Course Syllabus | English 0492

Course Information

College of DuPage
English !"#$ | Approaches to College Writing II
Section !%$, Spring $!%"
M/W &:!!-%!:$'am (SRC (!(!)

Length of Course: %$ weeks
Credit Hours: "

Instructor: Sarah Hughes
email: hughess)'@cod.edu
Office Hours: M/W by appointment (BIC $"!))
Phone/Voicemail: )(!-#"$-"""' (ext. '%####)
Mailbox: BIC $"!)
Course Website: bb.cod.edu

Reading and Writing Center: SRC $%!$ - ()(!) #"$-(#"%
http://www.cod.edu/academics/learning_commons/writing/

__________________________________________________Texts and Required Materials

Mangelsdorf, Kate and Evelyn Posey. The World of Writing: A Guide. New York: Longman Pearson, $!%%.
You will also need:
A notebook for in-class writing
MyCOD username and password (mailed to your home by the College)
Flash drive for saving and transferring electronic documents

____________________________________________________________Course Description

The second of two developmental writing courses designed to prepare students for English
Composition %%!%. Focuses on composing longer ('!!-word) essays and on further developing critical
thinking skills.

_____________________________________________________________Course Objectives

Upon successful completion of this course, the student should be able to do the following:
%. Develop the college-level writing process for longer ('!!+ word) essays, including cycles of
invention, organization, revising, editing, and proofreading
$. Plan, construct, analyze, and evaluate texts that they may compose in English Composition %%!%
and/or other college courses
(. Write essays that clearly convey or relate ideas, that are guided by a controlling idea/thesis, that
offer appropriate support and effective organization, and that are guided by a sense of
beginning, middle, and end
". Demonstrate critical thinking skills including discovering, analyzing, and ordering information
from their experiences and the experiences of others, as well as summarizing, evaluating, and
responding to college-level materials
_______________________________________________________________Topical Outline

%. Developing effective college-level writing process, including: Invention strategies, such as
brainstorming, freewriting, response journals, looping, cubing, mapping, and other diagramming
techniques
$. Using the reporter's formula and other discovery questions
(. Writing in response to prompts
". Organizational strategies, including
a. Using a controlling idea/thesis
b. Using essay structure: introduction, body, and conclusion
c. Considering audience and purpose
'. Revision, including
a. Revising to clarify content/ideas
b. Revising for unity and coherence
c. Revising for effective order of support
). Editing and proofreading including
a. Editing for sentence boundaries and effective stance structure
b. Editing for effective word choice
c. Editing for standard English grammar, usage, and mechanics
d. Proofreading for typing errors, such as omissions and repetitions
e. Planning, construction, analyzing, and evaluating longer pieces for writing, such as personal
essays, response essays (essays that respond to other texts), essay examinations, summaries,
and critical evaluations of other texts
f. Demonstrating critical thinking skills, with methods including
g. Discovering, analyzing, and ordering information, such as organizing data into logical
categories; making divisions (analyzing into parts, stages, and systems); comparing and
contrasting; using induction and deduction; and recognizing logical fallacies related to
generalizations, inferences, and deductions
h. Analytical and evaluative reading skills such as reading for main ideas, organizational
strategies, and supporting details; locating thesis statements, topic sentences, and significant
transitions; recognizing generalizations and abstractions; evaluating support; identifying
organizational strategies; recognizing deduction and induction; and interpreting purpose,
tone, and viewpoint

______________________________________________________________________Literacy

Literacy is more than simply reading and writingits learning ways of reading, writing, thinking,
speaking, listening, persuading, informing, acting, and knowing, in the university and beyond.

Basically, our aim this semester is to strengthen your writing and critical thinking skills in ways that will
benefit you in and beyond the university. Well write a lot in this course, because writing is more a
learned skill than a talent. Consistent practice is necessary for all successful writers.

______________________________________________________Coursework Expectations

In order to do your best, it is generally accepted that you spend approximately &-%$ hours per week
outside of class for a four-credit hour course. Please consider your other obligations, such as the
number and difficulty of the other courses you are taking, your job, your family commitments, etc. so
that you are able to devote the time needed to be successful in this course.

________________________________________________________Submitting Your Work

Submitting Work on Blackboard: Most of your work will be submitted through Blackboard
(Assignment DropBox). Read the instructions carefully. These are your responsibility!
Be sure to post your assignment in the right place! Double check dates and titles.
Be sure to click the SUBMIT button when you are ready to send your work. Note: Clicking on
the Save button will save your work so that you can come back later and work on it more;
clicking Save will not send anything to the Instructor.
Be sure to write enough to fulfill the assignment. Submissions that do not meet the word count
requirements per assignment will not receive full points.
Be sure to write mindfully and on the topic requested. I read everything you submit and your
grade will reflect content and effort.
Post your assignment ON TIMElate work will not be accepted.
Be sure to type your assignment in a word processing program and save it to your computer
BEFORE you post it onto Blackboard! Then upload the file to Bbdo not paste your text
directly into Bb.

Document Guidelines:
Final Essays and other assignments are due on the dates listed on your week by week course outline.
All assignments and papers are expected to be carefully proofread for grammar and mechanical errors,
spellchecked, paragraphed and organized, and formatted according to MLA style. Adhere to the
following format for writing assignments (unless otherwise specified):

%%.' margins on all sides;
Double-spaced;
%% or %$ point Times New Roman font;
header and page numbers according to MLA format;
MAKE SURE YOUR DRAFT HAS A UNIQUE TITLE that goes beyond Essay #% etc.
title centered below header information;
no extra spaces between title and text or between subtitles.
title should also be same font and size as text.
Do not put your title in Bold, Italics, or Quotations.

__________________________________________________________Academic Assistance

If, at any time during the term, you find yourself having difficulty with the reading or writing
assignments, please feel free to discuss this with me in person or via email. You can also get assistance
at the Learning Commons Writing Center, a really useful resource for additional feedback on your
writing and support at any stage of the writing process, from brainstorming and prewriting, to drafting,
to revising. You can work with a Writing Coach on focusing and developing your ideas, organizing and
structuring your draft, polishing your grammar and mechanics, or anything else related to invention,
composition, or revision. Located in the Learning Commons in SRC $%!$.

________________________________________________________________________Email

I will use your COD email address to contact you, so please check this account for messages. Also, I
check email regularly and try to respond within one business day (not over weekends). If you send me
an email and do not receive a response from me within $" hours, it probably means that I have not
received the message, so please check the address and try again or contact me by voicemail.

______________________________________________________________________Grading

Under current guidelines, at the end of the semester all students who earn an A or B in their class can
advance to English %%!% (assuming their Reading requirement is met).

Students earning a grade of C must submit an exit portfolio for evaluation to determine whether their
writing skills are appropriate for English %%!%.

Grade Computation:
Four Essays: )!% (%'% each)
In-Class Work: $!% (in-class writing, quizzes, homework)
Final Portfolio: %!% (a collection of your work this semester & final reflection)
Attendance/Participation: %!% (Refer to sections below)

Grading Scale:
%!!-#!: A
&#-&!: B
*#-*!: C
)# or below is not passing

My grade book is maintained in Blackboard, where you can review all your grades at any time. You are
also encouraged to check with me to review your progress. Note that this grade computation breakdown
is an estimate.

Essays will be graded holistically. It is expected that all work will be done on a computer (typed) and
submitted on the date due. Please keep electronic copies of your essays. Also, keep all of your graded
assignments, along with drafts and peer reviews so that we can discuss them when you come for
conferences to discuss your progress. It is important that you verify that the grades noted in
Blackboard match those noted on your papers. If there are any discrepancies, we will then be able to
resolve the matter.

Since this is a writing course, you will, of course, be writing every day. There will be written work
turned in every class period (e.g., homework, in-class writing, drafts, peer reviews, etc.). These
assignments must be submitted on time or they will receive no credit.

Writing Process: This course values the process of writing, and the Final Portfolio will reflect that.
You will receive credit and feedback for submitting drafts, but they will not receive a letter grade. You
will peer review your first draft, revise based on the feedback you receive, and then submit to me for
feedback. You will receive a grade when you submit the final version of each essay.

Portfolios: You will design a final e-portfolio (for free at weebly.com) that will contain a collection of
all drafts and final revisions of papers, samples of your informal writing assignments, and an in-class
reflective essay. It will count for %!% of your grade.




Grading Notes and Policies:
If you fail to hand in ONE major required assignment by the end of the semester, if you are
absent excessively, or if you fail to complete an extensive amount of class work, YOU CAN
FAIL THE COURSE.
Computer malfunctions, inaccessibility, or other tech issues are not a legitimate reason for
missed assignments. Have a thumb drive to repeatedly (obsessively) back up your work! Create
a folder on your computer or saving device specifically for this course.
Be sure to properly title all attachments you send me via email. To rename a file, you can Save
As or right-click on it and select Rename. The best way to name a file is one that describes
the assignment AND includes your first initial and last name. Example: RSMITH-
ESSAY"FINAL.DOC
Your projects will be evaluated holistically as well as based upon a general rubric which takes
into account thesis/focus strength, development of ideas (support), organization or ideas, use of
language, grammar & mechanics, and adherence to the assignment requirements.
Between the rough draft and the final draft, you should revise your work multiple times. Re-
read and re-read your work. Significant revisions and all grammatical/mechanical corrections
should be made to your major essays.
You will receive feedback from your peers as well as your instructor that you should utilize to
improve your writing. You should also seek feedback from other resources as well (the Reading
and Writing Center, other academic support services, other friends and family).
Your final drafts will be graded but revision of your writing as well as the expansion of your
ideas and research should be a continual venture. Often times, we continue to mold and shape
our ideas and purposes as we write. These short papers could grow into something even
greater!

________________________________________________Policies Regarding Assignments

Submission: Submit all work via Blackboards Dropbox (under Assignments).

Work Return Policy: Your graded essays, homework, and in-class writings will be returned in a
timely manner since writers improve best when they are given regular and prompt feedback. If you miss
class, please contact me to pick up your work.

Late Work/Make-up Work: In-class writing, peer reviews, and homework cannot be made up. However,
if you know that you must miss class, you may submit your homework assignment electronically
through Blackboard in advance. When an essay is due, you must submit it on or before the deadline. Late
papers are not accepted.

_________________________________________________________Expectations & Policy

Attendance: To be successful in this or any course, it is important that you attend class regularly and
on time. In class we will have activities every day to help you learn the complex writing skills and
strategies needed for academic and professional success. There will be points given for these activities,
so missing class will directly affect your grade. In addition, students who miss class are less likely to
understand and apply the concepts that are being taught during their absence.

At the beginning of the semester, I will take attendance so that I learn your names as quickly as
possible. Later in the semester, there will be a sign-in sheet. If you come to class late for some
unavoidable reason, be sure to sign in. If you are late, please sit near the door so that you do not
disturb other students. If you must leave early, inform me before class starts.

If you must miss a class or part of a class, please ask a classmate for notes or information from another
student outside of class. As much as possible, I will post assignments, handouts, and other helpful
materials on Blackboard. I will, however, not re-teach a class that you missed.

Classroom Etiquette: In a writing course, we will sometimes discuss serious and controversial ideas
as we learn how skilled writers present information or points of view. We will naturally have different
opinions about some of these topics. Our classroom is a safe space for sharing and exploring ideas, for
reexamining expectations, and for procuring knowledge. To do this, our classroom must be a respectful
and encouraging place. We will focus on the writing and how successfully it supports the writers
rhetorical purpose, rather than whether or not we agree with or like the opinion.

Do not use your cellphone in class. All cell phones and similar electronic devices should be turned off
and put away. Inappropriate conduct may result in the loss of points for class activities. Repeated or
serious misconduct may result in disciplinary action, including removal from class.

Peer Review Workshops: Because writing is social and collaborative, it is very important for writers
to discuss their work with knowledgeable peers as they revise. The time devoted to workshops in this
class is intended to serve three purposes: a) to see how other students handle assignments; b) to work
on developing useful revising skills by helping others revise their work; and c) to get feedback on your
own work before it is turned in to the instructor. Workshops may involve a discussion of student
working drafts or they may focus on the work of professional writers working within a range of
rhetorical situations. We will be engaging in small-group peer review workshops throughout the
semester. As a class, we will discuss methods for providing effective peer review so everyone feels
confident contributing. You will contribute to discussion during peer review and comment on drafts,
submitting your comments to me for Participation.

Workshop Requi rement s: When assigned, you must have a complete draft of the project assigned
for the Workshop Day. Failure to have this draft will result in a zero (0) in the grade book, which will impact
your final grade. If you miss a Workshop Day, you must make an appointment at the Reading and
Writing Center for feedback on your work, requesting a signed verification of your appointment.

Withdrawals: The last day to withdraw from this class is Thursday, Apri l 17t h. After that date,
students may file a Petition for Late Withdrawal through the Registration Office. Petitions for Late
Withdrawal will be granted for extenuating circumstances only, including student illness, death in the
immediate family, family emergencies, call to active duty, or other appropriate extenuating
circumstances. The student will be required to provide appropriate documentation for all requests for
Late Withdrawal. Prior to withdrawing from this class, students are encouraged to speak with the
instructor.

If students have an illness or condition that makes it unlikely that they can complete the course, they
can get a medical withdrawal; please contact Registration for this procedure.

Incompletes: Incompletes are reserved for students with emergencies occurring near the end of the
semester (e.g., serious illness, hospitalization, or death in the family, etc.) but who are otherwise passing
the course with at least a C to that date. An incomplete will not be granted for students who are
receiving an F, students who want to hand in revised papers late, students who want more time to
complete their work or who are absent on the final exam day. I will consider a request for an
Incomplete if you have attended class regularly, have missed no more than the equivalent of two weeks
of class, and have turned in at least &!% of the work with a passing grade (C or better). I may also
request documentation of the emergency from you. If an Incomplete is given, we will sign an
agreement that will show what work is to be completed and when it is due.

Academic Honesty: Academicians and professional writers take plagiarism very seriously since their
livelihood is based on their writing, research and ideas. Plagiarism includes not only copying directly
without acknowledging a source, but also rewriting materials in your own words or summarizing
without acknowledging that the ideas come from a source. Collaborative work, which we will do in
class, is obtaining feedback on your writing; it is not having another person write your essays and
assignments for you, either in whole or in part. Having someone else (including web-based sources)
write your work is academically dishonest.

Penalties for academic dishonesty and plagiarism will significantly affect your grade. For the first
instance, you will receive a zero on the assignment; subsequent instances will result in an F for the
course and disciplinary action taken by the Dean of Students.

If you have any questions about when, where, or how to properly acknowledge and cite a source, please
contact me so that I can help you. This is a constant learning process as information becomes available
in new technology-based formats. The rule of thumb is: when in doubt, cite the source.

Students with Disabilities: In compliance with the Americans with Disabilities Act, all qualified
students enrolled in this course are entitled to reasonable accommodations. It is the students
responsibility to inform me of any special needs. If you have a blue card and you think you may need
accommodations for this class, please discuss your needs with me during the first two weeks of the
semester.

______________________________________________________________________Etcetera

The Writing Center is located in the Learning Commons (SRC $%!$) and can also be reached at
()(!) #"$-(#"%.
Counseling Services: Counselors provide academic, career, and personal counseling. Periodically,
personal development workshops are offered on topics such as time management, goal setting, test
taking anxiety, note-taking strategies, and selecting a major. You can call for an appointment at the
Glen Ellyn campus by calling ()(!) #"$-$$'#. Students also have an opportunity to e-mail their
questions to a Counselor at counseling@cod.edu.
Student Portal can be found at https://inside.cod.edu the COD portal takes you to your email,
myACCESS, Blackboard, calendars, and everything College of DuPage.
The Library homepage can be found at http://cod.edu/library.
Blackboard self-learning: http://cod.edu/it/blackboard/blackboard_central/




This syllabus is subject to change based on the needs of the class.
Course Calendar:
The following is a tentative schedule of class activities, assignments, and readings for the semester. It is,
of course, subject to change. The course will be updated week-by-week. Check Blackboard for updates.
Readings that are not in the textbooks will be on the Blackboard site.
Week Day In Class Assignment Due Reading Due
%
Mon, Feb %!
Introduction to class and
discussion of syllabus
Icebreakers


Wed, Feb %$
Writer Identity Essay
Assign Essay 1: Writing to
Explore an Event
Obtain course books and
materials

$
Mon, Feb %*
Discussion: Essay % Topics
In-Class Activity: Considering
Your Topic through Audience
Questions (%!'), Purpose
Questions (%!)), Genre and
Visual Questions (%!*),
Exigence Questions (%!*), and
Constraint Questions for
Exploring an Event (%!&)
Use the topic selection
prompts on pp. %!(-%!" to
brainstorm ( possible
topics for Essay %.
Chapter %: Words and
the World
Chapter $: Rhetorical
Situations
Wed, Feb %#
Providing Peer Feedback
Practice Peer Review (Chapter (:
One Students Work and
Chapter ': One Students
Exploration of an Event)

Chapter (: Writing
Process
Chapter ': Exploring
an Event
(
Mon, Feb $"
Peer Review Workshop &
Revision Plan
Essay %: Writing to Explore
an Event Rough Draft

Wed, Feb $)
Thesis Statements
Introductions and Conclusions
In-Class Activity: Focus on Thesis
Statements (""), Focus on
Introductions and Conclusions
(""-"')
Essay %: Writing to Explore
an Event Mid-Process
Draft

"
Mon, Mar !(
Clarity, Conciseness, and
Proofreading
Assign Essay $: Writing to Make
an Observation
Revise thesis statement
Chapter ): Writing to
Make an Observation
Wed, Mar !'
Setting, Concrete Details, and
Voice
Self-Reflection Letter
Essay %: Writing to Explore
an Event Final Draft

'
Mon, Mar %!
Outlining/Ordering a Paragraph
for Flow and Clarity
Essay $: Writing to Make
an Observation Rough
Draft

Wed, Mar %$
Clarity and Sentence Structure
Essay $: Writing to Make
an Observation Mid-
Process Draft

)
Mon, Mar %*
Midterm Reflection

Wed, Mar %#
Self-Reflection Letter
Assign Essay (: Writing to
Investigate a Cause
Essay $: Writing to Make
an Observation Final Draft

*
Mon, Mar $"
Assessing Sources
Chapter &: Writing to
Investigate a Cause
Wed, Mar $)
Peer Review Workshop &
Revision Plan
Essay (: Writing to
Investigate a Cause Rough
Draft

&
Mon, Mar (%
Spring Break!
Wed, Apr !$
#
Mon, Apr !* Writing Workshop
Wed, Apr !#
Introduction to Rhetoric
Essay (: Writing to
Investigate a Cause Mid-
Process Draft

%!
Mon, Apr %"
Avoiding Plagiarism and Citing
Sources
Assign Essay ": Writing to Argue a
Position

Chapter %!: Writing to
Argue a Position
Wed, Apr %) Self-Reflection Letter
Essay (: Writing to
Investigate a Cause Final
Draft

%%
Mon, Apr $%
E-Portfolios and Online
Composing
Sign Up for Conferences
Essay ": Writing to Argue a
Position Rough Draft

Wed, Apr $(
Conferences (in classroom)

%$
Mon, Apr $&
Conferences (in classroom)
Essay ": Writing to Argue a
Position Mid-Process Draft

Wed, Apr (!
Conferences (in classroom)

%(
Mon, May !'
Self-Reflection Letter
Final Portfolio Workshop
Essay ": Writing to Argue a
Position Final Draft

Wed, May !*
Final Portfolio Workshop

Final
Exam
Mon, May %$
Final Reflection of English 0492
Writing
&:!!-#:'!am
Final Portfolio