Course Syllabus for English 101
Fall 2010 (2010 FA)
Greenville Technical College/Arts and Sciences Division
Section: 101-B06 Instructor: Deanna Dixon
Credit Hours: 3.0 Office: 201-209
Course Title: English Composition I Office Hours: 12:15-12:45 MW
Class Location/Meeting Times: 201-251 / Office Phone Number: 250-6700 Ext. 2414
MW 11:00 – 12:15
E-mail address: email@example.com
Prerequisite: Proper test placement or English 100 with a grade of C or higher.
Course Description: This is a college transfer course in which the following topics are presented: a study of
composition in conjunction with appropriate reading selections with frequent theme assignments to reinforce
effective writing. A review of standard usage and the basic techniques of research are also presented.
Students must make a C or better in ENG 101 in order to take ENG 102, SPC 205, SPC 208, SPC 209, or JOU
Purpose of Course: To enable the student to write clear, correct sentences; complete, coherent paragraphs; and
logically organized essays exhibiting unified purpose and adequate content.
Hacker, Diana and Nancy Sommers. The Bedford Handbook. 8th ed. Boston: Bedford/St.Martin’s, 2009.
Ruszkiewicz, John J., and Jay Dolmage. How to Write Anything with Readings. Boston: Bedford/St.Martin’s,
Additional Materials: Any additional materials required by an instructor will be announced in class.
Objectives of Course: Students who successfully complete English 101 with 70% accuracy or better will have
demonstrated the skills required to accomplish the following minimum objectives:
To communicate effectively, students will be able to apply the structures, principles and rules of grammar,
mechanics, punctuation, and diction covered in the textbook and lecture
To construct well written essays and other types of writing by
• Expressing a purpose
• Analyzing the audience
• Collecting data and/or pertinent information including
o Evaluating the data/information for relevance
o Assessing the credibility of the source of the data
• Selecting relevant data/information from the collected data/information
• Composing a clear, concise thesis
• Organizing the data/information in a manner consistent with the established purpose of the essay
• Composing drafts
• Critiquing drafts for adherence to the principles of good writing
To research and document essays and other types of writing by
• Summarizing sources
• Paraphrasing sources
• Quoting sources
• Recognize plagiarism and copyright violations
• Applying MLA documentation standards correctly to sources in written essays
• Determining types of source
• Appraising/ critiquing/ evaluating the credibility of a source
• Integrating sources into written essays
To apply relevant technological skills and time management skills by
• Composing essays in class in a limited time period
• Composing essays using Microsoft Word using the basic features of Word
Note: These objectives outline minimum requirements; students will write a minimum of 2000 words in a
minimum of three assignments. The instructor may require additional assignments. The number of in-class
writing assignments written under time constraints will be determined by the instructor; however, one essay (in
addition to the final exam) must be an in-class essay.
POLICY REGARDING STUDENT PAPERS
Students are responsible for keeping all returned papers (paragraphs, essays, etc.) for one year after the course has
ended. During the course, students should refer to graded papers to use as a learning tool to improve their writing.
If students wish to discuss their grades, either during or after the course, students will be responsible for providing
graded papers as proof of grades earned.
CLASS ACTIVITIES: Due to their participatory nature, certain class activities (i.e. impromptu speeches, pop
quizzes, group work, oral quizzes, in class writing, etc.) may not be made up.
ASSIGNMENTS AND EXAMS: Students must make arrangements with the instructor ahead of time if they
expect to be late with an assignment or miss an exam. Penalties of up to one letter grade per day late may be
assessed on late assignments. Students who miss an assignment or exam due to documentable circumstances (i.e.
death in the family, accident, hospitalization, etc.) must notify the instructor (personally or through official school
channels) before the next class period. Only two major assignments or exams may be made up during the term.
Work must be made up in a timely manner as agreed upon by the instructor and student--generally within one
week. Assignments which require class time to make up (i.e. speeches, oral reports, group presentations, etc.)
pose special problems which must be handled at the discretion of the instructor. These assignments may be made
up provided class time permits make-up of these assignments.
LOST ASSIGNMENT POLICY
English instructors make every effort to ensure that graded assignments (papers, tests, quizzes) are carefully
secured. However, if an instructor misplaces or loses graded work, the instructor and student will arrange to have
the work made up. If ungraded work is lost, a grade cannot simply be given to the student nor can the student
exempt the work; the instructor and student will decide how the work will be made up with supervision from the
head of the English Department. As insurance, students should always keep a copy of required assignments before
submitting them to their instructors. Also, unless otherwise instructed, students turning in late work should
always submit the work directly to their instructor.
READING/MEDIA ASSIGNMENTS DISCLAIMER
English instructors carefully choose all class content including readings and media selections for their classes.
Given the subject matter of some of the scheduled essays, stories, films, etc., some students may find portions of
assigned materials and/or classroom discussions offensive. Instructors should be notified of concerns and will try
to alleviate such issues in a courteous and professional manner.
Grading: See class syllabus.
All writing is graded according to the Theme Standard Sheet criteria.
Full Term and 1st Term Classes Begin August 16
Add/Drop for full term classes August 16, 17, 18, 19, 20
Add/Drop for 1st term classes August 16, 17, 18
Labor Day (no classes) September 6
Classes begin for 10 week session September 21
Add/Drop for 10 week session September 21, 22, 23
Last day to withdraw from 1st half classes September 22
Last day of class for 1st half term October 6
Exams for 1st half term October 7, 8
Fall Break (no classes) October 11, 12
Classes begin for 2nd half term October 13
Add/Drop for 2nd half term October 13, 14, 15
Last day to withdraw from full term classes October 27
Election Day (no classes) November 2
Last Day to withdraw from 10 week session November 10
Last day to withdraw from 2nd half term November 19
Thanksgiving Holiday (no classes) November 24, 25, 26
Last Day of Classes--full term, 2nd half, and 10 week session December 7
Final Exam Period December 8,9, 10, 11, and 13
CELL PHONE/ LAPTOP USE
The use of cell phones in class is strictly prohibited. If you are caught using your cell phone, texting or otherwise,
during class, you will be given a warning and asked to put it away. If you do not comply, you may be asked to
leave the room for the remainder of the class period. The use of laptops during class for any purpose outside of
note-taking is not allowed unless otherwise indicated by the instructor.
In-class Assignments/Homework/Reading and/or Grammar Quizzes:
Occasionally in class you will be given assignments whether individually or in groups that you will be asked to
turn in immediately or take home to complete as homework. These assignments will include a minimum of two
peer reviews. In addition, reading and/or grammar quizzes may be given unannounced at any time throughout the
Weekly Blog Assignments:
You will be required to create and maintain a blog for this course. Blog posts will be due every week by Sunday
at midnight. The topics for the posts will be announced in class/and or posted on the class blog
(www.deannadixonsenglish101.blogspot.com) by no later than Tuesday. Each post must meet a minimum
requirement of 100 words. Label the blog posts with the week number and a title. Use the blog as a tool to help
you succeed in this class! Blog assignments can be completed up to two weeks late for partial credit (YOU MUST
label them as “Late” in the title in order to receive credit). After the two weeks, they will not count towards your
final grade. Use the blog posts, as an easy way to boost your grade, in addition to allowing you an outlet for
expressing your thoughts in writing. Also, at the class blog, you will find copies of handouts, assignment sheets,
and links to helpful resources.
For this essay, you will be asked to create a soundtrack of your life. In the essay, you will discuss five important
people or events that have had a significant impact on your life. You will structure the paper using songs and song
lyrics as metaphors for each of the events/people you discuss. The focus of this essay is on creating a strong thesis
statement, as well as detailed and descriptive examples to support that statement. Please see the essay
requirements handout on Blackboard for specific instructions on formatting. Min. 250 words.
Rhetorical Analysis (In-Class) Essay:
The rhetorical analysis essay will require you to analyze a text’s (song lyrics, photograph, poem, speech, etc.) use
of the rhetorical appeals of ethos, pathos, and logos in determining the strength of its argument. Min. 300 words.
The Annotated Bibliography must include at least 6 sources. The final Research Project will only need five, but
you will probably not end up using all of the sources that you find. For the assignment, you will need to create a
citation for each of your sources using MLA format (which we will discuss in class). Along with the citation, you
must also include a short 2-3 sentence annotation. You may use books, journal or newspaper articles, and
encyclopedia articles. Only TWO of your six sources may be from the internet, and they must all be reliable
sources. Min. 250 words.
Argumentative Research Project:
For your argumentative research assignment, you will be moving from analyzing a piece of rhetoric to creating
your own. You will be asked to create a written and visual piece of rhetoric persuading your audience of your
argument. You must utilize all three rhetorical appeals in the project. For your topic, you will be asked to identify
a social problem in your town or community. In the paper, you will be required to persuade your audience of the
importance of the issue being discussed and how it can be addressed using well-researched and cited information,
including evidence from other communities and organizations. You will be required to use a minimum of 4
sources, only one of which may be from the internet. Min. 1200 words.
In-class Assignments/Homework/Oral Quizzes 5%
Weekly Blog Assignments 15%
Descriptive/Illustrative Essay 15%
Rhetorical Analysis (In-Class) Essay 15%
Annotated Bibliography 10%
Argumentative Research Project 25%
Final Exam 15%
All writing is graded according to the Theme Standard Sheet criteria.
Wk Monday HW/Readings Wednesday HW/Readings
1 8/16—Introduction to the Set up individual 8/18— Narrative Essay Bring in an artifact or photo
class. Discuss class blog blog at Blogger.com. assignment; Discussion from your past. Read
and individual blogs; Essay Post profile. Read “What is a Narrative”; Pequeno (p. 26) and Satrapi
requirements. Beverly Faryna, Timeline Activity (p.31) in HWA
“Who Am I?: Finding
Identity and Voice in
Record a response to
the reading on your
blog as the first post;
Read Ch. 1 Narrative
(pgs. 4-19) in HWA
2 8/23— Discuss Pequeno Read Part 1 “The 8/25—Thesis Read Chs. 23-26
and Satrapi Models; Focus Writing Process” pgs. Statements; Review Organization, Outlines,
on Showing Not Telling; 2-21 in The Bedford; examples and tentative Paragraphs, and Transitions
Dialogue Activity; thesis statements; Work (pgs. 340-353) in HWA
Five Frames Read Ch. 22 Thesis in groups on creating
(pgs. 336-339) in sample thesis Bring in an outline for the
HWA statements. Narrative Essay
3 8/30— Outlining; Read “Writing the 9/1— Writing Read “Shitty First Drafts”
Structuring the paper; Lead and Ending” Introductions and (posted on the blog);
Topic Sentences and (posted on the blog); Conclusions Read Chs. 33 and 34
Transitions Read Chs. 27-29 Revising your Own Work
Introductions, and Peer Editing (pgs.
Conclusions, Titles 386-394) in HWA; Work on
(pgs. 354-363) in Rough Draft of Narrative
4 9/6— No Class; Labor 9/8— Narrative Essay Revise for Final Draft of
Day Holiday Rough Draft Due; Narrative Essay
Discuss “Shitty First
Drafts” and focus on
revising and editing;
5 9/13— Narrative Essay Read Ch. 8 9/15— Introduce
Due; Introduction to Rhetorical Analysis rhetorical appeals;
Rhetoric; Rhetorical (pgs. 222-235) in Group work—discuss
Triangle; Look at an ad HWA appeals in ads
and discuss relationship
between Bring in sample
6 9/20— Visual Rhetoric; 9/22— Rhetorical Bring in a sample piece of
Analyze Time.com photo Analysis of Song rhetoric for group work
essay Lyrics; U2 song
7 9/27—Groupwork; 9/29— Group work; Read Nance (p. 236), Hailey
Redelivering Rhetoric Redelivering Rhetoric (p. 241), and Crovitz (p. 892)
8 10/4— Discuss rhetorical 10/6— Timed Writing
analysis models Strategies; Review
9 10/11— No Class –Fall 10/13— Rhetorical
Break Analysis (In-class)
10 10/18— Introduce Read Ch. 3 Argument 10/20— Discuss Ch. 3 Read Chs. 35-37 Beginning
Argumentative Research (pgs. 68-89) in HWA What is an argument?; your Research, Finding Print
Project Activity—Taking a and Online Sources, and
Side Doing Field Research (pgs.
400-414) in HWA; Read Part
46b (pgs. 442-462) in The
11 10/25— Watch Merchants 10/28— Structuring the Browse Ch. 43 Documenting
of Cool; Practice outlining Argumentative Sources in HWA and Part 53
and topic sentences; Research paper; Types MLA Documentation Style
Recognizing types/variety of Sources/Research (pgs. 517-569) in The
of sources Bedford
12 11/1— Review MLA Bring in at least three 11/3—Research Day Read Ch. 38 Evaluating
guidelines. Bring The different types of Sources (pgs. 415-419) in
Bedford Handbook to sources to begin HWA
13 11/8— Evaluating research Finish Annotated 11/10—Annotated Read Chs. 40-41
for the Research Paper Bibliography; Read Bibliography Due; Summarizing and
Ch. 39 Critical Discuss Critical Paraphrasing Sources (pgs.
Reading and Note- Reading and Note- 424-430) in HWA; Read Part
Taking Strategies Taking Strategies 51-52a Citing sources;
(pgs. 420-423) in avoiding plagiarism (pgs.
HWA 498-507) in The Bedford
14 11/15—Incorporating Work on First Draft 11/17—Debate; Putting Read Part 54c Sample
Sources; Paraphrasing vs. of Research Paper; Sources into Student Paper (pgs. 583-588)
Plagiarizing; Q-Tips Read Ch. 42 Conversation in The Bedford
(pgs. 431-434) in
HWA; Read Part 52
(pgs. 508-516) in The
15 11/22—Revision of Work on first draft of 11/24—No Class— Complete first draft of
Sample Student Papers research project. Thanksgiving Holiday research project.
16 11/29—Research Project 12/1—In-class work on Complete revisions of
Rough Draft Due; Peer revisions for research research project.
17 12/6—Last Day of Class; Prepare Visual
Research Project Due Rhetoric piece for
Ch. 50 Designing
Print and Online
Documents in HWA
Final Exam: Mon. Dec.
13th 10:30 -1:00 p.m.