I am not the ideal teacher for everyone, because I believe that to become a better writer takes a lot of reading, annotating, writing, and rewriting. I believe that those who want to improve their writing skills will work hard at it and not become discouraged when their essays come back bleeding despite all the effort put into them. I believe this because it has been my own experience as a former migrant worker, community college dropout, returning Hartnell College student, and university graduate. If you believe as I do, then I may be the right teacher for you.

ENG 1A is an introduction to composition with emphasis on the writing of exposition, reading of selected works from a variety of academic and cultural contexts, and writing from research. Students will write a minimum of 6,500 words for graded assignments.

Expected outcomes for the course are that students will be able to:
1. Write longer and more complex essays, compared to English 101, built from a combination of several rhetorical patterns.
2. Write essays that pursue answers to challenging questions or advance substantial arguments supported with relevant, thoughtful, and sufficient evidence drawn (as appropriate) from written texts and the writer’s own experience and knowledge.
3. Recognize that writing is a process requiring multiple drafts to create and complete an effective piece of writing.
4. Gather, evaluate, and incorporate diverse resources into purposeful and coherent research paper with sources documented in MLA format.

Upon satisfactory completion of the course, students will be able to:

1. critically read, synthesize, analyze, interpret, and evaluate texts from a variety of rhetorical styles and cultural contexts;
2. develop a focused thesis and relevant evidence for an argumentative or persuasive paper;
3. gather, evaluate, and incorporate outside sources into a purposeful and coherent research paper;
4. demonstrate basic research skills utilizing diverse resources from a variety of media;
5. experience and develop an awareness of the importance of writing as a process;
6. demonstrate mature style in writing;
7. apply appropriate diction, style and tone in relation to the subject and audience of the student’s writing;
8. apply Modern Language Association (MLA) style sheet conventions to research writing.

COURSE CONTENT:
1. Writing
a. Organizational strategies for paragraphing – sequencing, unity and coherence of ideas
b. Purposeful introductions, thesis, expositions, and conclusions for essays
2. Basic Argumentation
a. Acknowledging a variety of perspectives, including opposing views
b. Questioning the credibility of different forms of evidence
3. Style
a. Awareness of audience
b. Appropriate academic voice, tone, and diction
4. Critical Reading
a. Summarizing and paraphrasing
b. Annotation of texts / note-taking
c. Recognition and identification of a writer’s purpose and thesis
d. Application of theoretical perspectives and discipline-specific lexicons
5. Research
a. Evaluating sources for quality /bias /credibility /authority /relevance /appropriateness
b. Integrating and synthesizing ideas and information from multiple sources
c. Documenting sources in MLA format

MAJOR GRADED ASSIGNMENTS from among these readings:

Crossword Puzzles On assigned chapters or topics Variable pts
Reflective Essays (journals) on assigned chapters (2-7) 100 pts each
Essay – Summary and Reflection (response) 100 pts each
“In the Beginning Was the Word” by Rosen
“What’s Wrong with Vocational School?” by Murray
“Leaving Race Behind” by Etsioni
“Saving Yourself” by Akst
Essay – Annotation and discussion 100 pts each
“Targeting a New World” by Turow
“Branded World: The Success of the Nike Logo” by Levine
“With These Words, I Can Sell You Anything” by Lutz
“The Language of Advertising” by O’Neill
Mid-Term Exam + Essay Chapters 1-2 Recognizing Arguments and Fallacies Variable pts
Essay –Analysis and Evaluation of Audience 100 pts each
“Saplings in the Storm” by Pipher
“Child-Man in the Promised Land” by Hymowitz
“The Bully in the Mirror” by Hall
“Which One of These Sneakers is Me? By Rushkoff
“The Design Imperative” by Horning
Essay – Analysis and Evaluation of Evidence 100 pts each
“Who Should Get into College?” by McWhorter
“What’s the Matter with College?” by Perlstein
“Where the Boys Aren’t” by Vickers
“A’s for Everyone!” By Shepard
Mit-Term Exam + Essay Chapters 3-6 and MLA attribution and citations Variable pts
Essay – Analysis and Evaluation of Argument 100 pts each
“Is Google Making Us Stupid” by Carr
“Scientific Truth in the Age of Wikipedia” by Kelleher
“Three Tweets for the Web” by Cowen
Essay – Toulmin Argument with research and documentation 100 pts each
“Spent: America after Consumerism” by Etzioni
“The Wall that Never Was” by Heclo
“How the Crash Will Reshape America” by Florida
“Don’t Close Gitmo” by Miller
“Immigration Quotas vs Individual Rights: The Moral and Practical Case for Open Immigration” by Binswanger
“Why Feminism is AWOL on Islam” by Hymowitz
“What If the Secret to Success Is Failure?” by Robert Tough
“The Shame of College Sports” by Taylor Branch
“Small Change: Why the Revolution Will Not Be Tweeted” by Malcolm Gladwell
“General Failure” by Thomas E. Ricks
Final Exam – Cumulative Exam + in-class essay: Argument (requires a Green Examination Book) up to 200 pts

• Goshgarian, Gary, and Kathleen Krueger. Dialogues: An Argument Rhetoric and Reader, 7th ed. Boston: Longman, 2011.

• Pen, pencil, 8½ x 11 loose-leaf paper (not spiral), stapler, computer and printer access, a Hartnell CATcard and an e-mail address. For a Hartnell College email, go to http://www.hartnell.edu/students/mail.html

Your course grade will be the percentage of the total points you achieve ( e.g. 700 of 1000 = 70% = C ). Additionally, there will be several un-graded, but marked, assignments during the semester. These are important for you to discover your actual writing proficiency and reading comprehension before you write the major graded assignments. To give you opportunities to improve your reading and writing skills before turning in graded assignments, this semester, I will be requiring that all my students submit their essays to Turnitin.com as part of the writing process. Turnitin.com is an internet service that checks essays for plagiarism. It also allows users to check their grammar and see their progress as their essays are graded. In this way, you can use the Turnitin website to see how well you have written your paper in terms of grammar and originality before you give it me for a grade. Consequently, I will treat each writing assignment as a final draft. I will give you an opportunity to revise your essays for a better grade, but I will not constantly remind you to revise your homework, nor report whether you are passing the class or not. I figure you can count as well as I can.

CLASSROOM EXPECTATIONS

1. You should expect up to six hours of homework weekly, depending on the reading and writing assignments. Punctual attendance is important, too; so if you are absent, contact the instructor or another student to learn what was assigned. If you are late, be prepared to apologize for disrupting the class.

2. Thoughtful, attentive participation benefits everyone during class discussions, and requires punctual attendance, too. Participation involves respectful and careful listening as well as thoughtful speaking. It includes paying attention in class and preparing for class discussions by annotating and reflecting on the readings. It means giving thoughtful comments to your classmates and speaking in turn so that each one can express his or her ideas. It means being respectful to each other. Failure to do your part could negatively affect your learning.

3. Good writing requires good revision. Consequently, you will have opportunities to correct and improve your essays. For additional comments and suggestions for improving your essays, contact the instructor personally or schedule appointments to discuss your writing.

4. Regular contact with your instructor is an important determiner of academic success. Plan to meet with your instructor personally or contact him via telephone or email for clarification of assignments or to review or revise essays, and thus improve your grade. Emails must include the course name and section number in the subject line or they risk not being read. Include your name in the actual message and communicate clearly.

5. It is expected that all students bring their textbook and writing materials to class beginning on the first day of classes. If unable to buy one, students may consider renting the textbook from the bookstore, using the textbook on reserve in the library or from the Book-Lenders service of the Associated Students of Hartnell College. Call ASHC at 755-6734 or the Student Life Office at 755-6825 for help.

6. If a student is struggling with the course material, it is expected that the student will seek help from the instructor, the Tutorial Center (755-6738), or the Department of Supportive Programs and Services (DSP&S) at 755-6760. Help with a disability or necessary accommodation can be arranged personally or through DSP&S.

COLLEGE & CLASSROOM POLICIES *

1. College Policy prohibits distracting conduct in the classroom; therefore, all cell phones must be turned off or set to “meeting” or “silent” when you are in class. Any student engaging in personal and entertaining activities (side conversations, eating, listening to music, internet browsing, texting, etc.) that distract others or disrupts class activities can be required to leave the class.

2. This classroom is intended to create a respectful, safe environment for students to publicly share their thoughts and opinions with other students and instructors. Consequently, we are all expected to refrain from offensive language, verbal attacks on other students, and rude behavior such as interrupting when someone else is talking. Disrespectful or disruptive students can be required to leave the class.

3. Arriving late or leaving early is disrespectful, rude, distracts other students, and disrupts the learning that goes on during class. Frequent tardiness, or disruption, [deserves apologies and] can get you dropped from class.

4. Regular attendance is required for participating in learning activities. In fact, the Hartnell College attendance policy states that “…a student may be dropped after missing one more than twice the number of class meetings per week.” It does not require an instructor to do it for you. Dropping the course is your responsibility. Not dropping the course can result in a failing grade and other negative consequences if you receive financial aid.

5. Plagiarism occurs when you use any part of someone else’s work and submit it, un-credited, as your own work. This includes cutting and pasting from the Internet, cheating on a test, purchasing all or portions of a paper or borrowing coursework from someone else to intentionally submit as your own work. Such a willful display of plagiarism will result in a zero on the assignment and the student may be reported to the Associate Vice President of Student Affairs for violation of the “Standards of Student Conduct.” Subsequent occasions of plagiarizing or cheating may result in suspension or expulsion from college enrollment.

6. Violations of the “Standards of Student Conduct” will be referred to the Associate Vice President of Student Affairs for further disciplinary action through the “Student Misconduct Process.”
The complete list of policies and penalties regarding student misconduct, is in the Student Rights and Responsibilities Handbook at: http://www.hartnell.edu/students/Student_Rights_&_Responsibilities_Handbook.pdf

GENERAL GRADING RUBRIC for Formal Paper Assignments (Eng 1A, 1B, and 2)

Each of the letter grades listed below have a descriptive paragraph and a percentile range attached to them. The paragraph is a general rubric, a description of the criteria that students must meet in order to earn that grade.

A level paper (Final Grade Range: 100-90%) (Actual Paper Grades: A+ 100-98; A 95; A- 92)

This paper is outstanding; that is, it "stands out" in relation to other papers responding to the assignment. It is clear, original, and insightful and addresses the topic fully and explores the issue(s) thoughtfully. The thesis is compelling and distinctive, and the essay features clear, focused, coherent organization. The essay uses appropriate and extensive detail in a clear, interesting manner. Each part of the essay moves logically to the next part. It is nearly free from errors in mechanics, usage and sentence structure, and there is evidence of the student's intelligent and stylistic use of language. In all regards, this paper is an excellent response to the assignment and has a consistent, authoritative "voice."

B level paper (Final Grade Range: 89-80%) (Actual Paper Grades: B+ 88; B 85; B- 82)

In a (B) paper, the writer has in some way moved beyond the basics of the assignment expectations, offering some thoughtful observations and insights. The writer will demonstrate a clear understanding of their writing task and material. Although the paper may have minor weaknesses in paragraphing, it will contain evidence of the writer's ability to organize information into coherent and unified paragraphs that display specific and detailed development. This essay will be largely free from serious errors and will be generally clear and well written and will have a clear, supported thesis.

C level paper (Final Grade Range: 79-70%) (Actual Paper Grades: C+ 78; C 75; C- 72)

A paper in this category will have a discernible plan with a beginning, middle, and end and will complete at least the basic tasks of the assignment — it is competent, adequate, and satisfactory. There may be somewhat ambiguous and imperfect reasoning and ideas may be repeated rather than developed. It may fail to show a strong connection between thesis statement and examples used. It may rely on unsupported generalizations or undeveloped ideas in places. But it will be organized and paragraphed well enough to allow the reader to understand the point of the discussion. It may contain errors, but not enough to continually distract the reader from the content. You must satisfactorily complete the basic requirements of the assignment to receive a C grade on your papers, and your final grade must be a 70% (no less) to receive a C in the course.

D level paper (Final Grade Range: 69-60%) (Actual Paper Grade: D 65)

A paper will fall into this category if it shows serious difficulty completing or satisfying the tasks of the assignment; if it lacks an overall plan with a beginning, middle, and end; if key ideas in paragraphs lack development or illustration; or if errors in word choice, sentence structure, and mechanics seriously interfere with readability. It may fail to clearly introduce or define its central thesis. Transitions between points are awkward or nonexistent. Paragraphs may be somewhat disorganized; though the total effect will not necessarily be chaotic. The writer's control of language may be uncertain and there may be many unsupported generalizations. The paper may contain one or more of the following defects: serious errors in reasoning; little or no development or support of ideas; few or no connections between ideas. Paper substitutes summary of reading for expository discussion. (Source: Hartnell College English Department Handbook June 2009)

STUDENT SERVICES (partial list – sources: Hartnell College 2011-2012 Catalog and http://hartnell.edu)

Academic Counseling and Guidance: Professional counselors assist students with exploring career, educational, and personal goals and planning a program of studies to fulfill the educational/course requirements to meet these goals. University transfer, vocational study, basic skills development, professional enrichment, and personal enrichment are all included in academic counseling services. Day and evening counseling services are available on both an appointment and a walk-in basis. For more information or to schedule a counseling appointment visit the counseling desk in the CALL Building, call 755-6820, or contact your counselor directly at his/her office.

Crisis Counseling Services: Supervised by Carol Kimbrough, MFT, a Marriage & Family Therapist Counseling Intern is available to assist students in crisis. All services will be completely confidential and free of charge to enrolled Hartnell students. You can stop by during walk-in hours without an appointment at the third floor office, CAB 306. However, walk-in hours vary each semester so consult the schedule posted on the door of CAB 306. For an appointment call: 831-770-7019 and leave your name and contact information; if an emergency, call: 831-755-4300 or 831-755-4111.

DSP&S: Hartnell College offers supportive services and instruction for students with disabilities through the Department of Supportive Programs & Services. To facilitate student success in academics and personal development, it provides services, instruction, and accommodations, such as: Academic, Career and Personal counseling, Assessment for learning disability, Classroom accommodations, Educational planning, Note-takers, and American Sign Language Interpreting. The office is in the CALL Building, Room 107. Phone (831) 755-6760.

EOPS/CARE: The Hartnell College Office of Extended Opportunity Program and Services provides support services and advocacy to first generation, low income, under-represented college students; furthermore, the Cooperative Agencies Resources for Education (CARE) program provides additional support services to EOPS single-parent students receiving public assistance and having at least one child under the age of 14. If interested, begin by applying for Financial Aid and enroll in 12 units or more (although there are exceptions) and ontact EOPS/CARE at 755-6860.

Financial Aid Services offers financial aid programs that are funded by government and private sources to help you get through college. These include grants, work-study opportunities, scholarships, and loan programs. Hartnell's Financial Aid Office can provide key information to help you access the kind of assistance to meet your unique needs and estimate on how much it will cost to attend Hartnell and the amount of grants and scholarships you may qualify for at Hartnell. The office is located in CALL 121 and is open from 8:00 a.m. – 7 p.m. Mondays – Fridays. Application help is available on Mondays between 2:00 – 6:00 p.m. in CALL 110 or call 755−6806.

Hartnell Library: Library cards are now required to check out materials, access library databases from off campus, and to use library computers. The library is open Mondays – Thursdays from 8:00 a.m.–9:00 p.m., Fridays from 8:00 a.m.–4:00 p.m., and Saturdays from 10:00 a.m.–2:00 p.m. The library is closed Sundays and will be closed on all holidays. Call 755−6872.

MESA (Mathematics-Engineering-Science-Achievement) CCCP provides support to students who are majoring in math or science, so they excel academically and transfer to four-year institutions. It is based on a rigorous academic program that uses various components to help build an academically based peer community to provide mutual student support and motivation, leadership preparation, and collaborative problem-solving training. Visit the MESA Center in Merrill Hall, 2nd floor for application information.

TRiO is a federally funded Student Support Services Program designed to assist 160 first-generation, low-income, and disabled Hartnell College students as they prepare to obtain a two-year degree and/or transfer to a four-year university. Primary services include: academic counseling and guidance; peer advising, mentoring, tutoring, personal support, technology access, graphing calculators, lending library, visits to 4-year universities, informational workshops, cultural and campus activities, and scholarship aid. TRIO is in Merrill Hall, Room 27. To learn if you qualify for services, visit the office or call 759-6013.

Tutorial Services: The Tutorial Center provides students with qualified student tutors in various academic areas for individual and small group tutoring, support, motivation, and encouragement. For services, a student must complete an Application for Tutorial Assistance and enroll in the FREE supervised tutoring course (INS 301) with an Add Code provided when you return your completed application. Students who are interested in becoming tutors can stop by the Tutorial Center for a Peer Tutor Application. The Tutorial Center is located in Learning Resource Center in the Hartnell College Library, Room LRC 214. Call 755-6738 or email fhenders@hartnell.edu.

EMERGENCY NOTIFICATION: In the event of a life-threatening emergency call 911.
• To report a non-life threatening incident, safety hazard, or a suspicious activity please contact campus security at 755-6888
• To obtain campus status information, call the campus safety and facilities emergency status bulletin telephone number: 831-796-6222. From a campus line, simply dial 6222
• AlertU subscribers can be alerted in real-time about important security information.
Alert U is a SMS based emergency notification system that works on mobile phones. To sign up for AlertU, simply use the subscription tool that says "Emergency Alerts" at http://www.hartnell.edu/safety/
EVACUATION: Please note the exit(s) in the room. In the event of an alarm or safety threat, uniformed Hartnell personnel equipped with two-way radios--including security, and maintenance staff--have up-to-date information; they also have the authority to order either shelter-in-place or immediate building evacuation. For evacuation, immediately heed their directions by proceeding calmly and quickly to an exterior assembly area as indicated by trained staff. Please stay back at least 200 feet from any building until the “all clear” command is issued.

EMERGENCY PREPAREDNESS: The college has a limited amount of emergency supplies, so students and staff should have on campus their own portable emergency kit including snacks, water, and prescription medication; this is especially important for those who may need to shelter on campus. For more information go to http://72hours.org/ and http://www.hartnell.edu/emergency/