English 1301
Syllabus


Composition I
Fall 2008
Dr. Edward Barkowsky

Department of English

Western Texas College




English 1301 Composition I
Colorado High School/Western Texas College
Dual Credit


I. BASIC COURSE INFORMATION

A. Course description: Oral and written composition principles. Emphasis on language study and mechanics of writing, with the short composition and writing of investigative papers stressed.
B. Course title and number: English 1301
C. Classroom number and building: N/A
D. Days and hours of class meetings: N/A
E. Last day to drop: Monday, November 12, 2007
F. Last day to withdraw from institution: November 12, 2007
G. Any required or recommended prerequisites, including permission of division chair for enrollment: N/A
H. Credit hours: 3
I. Breadth and major requirements the course fulfills: English 1301 satisfies the first third of the three-semester (9 hour) English requirement common to degrees at virtually all state supported colleges in Texas

II. INFORMATION ON SECTIONS AND EXTRA SESSIONS
A. Required or optional discussion sections, labs, and/or review sessions: N/A
B. Section/lab numbers of above: N/A
C. Classroom/lab room number(s) and building(s) of above: N/A

III. INFORMATION ABOUT INSTRUCTOR
A. Instructor’s name and title: Dr. Edward Barkowsky (a.k.a. Dr. B)
B. Office location: Building 5, room 103, Western Texas College
C. Office phone: 325-573-8511, x236
D. E-mail address: ebarkowsky@wtc.edu (office), barkowsky@sbcglobal.net (home)
E. Office hours: 9:00-10:00 MWF; 1:30-2:30 TTH
F. Message phone number: 325-573-8511, x236
G. Home phone and calling restrictions: 325-573-2195; cell (325) 207-2821. Please call after 7:30 A.M. or before 10:00 P.M

A Personal Note: Dr. B has been a learner for the past 6 decades, and he has shared with other learners his notions about English, history, theology, and philosophy for 42 years, the past 36 of which have been spent at Western Texas College. He has taught for two years each at Texas Tech University, South Plains College, and Ball State University. He holds the B.A., M.A., and Ph.D. degrees, plus additional post-graduate courses. He has specialized in literary studies, with cognate areas in linguistics, history, English education, and theology. He avidly pursues his favorite activity, learning, and, like Chaucer’s scholar, “gladly would he learn, and gladly teach.”



IV. INFORMATION ABOUT COURSE SUPPORT STAFF (secretaries or assistants)
A. Name and title: Ms. Sharon Gill
B. Office location: Service Center
C. Office phone: 312
D. Office hours: 8:00-5:00

V. INFORMATION ABOUT LEARNING OBJECTIVES AND OUTCOMES


1. Student Learning Outcomes (SLO):

A student learning outcome is what instructors expect students to know after completing the course. An SLO is anything that a student knows, does, thinks or feels as a result of an educational experience. It is a term commonly used in assessment research as a synonym for “objective” and emphasizes actual student performance, in contrast to earlier forms of assessment which stressed faculty coverage of material. The following are Student Learning Objectives for this course:

A. The learner will compose 3-5 page essays analyzing the main literary elements present in works of poetry or prose. Grading will be based upon a rubric.

B. The learner will demonstrate the ability to integrate source material related to elements of poetry or prose into a 3-5 page essay according to MLA style guidelines. Grading will be based upon a rubric.


2. Texas Higher Education Coordinating Board (THECB) Core Curriculum: Intellectual Competencies and Exemplary Objectives

Intellectual Competencies: A series of basic intellectual competencies considered essential to the learning process in any discipline. (Please check those that apply to your teaching area.)

1. Reading ___X____ 4. Writing__X_____
2. Speaking ________ 5. Listening________
3. Critical Thinking ___X____ 6. Computer Literacy ___X____

Exemplary Objectives:

The objective of a communication component of a core curriculum is to enable the student to communicate effectively in clear and correct prose in a style appropriate to the subject, occasion, and audience.

1. To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation.
2. To understand the importance of specifying audience and purpose and to select appropriate communication choices.
3. To understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication.
4. To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding.
5. To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument.
6. To develop the ability to research and write a documented paper and/or to give an oral presentation.


3. Individual Development and Educational Assessment (IDEA): As the primary criteria to evaluate the course, the IDEA class evaluation survey is administered at the end of the semester. The survey asks students to rate the amount of the educational progress they made based on a set of twelve learning objectives. Your instructor has chosen 3-5 specific learning objectives from this set that he or she considers to be “Essential” or “Important” learning objectives for this course:

Important: Learning to apply course material (to improve thinking, problem solving,
and decisions)
Essential: Developing skill in expressing oneself orally or in writing.
Important: Learning how to find and use resources for answering question or solving
Problems
Important: Learning to analyze and critically evaluate ideas, arguments, and points ofview.

And let us be clear and honest here. You know that students vary in competency levels, study habits, and diligence. You can expect to acquire these abilities only if you honor all of the course requirements and policies, attend class regularly and attentively, complete all reading and other assigned work in good faith, and meet all expectations of you as a students, both yours and mine.

VI. COURSE REQUIREMENTS, METHODS OF ASSESSMENT, ASSESSMENT CRITERIA, GRADING STANDARDS

A. Grading system [percentages, curve, etc.]: The grade will be an average of five essays, grammar prescriptions, and the final grammar exam.
B. Graded course requirements
1. How many of what types of assignments: Five essays will be assigned.
2. Number and types of quizzes and examinations: There will be a diagnostic grammar exam at the beginning of the course and a final grammar exam at the end of the course.
3. Group component of individuals’ grades, including peer evaluation procedures: N/A
4. Electronic communication: Essays may be submitted electronically. Students may discourse with instructor via correspondence.
5. Class participation: Students will be expected to complete the individualized grammar prescriptions.
7. Lab and discussion section assignments, etc.: N/A

C. Standards/rubric by which Instructor will grade papers, problem solutions, other written assignments, electronic communication, in-class participation, etc.:

Essays will be graded by a rubric with weighted values that will emphasize the thesis, the support for the thesis, the organization of the essay, the coherence of the essay, the conclusion, and the mechanics.

D. Study and assignment aids to be distributed — e.g., study guides, review questions, directions for writing papers, lists of possible paper/project topics, etc.: Directions for writing the essays and a copy of the rubric for grading the essays will be distributed for each assignment.

E. Percentage of the grade (and/or number of points) that each component above will count for each essay:
1. Thesis—approximately 20%
2. Support for thesis—approximately 30%
3. Organization—approximately 15%
4. Coherence—approximately 15%
5. Conclusion—approximately 10%
6. Mechanics—approximately 10%

F. Course requirements aside from those computed in the grade:

You will be expected to complete your individualized grammar prescriptions in order to succeed on the final grammar exam.

G. Any extra credit options: N/A

G. Campus support services available: Library support; Smarthinking Tutorials. Also, I am your support service, and I expect you to make use of my aid. Do not hesitate to call me with your questions or contact me online.


VII. COURSE ORGANIZATION AND SCHEDULE

The calendar lists scheduled reading and writing assignments. However, please note that the course calendar, along with policies, procedures, and assignments in this course may be subject to change, so it is best not to plan your social calendar around this one.


Week of: Assignments/Activities Due
8.27 Course Introduction and Grammar Pre-Test

9.8 Essay One will be a comparison of Anglo-Saxon values
and contemporary values based on the reading of Beowulf. 9.19

9.22 Essay Two will be a problem/solution essay. 10.3

10.6 Essay three will be an analysis of medieval society via the description of the characters in Geoffrey Chaucer’s Canterbury Tales. 10.17

10.20 Essay four will be Macbeth analysis of Motifs found in the play 10.31

11.3 Essay Five will be a critical analysis of a magazine article. 11.14

12.9 Final Grammar Exam 12.5
12.15 Final grade sheets due.


VIII. COURSE POLICIES AND CLASS CONDUCT

A. Policies on missed and late exams and assignments: All work will be submitted by email on the date it is due unless otherwise specified. Papers must also be submitted to MyDropBox.com. Papers not submitted to MyDropBox will not be graded.

B. All written work should be computer generated. Margins should be set at one inch. Typeface should be 12 point, and should be a standard font (e.g., Times New Roman, Arial, Bookman, Courier). Boldface or Afancy hard-to-read@ typefaces should not be used.

C. Policies on academic integrity, including collaborative work: Plagiarism will not be tolerated. Plagiarism (copying someone else’s writing or thinking, even if you pay for it or “borrow” it from the Internet, without giving credit) is a mortal sin. So is collusion on writing essays. Don’t even think about doing either unless you are working to earn a grade of “F” in the course.


IX. OTHER POLICIES

A. BAD WEATHER POLICY: In the event of classes being dismissed for inclement weather, holiday, national disaster, or other unavoidable circumstances, the instructor will be responsible for notifying the students as to what the make-up requirements will be. Sufficient work will be documented to offset the number of hours missed. This notification of required make-up work will be given to students within one week upon resuming classes.

B. ADA STATEMENT: Western Texas College does not discriminate on the basis of disability in the admission or access to, or treatment or employment in, its programs or activities. The college counselors have been designated to coordinate compliance with the nondiscrimination requirements contained in section 35.107 of the Department of Justice regulations. Information concerning the provisions of the Americans with Disabilities Act, and the rights provided thereunder, are available from the college counselors.

C. SPECIAL ASSISTANCE: If, as a result of a disability, a student needs special assistance to participate in a class, the counselor is to be notified immediately so that the prescribed process can be initiated.

D. AFFIRMATIVE ACTION: Western Texas College is an equal opportunity institution and is in compliance with the Americans with Disabilities Act.