Course Syllabus

 

English 101 Syllabus
Course Description
Course Title & Number: ENGL& 101 College Freshman Composition
Sections: #1078 & 1079 Spring Quarter 2016
100% Online
Credits: 5

Course Calendar:
March 28 (Monday) Spring Quarter classes begin
March 30 (Wednesday) Last day to register without instructor signature
March 30 (Wednesday) Last day to access web registration for Spring classes
April 1 (Friday) Last day for 80% refund
April 8 (Friday) Last day to add credit classes (Instructor signature required)
Last day to drop a class with no grade reported (No instructor signature required)
April 18 (Monday) Last day for 40% refund
April 28 (Thursday) Spring Quarter degree applications due
May 23 (Monday) Last day to withdraw with a grade of “W” (Instructor signature required)
May 25 (Wednesday) Summer and Fall Quarter open enrollment begins
May 30 (Monday) Memorial Day observed—NO CLASSES--COLLEGE CLOSED
June 6 (Monday) Last day of Spring Quarter classes

Contacting Me: Contacting me: Please contact me only through CANVAS email or Ask Dr. Rose. DO NOT use the 'comments' section in the assignment location because I have no way of knowing it is there thus, you will not receive a response. You may call me anytime at 253-380-1759

Course Description: Study and application of the principles of college writing. Students read,analyze, and write expository, descriptive, and argumentative essays, as well as learn to develop ideas fully, organize them effectively, and express them clearly. ENGL 101 reading is focused on the essay. This course may not be taken "S/U."

Course Overview: Writing classes are awesome. Online classes are awesome. When we combine the two together, I believe we have a great chance to really build something special, together. I know, I have to say this…but I truly believe it, too.
This course is going to take a substantial time commitment from all of us, as I'm sure you're aware. The campus classroom version of English 101 meets for 5 hours a week, with another ~10 hours of expected work time outside the classroom. Our version eliminates the classroom time, of course, but not the need to learn content. Plan to devote roughly 15 hours a week to this class.

Online courses offer a great opportunity to deeply explore our subject area and take advantage of a wide range of resources. I'll point you in as many directions as I can towards useful tools, within Canvas or out in the "wild wild web world." I hope you all share your own helpful tips, too.

What this means, though, is that we each have to rely on our own motivation to get into the online classroom regularly, and to keep up with a demanding work schedule. If you are someone who needs a lot of outside guidance and influence (nagging!), I would suggest you find a buddy this quarter to help inspire you, or to consider taking an on-campus version of the course.

Outcomes & Objectives:
College-Wide Student Learning Outcomes
Tacoma Community College has identified six college-wide learning outcomes that form the foundation of our educational emphasis:
1. communication (COM)
2. critical thinking (CRT)
3. responsibility & ethics (RSP)
4. information & information technology (IIT)
5. living and working cooperatively (LWC)
6. core of knowledge (COK)

Program Outcomes
Upon completion of the Written Communication courses, students will be able to:
1. Craft, develop, and support a specific, debatable thesis.
2. Draft and refine a well-organized essay, speech or other forms of communication appropriate to context and audience.
3. Read critically and research effectively to support thesis.
4. Use appropriate writing and/or communication strategies, standard grammar, and academic documentation conventions.
5. Demonstrate ethical standard in all phases of the writing and/or communication process to include using collaboration within academically appropriate guidelines.

Course Learning Objectives
The objectives that follow must be met in every English 101 class. It is each instructor's prerogative to meet each objective as he or she sees fit. The objectives are in random order. Upon completion of English 101 with a grade of 'C' or better, students will be able to:

1) Craft, develop, and support a clear thesis; organize essays logically. (COM, CRT, COK)
2) Use writing strategies appropriate to audience, purpose and occasion. (COM, CRT, COK)
3) Use expository essays to express original ideas. (COM, COK)
4) Read critically. (COM, CRT)
5) Conduct research as needed, use authoritative resources, and follow documentation rules. (CRT, IIT)
6) Use standard grammar and academic writing conventions. (COM, COK)
7) Use a writing process of prewriting, drafting and revision. (COM, COK)
8) Use academically accepted collaboration to improve writing and understanding. (LWC, COM)
9) Take responsibility for own learning and ethical behavior in academic course-work. (RES)

Textbooks & Supplemental Materials
This course has been developed using Open Educational Resources PLUS Hacker and Sommers “A Writer’s Reference” 7ed. as customized by Tacoma Community College. We'll be using materials that are freely available on the web, or in our TCC library online.

Technology
This course will be conducted entirely online, using the Canvas platform. Regular and consistent internet access will be a requirement throughout the quarter. Students will also need access to MS Word and/or PowerPoint to complete the course assignments.

Instructor

Rosemary R. Reigle Ed.D.
Office: Online
Office Hours via phone (253-380-1759): Wednesday 5-6 pm, and other times by appointment.
I realize that the reason many of us enroll in online classes is that we have time commitments (work, family responsibilities) during “business” hours. To that end, I’m happy to meet online or by phone with you at other times as is convenient. Please contact me to make arrangements.

Contact Information
Office/Home phone: 253.380.1759
Email: rreigle@tacomacc.edu

About Me
I am a Doctor of Education specializing in the socialization of online learners. I also hold a Master Degree in English Lit [I love old dead guys!]. I am a published author and I spend every spare minute writing about the world around me and the wonders that it contains. However, before transferring to education, I was a business manager (35 years) for an architectural and engineering firm that specialized in Criminal Justice.

I authored the book: Poetry for Women of the 21st Century.

TENTATIVE COURSE CALENDAR AND SCHEDULE OF ASSIGNMENTS ARE LOCATED IN THE CANVAS COURSE. PLEASE CHECK IT DAILY.

Tentative Schedule of Assignments: (Assignments and due dates may be changed at the discretion of the instructor. You will be notified if any necessary changes in due dates or assignments occur. )

Discussion Questions: 8 x 10 points each = 80 points
Rough Draft/Peer Reviews: (NOTE: COMPLETE ROUGH DRAFTS MUST BE SUBMITTED OR STUDENTS WILL NOT RECEIVE CREDIT FOR THE ASSIGNMENT) 4 x 20 points each = 80 points
1 x 35 points = 35 points
Essays #1, 2, 3= 100 points each = 300 points
Essay #4 = 160 points
Essay #5 = 215 points
Student Self- Assessments: 1 x 50 points each = 50 points
Long Term VisuWord Project = 35 points (You may complete this using PowerPoint or Microsoft Word)
Wordle = 30 points
What about me? = 15 points
Total = 1,000 points

Grade Scale:  NOTE:  Students are responsible for doing their paperwork! If you disappear from class without going to registration to drop it you will be given an "E" at final grading for the class.   It is the student's responsibility to enter and exit the course properly by doing the correct paperwork.

A 100.0-93.5 %
A- 93.4-90.0 %
B+ 89.9-87.0 %
B 86.9-84.0 %
B- 83.9-80.0 %
C+ 79.9-77.0 %
C 76.9-75.0 %
C- 74.9-70.0 %
D+ 69.9-67.0 %
D 66.9-60.0 %
E 59.9 pts or below

 

Grading Scale Explained 

A = Superior, far exceeds average understanding as evidenced in course work and goes significantly beyond the basics.	C = Average, meets minimum expectations and satisfies course requirements.
A- = Excellent, exceeds average understanding as evidenced in course work and goes well beyond the basics.	C- = Slightly below average, meets bare minimum expectations and satisfies course requirements.
B+ = Far above average, meets or exceeds average understanding as evidenced in course work and fully understands the basics and goes somewhat beyond that level.	D+ = Below average, meets most minimum expectations and satisfies all or most course requirements.
B = Far above average, fully meets average understanding as evidenced in course work and fully understands the basics and can deal with concepts somewhat beyond that level.	D = Below average, meets many minimum expectations and satisfies all or most course requirements.
B- = Just above average, fully meets expectations for basic understanding as evidenced in course work and fully understands the basics and can deal with concepts at that level.	E = Fails to meet minimum expectations in understanding and course work as evidenced by performance and submission of graded elements.
C+ = Slightly above average, fully meets expectations for basic understanding as evidenced in course work and understands the basics.

 

Assignment Communication and Turn Around Time:

Grades:
Peer Review/Rough Draft Essays: I will attempt to return all rough draft and essays before you submit the next essay.
Final Essay: All essays will be returned before the next essay is due.
Discussion Questions: Graded at the end of the week the assignment is due.

Communication:
Course Mail: I will respond to all course mail within 24 hours during the week and within 48 hours on the week end. You are free to call me anytime at: 253-380-1759.

Late Policy:
This class has a very straightforward late policy: I realize life happens, and things will be late from time to time. To that extent, assignments can be turned in up to a week late, past their original due dates. "Late" is defined as after 11:59 pm.
The catch: any work submitted late will be eligible to earn no higher than a C grade (75%) with an additional 5% deducted per day late.

This is an across-the-board policy--no need for excuses or explanations.
Anything not submitted within a week of the due date will get a permanent zero.
There are 2 exceptions to this policy:
• the final week's work cannot be accepted late
• discussion postings cannot be accepted late. (Discussion forums are similar to in-class conversations, and rely upon timely interaction between students. Posting late to a discussion forum is a bit like coming into a classroom three hours after class has ended: you may be ready to talk, but there's no one around to interact with.)

Feedback: I leave a variety of types of feedback for all the major assignments: markup, grading rubric, audio mark-up or a combination of any of these. Because I use the drop box for major assignments, if I type directly into the box you will be able to see it in the "Comments" section of the grade book BUT . . . if I want to offer you a markup or a video/audio mark-up, I have to upload the file into the drop box. Therefore, you 'must go back to the drop box where you made the submission' to open the file and review my feedback.

Understanding Feedback: It is important for students to understand that it is not an instructor's job - or anyone else's - to mark up an essay and show everything that is wrong. Rather it is our jobs to 'guide' students to what they need to study. Think of it this way: if I marked everything that was incorrect for you, then you changed the paper and resubmitted it for a grade, whose grade is that? It is mine because you did not know what was wrong until I pointed it out. Studying and taking direction are important skills for college and the workforce. Let your learning experience work for you - and you for it.

Assessment Rubric: Can be found in the “Assessment Link” in the Course Information Module.

Drop/Withdrawal:
While faculty permission is not required, a completed add/drop form must be submitted to Registration and Records to complete drops from the 11th instructional day through the 55th calendar day of the quarter. The instructor must sign the form or send an e-mail to Registration acknowledging the withdrawal. If the instructor is not available, a signature from a full-time advisor in the Advising Center is an acceptable substitute.

After the 55th calendar day of the quarter . . . an instructor may grant a grade of 'WI' (Instructor Withdrawal).

Incompletes will not be authorized.

Course Policies

Student Behavior:
Though it is rarely a problem, disruptive class behavior will be dealt with quickly and completely. This type of behavior often manifests itself in unacceptable language, rude messages, or inappropriate responses to classmates or me. This is a college course, so I find this type of behavior totally unacceptable. I expect all contacts in this public space to be polite, considerate, and sensitive to those sharing the space. I expect disagreements to be expressed in an adult manner. All judgment regarding this issue rests solely with me. Please notify me of any problems that exist.

Academic Dishonesty:
The TCC Catalog states, "All instructors will include in the syllabus a policy on and sanctions for academic dishonesty" (pg. 33).
"As stated in the TCC Catalog, 'Students are expected to be honest and forthright in their academic endeavors. Cheating, plagiarism, fabrication or other forms of academic dishonesty corrupt the learning process and threaten the educational environment for all students" (pg. 33).
In this course, sanctions for academic dishonesty will be as follows:
• First instance will result in a grade of 0 on the assignment
• Second instance will result in failing the course for the quarter and may lead to disciplinary action by the school.
The complete Administrative Procedure for Academic Dishonesty is available on the TCC website at http://www.tacomacc.edu/resourcesforstudents/studentpolicies/administrativeprocedureforacademicdishonesty.aspx 
I want to stress that one form of academic dishonesty consists of self-plagiarism. Yes, it is possible for you to plagiarize yourself, by turning in work that is the same or closely similar for two different assignments in two different classrooms. If you'd like to build on ideas or an essay project you worked on in another course (including earlier sections of English 101 you've taken before), you MUST get permission from me before you do so. I'm happy to work with you towards this, but will require seeing the previously graded work before I agree.

Accommodations:
Students with Special Needs: All students are responsible for all requirements of the class, but the way they meet these requirements may vary. If you need specific auxiliary aids or services due to a disability, please contact the Access Services office in Building 7 (253-566-5328). They will require you to present formal, written documentation of your disability from an appropriate professional. When this step has been completed, arrangements will be made for you to receive reasonable auxiliary aids or services. The disability accommodation documentation prepared by Access Services must be given to me before the accommodation is needed so that appropriate arrangements can be made.

Nondiscrimination and Harassment Policy and Grievance Procedure: Information regarding Title IX can be located on Tacoma Community College’s Web Site at https://www.tacomacc.edu/abouttcc/policies/nondiscrimination/

Etiquette for Classroom Dispute Resolution:
If you have questions or concerns about this class, your classmates, or me, please speak with me. I am very happy to engage in conversations that make our classroom a better place. If we are unable to reach resolution, you may talk next with the Chair of the Program/Department, Tamara Kuzmenkov, Bldg 9, Room 54. The Chair can assist with information about additional steps, if needed.

Caveats:
This syllabus and schedule are subject to change in the event of extenuating circumstances.

Extra Help:
I realize writing is a daunting task, and often getting started is the hardest part. There are many resources available to you to help at EVERY stage of the process, and I hope you take advantage of them. These include:
· Direct help from me, via office visits, phone chats, instant messages, or email
· The Writing & Tutoring Center (Links to an external site.) in Bld 7, room 221
· The Computer Assisted Learning Lab (Links to an external site.)
· Reading and Study Skills Center (Links to an external site.)
· TCC Library (Links to an external site.)
· TCC eLearning Dept.

10 Tips for Surviving College
Start off on the right foot. Before classes begin, do a run-through of your class schedule to make sure you know where your classes are located. You may also want to scope out the best place to park.
Be prepared. Come to each class with all the necessary materials and spend some time before class reviewing your notes.
Get into a routine. College is work, so approach it like you would any other job: schedule, schedule, schedule!
Get to know your academic advisor. If you haven't already met with your academic advisor, schedule an appointment today. The more you meet with your advisor, the more he or she will be able to better help you reach your goal.
Meet your instructors. Don't be afraid to talk to all of your instructors! Take charge of your education and be more than just a name on a roster or a seat in a course.
Be proactive. Ask for help when you need it? The college staff, administrators, and faculty are here to help you stay in school and reach your goals. There is a lot of help available, but you must take the initiative to seek it out.
Manage your money wisely. It may be tempting to take advantage of all those credit card offers you get in the mail, but you should shred them instead.
Stay healthy. Eat right, exercise, and get enough sleep. This will help you fight stress and depression and stay active and engaged in class.
Get involved. Make your way to the student center and explore clubs and organizations that interest you. Be open to new people and activities.
Be yourself. Sign up for the classes and activities that interest YOU, not the ones you think you should be involved with because of external expectations or perceptions.