English 101­–Section 1003 Composition I–3 credits Instructor–Kevin Hodur, Phd office Location

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Great Basin College

1500 College Parkway

Elko, NV 89801


English 101­–Section 1003

Composition I–3 credits
Instructor–Kevin Hodur, PhD

Office Location–MCML 133

Contact–email (strongly preferred): kevin.hodur@gbcnv.edu; phone: 775.753.2236

Office Hours–Monday/Wednesday 11am–1pm; Tuesday/Thursday 1230­–230

*Note: I am available via Skype during these times; my username is kwhodur. If you need to

chat online at another time, please let me know at least one day in advance.*
Class Sessions–Online

Catalog Description–Critical reading and writing of the expository essay. Emphasizes pre-writing, strategies for organization, and revision. Prerequisite: Must have completed ENG 95 or ENG 103 or have satisfactory score in Accuplacer, ACT or SAT placement tests for ENG 101 or ENG 107.
Required Texts–Both books will be used throughout the course of the semester. If you have the means, I encourage you to keep at least one of these for reference in future academic and professional writing:
The Scott, Foresman Writer, 5th Edition, Ruszkiewicz et al, Longman, 2011.
The Longman Writer, Brief Edition, 9th Edition, Nadell et al, Longman, 2015.
Learning Outcomes–Critical reading and writing of the expository essay. Emphasizes pre-writing, strategies for organization, and revision. Expected learning outcomes of this course will result in students being able to:

  • Determine a purpose and generate ideas

  • Organize into a specific rhetorical pattern relevant to the purpose

  • Choose appropriate diction, point of view, and structure based on a well-defined audience

  • Apply the fundamentals of revision

Upon completion of this course, students will be able to:

  • Analyze the writing of others for main points, themes, structure, audience, purpose, and context

  • Develop a focused topic based on writing context from a well-considered subject

  • Understand the different purposes writers may employ

  • See how credibility in an argument can be tied to elements including grammar, tone, and presentation

  • Organize effective essays with clear, concise, effective language

  • Produce academic writing through a considered process, understanding each step along the way

Methods of Measurement–The learning outcomes for this course will be measured via:

  • Written essays, including multiple drafts and peer evaluations

  • Participation in online discussions

  • Thoroughness and effectiveness of completing short assignments, reflection responses, and reading responses

Method of Instruction–This is an online class, though it is my goal throughout the term to keep us focused and on track. I’ve taken online classes before, and I often felt as though I was forgetting to do something; it felt distant. In addition to notes and guides posted to WebCampus, I will be recording and posting lectures recorded in one of GBC’s classroom. We will maintain electronic communication in order to measure success, assess areas needing improvement, and otherwise meet all of the outcomes expected in the physical classroom. I am available for video or text chat during my office hours as well as at other times via prior arrangement; emails will receive a response within one business day. Considering my past online experience as a student, it is my intention to stay connected, keep all of us organized, and maintain accessibility throughout the term.
Course Requirements–While not an exhaustive list, this course will require the final components:

  • Three Formal Essays

  • First Drafts of Each Essay

  • Reflection Responses

  • Short Assignments

  • Peer Evaluation

  • Reading Responses

  • Outlines

Grading Criteria–The components of student grads are the following:

  • Online Participation and Behavior–20%

  • Short Assignments, Reflection Responses, and Reading Responses­–20%

  • First Drafts, Outlines, and Peer Evaluations–20%

  • Final Drafts of Essays –30% (10% each)

  • Other Written Work–10%


90–100 = A

80–90 = B

70–80 = C

60–70 = D

0–59 = F
Additional Notes on Grading–Please note that grading writing and presentations is inherently qualitative: it’s really not possible to grade without using my best judgment. While grades in this class are in points toward an end-of-semester total, those points are based on a qualitative judgment of your performance.
Course Schedule–The following schedule is subject to change to meet the needs of the course as the term goes on. Consider the Modules section of our course in WebCampus to be the authoritative version of what we have to do each week.
Week One: Course Introduction, Rhetorical Principles, Writing by Reading, Read Chapters 1 and 2 in Longman, Read Chapter 1 in Scott, Foresman, Reflection Response
Week Two: Prewriting Approaches, Asking the Right Questions, Select Topic for Essay 1, Complete Audience Analysis, Read Chapter 2 in Scott, Foresman, Short Assignment
Week Three: From Subject to Topic to Lens—Getting Focused, Read Chapter 3 in Scott, Foresman, Short Assignment
Week Four: The Thesis, Organization, Support, Outlines, Reflection Response, Read Chapters 3 and 4 in Longman, Read Chapter 4 in Scott, Foresman
Week Five: Structure, the First Draft, Read Chapters 5 and 6 in Longman, Reflection Response
Week Six: First Draft of Essay 1 Due, Methods of Revision, Read Chapters 7 and 8 in Longman, Chapter 7 in Scott, Foresman
Week Seven: Peer Evaluation of Essay 1 Due, Language Choices, Grammar, and Credibility, Short Assignment
Week Eight: Final Draft of Essay 1 Due, Post-Mortem, Style and Effectiveness, Read Chapters 11 and 12 in Scott, Foresman, Reflection Response
Spring Recess
Week Nine: Patterns Galore, Read (skim, at least) Chapters 10–18 in Longman, Topic Selection and Outline for Essay Two, Short Assignment
Week Ten: 4.April–Official Course Drop Deadline, First Draft of Essay 2 Due, Document Design, Other Venues, Reflection Response
Week Eleven: Peer Evaluation of Essay 2 Due, Understanding Arguments, Final Draft of Essay 2 Due
Week Twelve: Looking Ahead to Research (a Return to Credibility), Writing Analysis on Culture and Literature, Read Scott, Foresman Chapter 20, Short Assignment
Week Thirteen: First Draft of Essay 3 Due, Reviewing Main Points, Responding to Student Questions
Week Fourteen: Peer Evaluation of Essay 3 Due, Final Short Assignment Due, Discussion Assignment Due
Week Fifteen: Final Draft of Essay 3 Due, Final Reflection Response Due
ADA Statement–Great Basin College is committed to providing equal educational opportunities to qualified students with disabilities in accordance with state and federal laws and regulations, including the Americans with Disabilities Act of 1990 and Section 504 of the Rehabilitation Act of 1973. A qualified student must furnish current verification of disability. The Disability Services Office, located in Leonard Student Life Center, will assist qualified students with disabilities in securing the appropriate and reasonable accommodations, auxiliary aids, and services. For more information or further assistance, please call 775.753.2271.
Academic Integrity–As a student, the worst thing you can do is misrepresent another’s work as your own. I have no interest in your ability to copy someone else’s work, as that makes it impossible to judge your progress. You lose out, GBC loses out, and your peers face having their work compared to that of a cheater.
It’s as simple as this: if you plagiarize, you fail. All incidents of plagiarism, intentional or unintentional, will be reported to ensure such activity is not occurring in other classes as well. If I feel it was an accident, I will note that on the report; you’ll know better next time and everything goes on just fine. If it appears intentional, the institution will note that and keep that in mind for future incidents of discipline issues.
And I’ve caught plenty of people plagiarizing. It’s remarkably easy to find, especially when the style of writing is a complete mismatch for your own.
Additional Notes on Conduct–Just as I will never assign you a topic, I also don’t expect my students to hold certain opinions. We all have our own beliefs, myself included, and I strongly believe that the one person who can change what you think is you. This means that all opinions are to be respected and discussed calmly in our academic setting.
As far as language is concerned, you can represent yourself in class in any way you choose. Language that’s generally used for emphasis (think the kind of stuff the FCC censors) is your call. What I will not accept, however, is language that consists of slurs or in any way demeans your fellow students and/or community members. Your future participation, at my discretion, may be curtailed if this becomes an issue.
Resources–Seeking academic help when you need it is a sign of intelligence to me, not one of weakness. Here are some of the resources available to assist you:
GBC's Academic Success Centers (ASC) on the Elko campus and at GBC's rural centers offer the following services to GBC students, all at no cost. GBC is committed to your success!

  • Live tutoring—free to all GBC students

  • Free placement testing

  • Proctored testing

  • Open computer labs

  • Free student success workshops

The Elko ASC is located in EIT 114, and is open Monday–Thursday from 9am to 8pm and Friday from 9am to 4pm during the semester.

For general assistance on everything from time management to course completion, contact Julie Byrnes, director of disability support and related resources, at Julie.byrnes@gbcnv.edu or 775.753.2271.
Changes to this Document–Please note that I reserve the right to change and/or update this syllabus at any time, and such updates will be posted on WebCampus. You will receive a notification online when such a change occurs.

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