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Last Revision: Fall 2016-2017







SYLLABUS




ENG 101

English Composition I

3 Semester Credit Hours – A

3 Contact Hours




  1. Course Description

English Composition I provides instruction and practice in the writing of at least six (6) extended compositions and the development of analytical and critical reading skills and basic reference and documentation skills in the composition process. English Composition I may include instruction and practice in library usage. CORE




  1. Prerequisite




    1. Successful completion of ENG 093; OR

    2. A score of 5 and above on Accuplacer Write Placer or a score of 4 on Accuplacer Write Placer with the co-requisite English 080 one-hour lab course; OR

    3. A score of 18 or better on the ACT or SAT Evidence Based Reading and Writing score of 510 or better or SAT Writing and Language score of 25 or better.




  1. Course Textbook, Manuals, or Other Required Materials

Harris, Muriel and Jennifer L. Kunka. Prentice Hall Reference Guide. Boston: Pearson, 2015.




  1. Course Learning Outcomes




    1. The student will develop and use strategies for writing essays from development of the subject through revision of the essay;

    2. The student will develop and use focused structure, incorporating logical and coherent generalizations and details on a variety of subjects;

    3. The student will develop basic reference and APA documentation skills with emphasis on the difference between quotes and paraphrases;

    4. The student will develop analytical and critical reading skills as a tool for use in composition.




  1. Outline of Course Topics




    1. The writing process—prewriting, composing, revising, and editing

    2. Focus on the finished product—content, organization, and style

    3. Writing for various purposes—narration, comparison/contrast, process analysis, classification, argumentation, and literary analysis

    4. Writing from research—APA documentation style

    5. Review of grammar and usage rules as determined by diagnostic exams and/or student writing.




  1. Methods of Instruction




    1. Each student must write at least six (6) extended compositions or equivalent assignments. The student must demonstrate writing ability and understanding of different methods of organization, by following a prescribed method of development. At least one essay should come from each of the traditional forms: narration, comparison/contrast, process analysis, classification, and argumentation. At least one essay should require library research and APA documentation. These essays should be prepared from acceptable outlines and will be evaluated on the basis of clarity, unity, specificity, adherence to type of organization specified for a particular assignment, and interest. Additionally, the student must demonstrate at least minimum accepted levels of correctness in grammar, usage, and sentence structure.

    2. Revision and correction of essays as returned by the instructor.

    3. Analysis of errors in sentences and paragraphs abstracted from students' papers and other sources.

    4. Lecture and discussion on material presented in the text.

    5. Peer group reviewing/editing.

    6. Study of vocabulary/dictionary as an aid to composition.

    7. Use of materials from the Learning Resource Center, both as a class and for individual needs.




  1. Evaluation and Assessment

Course Grade Assessment



    1. At least 80% of the final grade must be earned on written essays.

      1. At least one of the six required essays will require library research, incorporating the use of technological applications and using APA documentation.

      2. One of the six essays will be an impromptu essay written during the last two weeks of the semester and will count 20% of the final grade. The topics for this essay will be assigned by the division director and will require the student to use one of the following strategies: narration, comparison/contrast, process analysis, classification, or argumentation. This essay will be panel graded by the Northeast English faculty. Each paper will be read twice and holistically ranked on a scale of 1-5, using the department rubric. The two scores will be averaged unless there is a discrepancy of more than one point in the two scores. If there is a discrepancy of more than one point, the paper will be read a third time, and that score will stand.

    2. The remaining 20% of the final grade will be earned from grammar/usage exercises and examinations. One of these examinations should be given at the scheduled time for the final exam and should be a post-diagnostic grammar/usage exam.

    3. A grade of “C” or better is required for passing into English 102 or for transfer of credit.

    4. Grades will be given based upon A=90-100%, B=80-89%, C=70-79%, D=60-69%, and F=below 60%.




  1. Attendance

Students are expected to attend all classes for which they are registered. Students who are unable to attend class regularly, regardless of the reason or circumstance, should withdraw from that class before poor attendance interferes with the student’s ability to achieve the objectives required in the course. Withdrawal from class can affect eligibility for federal financial aid.




  1. Statement on Discrimination/Harassment

The College and the Alabama State Board of Education are committed to providing both employment and educational environments free of harassment or discrimination related to an individual’s race, color, gender, religion, national origin, age, or disability. Such harassment is a violation of State Board of Education policy. Any practice or behavior that constitutes harassment or discrimination will not be tolerated.




  1. Statement of Adherence to ADA Guidelines

Instructors will adhere to the Americans With Disabilities Act and/or Section 504 of the Rehabilitation Act (1973) and will publish the following statement on course outlines given to students at the beginning of each semester: “Any individual who qualifies for reasonable accommodations under the Americans With Disabilities Act or Section 504 of the Rehabilitation Act (1973) should notify the instructor immediately.”




  1. Plagiarism Policy

Plagiarism is the intentional copying of the ideas or words of another and using those ideas or words as one’s own. Instructors may use anti-plagiarism programs to check student work. When outside sources are paraphrased or incorporated verbatim, they must be acknowledged. Students who submit plagiarized or partially plagiarized assignments will not receive credit for those assignments and may be subject to failure in the course.


Northeast Alabama Community College

Evaluation of General Education and Program Learning Outcomes

Program Learning Outcomes Form
ENG 101 (English Composition I)
Faculty annually review the extent to which the general education and program learning outcomes identified in a course syllabus are being attained by students who complete the course. Each syllabus identifies the assessment method that will be used to demonstrate student mastery of the desired general education and program learning outcomes. Before teaching a course, faculty should review the syllabus to understand how the learning outcomes will be evaluated. Once the course is complete, this form is used by the instructor to report how well students demonstrated mastery of those general education and program learning outcomes.


Course Prefix & No.: ENG 101

Course Title: English Composition I

Instructor:

Date:

Semester:

Section Number(s):

Type of Delivery – Mark One*: Dual Enrollment Online Traditional

*Double click on the appropriate box. When the form field menu appears, select “checked” under Default value.


.


General Education/Program Learning Outcome


Institutional Evaluation Method and Benchmark


Evaluation Results

Of the students who completed the assessment, how many demonstrated attainment of the stated outcomes? (For example, 22/28, 19/28)



Suggested Improvements

Based on an analysis of the evaluation results, what improvements can be made in the program? You must include something specific in this section, even if all of the students demonstrated attainment of the outcomes.



Written Communication—Students will demonstrate adequate writing skills by developing ideas and organizing contents effectively.


The assessment of student proficiency in written communication will be evaluated by an impromptu essay on the final exam. The essay will be scored by rubric. Students achieving the outcome will score a minimum of 75% on the essay.




*Reviewed by: Date:



Division Director or Program Supervisor
*To be completed by Division Director or Program Supervisor Only





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