English 101: First-Year Composition--HYBRID Glendale Community ...

English 101: First-Year Composition--HYBRID
Glendale Community College
Section 15996. Tue/Thur 10.00 - 11.15am. Room: P-8.
Course Guidelines and Syllabus
Spring 2013—3/19/13 - 5/9/13
***This Syllabus is subject to change.
Instructor: Chris Nielson
Contact:
Expect a response from me within 2 business days.
Office: 623.845.4486
Text: 602.845.0364
Email: chris.nielson@gccaz.edu
Visit:
Office Hours: posted and by appointment.
GCC Main (05-131): Mon & Fri: 10-11am
Tues/Thurs: 11.30am-12.30pm.
Writing Center: Wed 10-11am
Introduction:
Hybrid classes join online and in-class instruction. What that means specifically in the English
department at Glendale Community College is that we will meet face-to-face for 1 hour and 15
minutes twice per week for 8 weeks, and we will complete the other half of our coursework in
an online format. Even though students spend less time “in class,” experience shows that these
classes require students to commit the same amount of time as traditional classes, but on a more
flexible schedule.
To succeed in a hybrid course:
● Students must attend regularly scheduled class sessions.
● Students must be comfortable using computers and learning new software.
● Students must have access to the web several times a week.
● Students must read assignments and directions carefully and be constantly aware of
online responsibilities.
● Most importantly, students must be organized, like to work independently and be selfmotivated
in order to succeed in a hybrid course.
For more information on hybrid classes access: www.gc.maricopa.edu/English/hybridfaq.html
Required Textbooks:
The McGraw-Hill GUIDE: Writing for College, Writing for Life. 2 nd Edition. Roen, Glau &
Maid.
The McGraw-Hill Handbook, 3rd Edition. Maimon, Peritz & Yancey. (online)
Time Commitment: The time commitment for a hybrid class is equivalent to a traditional faceto-face
class. Therefore, you can expect to spend a minimum of 7.5 hours per week completing
the work for this class (including the 1.25 hours you will spend meeting face-to-face).
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Course Description: Emphasis on rhetoric and composition with a focus on expository writing
and understanding writing as a process. Establishing effective college-level writing strategies
through four or more writing projects comprising at least 3,000 words in total.
Prerequisites: Appropriate English placement test score or grade of C or better in ENG091/
ESL097.
Course Competencies:
1. Analyze specific rhetorical contexts, including circumstance, purpose, topic, audience,
and writer, as well as the writing’s ethical, political, and cultural implications.
2. Organize writing to support a central idea through unity, coherence, and logical
development appropriate to a specific writing context.
3. Use appropriate conventions in writing, including consistent voice, tone, diction,
grammar, and mechanics.
4. Summarize, paraphrase, and quote from sources to maintain academic integrity and to
develop and support one’s own ideas.
5. Use feedback obtained through peer review, instructor comments, and/or other sources to
revise writing.
6. Assess one’s own writing strengths and identify strategies for improvement through
instructor conference, portfolio review, written evaluation, and/or other methods.
7. Generate, format, and edit writing using appropriate technologies.
In order to meet these competencies, you should be prepared to write. We will be exploring
how to use writing as a tool for thinking and discovering. Therefore, I will be looking at what
you write on the way to completed papers along with the finished product. This course will also
require you to do a lot of reading, because writing well is connected to reading. We will talk
about the writing process and explore techniques for getting started, finding topics, drafting,
researching, organizing, revising, responding to other writers’ work in progress, and editing.
This course will not only help you become a more proficient writer, it will also enable you
to develop your critical reading and analytical skills. We will practice different methods of
responding to texts, using writing as a means for deepening comprehension. Be prepared to
mark in your book (you bought it—it is yours—so you can write in it without consequence).
Public Work: This semester, you will complete three (3) major writing projects, plus informal
writing assignments, in-class and online work, and a blog. Please keep in mind that all of your
writing will be considered ‘public.’ Thus, you will share your work, including drafts, with
classmates and the instructor who will provide helpful feedback. For this reason, it will be
important for you to choose topics that you are comfortable sharing with others.
The Public Nature of Class Writing and Discussions: This class relies not only on writing
but on discussion as well. Part of becoming a good writer is learning to appreciate the ideas
and criticisms of others. In this class, our purpose is to come together as a community of
writers. Avoid writing about things that you may not be prepared to subject to public scrutiny
or that you feel so strongly about that you are unwilling to listen to perspectives other than your
own. This does not mean that you are not entitled to an opinion, but that you adopt positions
responsibly and contemplate the possible effect on others. Please be aware that some course
content may be considered sensitive; please be prepared to discuss all topics that arise with open-
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minded maturity. Also, our class is comprised of diverse members; it is your responsibility to
use appropriate language in class and writing, and to respect opinions and cultures of others, per
college guidelines.
Coursework: You must come to each face-to-face class period prepared to write, to share
your writing and ideas with others, and to revise what you have already written. When we are
scheduled to discuss assigned reading, you must be able to demonstrate you have read assigned
materials and are prepared to discuss and apply them (in-class and/or online). Any writing
assignments need to be ready to be turned in by the beginning of class, and your blog posts need
to be completed diligently and timely. This means you must work steadily in class and on your
own.
The same applies for online work. You will have reading, writing, and “discussion” assignments
to complete and participate in, and it is your responsibility to pay attention to deadlines and
responsibilities on a weekly basis. Time management is an important element in writing and
thus, an important concern in this course. In order to have a chance to pass the course, you
must complete and turn in each of the three (3) major writing projects.
Please note: invention documents and multiple rough drafts or other process material must
accompany all major projects. Your final paper grade, and subsequently your final course grade,
will be partially determined by the quality of your process materials. Save all of your work in
this class until the semester is over…EVERYTHING.
Netiquette: Netiquette refers to etiquette on the Internet (or net). In an online course you will
have your communication skills tested! You will be speaking through writing both to fellow
students and instructors, so it is imperative to communicate well and professionally. The golden
rule of netiquette in an online class or environment is, do not do or say online what you would
not do or say in-person. Please refer to GCC's Netiquette Guidelines for specifics.
Late Work: Late writing projects will receive a grade of F, as they are only eligible for half the
original points at most, and must be turned in within two (2) weeks of the original due date
(except WP#3, which cannot be turned in late at all). Late homework, drafts, blog entries
and in-class assignments will be accepted, but only for feedback; no points will be awarded. All
assignments are due on the assigned due date. For in-class writing, there is no chance to make it
up. When you are absent, you are still responsible for the work you missed, and due dates do not
change. However, if you are having trouble completing an assignment, communicating with me
regarding your struggle is a very good idea. Permission to turn in a late assignment will be given
rarely and only as a result of a discussion with me (never on the day the assignment is due).
Because you must turn in all writing projects to pass this course, you must turn in a paper,
even though it is late and receives an F.
***NOTE: When using the computer, it is wise to save your work often and print a hard copy
after each work session. Computer mishaps will not constitute an excuse to turn in late work.
Writing Process (Prewriting, Peer Review and Reflection):
■ Prewriting is required for each of the three (3) major writing projects and is worth 5
points each time (15 points total for the semester). To get the 5 points, you need to have
ideas, brainstorming, etc. on paper (handwritten or typed) in class on the assigned due
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date, you must participate in the prewriting workshop (in-class), and you must turn it in
with your final draft.
■ Peer review provides an opportunity for students to get feedback from their audience
while also providing practice in the skill areas of revising and editing by giving feedback.
Each peer review activity is worth 5 points (twice each writing project). Because of the
importance of peer review, failure to submit a draft and participate in the process
will not only result in a 0/5 for the activity but will also penalize your final essay
grade by 25 points for each peer review missed. To participate in peer review and earn
the 5 points, you must have the appropriate drafts submitted on the assigned due date and
participate in the peer review process.
■ Reflection writing will come at the end of each writing project, so there will be three (3)
throughout the semester. Each is worth 5 points. To get the 5 points, you need to be in
class to do the reflection writing the day the writing project is due and you must turn it in
with your writing project.
Connect Composition: We will be using Connect Composition as a self-guided grammar
assessment and learning tool. If you purchased a new textbook, you received an access code to
create a Connect Composition account; if not, you will need to buy an access code separately via
the bookstore or online. If you have difficulties with Connect, call their help line: 800.331.5094.
Canvas: The online half of this hybrid class will be hosted on Canvas. You will need to login to
Canvas very regularly to keep up with your assignments and pertinent course information.
Blogs: In the 21st century, there are myriad new applications for writing, many of which are
electronic, like blogs and discussion forums. We, as active members of society, cannot ignore
the newly defined power of the written word in this digital age. Because these forms of social
media are as prevalent as they are in current society, each of you maintain a blog over the
duration of our 8-week class as exposure to and practice in communicating to a digital audience.
The blog is worth 100 points and is considered one of the major writing projects in the course.
Electronic devices: Look. It’s like this. I like technology; I like education. I like respectful,
thoughtful students behaving appropriately for a college course. I am not going to ban your
technology from class, but I am going to enforce respectful, thoughtful, courteous behavior.
You are not alone in class. Be aware of when and how you are using technology; though it is an
individual, personal act, it does not have only a personal impact. Be respectful and courteous.
Attendance and Participation: Missing class time will indirectly hurt your grade by missing
information that will benefit your writing abilities, which in turn will take a toll on the papers
you turn in. However, I realize and understand that life happens, so each student is allowed:
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■
■
to be absent two (2) times without penalty (two absences is the equivalent of two weeks
of class time). If you miss a third (3rd) class period, you may be dropped from the
course.
to be tardy two (2) times without consequence. After 2, I will begin to consider a tardy
to be a blatant act of disrespect to the class and me. It will also hurt the participation area
of your final grade. To clarify, a tardy is arriving to class any amount of time after I have
begun speaking to the class, or leaving class any amount of time early.

I keep very accurate records of both absence and tardiness; be warned that just because I do not
say anything to you about an absence or tardy does not mean I have not recorded the missed
time. If at any point in the semester you are unsure of your attendance record, please come ask
me. If you miss class time, please be aware that you are still responsible for the work you
missed, when it is originally due. Deadlines are not adjusted because of missed class time.
Contact a classmate or me to find out what you missed in class before you come back to
class.
Please note: There is no distinguishing between excused or unexcused absences, except for
extreme situations clarified by the department, college and/or myself. An absence is an absence
and the result is the same—if you are absent from class, your grade will suffer. Furthermore, as
a considerate, responsible student, you will contact me if you miss class or let me know ahead of
time if you are going to be absent. Respect is very important in this class, as it is in life.
Final note on attendance: Perfect attendance is the goal, but this is not a perfect world. To
encourage as perfect attendance as possible, I will award you fifteen (15) extra credit points for
perfect attendance or ten (10) extra credit points if you have one absence (added into the final
grade at the end of the semester).
Grading: This course is a letter grade class. In order to pass the class, you need to earn a “C” or
better.
Writing Projects Grading Scale:
A+=100 pts A=95 pts A-=93 pts B+=88 pts B=85 pts B-=83 pts
C+=78 pts C=75 pts C-=73 pts D+=68 pts D=65 pts D-=63 pts
F=50 pts
Course Grading Scale:
A=702-780 pts B=624-701 pts C=546-623 pts D=468-545 pts F=467-0 pts
Course Grade Breakdown
Project One 100 pts
Project Two 100 pts
Project Three 100 pts
Connect Composition
100 pts
Blog
100 pts
Writing Process
60 pts
In-class and online:
Participation/activities/HW/quizzes 170
pts
Final
50 pts
As you can see above, the grade you earn is out of 780 points possible. Your grade will be
available on Canvas, but if you ever have any questions about your grade or standing in the class,
please talk to me. Attendance points are only applied after the final grade is calculated.
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NOTICE: I assume that all of you are adults who know how to comport yourself in a college
classroom, but in case you need reminders:
1. Stay focused on assignments
2. Contribute to class discussion not class distraction (save socializing for before or after
class; turn off cell phones, etc.)
3. Respect all members of the class: listen when others speak and be open to differences
4. Pull your weight in small group activities
Remember: we’re all responsible for creating an environment conducive to learning for
everyone. I don’t expect any problems, but should I need to remind anyone more than once of
these expectations, I will take disciplinary action.
Writing Center: Located in the southwest corner of the pit in HT2 on the main GCC campus
and in the D Building Tutoring Center on the GCC North campus, the writing center offers free
one-on-one tutoring, mentoring and guidance on any essay you are working on. Here you will
be able to share your work and receive feedback on essays and works in progress. The tutors
will help you to brainstorm ideas, organize points, develop, support, and articulate a position,
revise a draft, and edit. They can also answer questions you might have about grammar. http://
www.gc.maricopa.edu/English/writingcenter/
The Center for Learning: Located in CL room 36 on the main GCC campus, the learning
center is dedicated to providing flexible educational services for all students and community
members to help them achieve their goals. They offer tutoring sessions and have many
different types of computer programs to aid with grammar, reading, writing and more. http://
www.gccaz.edu/cfl/
Recording Policy: If you have a disability that requires taping class lectures, please contact me
during the first week of classes. Otherwise, recording class lectures is not permitted.
Americans with Disabilities Act (ADA) Statement: Glendale Community College is
committed to providing educational accommodations for students with disabilities upon the
timely request by the student to the instructor. Verification of the disability must also be
provided. The Disability and Services Resources office on campus (SPS 231—845-3080)
functions as a resource for students and faculty in the determination and provision of educational
accommodations. I am more than happy to accommodate any student with special needs.
Academic Honesty: Students are expected to abide by ethical standards in preparing and
presenting material which demonstrates their level of knowledge and which is used to determine
grades. Such standards are founded on basic concepts of integrity and honesty. These include,
but are not limited to, the following areas:
1. Students shall not plagiarize, which is defined as:
A. stealing or passing off as one’s own the ideas or words of another, or
B. using a creative production without crediting the source.
The following cases constitute plagiarism:
• paraphrasing published material without acknowledging the source,
• making significant use of an idea or a particular arrangement of ideas, e.g., outlines,
• writing a paper after consultation with persons who provide suitable ideas and
incorporating these ideas into the paper without acknowledgment, or
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• submitting under one’s own name term papers or other reports which have been
prepared by others.
2. Students shall not cheat, which is defined as:
A. using notes, aids, or the help of other students on tests or exams in ways other than
those expressly permitted by the instructor, or
B. misreporting or altering the data in laboratory or research projects involving the
collection of data.
3. Students shall not furnish materials or information in order to enable another student to
plagiarize or cheat.
Any student discovered participating in deliberate academic dishonesty will be punished
appropriately, which could include zero points awarded on assignment or failure of the class.
**Sample First Page**Sample First Page**Sample First Page**
Bobby Student
Prof. Nielson
English 101
3/31/13
WP#1-First Draft
Your Title Goes Here
Indent the beginning of each paragraph. Continue writing your introductory
paragraph(s). Be sure to include a thesis statement (somewhere in your essay). Be sure you
double space the entire paper and don’t forget the one inch margins all the way around the
page. You should type in a basic font like Times New Roman and use 12-point font size. This
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page is typed in these exact specifications and it reads easily, leaves room for revising, editing
and general commenting.
Be sure to indent your second paragraph, and third, and fourth and all the rest for the
entire paper. Your body paragraphs should support your thesis and each paragraph should have
its own topic sentence and support. Do not load all your ideas into one paragraph. Pay close
attention to your sentence structure, diction, tone, voice and flow. Vivid description in writing is
very important to keeping your reader interested and connected to your work.
Be sure to have a conclusion and do not start your conclusion with the phrase “In
conclusion”. Such phrasings are boring, obvious, unoriginal and weak. Be assertive and proud
of your opinions and your writing. You are an author.
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Week 1: 3/18 - 3/24
English 101 Syllabus
**Subject to change**
Week 1 Face-to-face Online
Homework
(do before
completing
coursework)
Coursework
Week 2: 3/25 - 3/31
-- Blogs: Rhetoric Practice assignment (by
Thursday)
Tuesday:
-- Review course policies & syllabus
-- Canvas and Connect Composition
Thursday:
-- Meet in computer lab (TBA)
-- Blog introduction & instruction
Week 2 Face-to-face Online
Homework
(do before
completing
coursework)
Coursework
-- Read: Chapter 13, pp. 439-444
-- Read: Chapter 4, pp. 46-69
-- Complete 2 Prewriting techniques
-- Read: Cisneros, “Only Daughter”
Tuesday:
-- Meet in computer lab (TBA)
-- Discussion: Writing Process & Theory
-- Introduce Fastwriting
-- Assign Writing Project #1
Thursday:
-- Prewriting Workshop
-- Discussion: “Only Daughter”
-- Read: Chapter 1, pp. 1-14
-- Read: Chapter 2, pp. 15-19
-- Personal introductions on Canvas
-- Connect Composition diagnostic
-- Blogs: Introduction Practice Entry
-- Read: Chapter 3, pp. 33-45
-- Read: Chapter 13, pp. 430-438 & 453-456
-- Connect Composition Activity #1:
Diagnostic Completed
-- Writing diagnostic
-- Lesson: Rhetorical knowledge (Chapters 1 & 2)
-- Lesson: Parts of the Essay (Chapter 13)
-- Discussion: Effective prewriting strategies
-- Blogs: Assigned Entry #1
-- Read: Chapter 4, pp. 70-89
-- Connect Composition Activity #2:
Learning Plan 20% Completed
-- Complete first draft of essay
--Blogs: Grading Period #1 ends (AE#1 & SG#1
due 1/27)
-- Lesson: Personal Narrative (Chapters 4 & 13)
-- Narrative Essay Analysis
-- Peer Review #1
-- Begin revising for second draft
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Week 3: 4/1 - 4/7
Week 3 Face-to-face Online
Homework
(do before
completing
coursework)
Coursework
Week 4: 4/8 - 4/14
Tuesday:
-- Read: Student Narrative Sample, “The Mom in Me”
-- Complete second draft of essay
Thursday:
-- Finalize revisions for the final draft of WP#1
Tuesday:
-- Lesson: Peer Review and Rubric, “The Mom in Me”
-- Peer Review #2
Thursday:
-- Submit Final Draft of WP#1
-- Reflective Writing #1
-- Assign Writing Project #2
Week 4 Face-to-face Online
Homework
(do before
completing
coursework)
Coursework
Week 5: 4/15 - 4/21
Tuesday:
-- Complete 2 Prewriting techniques
-- Read: “Breaking Down Borders” -- Samuels
Thursday:
-- Continue working on draft of WP#2
Tuesday:
-- Prewriting Workshop
-- Discussion: “Breaking Down Borders”
-- Watch: Videos
Thursday:
-- Lesson: Point of view & Sample Essay
-- Lesson: Thesis statement
-- Watch: Video
Week 5 Face-to-face Online
Homework
(do before
completing
coursework)
Coursework
-- Blogs: Assigned Entry #2
-- Read: Chapter 7, pp. 180-221
-- Read: Chapter 13, pp. 445-447
-- Begin revising for final draft
-- Lesson: Descriptive analysis
(Chapters 7 & 13)
-- Discussion: Analytical essays
-- Watch: Videos
-- Read:
“Texting Makes U Stupid” -- Ferguson
“Why I Refuse to Text Message” -- Almond
-- Write your thesis statement
-- Blog Assigned Entry #3
-- Connect Composition Activity #3:
Learning Plan 50% Completed
-- Complete first draft of essay
--Blogs: Grading Period #2 ends (AE#2 &
3 & SG#2 & 3 due 2/10)
-- Discussion: Video
-- Discussion: Articles
-- Thesis Workshop
-- Peer Review
-- Begin revising for final draft
-- Finalize revisions for the final draft of WP#2 -- Blog Assigned Entry #4
Tuesday:
-- Submit Final Draft of WP#2
-- Reflective Writing #2
-- Watch: Film
Thursday:
-- Watch: Film
-- Assign Writing Project #3
-- Watch: Videos
-- Discussion: Food topics
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Week 6: 4/22 - 4/28
Week 6 Face-to-face Online
Homework
(do before
completing
coursework)
Coursework
Week 7: 4/29 - 5/5
Tuesday:
-- Complete 2 Prewriting techniques
Thursday:
-- Skim Chapters 19 & 20
-- Read: “Problems We Face, Solutions We Need” --
Campbell
Tuesday:
-- Prewriting Workshop
-- Meet in Library (L-138)--Lesson: Library/Research
Thursday:
-- Lesson: MLA
-- Discussion: “Problems We Face, Solutions We Need”
Week 7 Face-to-face Online
Homework
(do before
completing
coursework)
Coursework
Week 8: 5/6 - 5/9
Tuesday:
-- Paraphrasing vs. Plagiarism Exercise
-- Read: You Are What You Eat” -- Barnouin &
Freedman
Thursday:
-- Continue researching and revising draft
Tuesday:
-- Meet in Library (L-138)--Lesson: Library/
MLA and Plagiarism
-- Discussion: “You Are What You Eat”
Thursday:
-- Watch: Film
Week 8 Face-to-face Online
Homework
(do before
completing
coursework)
Coursework
-- Finalize revisions for the final draft of WP#3
-- Submit Final Draft of WP#3
-- Reflective Writing #3
-- Discussion: Final
GOODBYE...GOOD LUCK!
-- Read: Chapter 8, pp. 222-265
-- Complete first draft of essay
-- Blog Assigned Entry #5
-- Connect Composition Activity #4:
Learning Plan 75% Completed
-- Lesson: Argumentative essay (Ch.
8)
-- Thesis Workshop
-- Lesson: Plagiarism
-- Peer Review #1
-- Read:
“In Defense of Food” -- Pollan
“The End of Overeating” -- Kessler
-- Continue researching and revising drafts
-- Discussion: Film
-- Complete second draft of essay, including
works cited page
--Blogs: Grading Period #3 ends (AE#4 &
5 & SG#4 & 5 due 3/3)
-- Discussion: Articles
-- Peer Review #2
-- Connect Composition Activity #5:
Learning Plan 100% Completed and Post
Diagnostic
--Blogs: Grading Period #4 ends (AE#6
due 3/7)
-- Blog Assigned Entry #6
-- Course Evaluation
-- Final Self-Reflection Essay
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