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Introduction to College Writing/Fall 2010/Chaffey College/TTH 12:30-1:50 PM/Section 62379

NOTES:

Professor: Melissa Utsler

(909) 652-6948

melissa.utsler@chaffey.edu

Office Location: BEB 220

Office Hours:

Mondays 5:00 – 5:30 pm

Tuesdays 11:30 – 12:45 pm

Wednesdays 1:00 – 1:45 pm

Thursdays 3:30 – 4:00 pm

Fridays 12:30 – 2:30 pm

& by appointment

Course Materials

Required:

1. English 550 Primis Custom Textbook

2. Random House Webster's Handy

Grammar Usage & Punctuation

3. folder

Suggested: index cards, highlighters,

dictionary, thesaurus

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Course Description: Prepares the inexperienced writer for college level academic writing

by focusing on critical thinking, reading, writing, and study skills necessary to succeed at

the academic level. Five hours of supplemental instruction in a Success Center that

supports this course is required, plus tutoring or other activities as recommended by

instructor.

Prerequisite: Eligibility for English 550 as determined by the Chaffey assessment process, or completion of English 500.

Student Contacts:

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You must earn 700 or more points to pass the course.

ASSIGNMENTS Points Possible

YOUR SCORE

Notes

MAJOR PROJECTS (700)

Major Projects receive letter grades (A, B, C, D, F). These projects are graded, based on student success at meeting specific project objectives. Objectives include, but are not limited to, demonstrated success at organizing and developing compositions, according to project requirements and standards. Additional details are provided on the project assignment sheets. Major Project One (10 points will be deducted if required writing process materials are not included.)

100 points

Major Project Two

(20 points will be deducted if required writing process materials are not included.)

200 points

Major Project Three: Essay (20 points will be deducted if required writing process materials are not included.)

200 points

Major Project Three: Classification Diagram

50 points

Major Project Four (15 points will be deducted if required writing process materials are not included.)

150 points

PRACTICE MATERIALS (300)

Practice Materials receive credit if completed entirely and on time. These activities offer students

opportunities to prepare for meeting project objectives. Homework Assignments 4 points for each applicable day’s homework materials

108 points (27 X 4)

You may earn up to a total of sixteen extra credit points this

semester. Additional details will be provided in class.

In-Class Participation 4 points for each applicable day’s activity form

108 points (27 X 4)

Supplemental Instruction Activities (Four)

84 points (4 X 21)

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Frequently Asked Questions

Why Take This Course?

Enhance your academic, professional, and personal communication skills.

Consider the importance of context (i.e. purpose, audience, tone, and genre) on the choices you make as a writer.

. Conquer writer’s block with practical idea generation strategies.

Formulate and organize ideas in writing.

Learn tools for explaining and proving your ideas in a variety of ways.

Create college essays, featuring expected elements for this genre.

Learn vocabulary terms and feedback strategies for analyzing essays.

Analyze writing for specific higher order and lower order concerns; adopt strategies

for addressing these types of concerns.

Develop active reading, critical thinking, and other skills, valuable for achieving

college and career success.

Section Three of this syllabus provides additional reasons and details. Throughout the

semester, we regularly will refer to the objectives of course assignments and activities.

Final Point Total Course Grade Overall Quality Of Work 990 – 1000 P (PASS) A+

920 – 989 P (PASS) A (Excellent) 900 – 919 P (PASS) A- 890 – 899 P (PASS) B+ 820 – 899 P (PASS) B (Above Average) 800 – 819 P (PASS) B- 790 – 799 P (PASS) C+ 720 – 789 P (PASS) C (Average) 700 - 719 P (PASS) Low C

680 – 699 NP (NO PASS) D+ 620 – 679 NP (NO PASS) D (Below Average) 600 – 619 NP (NO PASS) D-

0 – 599 NP (NO PASS) F (Poor)

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What Are the Professor’s Major Course Roles?

1. Coach 2. Gatekeeper

What is a No Questions Asked Coupon?

Each student may use one No Questions Asked (NQA) coupon this semester. Your NQA coupon may be used to turn in one assignment (with the exception of a major project draft or a supplemental learning activity) up to two class sessions after the official assignment due date without point penalties. Work will not be accepted after the final day of the course.

Is Late Work Accepted?

Late supplemental learning activities do not earn points. Homework assignments,

turned in up to two weeks late, may earn up to half the points, originally available. After

two weeks, no points are available for late homework. Late major projects are penalized

five points per late class session. While the policies above usually apply, no work will be

accepted after the course final. It is the student’s responsibility to be certain that the

instructor receives the work on time as required. Therefore, work should be directly

submitted to the instructor in person, and students should plan in advance to avoid

penalties from unexpected delays (i.e. computer issues).

What if students miss class time?

The course involves interactive, participatory in-class learning; instruction cannot be

truly duplicated, outside of class. Therefore, it is not possible to earn points for in-class

activities when you miss the time when they are completed in class. (Even individually

completed activities, such as some prewriting activities, usually involve discussion,

guidance, and/or interaction.) Students who miss class time miss course instruction

and information; they are responsible for respecting the consequences and obtaining

missed information. If you decide to drop the course, you are responsible for dropping

by the Chaffey College deadline.

How may students receive assistance at Chaffey College?

Chaffey College features a number of invaluable resources for students; as a Chaffey

College professor, I am happy to help you locate appropriate campus resources for your

needs and interests. To get started, please consider:

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Student Success Centers

Chaffey College has created Student Success Centers, which offer free tutorials,

workshops, study groups, directed learning activities, and computer/resource access to

assist students in their academic development and success.

The Rancho Success Centers are designed to address specific subject needs as well as more

general multidisciplinary needs:

Math Center PS-12 (909) 652-6452 Language Success Center BEB (909) 652-6907 Writing Success Center Library (909) 652-6820 Multi-disciplinary/Reading Success Center BEB (909) 652-6932 The Fontana Success Center supports all academic support needs: Fontana Success Center FNFC-107 (909) 652-7408 The Chino Center offers two centers to address all subject areas: Chino Success Center CHMB-145 (909) 652-8150 Chino Reading/Writing Center CHMB-240 (909) 652-8160

Call the centers or consult the college website at www.chaffey.edu/success/ for more information. Disability Programs and Services If you have a disability, documented by a physician or other appropriate professionals and wish to discuss academic accommodations, please contact the DPS office at (909) 652-6379. Please be sure to allow adequate time to arrange for an appropriate accommodation. EOPS and CARE Extended Opportunity Programs and Services (EOPS) is designed to ensure student retention and success through academic support and financial assistance for eligible students. Cooperative Agencies Resources for Education (CARE) is a program that serves a limited number of EOPS students who are single heads of household parents. It provides additional support services beyond those available through EOPS. The ultimate goal is completion of a certificate program, an associate degree, and/or transfer to a four-year college. Call (909) 652-6345 for more information. Student Health Services

Student Health Services (SHS) is dedicated to assisting students to achieve and

maintain optimum physical, mental and emotional health. SHS is committed to

providing quality healthcare at a reasonable cost. All currently enrolled full and part

time Chaffey College students on the Rancho Cucamonga Campus or any off campus site

may utilize the services of the Student Health Office. Please have your Chaffey ID ready.

Rancho Campus Campus Center West (909) 652-6331

Chino Campus CHMB-105 (909) 652-8190

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Campus Involvement

Chaffey College offers a variety of opportunities for campus involvement, including

student clubs (Student Activities Office: (909) 652-6590), visual and performing arts

programs (School of Visual and Performing Arts: (909) 909/652-6066), and athletics

events (Athletics Department: (909) 652-6290).

One Book, One College The One Book, One College Committee strives to create a community of readers across the curriculum at Chaffey College and within the communities it serves. Each year, the committee selects a college book and creates a diverse series of related events. Students are encouraged to participate in these activities to enrich their educational experience at Chaffey.

For additional information about on-campus opportunities, including the College Book

program, explore Chaffey College’s website at www.chaffey.edu.

Plagiarism

I adhere to the English department’s official Plagiarism policy:

“Plagiarism, an unlawful act which is defined as the misrepresentation of the published ideas or words of another as one’s own, will not be tolerated in Chaffey College English courses. At the discretion of the professor, plagiarism may result in zero points for the assignment and/or failing the course.”

Professional Learning Environment To maintain a positive, purposeful learning environment for all students, appropriate standards of professionalism are necessary. In addition to ensuring professional standards of employee conduct, Chaffey College features a student behavior code, included in the newest edition of the Chaffey College student handbook. Students are expected to follow this code in the classroom, and as the course professor, I will enforce this code. Please note that activities which may seem harmless at first, such as side conversations during a class discussion, may negatively influence the learning environment for other students. I am responsible for seriously considering and responding to code violations, not only as necessary to guarantee a positive course experience, but also when grading materials, including in-class participation activities, completed at times when code violations occur. Please consult with me and/or other appropriate college personnel if you have related concerns while a student at Chaffey College.

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Label homework assignments with your name, course number, class time, and assignment title. Each section of multiple part assignments should be labeled individually. If you complete work in the textbook, the pages (or copies) are still due for instructor review on the dates listed. Instructions for formatting major projects will be provided; these projects must be typed.

I, Melissa Utsler, reserve the right to make changes to all parts of the syllabus, including the schedule. Updates are announced in class and posted on the course website.

Unless otherwise noted, readings are from the Primis textbook. Page numbers are listed.

TENTATIVE CLASS SCHEDULE

DAY ONE (8/17) COURSE INTRODUCTIONS

DAY TWO (8/19)

IN-CLASS WRITING SAMPLE

CHECKLIST: WORK DUE TODAY (THE CHECKLIST ALWAYS LISTS HOMEWORK ASSIGNMENTS, DUE WHEN CLASS BEGINS.)

Review: Entire Course Syllabus Complete: Student Response Sheet

DAY THREE (8/24) College Success Strategies: Taking Notes, Reading Textbooks CHECKLIST: WORK DUE TODAY (Activities may be completed on your own paper.)

Read:“Building Your Reading Skills” (57– 80)

Complete: survey on pg. 60, questions on pg. 81 Read: “Taking Notes” (379 – 408) Complete: survey on pg. 386, questions on pg. 408

DAY FOUR (8/26) Reading & Responding Critically CHECKLIST: WORK DUE TODAY

Read: “Reading Critically” (82-102) Complete: Chapter Review Cards (100-102) Read: “I Don’t Know What to Write” (16 - 27)

Complete: Your Own Cards (for pgs. 16-27) Your Own Cards: Use the Q & A strategy (explained in class on 8/24). Create cards for at least three of the strategies, introduced on pgs. 16-27.

DAY FIVE (8/31) Critical Response: Project One Readings CHECKLIST: WORK DUE TODAY

Read the following: 1. “Texting Generation Doesn’t

Share Boomers Taste For Talk” (course website link)

2. “Why Don’t We Complain?” (pgs. 230-235)

Complete: responses to both readings (requirements provided in class on 8/26)

DAY SIX (9/2) Project One: Paragraph Structure CHECKLIST: WORK DUE TODAY

Complete: Annotation of Project One Assignment Sheet Complete: Use at least two strategies from “I Don’t Know What to Write” (16 -27) to generate ideas, related to your Project One composition.

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DAY SEVEN (9/7) Project One: Draft Feedback CHECKLIST: WORK DUE TODAY

Project One Draft (four copies of draft)

DAY EIGHT (9/9) Project One: Final Draft Due CHECKLIST: WORK DUE TODAY Submit Project One materials, including previously due work. Staple the work together in this order:

1. Final Draft of Project One (one copy) 2. Four Copies: Rough Drafts w/Feedback 3. Idea Generation Materials 4. Annotated Assignment Sheet, Project One

DAY NINE (9/14) The Characteristics of An Essay CHECKLIST: WORK DUE TODAY

Read: “The Characteristics of an Essay” (2–15) Complete: Annotation of Project Two Assignment Sheet

DAY TEN (9/16) Critical Response: Project Two Readings

CHECKLIST: WORK DUE TODAY

Read the following: (course website links) 1. “Save Money When Grocery Shopping” 2. “Abercrombie and Fitch: the Hottest

New Chain in Canada” Complete: dialectical responses for both

DAY ELEVEN (9/21) Project Two: Idea Generation CHECKLIST: WORK DUE TODAY

Complete: SI Session #1: Learning Styles Workshop Read: “Recognizing How You Learn, Who You Are, and What You Value” (345-377) Extra Credit (This part only is optional.) The extra credit activity is a written response to connections between the workshop, the chapter, and your experiences. Completion of the Learning Styles workshop by 9/21 is required. In addition, at least two activities from the chapter (pgs. 345-377) must be completed.

DAY TWELVE (9/23) Exemplification & Descriptive Detail CHECKLIST: WORK DUE TODAY

Complete: Use two or more strategies from “I Don’t Know What to Write” (16-27) to generate ideas, related to Project Two. Read: “Exemplification” (35 - 41)

DAY THIRTEEN (9/28) Organizing Ideas Effectively CHECKLIST: WORK DUE TODAY

Read: “How Do I Get My Ideas to Fit Together?” (28 - 34) Complete: Use two or more strategies from “I Don’t Know What to Write” (16 – 27) to develop material, related to your Project #2 essay.

DAY FOURTEEN (9/30) Developing a Strong Essay Draft: Project 2 CHECKLIST: WORK DUE TODAY

Complete: Project Two Outline Use an outline tree (pg. 29), outline

worksheet (pg. 31), outline map (pg. 33), or other approved option.

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DAY FIFTEEN (10/5) Providing & Considering Feedback CHECKLIST: WORK DUE TODAY

Bring graded version of Project One Complete: Rough Draft (Project Two) Bring four copies of your rough draft

DAY SIXTEEN (10/7) Providing & Considering Feedback CHECKLIST: WORK DUE TODAY

Complete: Written responses to the drafts of three other students Complete: SI Session #2 (Editing Focus) Workshop, DLA, or study group Read: “I Don’t Find My Mistakes”(288-292)

Extra Credit (This part only is optional.) The extra credit activity is a written response to connections between SI Session #2, the chapter, and your writing. The extra credit activity requires official completion of SI Session #2 by 10/7/10. In addition, you must create at least three Q & A review cards, focusing on editing strategies (pages 288-292).

DAY SEVENTEEN (10/12) Editing Strategies CHECKLIST: WORK DUE TODAY

Bring graded version of Project One Complete: updated Project #2 draft

DAY EIGHTEEN (10/14) Project Two: Final Draft Due Introduction to Project Three CHECKLIST: WORK DUE TODAY Submit Project Two materials, including previously due work. Staple the work together in this order:

1. Final Draft of Project Two (one copy) 2. Four Copies: Rough Drafts w/Feedback 3. Outline 4. Idea Generation Materials 5. Annotated Assignment Sheet, Project Two

DAY NINETEEN (10/19) Critical Response: Project Three Readings CHECKLIST: WORK DUE TODAY

Read: “Whose Grave Is This Anyway?” (185-186) Study: National Geographic Website

Animal Mummies (course website link) Complete: Reading/Website Response Questions (provided in class on 10/14)

DAY TWENTY (10/21) Classification & Division: Project Three

CHECKLIST: WORK DUE TODAY Read: Classification (42 - 48) Complete a dialectical response for one:

a. “White Lies”(224-227) b. “Wait Divisions” (211-214)

Complete a dialectical response for one: “It’s Your Turn to Feed the Baby” (175-177) “How Dual-Earner Couples Cope” (195-197)

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DAY TWENTY-ONE (10/26) Classification & Division: Project Three (continued)

CHECKLIST: WORK DUE TODAY Complete: Annotation of Project Three Assignment Sheet Complete: Project Three Idea Generation Use at least three strategies from “I Don’t Know What to Write” (16 -27).

DAY TWENTY-TWO (10/28) Project Three: Classification Diagram Due

CHECKLIST: WORK DUE Complete: As discussed in class, use strategies from pgs. 16-27 to help prepare your classification diagram. Complete: Project Three Diagram (Before the diagram is due, requirements will be discussed in class.)

DAY TWENTY-THREE (11/2) Developing a Strong Essay Draft: Project 3 CHECKLIST: WORK DUE TODAY

Read: “Territorial Behavior”(216-223) Complete: Questions #4 & #5 on pg. 222 & Question #6 on pg. 223 Complete: As discussed in class, use strategies from pgs. 16-27 to help prepare your Project Three essay draft.

DAY TWENTY-FOUR (11/4) Providing & Considering Feedback CHECKLIST: WORK DUE TODAY

Complete: Rough Draft (Project Three) Bring four copies of your draft.

DAY TWENTY-FIVE (11/9) Editing Strategies CHECKLIST: WORK DUE TODAY

Complete: SI Session #3 Read: at least two chapters, dedicated to editing strategies (“Troubleshooting Guide to Editing,” pages 293-335) Bring: copy of newest Project #3 draft & updated Pattern of Error (POE) sheet

Extra Credit (This part only is optional.) The extra credit activity requires official completion of SI Session #3 by 11/9/10. The focus is on written analysis of connections between your writing and Session #3.

DAY TWENTY-SIX (11/11) Project Three: Final Draft Due Introduction to Project #4 CHECKLIST: WORK DUE TODAY

Submit Project Three materials, including previously due work. Staple the work together in this order: 1. Final Draft of Project Three (one copy) 2. Four Copies: Rough Drafts w/Feedback 3. Outline 4. Idea Generation Materials 5. Annotated Assignment Sheet, Project Three

DAY TWENTY-SEVEN (11/16) Project Four: Persuasion/Argumentation

CHECKLIST: WORK DUE TODAY Read:“Argumentation/Persuasion”(49-55) Read one of the following options:

A. “Should Parent Participation in Schools Be Required?” (236-247)

B. “Is Homework Beneficial to Students?” (248-262)

Complete: Dialectical Response to A or B

DAY TWENTY-EIGHT (11/18) Critical Analysis: Project Four Readings

CHECKLIST: WORK DUE TODAY Read: “Thinking Critically” (147-165) Complete: Chapter Review Cards (163-165) Complete annotation and/or dialectical response for one reading. Reading options, including course website links, will be announced.

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DAY TWENTY-NINE (11/23) In-Class Essay: Project Four (Idea Generation) CHECKLIST: WORK DUE TODAY

Complete: Use at least one strategy from “I Don’t Know What to Write” (16 – 27) to develop ideas, related to your Project #4 essay. Complete: SI Session #4

Extra Credit (This part only is optional.) The extra credit activity requires official completion of SI Session #4 by 11/23/10. The focus is on written analysis of connections between your writing and Session #4.

DAY THIRTY (11/30) In-Class Essay: Project Four (Organizing Your Ideas) CHECKLIST: WORK DUE TODAY

Complete: Project Four Outline Use an outline tree (pg. 29), outline

worksheet (pg. 31), outline map (pg. 33), or other approved option

DAY THIRTY-ONE (12/2) Project Four: Supporting Evidence

CHECKLIST: WORK DUE TODAY

Complete: Argument Analysis #1

(explanation provided in class) Complete: Use at least one strategy from “I Don’t Know What to Write” (16 – 27) to develop material, related to your Project #4 essay.

DAY THIRTY-TWO (12/7) Project Four: Supporting Evidence

CHECKLIST: WORK DUE TODAY

Complete: Argument Analysis #2 (explanation provided in class) Complete: Use at least one strategy from “I Don’t Know What to Write” (16 – 27) to develop material, related to your Project #2 essay.

DAY THIRTY-THREE (12/9) Project Four: Drafting

CHECKLIST: WORK DUE TODAY

Bring: Project Four Materials 1. Reading Response Materials 2. Other Idea Generation Materials 3. Outline 4. Annotated Assignment Sheet, Project Four

Project Four: IN-CLASS ESSAY FINAL

2:00 Class: 2:15 – 4:45 pm on 12/14/10 12:30 Class: 11:30-2 pm on 12/16/10 You may use the materials, listed below, as you complete your Project #4 essay in class today. CHECKLIST: WORK DUE TODAY

Submit Project Four materials, including previously due work. Staple the work together in this order: 1. Project Four: In-Class Essay Final Draft 2. In-Class Essay: Rough Draft(s) 3. Reading Response Materials 4. Other Idea Generation Materials 5. Outline 6. Annotated Assignment Sheet, Project Four

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Student Learning Outcomes and Course Objectives To help ensure consistent and appropriate learning experiences for all English 500 students, Chaffey College has established specific student learning outcomes and learning objectives for this course. The following information is duplicated directly from the English department’s official course documentation for English 500. COURSE OBJECTIVES: ENGLISH 550

Upon completion of the course, students should be able to: 1. Develop the ability to set a purpose for reading and writing and to adopt appropriate reading or

writing strategies.

2. Recognize and formulate clear and specific main ideas and develop these into unified and complete passages.

3. Explain and be better able to apply the principles of tone and its relation to the purpose for and

audience of a piece of writing.

4. Critically respond to ideas, presented in selected argumentative/persuasive readings.

5. Recognize and compose complete, correct, well-supported, and logical compositions.

6. Identify and use multiple kinds of written support.

7. Demonstrate an understanding of the logical relationship among the parts of a composition,

including the parts of an academic essay.

8. Compose introductory, body, and concluding essay paragraphs.

9. Differentiate among the functions of expository, argumentative, and expressive writing. 10. Combine phrases, clauses, and sentences to improve sentence variety.

11. Recognize individual difficulties with grammar, mechanics, and style.

STUDENT LEARNING OUTCOMES: ENGLISH 550 (DEVELOPED SPRING 2010)

Write compositions to specific audiences using an appropriate voice for those readers.

Support a central idea with distinct reasons.

Identify and eliminate the majority of grammatical error patterns.