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College Composition I

Fall 2015

Course Description This course primarily focuses on the development of writing techniques. Students will develop effective writing styles, writing processes, revision practices, and analytical skills.

Course Objectives  critically read and respond to a variety of texts  use appropriate techniques that effectively paraphrase, summarize, and synthesize small amounts of information  identify, describe, and develop an essay’s controlling idea with a balance of generalizations as well as specific, illustrative details  identify, classify, and arrange appropriate patterns of organization for subject, audience, and purpose  organize a logically structured, coherent, and developed essay that achieves its rhetorical purpose  communicate without major sentence-level errors in grammar, usage, diction, and mechanics  demonstrate evidence of pre-writing techniques and multiple drafts of writing  write for a variety of audiences  complete writing assignments that encompass at least 16 pages of finished writing, typed, double-spaced

Prerequisites ENG 030 with a minimum grade of C, ENG 070 with a minimum grade of C, or recommendation of Department, and Reading Proficiency or concurrent enrollment in RDG 030.

WHAT, WHERE, WHEN ENG 101.307, CRN 34652, 3 hrs. TR 9:30-10:45, WW226, 8/25-12/20 COURSE INSTRUCTOR Ms. Monica Swindle, M.A. Office: WW 211D Email: Office Phone: (636) 422-2210 Text: (314) 403-0004 CAMPUS HOURS TR 10:45-12:45 MW 9-11, 12:30-2:30 REQUIRED TEXTBOOK The St. Martin's Guide to Writing, 10th edition, ISBN 1457632500



Course Requirements In College Composition I, you will be introduced to writing at the college level. By the end of the semester, you will be able to compose a number of different types of compositions, write original, vivid, well-organized texts, understand and employ the conventions of academic writing, read and write about college-level texts analytically, quote, summarize, and paraphrase source information, and discover a writing process that works for you. Additionally, we will work on refining style and correcting grammatical errors so that you are able to compose clean and clear compositions. In order to achieve these goals, we will read/view and discuss how-to’s and examples, practice course concepts individually and in groups in class, and compose and revise papers and projects. The “big picture” for this course is not only to prepare you for the types of writing that you will need to do in your college classes and career, but also to make you a more analytical reader, critical thinker, and effective communicator. Writing is all around us, and being able to compose, analyze, and revise are valuable skills you will need no matter what path your future takes.





Informal Writing and Participation

Informal writing, homework, in-class learning activities, and quizzes

Process Work, Drafts, Peer Review, and Conferences

Process work, drafts, meaningful peer review, conferencing on drafts with instructor, and revision of papers


Papers and projects that demonstrate mastery of unit and course objectives.


Papers and Projects


B = 80-89% C = 70-79% D = 60-69% F = 0-59% All students must complete each major writing assignment in order to pass the course; failure to turn in any of the papers/projects may result in failure of the course. I do not give grades; students earn grades.

Semester at a Glance Unit One: Reflective Writing Unit Two: Informative Writing Unit Three: Analytical Writing Unit Four: Persuasive Writing


Course Policies ACADEMIC INTEGRITY Plagiarism is assuming credit for words or ideas not your own



whether intentionally or unintentionally. A student guilty of

COME TO CLASS What we do in class is important; if you don’t

plagiarism receives a zero for the assignment and may be dismissed

show up you are going to be missing things you

from the course with a grade of F.

need to know.

ATTENDANCE AND WITHDRAWAL absences, which should be enough to cover things that come up in a

DO THE PROCESS WORK AND GIVE YOURSELF PLENTY OF TIME Do the process work. You could probably put

semester. Absences exceeding three class meetings may result in a

furniture together without reading the

lowering of your final grade by half a letter grade (5%) per additional

directions, but following the steps makes it

absence. STLCC English Department policy states that students

easier, saves you time, and makes for a better

absent more than six hours of class time may receive a failing grade

final product. Give yourself plenty of time to

for the course. Assignments are due regardless of attendance; if you

write papers. College-level papers are longer

miss class, you must email me your work by the start of class, or it

and more complex papers, and you can’t do this

will be counted late. Excessive absences may also affect financial aid

kind of writing well last minute.

eligibility. Students who wish to withdraw from a course must process the

DO YOUR BEST AND GET INVOLVED Tune in, and turn in work you’re proud of! Offer

withdrawal with the registrar, or they will receive an F in the course.

an opinion during class discussion and ask

Before deciding to withdraw, please discuss your progress in the

questions (lots). Writing is a chance to share

course with me, and if you do decide to withdraw, notify me so I do

your unique perspective, and you DO have

not wonder where you disappeared to.

important things to say, so TRY!


PLAY Take risks and be creative! If you fail, try again. Be interesting and original; “only the boring get bored,” so find a way to be interested in your topic, and you will be interesting.

There are no excused or unexcused absences; students have three

As this course is heavily focused on student-centered active learning, class participation is critical for success. Participating in class means being prepared and being actively engaged at all times. You may bring your own technology so long as you are using it for classwork. Anyone using electronic devices during class for anything other than coursework will be counted absent. Professionalism means being courteous and respectful to others while on campus and upholding the STLCC Student Code of Conduct at all times. Any student being disruptive will be required to leave the classroom and meet with the appropriate administrator before returning to class. Please speak with me before recording any class activity. It is a violation of college policy to distribute such recordings without my authorization and the permission of others who are recorded. Similarly, course materials are the intellectual property of the instructor and may not be distributed to a third party not registered in the course without the written permission of the instructor.

ASK FOR HELP Ask questions in class. Also, STLCC has a number of great (free) resources for students, starting with professor office hours. Coming to office hours is not like going to the principal’s office; stop by any time you have a question, need help, or even just to chat about your day.


COMMUNICATION Email is the best way to contact me; I will write back within 24-48 hours. You may also come see me during office hours or text me if you have a quick question/comment. When contacting instructors, please remember to write professionally, indicate in your subject line the course and topic of your email, and include a salutation and a signature. DEADLINES AND LATE ASSIGNMENTS Because meeting deadlines is a part of life, papers/projects submitted late may earn a maximum of a 75% if submitted within one week of the due date at the instructor’s discretion, and all other work submitted late will receive a 0%. Papers submitted late may not be revised for a higher grade. However, I will generally grant one extension during the course of the semester if requested in advance of the due date and all process work has been completed. All work is due by the start of class (even if you are absent). WRITING GUIDELINES All assignments must be typed in Times New Roman 12-point font, double-spaced, with 1” margins, and no space between paragraphs. An MLA heading, format, and citation style should be used consistently and correctly as illustrated here. Papers will be graded usually within one to two weeks of submission. Essays that do not meet the minimum length requirement


CAMPUS RESOURCES ACCESS Services (Rm. 105E, 636-422-2000): If you receive services through the ACCESS office, contact me the first week of class about your needs. College Writing Center (Room 105, MondayThursday, 9:30 - 2:30): The College Writing Center (CWC) is a free service to help students with writing assignments in person and online. Honors: This course is eligible for honors credit with a signed contract agreeing to complete more challenging assignments in place of standard course requirements. Blackboard Help: If you have trouble logging into Blackboard or you don’t see your courses when you log in, use the Blackboard Help Wizard ( For tech support related to Blackboard, Banner, student email, Office 365, and connecting to Wi-Fi, you can call the Help Desk at (314) 539-5113, email the Help Desk at or fill out the form at Office Hours: I am here to help you succeed, and I expect you to seek out assistance when needed. If you need help or just want to know if you are on the right track, please come by my office during office hours, email, or call me. I will return emails and call within 2448 hours. Oftentimes, a few minutes discussing your progress on an assignment can save you time later.

(properly formatted) receive a deduction based on the length of the paper. For instance, if three pages are submitted for a four-page paper, the maximum grade that can be earned is 75% (3/4 of the required pages written). All writing submitted for this course must be originally produced for this class; any work written at another time or for another class will not be accepted. Revision is a necessary and useful part of the writing process, and as such you may revise any of your papers for a higher grade provided it was turned in complete and on time, that you see me during office hours to discuss your revision plans, and that you complete meaningful, substantial revision (not just a few editing corrections). At least one paper MUST be revised after grading. THE SYLLABUS AND SCHEDULE ARE SUBJECT TO CHANGE WHEN NEEDED TO MEET THE NEEDS OF THE CLASS.



Unit One: Writing to Reflect and Entertain (8/25-9/17) Date


What to Read and View

What’s Due


Course Introduction

Read: Syllabus View: Course Introduction Presentation


Writing and Reading Process

Read: Chapters 11 and 12, “Shitty First Drafts,” and Essay 1 Assignment Sheet

Syllabus Quiz Writing Diagnostic


Characteristics of Personal Narrative

Read: “I Got Myself Arrested,” pg. 8-17

Annotations and Reading Questions


Show Don’t Tell!

Read: Chapter 15 and pg. 17-22, 69-74

Essay #1 Prewriting


Time Order and Transitions

Read: Chapter 14, pg.36-44, and pg. 64-68

Essay #1 Outline


Writing Workshop

Read: pg. 44-45

Essay #1 First Draft


Revision and Editing

Read: pg. 46-51, H5-H9, H51-H59 View: Grammar and Style Presentation #1

Essay #1 Second Draft Grammar Worksheet #1


Publication and Reflection

View: Generation Like (in class)

Essay #1 Final Draft

Unit Two: Writing to Inform (9/22-10/15) Read: Poster Project Assignment Sheet and Reading Handouts

Reading Questions

Explaining a Concept

Read: Chapter 4

Chapter 4 Activities Poster Project Prewriting


Defining and Classifying

Read: Chapter 16 and 17

Chapter 16 and 17 Activities


Thesis and Structure

Read: Chapter 13, Thesis Statement Handout, and Poster Presentation Handout

Poster Project Outline


Writing Workshop

Read: pg. 152-168

Poster Project First Draft


Revision and Editing

Read: Style Handouts View: Grammar Presentation #2

Poster Project Second Draft Grammar Worksheet #2


Publication and Reflection

Read: Essay #2 Assignment Sheet

Poster Project Final Draft






Unit Three: Writing to Analyze (10/20-11/12) 10/20



Academic Writing


Comparing and Contrasting

10/29 11/3

Analyzing and Synthesizing Summarizing, Paraphrasing, and Quoting


Grammar Review


Essay Exams


Publication and Reflection

Read: Reading Handout #1 and Essay #3 Assignment Sheet View: Academic Writing Handout Read: Chapter 18 and Reading Handout #3

Reading Notes and Questions Reading Notes and Questions Chapter 18 Activities

Read: Analyzing and Synthesizing Handout Read: Chapter 26

Essay #3 Prewriting

Read: TBA View: Grammar Presentation #3

Summarizing, Paraphrasing, and Quoting of Readings

Read: Chapter 29

Grammar Worksheet #3 Unit 3 Review Essay #3: In Class Essay Exam

Unit Four: Writing to Persuade (11/17-12/17) 11/17

Writing to Persuade


Read: Essay #3 Assignment Sheet

Take home essay due

Proposing a Solution

Read: Chapter 7

Essay #4 Prewriting Chapter 7 Activities



Read: Chapter 19

Chapter 19 Activities


Thanksgiving Break


Emphatic Order and Transitions

NO CLASS Read: Chapter 13

Chapter 13 Activities Essay #4 Outline



Essay #4 Draft Due



Essay #4 Draft Due


Revision and Editing


Final Presentation

Read: Grammar and Style Handout TBA View: Revision Presentation 9:30 AM—11:20 AM

Essay #4 Final Draft Due Revised Paper or Project and Final Presentation

Eng 101 Syllabus Fall 2015  
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