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College Composition I

Spring 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 101.305, CRN 11671, 3 hrs. TTh 11-12:15, WW 201, 1/20-5/18 COURSE INSTRUCTOR Ms. Monica Swindle, M.A. Office: WW 211D Email: Office Phone: (636) 422-2210 Text: (314) 403-0004 CAMPUS HOURS MW 9-9:30 AM, 10:45-12:45 PM TTh 9-11 AM, 12:15-2:15 PM 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

B = 80-89%


C = 70-79% D = 60-69%

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

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: Writing to Entertain Unit Two: Writing to Inform Unit Three: Academic Analysis Unit Four: Writing to Persuade


Course Policies ACADEMIC INTEGRITY Plagiarism is assuming credit for words or ideas not your own whether intentionally or unintentionally. A student guilty of plagiarism receives a zero for the assignment and may be dismissed from the course with a grade of F. ATTENDANCE AND WITHDRAWAL There are no excused or unexcused absences; students have three absences, which should be enough to cover things that come up in a semester. Absences exceeding three class meetings may result in a lowering of your final grade by half a letter grade (5%) per additional absence. STLCC English Department policy states that students absent more than six hours of class time may receive a failing grade for the course. Assignments are due regardless of attendance; if you miss class, you must email me your work by the start of class, or it will be counted late. Excessive absences may also affect financial aid eligibility. Students who wish to withdraw from a course must process the withdrawal with the registrar, or they will receive an F in the course. Before deciding to withdraw, please discuss your progress in the course with me, and if you do decide to withdraw, notify me so I do not wonder where you disappeared to. PROFESSIONALISM AND PARTICIPATION 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 may 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.


TIPS FOR SUCCEEDING IN ENG 101 COME TO CLASS What we do in class is important; if you don’t show up you are going to be missing things you need to know. DO THE PROCESS WORK AND GIVE YOURSELF PLENTY OF TIME Do the process work. You could probably put Ikea furniture together without reading the directions, but following the steps makes it easier, saves you time, and makes for a better final product. Also, give yourself plenty of time to write papers. College-level papers are longer and more complex papers, and you can’t do this kind of writing well last minute. DO YOUR BEST AND GET INVOLVED Tune in, and turn in work you’re proud of! Offer an opinion during class discussion and ask questions (lots). Writing is a chance to share your unique perspective, and you DO have 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. 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, drafts submitted late may earn a maximum of a 70% 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 12point 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. 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 Login Help: If you have trouble logging into Blackboard or you don’t see your courses when you login, use the Blackboard Help Wizard ( to troubleshoot the problem. If you have trouble trying to use a function in Blackboard like uploading an assignment, then you can call tech support at 866-8228748. Campus Hours: I am here to help you succeed, and I expect you to seek out assistance when needed. If you need help or clarification (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 24-48 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 Entertain (1/20-2/12) Date


What to Read and View

What’s Due


Course Introduction

View: Course Introduction Presentation in class


Writing and Reading Process

Read: Syllabus, Chapters 11 and 12, “Shitty First Drafts” View: Writing Process Presentation in class

Syllabus Scavenger Hunt Writing Diagnostic


Characteristics of Personal Narrative

Read: “I Got Myself Arrested,” pg. 8-17, and Essay #1 Assignment Sheet

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: The Merchants of Cool (in class)

Essay #1 Final Draft

Unit Two: Writing to Inform (2/17-3/10) 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 (3/12-4/9) 3/12

Academic Writing

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



3/19 3/24 3/26 3/31

Reading Notes and Questions

Comparing and Contrasting Analyzing and Synthesizing Summarizing, Paraphrasing, and Quoting


Grammar Review


Essay Exams


Publication and Reflection

Read: Chapter 18 and Reading Handout #2

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 (4/14-5/18) 4/14

Writing to Persuade


Proposing a Solution

Read: Chapter 7

Essay #4 Prewriting Chapter 7 Activities



Read: Chapter 19

Chapter 19 Activities

Read: Chapter 13

Chapter 13 Activities Essay #4 Outline


Emphatic Order and Transitions

Read: Essay #3 Assignment Sheet



Essay #4 Draft Due



Essay #4 Draft Due


Revision and Editing


Revision and Editing


Final Presentation

Read: Grammar and Style Handout TBA View: Revision Presentation

Essay #4 Final Draft Due Bring revision work to class

11:00 AM—12:50 PM

Revised Paper or Project and Final Presentation

Syllabus Presentation  
Syllabus Presentation