes ~ By the end of English 101, you should be able to:
Express thoughts logically, clearly and coherently in a variety of essays.
Demonstrate mastery of the stages of the writing process.
Critically revise and edit their own compositions.
Identify mechanical, grammatical, and spelling errors.
Critically evaluate and respond to selected essays.
Compose an argumentative research essay using MLA format.
General Education Outcomes:
Written and Oral Communication: Communication
Students will logically and persuasively support their points of view or findings.
Students will communicate meaningfully with a chosen audience while demonstrating critical thought.
Students will conduct investigative research which demonstrates academic integrity, originality, depth of thought, and mastery of an approved style of source documentation
Society and Human Behavior: Social Science
Technological Competency or Information Literacy: Technology
Students will demonstrate competency in office productivity tools appropriate to continuing their education.
Students will use critical thinking skills for computer-based access, analysis, and presentation of information.
Students will exhibit competency in library online database tools appropriate to accessing information in reference publications, periodicals and bibliographies.
Students will demonstrate the skills required to find, evaluate, and apply information to solve a problem.
Global and Cultural Awareness: Diversity
Ethical Reasoning and Action
Core Course Content:
Brief review of parts of speech
Fragments, comma splices, and fused sentences
Prepositional phrases, main clauses, and subordinate clauses
Semicolons and conjunctive adverbs, colons, hyphens, and apostrophes
Subject-verb agreement and consistent tenses
Pronoun usage and agreement
Brief review of the components of a body paragraph (topic sentence, supporting details, restated topic sentence/concluding sentence)
Components of an essay (introduction, body paragraphs, conclusion)
Creating specific and articulate theses
Supporting the central idea by using effective personal examples
Supporting the central idea by using textual evidence
Identifying subject, audience, and purpose
Creating unity via usage of transitional words and phrases, key terms etc.
Paraphrasing verses quoting and parenthetical citations (MLA)
The Reading/Writing connection
Annotating a text for understanding
Summarizing a text by identifying the main idea and key supporting details
Responding to a text via written and oral analysis
Identifying and discussing the writer’s purpose when reading texts
Identifying and discussing effective writing strategies by reading applicable texts
Collecting and synthesizing evidence from texts in order to write persuasive essays
Utilizing electronic databases to locate articles
Blending quotations into written analyses
Constructing correct Works Cited pages
SECTION 2: Course Policies, Assessments, Grading
Students are required to attend all class sessions for the full duration of each such instructional session. Grade penalties for absences will be imposed when a student exceeds a ten-percent absence rate (in the case of 15-week English 101 courses, starting with the third absence). The policy can be accessed at http://rcbc.edu/files/PDFFiles/Human%20Resources/board-policies/Policy%20No%20206%20Academic%20Attendance%20Policy%20061714.pdf. Student attendance is important. Students are expected to attend every session unless there is a legitimate reason for them missing class. Failure to regularly attend a class a class like this like this will greatly impede student success. Your grades will be determined by your writing primarily, but attendance and what you contribute to the course are crucial. If you do not attend class or contribute actively, you are unlikely to comprehend the course material well enough to pass the course. Leaving early, without prior permission, is considered disrespectful and will not be tolerated. I will not tolerate frequent lateness. If this is a morning class and the student has difficulties staying awake or showing up on time, I would strongly suggest finding another section of this course to take. (Updated Spring 2014 by AL, SL, BL, VC With Administrative Addition Fall 2014/6)
Students are responsible for communicating with instructors within 48 hours following a missed class to make arrangements for the completion of course requirements not completed due to absence. If a student does not communicate within 48 hours as stated above, the student forfeits his or her right to receive the missed work, and such assignment grades will be entered as zeroes.
RCBC is committed to maintaining a culture of academic integrity where members are expected to adhere to fundamental values in both academic and nonacademic endeavors. For the purpose of this code, academic integrity is defined as a commitment, even in the face of adversity, to these fundamental values: honesty, trust, fairness, respect and responsibility. It is the belief of RCBC that these values form principles of behavior that enables academic communities to translate ideas to action. The Academic Integrity policy can be accessed at http://rcbc.edu/files/PDFFiles/Human%20Resources/board-policies/Policy%20No%20903-C%20Academic%20Integrity%20061714.pdf
Specifically, the term “plagiarism” includes, but is not limited to, the use by paraphrase or direct quotation, of the published or unpublished work or sections of a work of another person without full and clear acknowledgement, whether intentional or not. This includes any material copied directly or paraphrased from the internet. Plagiarism also constitutes the unacknowledged use of materials prepared by another person or agency engaged in the selling of a term papers or other academic materials, including material taken from or ordered through the Internet. For more information on academic dishonesty/plagiarism see Board Policy #903-C.
Citation Practice 5%
Course Contribution 10%
End of Semester Assignment 5%
Event Report 5%
Professional Email Assignment 5%
Reflections On Writing Paper 15%
Source Blend 5%
Term Paper 25%
Time Management Paper 10%
There Is No Extra Credit
Criteria for meeting grade determination are as follows:
A: Meeting course goals by demonstrating perceptive understanding of readings and course concepts; excellence and originality in compositions; superior scores on exams and other assigned work; active participation in class discussion and small groups; and compliance with attendance and assignment requirements.
B+/B: Meeting course goals by demonstrating mastery of subject and concepts; above average quality in compositions and exams; good participation in class and small groups; and compliance with attendance and assignment requirements.
C+/C: Meeting course goals by demonstrating a satisfactory level of understanding of subject material and concepts; acceptable quality in compositions and exams; adequate participation in class and small groups; and compliance with attendance and assignment requirements.
D: Not meeting all of the course goals; minimal knowledge of subject material and concepts; marginal quality in compositions (poor quality of development, support, or grammar); poor performance on exams; passivity in class and small groups; non-compliance with attendance and assignment requirements.
F: Not meeting course goals; unsatisfactory progress in understanding and applying subject material and concepts; incomplete or unacceptable work in compositions (gross grammatical, developmental, and structural errors); failure of exams; non-compliance of attendance and assignment requirements.
SECTION 3: College Information
In order for students to know their rights and responsibilities, all students are expected to review and adhere to all regulations and policies as listed in the College Catalog and Handbook. These documents can be accessed at http://www.rcbc.edu/academic-resources. Important policies and regulations include, but are not limited, to the following:
Student Code of Conduct:
The purpose of this Code of Conduct is to protect Rowan College at Burlington County, its academic and social community, and its property from harm resulting from acts of its students causing injury thereto, or threat of injury. To this end, this Code defines prohibited conduct and provides for imposition of appropriate discipline upon those students whose acts are in violation of its standards of conduct, by means of hearing procedures affording both prompt disciplinary determinations and appropriate due process to the alleged violator. Students at Rowan College at Burlington County may be accountable to the civil authorities, as well as to the college, for acts which constitute violations of law as well as violations of this Code. In such event, college disciplinary actions will proceed notwithstanding the pendency of any criminal, drug or disorderly persons proceedings. Similarly, dismissal or acquittal of such concurrent legal proceedings will not necessarily result in dismissal of college disciplinary actions. The college recognizes that its inherent powers and responsibilities to act so as to protect the safety and well-being of the campus community are broad, and that the potential range of student misconduct which could harm persons and property on campus is also broad. Accordingly, these regulations are to be interpreted broadly so as to effectuate to the fullest extent the protection of the Rowan College at Burlington County community. These written regulations are intended to define prohibited offenses with precision so as to give students notice of the behavioral standards expected of them and of the consequences should violations to the Code occur. They are not meant to define misconduct in exhaustive terms. For additional information on this policy refer to http://rcbc.edu/files/PDFFiles/publications/Catalog/RCBC1617Catalog_091316.pdf
Educational Technology Statement:
Rowan College at Burlington County advocates a technology-enhanced teaching and learning environment. Advanced technological tools may be used in any course section to facilitate instruction. Many of our sections are web-enhanced, which means that some of your work will be submitted or completed online. Web enhancements may include on-line materials, grade books, testing and quizzes and assignment submission. For additional information on this policy refer to http://rcbc.edu/files/PDFFiles/publications/Catalog/RCBC1617Catalog_091316.pdf
Office of Student Support and Disability Services:
In accordance with Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act (ADA) and the ADA Amendments Act, the Student Support Services Office’s mission is to ensure all students with disabilities are provided access to educational and extracurricular activities while on college premises through support in the form of reasonable accommodations such as adaptive technology, counseling, note-taking assistance, and American Sign Language interpreters. Students who have disabilities must self-identify, provide documentation of disability(ies), attend an intake appointment, and sign a Disability Release Form (rcbc.edu/studentsupport) prior to the start of the semester to ensure reasonable accommodations. For more information please contact the Office of Student Support at ext. 1208. For additional information on this policy refer to http://rcbc.edu/studentsupport/staff.
Student Success Services:
RCBC offers a variety of free services for its students including those listed below. Descriptions of these services, as well as many others, can be found in the College Catalog and Handbook and on the RCBC website at the following URLs.
The following acts when committed by students of Rowan College at Burlington County shall be deemed misconduct subject to imposition of discipline under this Code. In addition to this Code, students will be held accountable to the policies on Civility on Campus, Racial/Ethnic Harassment, Sexual Harassment, Smoking on Campus, and Substance Abuse/Use on Campus. Harassment, Anti-Discrimination, Equal Opportunity, Non-Retaliation, Whistleblower and Complaint and Reporting. 1. In compliance with the State of New Jersey’s “Anti-Bullying Bill of Rights Act”, the college will maintain zero tolerance towards behavior involving harassment, intimidation, and/or bullying of any kind that is directed to students, members of the college community, and/or visitors. Harassment, intimidation and/or bullying includes but is not limited to any gesture, written, verbal or physical act, or any electronic communication that targets another individual and/or that is reasonably perceived as being motivated either by any actual or perceived characteristic, such as race, color, religion, ancestry, national origin, gender, sexual orientation, gender identity and expression, or a mental, physical or sensory disability, or by any other Campus Information/Regulations 46 | Rowan College at Burlington County distinguishing characteristic, that takes place on or with college property or at any college sponsored function.
SECTION 4: Instructor Policy
Please mute your cell phone BEFORE entering the classroom. If your cell phone goes off more than once while class is in a session, you will be asked to leave. I fully encourage whatever technology suites your learning style, accommodations, or interests whether they are laptops, tablets, apps on smart phones, etc, as long as they do not distract from our purpose in the classroom. Paper is totally fine too.
With that being said, during opening and closing remarks in class focus should be away from technology and on discussing our goals and outcomes for the day. Please remove all earbuds before entering class and keep them removed until you leave the room at the end of class.
In my classes, I have an expectation students will have access to email and computers in general. All of your work will be submitted to me via your RCBC account and returned via it. Given there are public and school libraries, the ILRC, coffee shops, etc, students need to budget their time better; I do not see any excuse for having “no access” to email outside of the classroom.
Students are expected to check their RCBC Gmail account on a regular basis. I do not accept the excuse, “I didn't check my email for two weeks” as a valid problem. Digital correspondence should be written using proper grammar and form. I will not reply to emails filled with texting speak (2, u, 4, lol, j/k) or poor grammar and/or misspellings. Please include a subject and "sign" your email with your name, student ID number, and course section. If you miss class, please check the syllabus for information about assignments, due dates, and outcomes from class. Do not email the professor and ask “did we do anything in class today?” or any variations on that theme. (Updated Spring 2013 by NC, MS, MM, LG)
My expectation for this class is that all of your work will be free of errors. Papers, projects, etc should be proofread for spelling, mechanics, and grammar. I will mark down for these errors: Please do an exhaustive job of proofreading and revision. All papers should follow standard MLA 8 formatting: Typed; titled; double spaced; page numbers, with your last name, in the top right hand corner; and a page break before your works cited page. All papers will be digitally submitted by 23:59 to my RCBC Google Drive (firstname.lastname@example.org) on the due date. I will not be accepting print copies of your papers. All work will be returned to their school email.
If you use Microsoft Works, please convert your file (.wps) to something more accessible (.odt or .doc is fine) before submitting your paper. Same goes for .pages files. Please do not submit a .pdf file.
Upon sharing your paper, do not consider your paper submitted until, if and only if, you receive a confirmation reply (usually within 24-48 hours). If you do not receive a confirmation email, it is the student’s responsibility to get in touch with me about their work. I am not responsible for making sure you hand in your assignments.
Please make sure you are backing up your work to an external hard drive, flash drive, cloud based source, or other backup method. I will not accept excuses involving crashed computer or broken files.
Please follow the “24 hour rule” for graded work. I do not discuss returned student work until 24 hours have elapsed since I returned them. There will be no discussion, in person or via email, until that time window has elapsed.
All submitted work should be completed by the due date. Please consult the extension policy for details about asking for, and receiving, an extension. With prior permission to submit late work, a full letter grade will be taken off for each day that it is late. (Updated Spring 2015 by AB, CD, and MW)
I strongly believe one of the most important lessons I learned about writing was that quality work almost always entails rewriting, but also reflection on what lessons can be learned and implemented in future writing. In this class, in place of a straight paper revision, you will analyze the mistakes I noted in comments on your paper and write a response discussing the comments and how you would correct them in future writing. This means if you are not satisfied with your grade, you may submit a response (directions are below), shared to my school Google Drive (email@example.com), within 3-5 days after I comment on your paper.
My expectation that for every mistake you are fixing, there is a brief paragraph discussing how to correct your work. I would consider directly citing our book readings (and the writing manual from ENG101) or your notes from class discussions in this response. Please do not cite random writing from the world wide web. There should be a second paragraph discussing specifically how you would fix it in your own essay as well.
If you are unsure what to write about, you can always schedule an appointment during office hours whether in person or electronic. Regardless, I would strongly suggest meeting with me to make sure you understand your grade and how to improve it.
Anywhere between one (1) to three (3) points can be added to your paper proportionally depending on the overall point total of the paper.
Of course, there are no revisions on term papers. Also, you may not use your revision to correct a plagiarized paper (see academic honesty policy below). Finally, revisions on your citation practice and source blend assignments do not count towards your revision. (Revised Fall 2015 by HC, DH, TC)
Extensions are gifts, not a right. College work involves responsibility and ownership over your individual situation. With that in mind, here are a few caveats about extensions. First, I need to know 48 hours before an assignment is due if you need an extension. This will be clearly addressed on the class schedule. To apply for an extension, we must speak in person or over email immediately. A rough draft of your paper in progress will be required to be handed in at this time. I will then determine whether to grant or deny the extension and how much time would be allotted for it.
To apply for an extension beyond the 48 hour mark for reasons of hospitalization, bereavement, military service, observance of religious holidays, legal reasons (jury duty, etc), or work related issues (ie: getting called into work at the last minute), written documentation not given before the due date must be in by Saturday night after the due date.
For the following reasons, extensions will not be permitted: short term illnesses and family vacations.
Only one extension will be granted per semester, although an "emergency" extension can be granted under certain circumstances. (Updated Fall 2011 by LD, EP, AF)
Course Contribution Policy:
I have found in past semesters that "participation" isn't a sufficient means of assessing students. How do you grade shy, or otherwise quiet, students who do very well in your class? At the same time, does a student who does very poorly on papers/quizzes/etc, but "participates" in class deserve a high grade? Instead, I have switched this to an assessment of a student's contribution to the course. How do you do in group work? Are you always on task, or do you take others off task with your actions? Do you bring useful ideas and thoughts into class? Do you go beyond commentary that is intended to please me or make you look smart? Do you experiment, take chances, and offer untested commentary? Do you attend our peer review sessions to not only accentuate your own work, but also help your classmates? Are you punctual and always prepared? Do you do more than just listen to me? What about your presence in the class adds to it? These are some of the factors I will consider when assessing your class contribution grade.
Students in my classes are responsible for reading and understanding these course policies. Do you have questions?
Send me an email: firstname.lastname@example.org
Talk to me before or after class
Come to my office during office hours (Laurel Hall 110)
If you are a student who has progress reports for a sport, EOF, or anything else, I will only fill these out during office hours. I will not fill them out at the end or beginning of classes.
The syllabus is a living document. Sometimes, things might not work and we will need to make a change. This syllabus is subject to change at all times. Any changes will be discussed in class.
Just a reminder that all readings should be completed before class begins.
One Final Reminder: As Per RCBC Guidelines, To Pass ENG101 You MUST Earn A Passing Grade On The Term Paper.
Section 5: Course Schedule
Session One (Friday January 20th)
Introduce Professional Email Assignment
Introduce Event Report Assignment
Log Into Your Email/Web Advisor/Set Up Signatures/Check Contact Information
For Next Week: Read about citation in Seagull (97-108 + 109-157). Also take a look at the reading in They Say/I Say (30-37) which we will discuss during Session Three. Please make sure you bring two copies of your citation practice for peer review. If you have not yet purchased the required texts for this class, please acquire them as soon as possible.
Session Two (Wednesday January 25th)
First: Attendance Sheet/Announcements/Introduce Citation Practice Assignment
Second: Group work on citation
Third: Discussion of citation
Session Three (Friday January 27th)
First: Attendance Sheet/Announcements
Second: Discuss reading from They Say/I Say
Third: Citation practice peer review
For Next Week: Read about evaluating sources in Seagull (92-97). Also read 42-51 in They Say/I Say. Your citation practice needs to be shared to my school account (email@example.com) by 2359 on Sunday.
Session Four (Wednesday February 1st)
First: Attendance Sheet/Announcements/Intro Source Blending Assignment
Second: Group work on evaluating sources
Third: Discussion of source evaluation
Session Five (Friday February 3rd)
First: Attendance Sheet/Announcements
Second: Discuss reading from They Say/I Say
Third: Source Blend Peer Review
For Next Week: Read about Writing Contexts in Seagull (2-6). Read about Academic Contexts in Seagull (6-9). Your source blend needs to be shared to my school account (firstname.lastname@example.org) by 2359 on Sunday evening.
Session Six (Wednesday February 8th)
First: Attendance Sheet/Announcements/Introduce Time Management Paper
Second: Group work on Writing Contexts
Third: Discussion of Writing Contexts
Session Seven (Friday February 10th)
First: Attendance Sheet/Announcements
Second: Group work on Academic Contexts
Third: Discussion of Academic Contexts
For Next Week: Read about revision in They Say/I Say (139-144). Please bring two (2) copies of your Time Management paper to peer review.
Session Eight (Wednesday February 15th)
First: Attendance Sheet/Announcements/Time Management Paper Discussion/Service Learning Visit
Second: Group Work on revision
Third: Discussion of revision
Session Nine (Friday February 17th)
For Next Week: Read about the Writing Processes in Seagull (9-16). Read about Reading Strategies in Seagull (75-78). Your Time Management Paper Is Due To Be Shared To My School Account (email@example.com) by 2359 Sunday night.
Session Ten (Wednesday February 22nd)
First: Attendance Sheet/Announcements/Introduce Reflections on Writing Paper
Second: Group work on Writing Process
Third: Discussion of Writing Process
Session Eleven (Friday February 24th)
First: Attendance Sheet/Announcements
Second: Group work on Reading Strategies
Third: Discussion of Reading Strategies
For Next Week: Read “They Say” in They Say/I Say (19-29). Please bring two (2) copies of your Reflections On Writing paper to peer review.
Session Twelve (Wednesday March 1st)
First: Attendance Sheet/Announcements
Second: Group work on “They Say”
Third: Discussion of “They Say”
Session Thirteen (Friday March 3rd)
For Next Week: We begin grammar! Read about pronouns (277-282), subject/verb agreement (272-277), and commas, semicolons, and colons (324-331). Your Reflections On Writing paper Is Due To Be Shared To My School Account (firstname.lastname@example.org) By 2359 On Sunday Evening.
Session Fourteen (Wednesday March 8th)
First: Attendance Sheet/Announcements/Introduce Midterm Exam
Second: Pronouns/Subject Verb Agreement Group Work
Third: Discussion of Pronouns/Subject Verb Agreement
Session Fifteen (Friday March 10th)
First: Attendance Sheet/Announcements
Second: Group work on Commas/Semicolons/Colons
Third: Discussion of Commas/Semicolons/Colons
For Next Week: For Next Week: Next week is spring break from March 13th-18th. For when we return, please read About Fragments, Splices, and Fused Sentences in Seagull (255-260).
Session Sixteen (Wednesday March 22nd)
First: Attendance Sheet/Announcements
Second: Group Work on Fragments, Splices, and Fused Sentences
Third: Discussion of Fragments, Splices, and Fused Sentences
Session Seventeen (Friday March 24th)
For Next Week: We Will Have Our Five Minute Meeting Day and Have a Visit From The Library. Depending On Their Schedule, We May Need To Swap These Dates.
Session Eighteen (Wednesday March 29th)
Session Nineteen (Friday March 31st)
For Next Week: We Will Begin Discussing The Term Paper. Please Read About Argumentation (43-49) and Rhetorical Analysis (49-53) in Seagull. We will have a “library day.” Today is the final day to withdraw from a fifteen (15) week course. As A Courtesy, Up To The Moment Grade Reports Will Be Sent To Your RCBC Email.
Session Twenty (Wednesday April 5th)
First: Attendance Sheet/Announcements/Introduce Term Paper
Second: Group work On Argumentation/Rhetorical Analysis
Third: Discussion of Argumentation
Session Twenty One (Friday April 7th)
For Next Week: We Will Continue Working On Term Papers. The College Is Closed On Friday April 14th.
Session Twenty Two (Wednesday April 12th)
For Next Week: We will have rough draft meetings and peer review for term papers. Please come prepared with at least 500 words and one (1) embedded source for our rough draft meeting day. Please come prepared with a mostly complete draft for critique at peer review.
Session Twenty Three (Wednesday April 19th)
Session Twenty Four (Friday April 21st)
For Next Week: Your Term Paper Is Due To Be Shared To My School Account (email@example.com) By 2359 On Sunday Evening. The rest of the semester, we will work on one last assignment, but we will fill in our schedule for the final two weeks based on how many days we miss for inclement weather.
***During finals week we will meet on _ at _ to discuss final grades***
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