English

Course Description: Principles and methods set forth in writing, reading, and analysis of
prose. Requires the critical reading of nonfiction prose and the writing of 8500 words.
Prerequisites: Placement via successful assessment test score or successful completion of
English 28 or English 363 with a grade of C or better.

101

Welcome to College Reading and Composition/Mondays@6:45pm

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What is this class about?
"Writing is a private act with a public
result. We write alone to discover
meaning. But once that meaning is
discovered, once we understand what we
have to say, then we want or need to
share it with other people." D. Murray

In English 101, the focus is on

writing as a process--a process
consisting of a concrete, yet often
random and exploratory, series of
activities and choices writers
make in order to share themselves

with others and in order to

influence others. Students will
share their unique, meaningful
writing voices with others during
workshops, lectures, group
collaborative writings, discussions,
conferences, and so on. Students'
full participation in the course
work will produce proof of the
deliberate craft--not spontaneous
magic-- involved in writing. These
English 101 students will become
valuable members of the universal
community of writers; they will be
able, as James Baldwin says, "to

recreate out of the disorder of life

that order which is art."

!!

Whats inside:
2
Teaching methodology & grading 2
Policies & requirements
3
Activities & materials
4
Grading Criteria
5
Course objectives & outcomes

Course Sites:

Dr. Deborah L. Harrington, Professor; artemisdlh@gmail.com

http://writing.laccdssi.org/

Best way to reach me is via email or via messaging on the Facebook Group.

https://www.facebook.com/
groups/lavc101fall16/

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!

Office Hour: 6:10-6:45 pm in Humanities 111

Please do not hesitate to contact me with any questions you may have. I am happy to help!

"Writing is learned by writing, by reading,

and be perceiving oneself as a writer. "






Frank Smith

What will you

learn?
The objectives in this
course are to give you
the tools and confidence
to:

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Teaching Methodology
There will be a few short lectures
delivered when there is the need to
deliver information. However, the main
work of this class will be done through
your reading of the assigned texts, your
reflection on the meaning of the texts
and the way in which the author has
conveyed that meaning, your sharing of
your ideas with your colleagues in the
class, your writing, your comments on
the writing of others. My role in all this
will be to guide you individually and as
a class through your learning, providing
information to you as you demonstrate a
need for that information. In this class
you really must surrender to the idea
that now that you are in college, you are
a writer. Writing is one of the primary
measurements of intellectualism for
students in college.Course

Description, Assignments, and

Grading
This class is an introduction to
composition, designed to help you
become a competent writer. Writing
affects the way we think and learn, as
well as for our chances of success, our
personal development, and our relations
with other people. Since most academic
writing is based on reading, it is
important to learn to read critically,
understanding the connections between
reading and writing. The emphasis in this
class is on learning by doing, so expect
to read and write often. Assignments are
mandatory and must be turned in on
time.
Essays (30% of grade):
This course requires that you will write
three 4-6 page essays. Each essay will
count for a different percentage of your
grade. You must turn in all drafts, notes,

prewriting, and peer reviews with each

essay.
Journal (15% of grade):
Your journal will include all warm-ups,
reading responses and other
assignments from each textbook, group
activities, one minute papers, and the
like. Simply speaking, the journal
includes all work done in class and all
homework.
In-Class Essay Exams (20% of grade):
You will be required to write three inclass writing exams. There will be no
make up-exams unless prior
arrangements are made with me. You
are required to take all three exams.
There is no cheating or plagiarism on
these exams. If you cheat or plagiarize,
you will receive a zero for that exam.
There will be no cheating of any kind
tolerated in this class.
Participation (25% of grade--includes
group project & presentation):
This class is conducted collaboratively as
a workshop; therefore, your regular
participation is essential for our success.
Participation includes all work, written
and oral: impromptu writing responses,
group exercises, peer reviews, in-class
discussion, research projects, email and
internet postings, etc. You must be in
class in order to participate!
Portfolio (10% of grade):
All English 101 students submit a
portfolio containing clean copies of their
3 essays at the end of the semester. The
portfolio will include the following:

Cover Letter

Final, clean, copies of your three
4-6 page essays in MLA-format

write and read at an academic

college level;
appreciate the vital connection
between reading and writing (to
make tangible connections
between your experiences and
your reading and be able to use
your responses to your reading
in your writing);
recognize, appreciate, and
evaluate memorable prose
(including fellow students'
work);
use words, sentences. and
paragraphs to communicate
effectively;
be sensitive to audience needs
and to fulfill those needs;
read your own writing critically;
that is, talk with yourself about
your writing so that you can
begin to imagine reader
responses;
work collaboratively with other
writers so that they can learn to
resee their writing;
be able to organize essays and
support claims by using relevant
reasons and evidence;
go through the full struggle of
writing and thinking, finally
presenting the product of your
process.

Student Learning
Outcomes
Write focused, coherently
organized, well-developed texts,
appropriate to the transfer level,
that effectively integrate,
synthesize, and document sources.

Demonstrate critical reading,

thinking, and research skills
through analysis, synthesis, and
evaluation of important ideas
encompassing multiple points of
view.

Class
Policies
If you have
questions
about any of
these
policies,
please ask!

Reading
Responses

Exams

Plagiarism

In your journal, you are

expected to comment
analytically to every piece of
literature or reading assigned.

There will be 3 in-class exams

consisting of essay questions
based on your reading and
understanding of the material
assigned.

Plagiarism is the use of others

words and/or ideas without
clearly acknowledging their
source. When you incorporate
those words and ideas into
your own work, you must give
credit where credit is due.

Your entries are not to

primarily consist of summary
(although some summary is
allowed); instead you are to
react, respond, analyze and
synthesize your thoughts and
feelings regarding the ideas
and details presented in each
work.

Students will be allowed to

make up any missed exams
only if the instructor is notified
in advance. Such absences
must be for legitimate,
documented purposes.

Anyone found to be
plagiarizing or cheating will
(1) receive a zero (fail) on the
assignment, and (2) be
referred to the Vice President
of Student Services for further
disciplinary action, following
due process.

Expect to write two full pages

minimum per article or essay
and two full pages minimum
per 40 pages of a longer
work.

The makeup exam will most

likely be a different form of
the exam. No student will be
allowed to take an exam prior
to its scheduled time.

For more information please

see the Board Rules on
Student Discipline.

Additional Class Policies: If you have any

questions about these policies, please ask.
Attendance Policy: As in all English
sections, you are allowed one week's
worth of class absences during the
semester, no questions asked. Every
absence after two absences will impact
class participation and success in this class.
Please note further that three tardies
equals one absence. Please do not make a
habit of being late (see attendance policy
below under exclusion). If you do not
attend class, you are still responsible for
the material and content of the class. Set
up a buddy system today with at least two
individuals in this class--then you can
always find out what you missed. If you
come without your assignment on a day it
is due, that will impede your participation
as if you were not there [remember, this
class is conducted workshop-style]. If you
leave part-way through a class session,
that's considered an absence (unless
excused). If you come consistently late,
latenesses turn into absences. I will make
every effort to attend each class and to be
well prepared; I expect you to do the
same. If you must miss more than the
allowed absences, please make an
appointment with me. Excessive absence
may prevent your successful completion of

the course. Additional Note: About

Exclusion--The instructor reserves the right
to exclude students from the course due to
excessive absences. Any student who has
absences totaling six or more hours of
classroom time is subject to exclusion. IF
YOU DECIDE THAT YOU NO LONGER
WISH TO ATTEND THE COURSE,
HOWEVER, IT IS YOUR RESPONSIBILITY
TO DROP OR WITHDRAW. Please see
also attendance and withdrawal policies
described in the current semester schedule
of classes.
Draft-Format Policy: All drafts of essays
must be typed according to MLA-Format.
Drafts which do not conform strictly to this
format will automatically receive lower
and possibly non-passing grades. Here is a
link to view an example of an MLAformatted paper: https://
owl.english.purdue.edu/media/pdf/
20090701095636_747.pdf

!!

If you are a student with a

disability and require
classroom accommodations,
please meet with me to
discuss arrangements. If you
have not yet contacted DSPS,
do so in a timely manner.
DSPS is located in room
CC100 or call DSPS at (818)
947-2681 or TTD (818)
947-2680, to meet with a
DSPS counselor.

Resources to help
you with your
coursework:
The Writing Center
OWL
LAVC Library

Reading Schedule and

work schedule for essay
one-On Equity and
Education
Aug. 29th to Sept. 26th:
You will have several
readings posted on the
course website and in the
course Facebook group:
http://writing.laccdssi.org/
https://www.facebook.com/
groups/lavc101fall16/

For each essay/article,

you will need to do a
journal entry where you
freewrite thoughtfully
about what you have
read. These entries go in
your journal.

blue exam book for this

exam.

An in-class essay exam

covering several of these
readings will take place
on Sept. 19th. You will
need a large green or

For every essay assigned,

you will be doing
research, and you will be
reading handouts
pertaining to course
subject material. Reading
and work schedules will
be provided regularly
through the term.

What will you do?

Write.
We will do a lot of writing in this
class. It is the primary way that you
will be evaluated. That said, please
know that I believe that everyone can
write. Like most things in life, lots of
practice makes you a better writer.
We will be doing a lot of practice.
Like most things worth doing, good
writing takes a lot of work. What you
put into it in effort will show
in your final product, and effort will
be rewarded.

If you are feeling nervous or scared

about writing your paper, please get
in touch with me and we can talk
about strategies for getting started.
And remember, it is always better to
turn in an assignment than to take a
zero. Even a failing grade is better
than a zero - 59 points is a lot more
than 0 and a lot easier to recover
from.

Even if youre not nervous or scared,

you can get in touch with me with
questions about writing assignments.
Send me an email, post a comment to
the course site, message me on
Facebook, or make arrangements for
a face to face meeting. Im also happy
to read drafts and outlines all along
the way. I want you to do well, and I
am glad when I can help that happen.

Required

Think. Ask. Discuss.

It is your job to ask questions in
this class, because it is by asking
questions that we learn. A college
writer asks questions about objects
and people -and, more often, texts.
I hope you will ask relentless
questions in this class - of me, of
your classmates, of the things we
read and look at together. Dont be
afraid to be curious (though we
may not always find the answer)
and dont be afraid to look silly chances are someone else has the

Materials

College-Ruled
Notebook Paper

3 Large-Sized
Bluebooks

Read.

Ill post links for readings on the

web through our course website.
Please print or bring these
documents with you to class on
your phone or laptop. We will
discuss them in detail in class, and

Logbook or Journal
[a flat, thin plastic
loose-leaf binder
(8 1/2" x 11")]

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!

same question.
You will do journal reflections for
every reading assigned. Its a good
idea to commit to reviewing
readings consistently. This will
help you prepare for exams and
write quality papers.

Gerald
Graff, They
Say I Say

!
!

Manila
Envelope
(must be
resealable)

Your full, engaged
attention

Note: Further addenda to this

syllabus, including group project
criteria, course assignment sheets,
etc., are forthcoming. Stay tuned!

Rubric for Reading Responses

in Journal

Superior

On balance, the journal response is full and
complete. The entry is insightful and
perceptive, connecting personal experience to
the text and making inferences and judgments.
There is a thoughtful interpretation of what
was read, heard, or viewed. The entry goes
beyond personal experiences or the particular
to generalize some aspect(s) of the texts craft,
style, and use of language. All inferences and
judgments are supported with reference to
specifics from the literature.

Good

Journal response is complete. It shows
personal involvement with and understanding
of the text, and makes reasonable inferences
and judgments. It reflects an understanding of
the texts stance and perspective on the world.
Inferences and judgments are supported with
reference to the specifics from the literature.
There is some comment on the texts craft,
style, and use of language.

Fair

Journal response meets basic expectations but
somewhat missing in necessary detail or
includes unnecessary information. The writer
relates to or identifies with characters/ideas in
the text, but only makes inferences and
judgments with general reference to the
literature. Entries show the reader connecting
the text to life experiences or other texts, but
not critically assessing the texts ideas, craft,
style, or use of language.

Needs Improvement

Journal response is general and not expanded
upon or may ramble repetitively without clear
connections. The writer may empathize with
or judge characters in the literature, but not
consider the context or significance of the
characters experiences. Entry shows an
attempt to interpret or explain the literature,
but makes inferences and judgments with only
vague reference to the text itself.
Consideration is not given to the texts ideas,
craft, style, or use of language.

Poor

Journal response is incomplete, unclear, or
shows little effort or insight. The writer
occasionally makes observations or
predictions about characters or events but
these are vague and unsupported. Entry is
often simply summary or retelling of the
events in the literature. The writer may rate
the text, but gives little or no support for
assertions, and any judgments are on the basis
of personal opinion or pre-conceptions.

Essay Rubric
A+

The essay is interesting with original content
and style. The topic is fully covered with
focus on a sustained controlling idea, showing
careful analysis when called for. The
paragraphs show development and
organization, as well as lucid and orderly
thinking. Relevant details and examples
support the controlling idea and may even
introduce keen insight into the topic.
Skillfully constructed sentences express
complex ideas and relationships. Point of
view is established and maintained. The
diction is distinctive, characterized by its
freshness and clarity. The essay is virtually
free of grammatical and mechanical errors.

A

The essay is interesting with substantial
content and a distinctive style. The topic is
fully covered with focus on a controlling idea,
showing careful analysis when called for.
Paragraphs are developed logically and
coherently, with smooth transitions. Relevant
details and examples support the controlling
idea. Skillfully constructed sentences show
variety of expression and thought. Point of
view is established and maintained. Diction is
less distinctive than a A+ but is still mature
and precise. There are few grammatical and
mechanical errors.

B

The essay demonstrates competent college
level writing. While not as original or
interesting as an A, the essay does address
the assigned topic and focuses on a significant
controlling idea. When called for, there is
some analysis, but it may be thin or
generalized. Paragraphs are well developed
and unified yet may contain weak transitions
or a hasty conclusion. Sufficient and relevant
details and examples support the controlling
idea although some may be somewhat
repetitious or digressive. Sentences show
variety in structure and are coherent but lack
any distinctive style or complexity. Point of
view may be slightly flawed but causes no
serious confusion. Diction is clear and
appropriate, showing a fair command of
language and expression. Grammatical
problems appear occasionally but do not
hinder the overall flow of the essay. There are
few mechanical errors.

C

The controlling idea in this essay, though
somewhat vague or trivial, is apparent. The
writer has some difficulty covering the topic
fully, but the overall content does show some
attempt to support the controlling idea. While
omission of analysis is characteristic of a C
essay (over-reliance on narration), when in

fact attempted, the writers analysis proves

sketchy or clichd. Paragraphs are obvious but
may show thin development, few transitions,
or lack of clear planning. The essay relies on
generalities for support or uses inconsistent,
irrelevant, or repetitious details and examples.
Sentences are simple rather than complex both
in variety and structure. Coherence and point
of view are weak, confused, or abrupt. While
word choice is occasionally vague or
awkward, the writer has chosen words from a
broad and varied vocabulary. Grammatical
and mechanical problems are frequent enough
to be distracting.

D

Obviously, the writer of this essay has
attempted to write on a given topic but does
not focus on a strong controlling idea. The
essay contains serious gaps in reasoning, with
no analysis. Paragraphs are poorly planned or
even chaotic, lacking transitions or coherence.
The essay relies on generalities and lacks
specific or relevant details or examples.
Sentences are simple and choppy. The writer
includes a few complex sentence
constructions, yet these may be awkward and
confusing. Point of view may shift and
impede readability of the essay. Word choice
is overly simple, repetitive, or vague.
Habitual grammatical or mechanical errors
often obscure meaning and flow of essay.

F

The essay may touch on the topic superficially
but digresses quickly. No clear purpose
(analysis) or controlling idea is evident.
There is little or no indication of paragraphs
or an orderly presentation of ideas. Support is
general, and details (if any) tend to be
irrelevant or inappropriate. Sentences are
simplistic and often marred by confusing
phrases and faulty word order, showing lack
of control over language or thought. Word
choice is immature, adding to the simplicity of
the essay. Grammatical and mechanical
problems are repetitive and serious.

Final Grades Standard Scale

1). A+: 98-100%; A: 97-93%; 2). A-:
92-90%; 3). B+: 88-89%; 4). B:
87-83%; 5). B-: 82-80%; 6). C+:
79-78%; 7). C: 77-73%; 8). C-:
72-70%; 9). D: 60-69%; 10). F: 59below%