Composition I Syllabus for 2016-2017
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Instructor Information
Instructor
Shelby Amiro-Wilson (Curriculum Vitae)Office Hours
Available via Google Meets with appointment.
Course Information
Recording Policy
Disability Statement
If you have a disability (learning, mental, physical) that affects your ability to participate effectively and have access to any program or service at Amarillo College please contact Disability Services at (806) 345-5639 . Our offices are located in the Student Service Center office 112. More information may be found at www.actx.edu/disability.
Disability Services facilitates access to all programs and services according to the ADA, Americans with Disabilities Act and Section 504 of the Rehabilitation Act, as well as other federal and state laws.
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If you find you are unable to access material in an accessible format please contact the Disability Services Office at (806) 345-5639 . This office will work in conjunction with other campus resources to address and accommodate your issue in a timely manner.
Statement for Mental Health and Advocacy & Resource Center:
As a student you may experience a range of issues that can cause barriers to learning, such as strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating and/or lack of motivation. These mental health concerns or stressful events may lead to diminished academic performance or reduce a student's ability to participate in daily activities. Amarillo College offers services to assist you with addressing these and other concerns you may be experiencing. If you or someone you know are suffering from any of the aforementioned conditions, you can learn more about the broad range of confidential mental health services available on campus by calling the AC Counseling Center at 806-371-5900. The AC Counseling Center website is https://www.actx.edu/counseling/ . Also, if you are in need of social services (affordable housing, utilities, transportation, food, clothing, childcare, medical/dental/vision, legal), please call the AC Advocacy & Resource Center at 806-371-5439. The AC Advocacy & Resource Center website is https://www.actx.edu/arc
Amarillo College Tutoring for Success Policy:
Administrative Drop Policy
Students who do not attend class on or prior to the census date will be administratively dropped. Effective Fall, 2016
Student Withdrawal Procedures
Students who wish to withdraw from a class must:
- consult with their instructor to obtain a signed academic withdrawal request form to submit to the AskAC department for processing
- consult with the financial aid office if receiving financial aid
- consult with the Veterans Benefit Coordinator if receiving veteran benefits
- consult with their academic advisor to determine how withdrawing may affect their enrollment in future semesters
- NOTE: The Texas Education Code stipulates that students attending Texas institutions of higher education for the first time fall 2007 and later may not withdraw from more than six courses during their academic career, including courses from which transfer students have withdrawn at other Texas institutions of higher education. (Senate Bill 1231) Rule 4.10.
Privacy Statement
The Amarillo College Privacy Policy is found at https://www.actx.edu/-amarillo-college-privacy-notice , and applies to all Amarillo College students. If you have questions about this privacy statement or you believe that your personal information has been released without your consent, send email to humanresources@actx.edu .
Course
ENGL-1301-DC018 Composition I
Prerequisites
Prerequisite: RDNG 0331 and ENGL 0302-minimum grade of C or scores on a state-approved test indicating college-level reading and writing skills
Course Description
Intensive study of and practice in writing processes, from invention and researching to drafting, revising and editing, both individually and collaboratively. Emphasis on effective rhetorical choices, including audience, purpose, arrangement and style. Focus on writing the academic essay as a vehicle for learning, communicating and critical analysis.
Student Resources Student Resources Website
Department Expectations
English Department Plagiarism Policy (Revised Spring, 2013):
The English Department takes plagiarism seriously.
Plagiarism is defined as the following: the use of someone else’s exact words that are neither quoted nor cited; paraphrasing someone else’s words without citing them; or using someone else’s research without citing it.
Student plagiarism in the Amarillo College English Department is internally tracked. To clarify, records will be kept in the Department of those students who have plagiarized. At the beginning of each new semester, the names of students who plagiarized the previous semester will be sent to all English Department faculty.
Plagiarism may receive a penalty of a zero. A subsequent infraction will be deemed a reason for expulsion from the class. At this point, the case will be referred to the Vice President of Student Affairs.
Note: Self-plagiarism will be discussed with the class by each instructor and infractions for such are left up to the individual instructor’s discretion.
Occupational License Disclaimer
Hours
(3 sem hrs; 3 lec, 1 lab)
Class Type
Dual Credit Course
Syllabus Information
Textbooks
Amarillo College English Department. A Rhetoric Handbook for English 1301 & 1302: A Custom Publication for Amarillo College. 1st ed., Hayden McNeil, 2013.
Meyer, Michael, editor. The Bedford Introduction to Literature: Reading, Thinking, Writing. 8th ed., Bedford, 2008.
Recommended Text (I highly recommend getting your own copy):
The Modern Language Association of America. MLA Handbook. 8th ed.,
The Modern Language Association of America, 2016.
Supplies
A computer with reliable access to the internet and a word processing program, such as Microsoft Word, OpenOffice, LibreOffice, or Google Docs.
OpenOffice and LibreOffice contain free word processing applications and can be found here:
- Students may use the computers in room 213 at Palo Duro High School or in the PDHS Library.
- Students may also use the computers in room 101 at Ordway Hall on the Amarillo College campus (make sure you know your AC ID).
- Students may also seek outside assistance on their writing at Writer’s Corner in room 102 in Ordway Hall on the Amarillo College campus.
- AC offers online help through SMARTHINKING, accessible through your AC Connect Account.
Three-ring binder
Five Dividers
Notebook Paper
Chromebook (Provided by PDHS)
Personal Journal (from Summer Reading Assignment)
Student Performance
- Understand basic rhetorical concepts: subject, audience, purpose, and appeals.
- Apply rhetorical concepts in analyzing and evaluating text.
- Use standard American English to write essays that are rhetorically effective: clear, organized, detailed, grammatically correct, and audience specific.
- Complete essays from the following menu—teacher option in bold:
- Group 1: Personal (letter of application, narrative, topic response, journal, descriptive)
- Group 2: Analytical (visual, written, summary-response, evaluative, rhetorical analysis)
- Group 3: Research (researched argument, classical argument, proposal)
- Group 4: Wild card (selection from groups 1-3, teacher option)
In addition to the learning outcomes listed, students will be expected to use the library’s online databases and other computer resources for research and word processing. Also, all students will write a third person, argumentative research paper that follows the MLA format for citing sources and utilizes peer review.
Students Rights and Responsibilities
Student Rights and ResponsibilitiesLog in using the AC Connect Portal
In order to receive your AC Connect Email, you must log in through AC Connect at https://acconnect.actx.edu .
If you are an active staff or faculty member according to Human Resources, use "Exchange". All other students, use "AC Connect (Google) Email".
Expected Student Behavior
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Students must be in compliance with all Palo Duro High School Rules and Code of Conduct. No Cell phones visible or in use (except with teacher permission) No behaviors which interfere with other students' learning As Palo Duro High School Students, you are expected to follow the D-FORCE guidelines:
Amarillo College English Department Plagiarism Policy (Revised 2013): The English Department takes plagiarism seriously. Plagiarism is defined as the following: the use of someone else’s exact words that are neither quoted nor cited; paraphrasing someone else’s words without citing them; or using someone else’s research without citing it. Student plagiarism in the Amarillo College English Department is internally tracked. To clarify, records will be kept in the Department of those students who have plagiarized. At the beginning of each new semester, the names of students who plagiarized the previous semester will be sent to all English Department faculty. Plagiarism may receive a penalty of a zero. A subsequent infraction will be deemed a reason for expulsion from the class. At this point, the case will be referred to the Vice President of Student Affairs. Note: Self-plagiarism will be discussed with the class by each instructor, and infractions for such are left up to the individual instructor’s discretion.
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Grading Criteria
Percent-weighted scores for Amarillo College:
Essays (including semester test essay): 60 %
Active Participation in Discussions (including Socratic circles and Roundtable Discussions and Reflections): 15%
Daily Work (in and out of class writings, book project, rough drafts, quizzes, homework): 25%
For your Amarillo ISD grades, each assignment has a point value. More comprehensive and complex assignments are worth more points than daily grades and homework assignments. Your Amarillo ISD and Amarillo College grades will differ.
Amarillo College Grading Scale:
90-100% = A
80-89% = B
70-79%=C
60-69%=D
59% and lower=F
It is the responsibility of the student to request make up work when absent.
Work must be turned in on the assigned due date in class or no later than 11:59 PM of the due date in PDF or .docx format to AC Connect or AISD Blackboard at:
Missed work must be made up within three days of the absence unless you make arrangements with me during your absence or immediately upon your return. Please be aware that failing to make up missed work in a timely manner puts you at risk of failling further behind. This impacts your overall grade.
Remember: Stay current with the daily lesson—if you fall behind it is easy to keep up via Google Classroom or email.
Late Work Policy:
I do not accept late work on major assignments. LATE WORK ON MAJOR ASSIGNMENTS WILL RECEIVE A SCORE OF 0. Deadlines are posted well in advance. However, if it becomes apparent that you will not meet the deadline for some unforeseeable reason, you must contact me before the due date. In this case, I will assign a new deadline. Should you choose this option, be aware that 70 will be the highest grade you can achieve. Use this option only in an emergency.
I would highly suggest keeping up with your Amarillo College email and monitoring your grade through AC Connect:
Monitoring your college grade is entirely your responsibility. I cannot contact your parents/guardian about your Amarillo College grade. I also cannot discuss your Amarillo College grade with your parents without your written consent.
If you have difficulties with using Amarillo College’s online systems, you can contact the CTL HelpDesk at (806)371-5992 or at ctl@actx.edu.
Attendance
Students attend this class at Palo Duro High School and must abide by AISD attendance policy.
Regular attendance is necessary for satisfactory achievement. Therefore, it is the responsibility of the student to attend class and to complete all assignments. If during the semester you consider dropping, you must check with me first for an alternate plan, one that protects your investment in the course and gives you an opportunity to complete it. Remember that the deadline for drops this semester is November 22, 2016.
The Texas Education Code stipulates that students attending Texas institutions of higher education for the first time in fall 2007 and later may not withdraw from more than six courses during their academic career, including courses from which transfer students have withdrawn at other Texas institutions of higher education. There are certain exceptions to this policy and petitions for exceptions should be directed to the Registrar.
Calendar
Major assignments and exams:
- Essay over summer reading texts. Rhetorical Analysis of government.
- Visual text analysis
- College Portfolio
- Annotated bibliography of "wide reading" in preparation for research paper.
- Researched Argument (long) with MLA documentation
- Class Participation (class discussions, roundtable discussions, Socratic Circles)
- Timed Writings (in class)
- Book project
- Semester Exam
Required and recommended reading
Selections from: Good Reasons: pages 9-21, 22-29, 30-51, 52-65, 69-89, 90-106; readings: 458-61,462-65, 329-31,332-33; choice from 406-414, 415-25, 428-432, 433-35, 436-449 406-449,450-57, ,484-85,514-21.
A Rhetoric Handbook for English 1301 and 1302: pages 3-60.
MLA Handbook, 8th edition.
Additional non-fiction readings as assigned.
Literature: 1984 or Brave New World. Catcher in the Rye; The Importance of Being Earnest; various poetry, literary criticism, articles, and short stories as assigned. Choice of book from provided book list.
Major assignments, required reading, and subject matter of each lecture and discussion:
Unit 1: The Building Blocks of Argument approximately 6 weeks: 8/22-9/29):
Theme: The Individual in Society
Essential Questions:
- Who controls the message?
- Who SHOULD you trust? Why?
- What is YOUR message and do you know how to take control of it?
- Who is your audience? What do you know or not know about them? How can you find out?
- What is your purpose? How do you separate YOUR goals, needs, dreams, plans from everyone else’s?
Major Assignments and Due Dates:
Summer Reading Rhetorical Analysis (Due Aug. 26)
Both 1984 and Brave New World contain powerful governments. Both governments use powerful rhetoric in order to attempt to control their citizens. Analyze the government in the book you chose. Keep in mind the audience of the government’s rhetoric (the citizens found in the book) as well as the government’s purpose. Identify the strategies used, quote examples for each, and explain the effect of the government’s strategies. You may refer to the rhetorical triangle, but remember: strategies are used to appeal to ethos, pathos, and logos. The author doesn’t “use” ethos, pathos, and logos. Keep also in mind that you should discuss the tone of the diction set out by the government. You should also come to a conclusion about how effective the respective government’s strategies are. The paper should be 2-3 pages in MLA format (page count never includes Works Cited page). IT MUST BE TYPED. Plagiarism will be dealt with harshly (with a 0) and with finality. I must report all plagiarism to Amarillo College—they keep a list of all students who have plagiarized and report it to each professor you will ever have at AC. Make sure to cite all of your sources (this includes any outside research as well as the book itself—you have to cite it AND use appropriate page numbers when quoting the text).
College Portfolio: (Final Due Date Sept. 23)
(Rough Drafts: 500 words from new essays are due these dates: Sept.2, Sept. 9, Sept. 16)
College portfolio will consist of a minimum of 1500 written words for college application essays or scholarship essays. Compositions should be well-edited and submission-ready.
Visual Analysis: (Due Oct. 14)
(Rough Draft Due: Sept. 30)
Students will analyze a visual argument, noting the creator’s intent and the devices the creator utilizes to communicate the message. Students should also assess the effectiveness of the piece. Responses should be 2 pages, double-spaced in MLA format.
Objectives:
- Students will understand the objectives for the course.
- Students will review the writing process and practice prewriting and revision techniques.
- Students will have a deep understanding of purpose and audience.
- Students will effectively analyze diction.
- Students will effectively analyze tone.
- Students will increase timed writing skills.
- Students will understand the interplay of topic, thesis, and theme.
- Students will enhance vocabulary.
- Students will understand the peer review and conferencing processes.
- Students will extend their knowledge of rhetorical appeals.
- Students will understand author’s craft and techniques.
Weekly Breakdown:
|
Week |
Dates |
Primary Focus |
Major Readings |
|
1 |
8/22-8/26 |
Course Objectives/Plagiarism/ Audience & Purpose |
“This is Water” by David Foster Wallace, “ Three Problems with the Melania Trump Plagiarism Admission” by Ryan Lizza, Side-by-side speech comparison, Rhetoric Handbook (p. 38) |
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2 |
8/29-9/2 |
Audience & Purpose/Writing Process
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“S***** First Drafts” (Good Reasons pp.458-461), “The Maker’s Eye” (Good Reasons pp. 462-465), College Websites, “What Makes a Good Argument?” (Good Reasons pp. 9-21) Rhetoric Handbook (p. 23)
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3 |
9/6-9/9 |
Audience & Purpose/Writing Process |
Exemplary College Admission and Scholarship Essays, Rhetoric Handbook (pp. 24-29)
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4 |
9/12-9/16 |
Audience & Purpose/Writing Process |
Exemplary College Admission and Scholarship Essays |
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5 |
9/19-9/23 |
Diction/Tone |
Rhetoric Handbook (pp.42-44, 68),”Bare in Mind” by Reilly (Good Reasons p.327-8), Bedford pp.341-2, “Letter to a Funeral Parlor” by Davis (Bedford pp. 357) |
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6 |
9/26-9/30 |
Diction/Tone |
“Love Your Fat Self” by Martin (Good Reasons pp. 380-385), “Lust” by Minot (Bedford pp. 349-55) |
Unit 2: The World Around Us (approximately 6 weeks: 10/3-11/11).
Theme: Discovery and Relationships: How do you relate to the world around you?
Essential Questions:
- What drives you? Do you have a passion, a dream job?
- What are the limits of personal responsibility? Can one person save the world?
- How can you change the world?
Major Assignments and Due Dates:
Annotated Bibliographies (Due Nov. 11)
After students have selected a topic for research related to ethical employers, students will complete five annotated bibliographies while completing wide-reading for research purposes. Bibliographies should contain the correct MLA citation; students will summarize their source, evaluate its effectiveness, and reflect on the source’s possible usefulness in the research paper, as well as taking down notes on potentially helpful quotes.
Objectives:
- Students will review literary techniques..
- Students will be able to make connections between non-fiction and fiction readings.
- Students will be able to use prewriting topics in order to flesh out a topic about ethics.
- Students will explore the concept of ethics.
- Students will understand source reliability.
- Students will understand how to correctly paraphrase, quote, and summarize.
- Students will understand the purpose of annotated bibliographies.
- Students will understand the research process.
Weekly Breakdown:
|
Week |
Dates |
Primary Focus |
Major Readings |
|
1 |
10/3-10/7 |
POV/Perspective |
“Tell-Tale Heart” by Poe (handout), “Yellow Wallpaper” by Gilman (handout),”Adam Goes to School” byDorris (Good Reasons pp.394-398), “Adam” by Erdrich (Good Reasons pp. 399-405) |
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2 |
10/11-10/14 |
POV/Perspective/ Character |
The Catcher in the Rye by J.D. Salinger, ”Down at the Dinghy” by Salinger |
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3 |
10/17-10/21 |
POV/Perspective/Voice |
The Catcher in the Rye by J.D. Salinger |
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4 |
10/24-10/28 |
POV/Perspective/Voice |
The Catcher in the Rye by J.D. Salinger, Rhetoric Handbook (pp. 18-20, 72-3) |
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5 |
10/31-11/4 |
Source Reliability/Paraphrase/ Quote/Summary |
“Apple Must Face U.S. Lawsuit Over Vanishing iPhone Text Messages” by Stempel,clips from The Big Short, “The World's Most Ethical Companies” by Jacqueline Smith, Plato and Nietzsche on ethics |
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6 |
11/7-11/11 |
Annotated Bibliographies |
Student-chosen research topic non-fiction texts |
Unit 3: Searching for Self Amid the Chaos: Finding Answers for Some of the Questions and More Questions for Some of the Answers (approximately 5 weeks: 11/14-12/16).
Theme: Values and Choices: Understanding beliefs and values of characters and exploring the choices the characters make to uphold or compromise those beliefs
Essential Questions:
- What do I really believe? What are my core values?
- When am I willing to compromise my beliefs and values?
Major Assignments and Due Dates:
Researched Arguments (Due Dec. 9)
(Rough Draft Due: Nov. 22)
Students cannot roam the streets of their proverbial New York forever, as Holden Caulfield does in Catcher in the Rye—the future is looming. Students should find a company or business in their potential future field that conducts business ethically and treats employees fairly. Students must then research the company and will take a rhetorical approach in composing an argument convincing an academic audience that the company would be a dream job: an ethical, fair, and engaging place to work. Students will receive direct instruction on annotated bibliographies. They will use the bibliographies in order to reflect their own thoughts about the reading they conduct for research. The writing and revision of this essay will take place inside and outside of class.
Book Project (Due Dec. 14)
Students will read a novel or play from the list provided. They will be required to complete an organizer for use in the Spring semester for the AP test. Students will then select ONE of the following projects to complete for your book:
“Artsy” Projects (these ideas adapted from Kane)
1. Create a picture/children’s book based on your novel. Use either photographs, magazine pictures, drawings/etc.to represent things that happened in your novel. Put them together in booklet form with a front and back cover. Portray at least 10 main scenes/events in the novel and use a written caption with each picture to explain what is happening. Picture book should tell the whole story (ending & all). Not all novels will work for this project (consider whether the theme of the novel is one small children would understand). Books should have illustrations and a cover, too.
2. Create a movie poster to go with a book you read. Select current actors and actresses to play major characters. On a separate paper (typed and printed), explain why you chose those particular actors and actresses for the parts. How would these actors be the best to portray the traits of the characters? Use moments from the text to explain how each actor would suit each part.
3. Create a monthly wall calendar with a series of memorable scenes. Each month should have an illustration/picture and a caption, in addition to the dates and days/etc. (Do all 12 months.) Each month should also include a quote from the portion of the book being portrayed. Please use the 2017 calendar year (Jan.-Dec.) for the calendar.
Writing Projects
1. Write an additional chapter to the book. This chapter should be either a prologue (happens before the events book) or an epilogue (happens after the events of the book). Your addition should be believable and line up with the events and characters as they are presented in the novel/play. Try to emulate the style of the author. Your additional chapter should strengthen the motifs and themes already present in the story.
2. Put yourself in the place of the characters. Choose at least 3 characters. Write poems in the voice of these characters. Make sure to note who (which character) each poem is composed by and when within the events of the book these characters have written these poems. Each poem should be a minimum of 16 lines. There should be a minimum of FIVE poems. This means that you may write multiple poems from some characters, or you may choose up to five characters.
3. Write an analysis of a theme that you have discovered in the book. Responses should be 2-3 pages in MLA format. It should include an adequate amount of textual evidence. This is probably the most generic project: make sure that your’s sparkles and presents an original/non-cliché thematic idea.
In-class Final (Dec. 14-16)
Students will take an in-class final exam. The exam will take place over three days. It will include an in-class rhetorical analysis, and a written argument.
Objectives:
- Students will understand different forms of irony, and analyze how writers use irony.
- Students will be able to compose original examples of irony.
- Students will understand passive voice.
- Students will be able to polish essays.
- Students will understand MLA format.
- Students will review rhetorical strategies.
- Students will review vocabulary.
- Students will read and annotate passages for the semester exam.
|
Week |
Dates |
Primary Focus |
Major Readings |
|
1 |
11/14-11/18 |
Rhetoric of Morality/Irony |
“Hills Like White Elephants” by Hemingway (handout), “Could Tobacco Hold the Key to Beating Cancer?” by Prigg, Bedford (pp.342-343), “Popular Mechanics” by Carver (Bedford pp.344-5)
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2 |
11/21-11/22 |
Irony/Research Paper Work Time |
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3 |
11/28-12/2 |
Irony/Morality |
The Importance of Being Earnest by Oscar Wilde, “Good Manners for Young Ladies, 1859,” “Old-Fashioned Rules For Good Behavior” by Irwin Ross |
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4 |
12/5-12/9 |
Irony/Morality |
The Importance of Being Earnest by Oscar Wilde |
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5 |
12/12-12/16 |
Prepare for Final |
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Additional Information
No additional information available
Syllabus Created on:
08/05/16 3:00 PM
Last Edited on:
08/05/16 3:06 PM