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By thizzinhard May 14, 2014 4563 Words
English 101: College Reading and Composition I
Spring 2013
Dr. Kimberly Manner
Office Hours: M-Th 12 – 12:45, M 2:15 – 3:45,
and T 2:15 – 3:15 in FO 2605


Course Description
From the 2012-2014 Pierce College General Catalogue:
101 College Reading and Composition I (3) UC:CSU
Lecture 3 hours.
Prerequisite: English 28 with a “C” or better, or appropriate skill level demonstrated through the English placement process.
Students gain proficiency in reading and writing through application of the principles of rhetoric and the techniques of critical thinking. Prerequisite is an understanding of the elements of grammar, punctuation, and sentence structure. Formal research paper required. Required for English majors.

In English 101 we will focus on strengthening your critical thinking abilities and argumentative skills. All formal essays will be thesis-driven, with support drawn from the readings. The writing you do for this course will allow you to develop a more sophisticated style, one that involves intertextual argumentation and analysis. You will also learn the mechanics required for academic writing, such as how to cite outside sources, in addition to developing your ability to evaluate sources. Students will study the writing process as well as the writing situation in order to better understand their own processes as they develop cogent, thought-provoking, college-level essays. Student Learning Outcomes

Upon successful completion of this course, students will be able to: 1) Analyze college-level prose of varying lengths.
2) Compose college-level essays of varying lengths (1000-1500 words) in response to college-level reading assignments.
3) Assess and follow accurately MLA research and documentation guidelines. Textbooks and Materials
The following books are required:
• Palmquist, Mike. Joining the Conversation: Writing in College and Beyond. Boston: Bedford, 2010. Print. ISBN 978-0-312-41215-9.
• Gaiman, Neil. American Gods. (Any edition is acceptable.) The following materials are required:
• A three-ring binder
• A file folder
• Three green books (examination books)
The following book is recommended:
• Modern Language Association. The MLA Handbook for Writers of Research Papers. 7th ed. New York: MLA, 2009. Print.


Spring 2013 English 101, page 2

Student Success
Skip Downing, in his book On Course: Strategies for Creating Success in College and Life, notes that successful students are those who:

1) accept personal responsibility, seeing themselves as the primary cause of their outcomes and 2)

discover self-motivation, finding purpose in their lives by discovering personally meaningful goals and dreams.
master self-management, consistently planning and taking purposeful actions in pursuit of their goals and dreams.
employ interdependence, building mutually supportive relationships that help them achieve their goals and dreams.
gain self-awareness, consciously employing behaviors, beliefs, and attitudes that keep them on course.
adopt life-long learning, finding valuable lessons and wisdom in nearly every experience they have.
develop emotional intelligence, effectively managing their emotions in support of their goals and dreams.
believe in themselves, seeing themselves as capable, lovable and unconditionally worthy human beings.

If you have not already adopted these choices of successful students, this course will help you to do so as you develop your writing and critical thinking skills.
Attendance and Participation
Your regular attendance and active participation are crucial to your success in this class. You cannot learn if you are not in class. I realize that people fall ill and that medical appointments sometimes cannot be scheduled outside the three hours a week reserved for this class. However, excessive absences may result in your failing the class. If you experience serious health problems or other impediments to your completing the class, please talk to me. We will discuss your options and find the best solution for your situation. If you miss class, you are responsible for finding out from your classmates what you missed and for ensuring your work is turned in on time.

It is also important that you come to class on time and prepared. Not only does tardiness disrupt the class, it also results in your missing crucial information.
We will be using Moodle this term. There are instructions for accessing Moodle on page five of this document. You will submit final drafts of your out-of-class essays via Moodle. In addition, many class “handouts” and supplemental instructional materials will be available online only. If you do not have access to the Internet from home, you will need to spend time in a computer lab on campus. The Library has an open computer lab you can use.

Reading Requirement and “Golden Lines” Journal
Expect to read an average of 100 pages each week for this course from a variety of sources (the textbook, the assigned novel, the newspaper, the Internet and your independent research). You will be required to participate in discussions of the text, you will respond in writing to questions about the reading and you might take pop quizzes on the reading. You will, therefore, need to read the assigned texts thoroughly. In some cases, this will mean reading a particular text at least twice.


Spring 2013 English 101, page 3

As you read the assigned novel, you will be required to record two “golden lines” (memorable quotations) each week. Jot down the quotation, cite the page number where the quotation is found, and then write a paragraph for each golden line explaining:

 why you chose the quotation;
 what it means to you; and
 how it fits with the plot/story development.
Each entry should be around 300 words long, for a total of approximately two pages per week if typed double-spaced. I will stamp your completed golden lines each day they are due and will collect the stamped golden lines to assign credit on the day you write your analytical essay on the novel. Please remember to bring your golden lines to each class meeting.

In addition to the Golden Lines Journal, you will be required to respond to or incorporate what you have read in your formal writing assignments. The focus of this class is analyzing and interpreting different texts; you must do the reading on time to be successful.

Writing Requirement
Expect to write daily. You will have both informal writing assignments (reading responses and prewriting exercises) and formal writing assignments (essays). You will write in class and outside of class. You will be required to write three in-class essays (one of which is the final exam), two short out-of-class essays, one longer out-of-class essay and several in-class short writing assignments. Each formal out-of-class essay must be typed and formatted in MLA style. The specific requirements for each out-of-class formal essay are detailed on the individual assignment sheets at the end of this syllabus. Each of the out-of-class essays will require prewriting assignments and rough drafts. You must complete these assignments on time in order to earn full credit for the final draft. Please keep everything you do. You will submit final drafts online via Moodle, and you will submit your prewriting assignments in a file folder. Always include your name, my name, class, date and page numbers on your papers. Final drafts should be typed in a reasonably sized font (12-point, no script fonts, please), with 1" margins all around. Once the deadline for an essay has passed, you will not be able to submit it to Moodle. Please do not wait until the last minute to submit your work because doing so could result in your missing a deadline. The instructions and deadlines for each of your essays can be found in Moodle. Grading

Since this is a writing class, most of your grade is based on the written assignments. I evaluate your writing for its cogency, support and structure, as well as if it addresses the complexities of the issue. Of lesser importance, but still a factor in your grade, are style and grammar/mechanics. Your final grade will be determined by your performance in each of the following categories: Homework/Classwork

(Quizzes/Peer Critiques/Prewriting Exercises/Drafts):
Golden Lines Journal:
In-Class Writing Exercises (graded credit/no credit):
In-Class Essay 1 (Reflective Essay):
In-Class Essay 2 (American Gods Analysis):
In-Class Essay 3 (Final Exam):
Out-of-Class Essays (Research Project):
Informative Essay
Evaluative Essay
Proposal Argument


Spring 2013 English 101, page 4

Important Deadlines
You will have something due each class meeting. All assignments count toward your final grade; however, some assignments count more significantly than others. The essays are worth a combined total of 70% of your semester grade. Here are the deadlines for final drafts of each essay: Thursday, February 14

Monday, February 18
Tuesday, March 19
Tuesday, April 9
Tuesday, April 30
Sunday, May 5
Tuesday, May 21
Thursday, May 30

Reflective Essay (in-class; bring a green book)
The last day to drop a class online without a grade of “W” Analytic Essay (in-class; bring a green book)
Informative Essay
Evaluation Essay
The last day to drop a class online with a grade of “W”
Proposal Argument
Final Exam (Scheduled for 12:30 to 2:30 p.m. Bring a green book.)

Please note that final drafts of out-of-class essays must be submitted to Moodle in .doc, .docx, .html, .pdf, .rtf or .txt format no later than the start of class on the date due. Moodle will not allow you to submit any assignments past the deadline. Please do not wait until the last minute to submit your work! I will collect (and record points for) prewriting assignments for each essay in class on the day the essay is due. Please put your prewriting materials in a file folder with your name on it. You will use the same file folder for each essay.

Late Work Policy
I do not accept late work. If you cannot make it to class, please arrange for someone else to turn your work in. I will not accept final drafts of essays if you have not done the prewriting exercises and rough drafts. I will make an exception to my late work policy one time, with the No Questions Asked coupon found at the end of the syllabus. If you choose to use your NQA coupon, you will have until the next class meeting to turn in your late work.

Academic Dishonesty
Plagiarism—passing off another’s work as your own, either intentionally or unintentionally— is a very serious offense. If you plagiarize, you will receive a zero for the assignment and be referred to Student Services for disciplinary action. One of the objectives of this course is that you will learn how to incorporate research into your writing; failing to cite those sources correctly demonstrates that you have not mastered the course objective. As a rule of thumb, tell yourself: when in doubt, cite the source. I would rather mentor than police; please ask me for help if you are having problems with an assignment. Classroom Conduct

All electronic devices that can cause a distraction or disturbance (pagers, cell phones, video games, etc.) must be turned off. If there is an urgent reason why you need to be accessible during class, please speak to me before class begins. We will figure out how to accommodate your situation without disrupting class. Under no circumstance may students text during class.

We will determine additional conduct codes and consequences as a class. At a minimum, I expect each person to treat his or her classmates and instructor with respect. Students with Disabilities
Students with disabilities--whether physical, learning, or psychological--who believe that they may need accommodations in this class are encouraged to contact Special Services as soon as possible to ensure that such accommodations are implemented in a timely fashion. Authorization, based on verification of disability,


Spring 2013 English 101, page 5

is required before any accommodation can be made. The phone number for Special Services is (818) 7196430, and they are located on the first floor of the Student Services Building. And finally…
I look forward to working with each of you this term. If you have any questions, please ask. If I don’t know the answer, one of your classmates will.
How to Log in to Moodle
1. Go to
2. Click on “Pierce Online” at the top of the page.
3. The Moodle login page will open. The instructions there tell you: STUDENTS: Use your LACCD Student ID number and Personal Identification Number to log onto PierceOnLine.
4. Type your username and password. Then click “Login.”
5. Scroll down to the area that says “My Courses.” Then click on “ENGLISH 101: COLLEGE RDG&COMP 1 - MANNER K. – SPRING 2013 - SECTION# 0331.”
If you changed your password at any time in the Student Information System (SIS), you will need to use the PIN number that you changed it to. If you do not, you will not be able to login. It takes 24 hours from the time you officially add a class until you are able to access to your class online (longer on weekends).

Instructions for Out-of-Class Essays
English 101 is the class in which you learn to write the research paper. Doing so is a multi-step process. First, you must decide on a topic to research. Then you must determine what information you need to find in your research. After that, you conduct your research, finding both primary and secondary sources. As you search for information, you need to evaluate what you find for its relevance, timeliness, and reliability. As you write, you need to determine how best to incorporate the new information you have gathered into a thesisdriven argument. Finally, you need to cite sources accurately according to the style manual of the discipline in which you are writing.

We will practice all of these skills throughout the semester as you complete a semester-long research project on a single topic. Your research task is to identify a problem in your community and propose a solution to the problem. In doing so, you will have to inform your readers of the nature and scope of the problem. You will have to evaluate alternative solutions that have been proposed or attempted already. Finally, you will put forward your own proposal, one that incorporates best practices as it solves or ameliorates the problem. To help you achieve this sometimes-daunting task, we will break the research paper down into its component parts. After instruction in library research methods and the conventions of citation in MLA style, as well as introspection and preliminary research, you will write an informative essay about a problem you have identified. Then you will do more research into what steps have already been taken to solve the problem. You will write an evaluative essay about those attempted solutions. The third and final essay in the project will incorporate the first two essays as you develop your own solution to the problem.


Spring 2013 English 101, page 6

Essay 1: Informative Essay
This essay requires you to conduct library research and incorporate sources in your writing. You will learn how to cite sources using MLA style. The assignment allows you to practice writing for an audience as you identify and describe a problem that affects a community you are part of. Required Readings

• Chapters 1, 2 and 6 of Joining the Conversation
• At least three sources from your own research
This essay assignment is a version of the one described on page 29 of your textbook. Your audience will be members of your own community (however you define it). I will also be a reader, but my primary role will be to consider how well you have addressed the members of your community. I would like you to identify and describe a problem that affects your community. Your community can be the neighborhood in which you live, the Pierce College community, the community in which you grew up, the San Fernando Valley or even the Los Angeles area. You will need to identify both the problem and the community it affects.

You will also need to do library research to see what others in the “conversation” have said about the problem you identify. Your research might also include field research, but please keep in mind the time limitations for this project.

Writing Task
Please write an essay of 800 to 1,000 words in which you
Your essay should…
 Introduce the problem you are addressing
 Identify the nature and scope of the problem
 Describe the potential effects of the problem
 Explain what steps have already been taken to solve the problem (and why they have not been successful)
The purpose of this essay is to convince your community that a problem exists and that this problem needs to be addressed.
Please note that the following topics are off-limits:
Childhood Obesity
Death Penalty
Gun Control
Stem Cell Research
Drug Legalization
Rough Draft due March 21
Final Draft due April 9


Spring 2013 English 101, page 7

Essay #2: Evaluation
This assignment affords you the opportunity to practice your critical thinking skills as you evaluate the relative merits of proposed solutions to the problem you identified for Essay 1. You will learn to develop criteria for evaluation and apply those criteria to solutions that others have devised. In doing so, you will continue to practice your library research skills, as well as continue to evaluate sources. We will focus on the arrangement stage of the writing process, as well as on proofreading and editing in preparation for publication.

Required Readings
 Chapters 8, 15, 18 and 19 of Joining the Conversation
 Your own research from a variety of sources (such as Internet, journals, books, magazines, newspapers, interviews, government documents)
For your informative essay, you identified a problem, discussed the nature and scope of the problem (who it impacts and to what degree) and argued that the problem is significant enough to require a solution. Now you will do further research to find out what types of solutions have already been tried. As you research these solutions, you will evaluate each using criteria you will already have developed. Before beginning your research on the solutions, ask yourself what criteria should be applied to any proposed solutions. For example, you might consider the cost of implementation. You might also consider the effects—both intended and unintended—of implementation. You might consider whether or not the proposal is designed well. You might look at who benefits from the proposed solution(s). You will necessarily develop further criteria specific to the problem you are addressing. Writing Task

Once you have developed your criteria and located your sources, please write a thesis-driven essay of 800 to 1,200 words in which you
As you write your essay, please remember that you need to provide support for the criteria you have chosen. You also need to incorporate sources in a way that does not give up control of your argument to those sources.

Rough Draft due April 25
Final Draft due April 30


Spring 2013 English 101, page 8

Essay #3: A Researched Proposal
This essay allows you to use all the skills you’ve learned in English 101: you will generate ideas, arrange those ideas in a logical fashion and integrate and cite sources using MLA style as you prepare a thesis-driven argument free of surface errors. In addition, you will learn how to find and evaluate outside sources to support your own argument. In doing so, you will continue to practice maintaining authorial control. Required Readings

Chapters 9, 10 and 21 of Joining the Conversation
At least ten articles from a variety of sources (such as Internet, journals, books, magazines, newspapers, interviews, government documents). This includes the articles you have already found for previous essays in this class.

Have you ever found yourself saying, “There should be a law…” or “Someone ought to…” or even “If I were in charge, I would…”? Now is your chance! For your research paper, you’ll need to identify a problem and propose a solution. As you look for a topic, I want you to look at the world around you. What kinds of problems do you see? What would be the best way to solve these problems? Many students hear the words “research assignment” and immediately collect as many sources as they can, stringing summaries and quotations from those sources together with transitions and connecting thoughts. While this type of “review of the literature” does have its uses, in this class you are learning to advance your own opinion while considering what others have said on the issues you care about. As you research your topic, you should evaluate your sources, both for credibility and for usefulness for your purpose. By now you have experience finding a topic, doing library and primary research about that topic, and evaluating solutions others have proposed. Now you need to synthesize the information you have found into a reasonable policy proposal that offers a feasible solution to the problem you have identified. Marshall a variety of source materials as you convince your reader that the solution you propose is the best one for the problem you have identified.

Writing Task
We will discuss in class how to write a proposal argument. In short, your research paper needs to: IDENTIFY A PROBLEM AND PROPOSE A SOLUTION.
Your paper should be at least 2,000 words long. It should rely on at least three and no more than nine different sources for support. You should incorporate the other essays you have written for this class (informative and evaluative) into the final draft of this proposal argument. First Draft due May 14

Second Draft due May 16
Final Draft due May 21


Spring 2013 English 101, page 9

Schedule of Assignments and Activities
Note: Schedule subject to change--changes will be announced in class Be sure to look ahead at the schedule, as some assignments will take longer than others to complete. Final drafts of essays are due to Moodle no later than 12:45 p.m. on the date due. Class Activities

Week 1.1—February 5
Course Overview and Expectations
The Academic Discourse Community
Read and Discuss pages 1-7 of Joining
the Conversation (JtC)
Writing Inventory
Week 1.2—February 7
Class Canceled—Instructor at a
Week 2.1—February 12
Golden Lines 1 and 2 due at the start
of class
Keepsake Discussion
Writing to Reflect—Reflection vs.
Writing Situation: Purpose, Audience,
and Tone
Quickwrite: Considering Audience
Week 2.2—February 14
Reflective Essay (in-class)
Week 3.1—February 19
Golden Lines 3 and 4 due at the start
of class
Reading Discussion
Begin Research Project
Week 3.2—February 21
In-Class Writing: Identifying a
Evaluating Sources
Using Sources
Week 4.1—February 26
Golden Lines 5 and 6 due
Reading Discussion
Refining Research Questions
Citing Sources using MLA Style
Week 4.2—February 28
Meet in the Computer Lab of the
Pierce College Library
How to Do Library Research
Preliminary Research

Weekly Homework Checklist
 Finish Reading Chapter 1 of JtC
 Log in to Moodle (before noon Friday)
 Read pp. 98-112 and 128-149 of JtC
 Bring a Keepsake Object to class next Tuesday
 Read Chapters 1-5 of American Gods (AG)
 Write two “Golden Lines”

 Bring a green book to class Thursday
 Read pp. 156-157 and 171-202 of JtC
 Read Chapter 2 of JtC
 Read Chapters 6-8 of AG
 Write two Golden Lines

 Read Chapter 11 of JtC (for Thursday)
 Make a list of at least three problems you would like to research this semester (for Thursday)
 Skim Chapter 12 of JtC
 Read Chapters 9-11 of AG
 Write two Golden Lines
 Identify two research questions (one for each topic)

 Read Chapter 13 of JtC (for Thursday)
 Finish preliminary research and complete topic proposal
 Read Chapter 14 of JtC
 Complete a preliminary bibliography of at least five sources (using MLA format)
 Read Chapters 12-13 of AG
 Write two Golden Lines


Spring 2013 English 101, page 10

Class Activities
Week 5.1—March 5
Golden Lines 7 and 8 due
Topic Proposal Due
Preliminary Bibliography Due
Reading Discussion
Topic Approval
Avoiding Plagiarism
Week 5.2—March 7
Incorporating Sources
In-Class Writing: Arrangement
Week 6.1—March 12
Golden Lines 9 and 10 due
Annotated Bibliography Due
Informal Outline Due
Arrangement Workshop
Reading Discussion
Week 6.2—March 14
Golden Lines 11 and 12 due
Reading Discussion
Writing to Analyze (Bring JtC)
Week 7.1—March 19
Analytic Essay (in-class)
Golden Lines Journal collected
Week 7.2—March 21
Rough Draft of Informative Essay
Peer Critique—Global Revision
Week 8.1—March 26
Class Canceled—Instructor Absence

Weekly Homework Checklist
 Annotate your bibliography (using MLA format)
 Read pp. 548-554 of JtC
 Read Chapter 17 of JtC
 Read Chapters 14-18 of AG
 Write two Golden Lines
 Complete an informal outline (see p. 550)

 Finish AG (for Thursday)
 Write two Golden Lines (for Thursday)
 Read pp. 554-569 of JtC
 Bring a green book Tuesday
 Bring all your Golden Lines, stapled together, to class 3/19  Write your Informative Essay (draft due 3/21)

 Finish a draft (completed and typed, including works cited) of your Informative Essay for Thursday
 Revise Informative Essay and submit to Moodle before 12:45 p.m. April 9
 Bring Prewriting Folder to class April 9

 Consider beginning research for your Evaluation Essay

Week 8.2—March 28
Spring Break Begins
MARCH 28 – APRIL 7 is Spring Break
Week 9.1—April 9
 Read pp. 274-282 and 300-331of JtC (for Thursday)
Final Draft of Informative Essay
 Research solutions to the problem you identified in your Due
informative essay
Submit Prewriting Folder for Credit
 Preliminary bibliography of at least five sources (MLA format) Begin Evaluation Essay
Week 9.2—April 11
In-class writing: Developing Criteria
Reading Discussion


Spring 2013 English 101, page 11

Class Activities
Week 10.1—April 16
Preliminary Bibliography Due
Bring three proposals (from your
research) to class
Making Judgments
Week 10.2—April 18
In-class writing: Criterion Match
Developing a Thesis Statement
Week 11.1—April 23
Annotated Bibliography Due
Thesis and Formal Outline Due
Arrangement Workshop
Week 11.2—April 25
Rough Draft Due
Peer Critique Workshop
Week 12.1—April 30
Final Draft of Evaluative Essay Due
Submit Prewriting Folder for Credit
Proposal Arguments
Week 12.2—May 2
Thesis Development
In-class writing: Reflective Essay
Week 13.1—May 7
In-class writing: Solutions
Arrangement Workshop
Week 13.2—May 9
Week 14.1—May 14
NQA Coupon for Extra Credit
Rough Draft of Research Paper Due
Peer Critique: Global Revision
Week 14.2—May 16
Second Draft of Research Paper Due
Peer Critique: Sentence-Level Revision
Week 15.1—May 21
Final Draft of Research Paper Due
Submit Prewriting Folder for Credit

Weekly Homework Checklist
 Annotated bibliography
 Thesis and Formal Outline (see p. 552)—This should be typed.

 Complete a draft of your essay (including works cited page) (for Thursday)
 Read Chapter 20 of JtC (for Thursday)
 Revise Evaluative Essay and submit to Moodle before 12:45 Tuesday
 Bring Prewriting Folder to class Tuesday
 Read pp. 338-340, 364-369, and 376-396 of JtC
 Reread my comments on your informative essay (for Thursday)  Bring printouts of the most recent drafts of your informative and evaluative essays to class 5/7
 Revise your informative essay

 Complete a draft of your essay (including works cited page)

 Read Chapter 19 of JtC (for Thursday)
 Revise your essay (for Thursday)
 Revise Research Paper and submit to Moodle before 12:45
Tuesday, May 21
 Bring Prewriting Folder to class 5/21

 Reading TBA
 Bring a green book for the final exam (5/30)

Week 15.2—May 23
Review for Final
The final exam will be held on Thursday, May 30 at 12:30 p.m. Please bring a green book.


Spring 2013 English 101, page 12

This coupon entitles the bearer to turn in one homework assignment late one class period, no questions asked. One coupon per student. The coupon must be turned in on the day an assignment is due. The assignment must be turned in the following class period to earn credit. Unused coupons may be redeemed for extra credit at the end of the semester.

Used by: __________________________________________________________________________

Used for: __________________________________________________________________________ Expires: May 14, 2013

Valid only in Dr. Manner’s class


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