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Pierce College

Military Program
Course Syllabus
COURSE TITLE:

English Composition I

ABBREVIATION:

ENGL& 101

CREDIT HOURS:

INSTRUCTOR:

Cindy Spano

INSTRUCTIONAL HOURS: 50

INSTRUCTOR INTRODUCTION: I have 26+ years experience as a professional librarian: four years as a
law librarian, six years as an editorial librarian at a daily newspaper, sixteen years as the academic librarian
for the colleges and universities at McChord Education Center, and one year in my current position as the
lead reference librarian for the JBLM Library System. I obtained my BA degree in English with a minor in
Journalism. I earned my MS in Library Science. I have taught English Composition for Pierce College for 2
years. I also teach a course in Research Essentials for Pierce.
COMMUNICATIONS: Through Conversations via the course inbox.
CATALOG DESCRIPTION: Writing and analyzing unified, coherent expository essays that support and
develop a thesis, using the modes of development (the rhetorical devices) appropriately in compositions; to
recognize writing as a process, incorporating secondary sources in essays using the MLA style of
documentation.
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REQUIRED TEXT AND MATERIALS: 1) The Bedford Reader, 11 Edition, X. J. Kennedy, Bedford/St.
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Martins, 2011; 2) The Hodges Harbrace Handbook, 18 Edition, Wadsworth, 2012.
Textbooks are available at http://bookstore.mbsdirect.net/piercemilitary.htm
COURSE OUTLINE ON WHICH SYLLABUS IS BASED: 1/20/2010
COURSE GUIDANCE:
1. Course Expectations: As a student, you can expect that I will respond to your e-mail within 48 hours
and will grade assignments/tests/quizzes within four (4) days. Please contact me immediately if you have
not heard from me within these timelines.
2. Introductions: Students are expected to post a short (one paragraph) introduction to the course
Discussions Area during the first week of the course. Your instructor will have guidelines within the
course for the introduction.
3. Discussions: This course may have discussions as part of the curriculum. Students may also desire to
discuss topics with other students in an unscheduled manner. Your instructor, as part of the course, may
publish discussion questions/topics and require your input. Should you desire to hold a discussion with
other students enrolled in your course, you may be authorized to create your own discussion topics.
4. Course Extensions are not automatic and must be requested from your instructor. Extension must be
approved and arranged with your instructor.
5. Student Responsibilities: Please remember that it is the students responsibility to notify faculty of
major changes in your circumstances (e.g. deployment) that affect your ability to complete all coursework
within the course timeline.
6. Plagiarism software may be in use during your course.
7. Etiquette for classroom and online courses are the same. Treat others as you would like to be treated,
respectfully and compassionately.
STUDENT OUTCOMES: Upon successful completion of this course, the student should be able to:
1. Apply the writing process (outlining, drafting, revising) to writing coherent, college-level essays (3,500
words minimum of formal writing, not including revisions) that logically support and develop thesis
statements.
2. Write a research essay that effectively integrates (e.g. signal phrases, transitions) outside sources when
quoting, paraphrasing and summarizing.
3. Demonstrate writing ability in an effective in-class essay.
4. Demonstrate a competence with regard to the conventions of standard academic written American English

and be able to edit/revise papers to allow for such demonstration.


5. Determine how and when to quote, to paraphrase, and to summarize sources to avoid plagiarism and
establish credibility.
6. Using the techniques and tools of research, locate outside sources appropriate for college-level essays
(e.g. Library catalog and databases such as ProQuest and CQ Researcher).
7. Follow MLA format guidelines, be able to generate parenthetical citations and works cited entries for a
variety of sources.
8. Analyze, synthesize, and evaluate readings as effective compositions, reflective of a wide diversity of
voices and rhetorical strategies.
9. Discuss reading and writing as products of social identity (such as gender, ethnicity, sexual orientation and
class).

COURSE REQUIREMENTS: Students have 10 weeks to complete this course. There are 1000 points
possible in this course:
Discussion Assignments (4)
Essays (4)
Quizzes (3)
Research & Documentation Assignment (1)

75 points ea. = 300


3 x 125 points ea. = 375
1 x 150 points ea. = 150
25 points ea. = 75
100 points
= 100
TOTAL
1000 points

CLASS SCHEDULE: Go to course home page and click on COURSE CONTENT for further instructions and
guidelines within each Learning Module. Assess instructor feedback through MY GRADES.

******* IF YOUR TEXTBOOK HASNT ARRIVED YET START WORKING ON THE


RESEARCH & DOCUMENTATION EXERCISE FOUND IN MODULE 3 ********

Module

Reading/Viewing

Requirements
8

Read: In The Bedford Reader


Chapter 1: Critical Reading, pp. 9-31 (this
chapter is full of great info read carefully)
Chapter 4: Narration, pp. 97-109

Week 1

Week 2

Module 1

Outcomes

Read: In The Bedford Reader


Examples of narrative essays (learn from
the pros):
1) Champion of the World, pp. 110- Please introduce yourself to your
113 (I guarantee this essay will hold classmates and instructor!
your attention)
2) Fish Cheeks, pp. 116-117 (Odd
title, but great essay)
3) Good, pp. 127-129 (Mans and
womans best friend)
4) Mary Ellens Story, pp. 133-136
(Heartbreaking and still universal)

Watch: Sentence Fragments Video and/or


Modules 1-2
Read: In Harbrace Handbook Chap. 2:
Sentence Fragments, pp. 45-51

1) Complete Sentence Fragments Quiz


(25 points)

1,3,4,,8,9

Read: In The Bedford Reader


Chapter 7: Comparison and Contrast, pp.
245-254

2) Narrative Discussion Questions pick one of the narrative essays you


read in Week 1 to examine from a
narrative perspective (75 points)

Read: In The Bedford Reader


Examples of comparison/contrast essays
(learn from the pros):
1) Neat People vs. Sloppy People, pp.
255-257 (I bet youve never looked
at the issue quite this way)
2) Batting Clean-up and Striking Out,
pp. 261-263 (If this doesnt make
you laugh, nothing will)
3) Grant and Lee: A study in
contrasts, pp. 267-270 (War
involves all kinds of people with all
kinds of values and beliefs)
4) Remembering My Childhood on
the Continent of Africa, pp. 274279 (Pythons and monkeys and
sultansOh My!)
5) Size 6: The Western Womens
Harem, pp. 282-287 (Cultural
differences on a grand scale)

Week 3

Module 2

Watch: Comma Video and/or Read: In


Harbrace Handbook Chap. 12: The
Comma, pp. 156-170

Turn in Narrative Essay (125 points)

1,2,3,4

4,8,,9

1) Complete Comma Quiz (25 points)


2) Compare & Contrast Discussion
Questions - pick one of the
compare/contrast essays you read in
Week 2 to examine from a
comparison/contrast perspective (75
points)

Week 4

Module 2

Week 5

Watch: Plagiarism video and/or Read: In


Harbrace Handbook Chapter 38:
Modules 2-3
Integrating Sources and Avoiding
Plagiarism pgs. 479-501

Week 6

Module 3-4

Read: In The Bedford Reader


Chapter 8: Process Analysis: Explaining
Step by Step, pp. 299-307
Chapter 9: Division or Analysis: Slicing into
Parts, pp. 351-359

1,2,3,4,5

Turn in Compare & Contrast Essay (125


points)

Complete Research & Documentation


Exercise (100 points)
NOTE: this is NOT a writing assignment.
You do not have to write an essay.
Follow the directions carefully and

5,6,7

complete all the steps.

Week 7

Module 4

Read: In The Bedford Reader


Examples of analysis essays (learn from the
pros):
1) How to Poison the Earth, pp. 308310 (A college student wrote this!)
2) Sweet, Sour, and Resentful, pp.
320-323 (mouthwatering &
exhausting)
3) Behind the Formaldehyde Curtain,
Complete Sentence Variety Quiz (25
pp. 326-333 (Amazing and a little
points)
terrifying)
4) I Want a Wife, pp. 360-362 (Great
idea!)
5) Vampires Never Die, pp. 372-375
(Dripping fangs will always be hot)

4,8

Watch: Sentence Variety Video AND Read:


In Harbrace Handbook Chap. 30:
Variety, pp. 295-301

Week 8

1) Analysis discussion questions - pick


one of the analysis essays you read in
Week 7 to examine from an analysis
perspective (75 points)

Module 4

1,3,4,8,9

2) Turn in Analysis Essay (125 points)


4,8,9

Read: In The Bedford Reader


Chapter 13: Argument and Persuasion:
Stating Opinions and Proposals, pp. 547563

Week 9

Module 5

Read: In The Bedford Reader


Examples of persuasive essays (learn from
the pros):
1) Too Much Pressure, pp. 564-568
(Wow! The final paragraph sums it all
up in a nutshell)
2) The Designer Player, pp. 586-589
(Heres a different side to the
standard argument)
3) Whats Wrong with Gay Marriage?,
pp. 570-572 (You cant beat a good
argument!)
4) Supporting Family Values, pp. 605607 (Is it? You decide)

1) Persuasive discussion questions examine the essay The Designer


Player from a persuasive perspective
(75 points)

1) Turn in Persuasive Essay (150 points) 1,2,3,4,5,6,7

Week 10

Module 5

2) Please complete course survey in


Module 5. Its not required, but your
feedback is very helpful and
appreciated!

CONSENT AGREEMENT:
A Pierce College course requires frequent interaction with your instructor. It is, therefore, essential
that you agree to the conditions set forth in the course syllabus. After you have read the course
syllabus, let us know (do not wait) if you do not agree with the course conditions and requirements.
If we do not hear from you within three (3) days from the start of the course, we will assume you
agree with the conditions set forth in this syllabus.

POLICIES AND PROCEDURES


ACCESSING CANVAS:
The following instructions are critical for successful connection to your Pierce College online
course:
1. Access your course by going to http://piercemil.instructure.com
2. Your USER NAME is based on your Student ID. For most Pierce College students, it will
normally start with 925xxxxxx. Do not use hyphens or dashes between number groups.
3. Your default PASSWORD is the FIRST six (6) letters of your last name in lower case
characters. If your last name has fewer than 6 letters, repeat from the start of your last
name until you have entered six (6) characters) and then click Login. Change your
password as soon as you have logged on successfully.
4. If you have any problems accessing your course, contact the helpdesk at (253) 964-6567.
The helpdesk is available from 8:00 am to 5:00 pm (Pacific), M-Th, 8:00 pm to 2:00 pm,
Fridays.
PURPOSE OF PIERCE COLLEGE: The purpose of Pierce College is to provide opportunities for
all who desire to pursue educational goals. As an educational institution, the College commits to
the enhancement of individual, social, cultural and economic growth. The educational program is
designed to provide quality instruction, individual support and personal service in fulfillment of each
students academic needs.
ACCESS and DISABILITY SERVICES: Students with disabilities who believe they may need academic
adjustments, auxiliary aids or services to fully participate in course activities or meet course requirements are
encouraged to register with the Access and Disability Services (ADS) Office, Room ADM115 in the Gaspard
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Administration Building on the Puyallup campus 1601 39 Ave SE, Puyallup, WA 98374-2222. You may also

call the ADS Office to make an appointment to meet with the ADS Coordinator at (253) 840-8335 or (253)
864-3301. Visit http://www.pierce.ctc.edu/dist/supportservices/ads for more information
Students requesting accommodations must obtain the Approved Quarterly Academic Adjustments, Auxiliary
Aids or Services (green) form provided by ADS.

GRADING:
Each assignment and assessment will be given a specific point value (see course schedule for more detailed
information pertaining course grading). The earned value of all possible points will determine grade, per
Pierce College published policy:

GRADE SCALE:

PLAGIARISM/ACADEMIC INTEGRITY: If you use another persons ideas, words, music, artwork,
computations, models, etc., in such a manner as to imply that the thing used was your own; or if you use
notes, tests or memory aids during tests when such use was not expressly authorized; or if you steal or
knowingly use test master copies to gain information prior to an examination date; or knowingly allow
another person to use your work as if it were that other persons work; or otherwise act in such a manner
as to gain for yourself or another an unfair advantage over other students, you may face disciplinary actions
as stated in the Student Rights and Responsibilities Policy/Code of Conduct.
http://www.pierce.ctc.edu/about/policy/studentrr