101 Syllabus

COLUMBUS STATE COMMUNITY COLLEGE Communication Skills Department Syllabus Quarter: Autumn 2008 COURSE AND NUMBER: CREDITS: 3

ENGL 101–Beginning Composition CLASS HOURS PER WEEK: 3

LAB HOURS: 0

PREREQUISITES: A grade of "C" or higher in ENGL 100 or COMPASS Score of 56-93 INSTRUCTOR: Alec Fleschner

OFFICE PHONE: TBA

E-MAIL: [email protected]

AIM: suzumeichiro

DEPARTMENT PHONE: 614/287-2531 or 614/287-3630

DEPARTMENT FAX: 614/287-5375

DEPARTMENT MAILBOXES: NH 420 DESCRIPTION OF THE COURSE: Students critically read student and professional writings as well as compose clear, concise expository essays using a process method. GOALS OF THE COURSE: By the end of the course, students will: 1. Express their thoughts in organized, developed, clear, and audience-based prose. 2. Read for content and context. 3. Sustain and support a controlling idea. 4. Recognize their own strengths and weaknesses as writers. 5. Develop processes for critically reading, writing, and responding to a variety of texts. 6. Understand how personal experience/personal authority relates to larger communities, including the classroom, the workplace, and other communication settings. 7. Develop an awareness of their roles as writers. GENERAL EDUCATION OUTCOMES Columbus State Community College has defined the general learning outcomes that all students are expected to acquire before they graduate. ENGLISH 101 (Beginning Composition) addresses the General Education Outcomes as described below. (The degree to which each outcome is met will depend on the types of topics the students choose for their essays and the instructor's selection of readings.) Critical Thinking • • •

Analyze information by reading and discussing professional and student writings Synthesize, integrate, and connect information by writing essays using techniques of criticism and exposition Demonstrate awareness between objective and subjective information (facts and opinions)

Effective Communication • • • •

Write clearly and effectively in standard English appropriate to the audience and purpose Utilize the appropriate methodology and rhetorical devices to write papers that are soundly and logically developed Speak clearly and effectively in standard English appropriate to the audience and purpose by discussing assignments in class Listen actively with understanding by participating in class discussions

Syllabus ENGL 101-2

•

Demonstrate reading comprehension at the appropriate course level by discussing and writing about assignments

Community and Civic Responsibility • • • •

Work collaboratively by reading student papers and discussing suggestions for improvement (peer revision and editing) and participating in discussion groups. Demonstrate an understanding of individual rights and responsibilities of group membership by working collaboratively on writing assignments and presentations Demonstrate an understanding that humanity, by its nature, is diverse by reading and discussing diverse professional and student writings on topical issues Demonstrate an understanding of the role of ethics in life and work by acknowledging all outside sources used in academic writing

Quantitative Literacy •

Interpret and evaluate statistical data when appropriate for assignments

Scientific and Technological Effectiveness •

Demonstrate effective use of electronic source material

Information Literacy • • •

Demonstrate the ability to select and organize the appropriate amount of information (quantity) and to discern and arrange credible and relevant information (quality) is essays Locate, evaluate, and synthesize a variety of sources and incorporate them into a research paper Document all borrowed material using MLA format

TEXTBOOKS: Kirszner, Laurie G., and Stephen R. Mandell. The Blair Reader. 5th ed. Upper Saddle River, NJ: Prentice Hall, 2005. Fulwiler, Toby, and Alan R. Hayakawa. The Blair Handbook. 5th ed. Upper Saddle River, NJ: Prentice Hall, 2006. BOOKS YOU SHOULD AT LEAST BE AWARE OF: Browne, M. Neil, and Stuart M. Keely. Asking The Right Questions: A Guide to Critical Thinking. 8th ed. Upper Saddlee River, New Jersey: Prentice Hall, 2007. Graff, Gerald, and Cathy Birkenstein. They Say/I Say: The Moves That Matter In Academic Writing. New York City: W.W. Norton and Co., 2006. OTHER ITEMS NEEDED: --Two forms of data storage, at least one of them being a portable flash drive (thumb drive, USB drive, whatever you call them) --Access to a current college dictionary and thesaurus --A notebook for class --At least one folder for keeping track of handouts --Internet access for Blackboard and e-mail communication --A package of binder clips COMPUTER SKILLS NEEDED: This class will require certan types of skills outside of writing, mostly related to computer and internet use. In order to successfully complete this class, you must understand how to do the following: --Check your Columbus State e-mail account and send a message with an attachment.

Syllabus ENGL 101-3

--Access Blackboard and download readings and assignment sheets off of our class shell. --Post responses to questions on a discussion board, and use internet etiquette correctly. --Place papers in Blackboard’s digital dropbox, and retrieve papers left for you.. --Write and format a paper in correct MLA format in a word processing program such as Microsoft Word. These skills will be taught in class, but if you do not understand them now, take the time to figure these out, either by contacting the instructor or by calling the IT Help Desk at 287-5050. GENERAL INSTRUCTIONAL METHODS: Handouts, in-class and out-of-class writing, group work, peer revision and editing, writing workshops, individual conferences, laboratory work, discussion of class writing assignments, online discussion boards, etc. UNITS OF INSTRUCTION:

STANDARDS AND METHODS FOR EVALUATION:

Introduction to the Course Writing processes Essay One @ 3 full pages or 750 words Essay Two @ 3 full pages or 750 words Essay Three @ 4 full pages or 1000 words Online Discussion Board At least 1 repsonse and 2 replies per week Other as determined by Instructor Final Assessment GRADING SCALE: 90-100=A

80-89=B

20%--Developing Voice, Audience, Controlling Idea, Organization, and Process 20%--Engaging a Text 25%--Analyzing Two Texts and Crediting Sources 11%-- Reading Responses, Short Essays, Extra Discussion 9%--(such as Writing process, Journal, Class activities, Homework, Reading responses, Quizzes, Participation, etc.) 15%--Ability to demonstrate all skills acquired while writing Essays 1, 2, and 3 70-79=C

65-69=D

Below 65=E

ASSESSMENT: Columbus State Community College is committed to assessment (measurement) of student achievement of academic outcomes. This process addresses the issues of what you need to learn in your program of study and if you are learning what you need to learn. The assessment program at Columbus State has four specific and interrelated purposes: 1. to improve student academic achievement 2. to improve teaching strategies 3. to document successes and identify opportunities for program improvement 4. to provide evidence for institutional effectiveness. In class you are assessed and graded on your achievement of the outcomes for this course. You may also be required to participate in broader assessment activities. BEGINNING COMPOSITION PROFICIENCY: Students MUST leave Beginning Composition with the abilities for critically reading, writing, and responding to a variety of texts; and the understanding of how personal experience/personal authority relates to larger communities, including the classroom, the workplace, and other communication settings. To demonstrate proficiency in ENGL 101 and to pass the course, students must earn a "C" or better. Students who receive a "D" as a final grade may not enroll in any subsequent Communication Skills

Syllabus ENGL 101-4

courses for which 101 is a prerequisite (e.g., ENGL 102, 200, 210; COMM 110; etc.). COLUMBUS STATE'S WRITING SEQUENCE: Because the Communication Skills Department has designed ENGL 100, 101, and 102 as a sequence with each successive course dependent on the previous course, students are encouraged to register for English 102 the quarter after they take English 101 so that the basis they have formed is not forgotten. ATTENDANCE POLICY: Because this course requires class participation, interpersonal interaction, and peer review, students should attend all classes for the full class time. English 101 is NOT a correspondence class. Students with more than the equivalent of one week of absence may find their grades seriously affected; students with more than the equivalent of two weeks of absence may be in danger of failing the course. Faculty are under no obligation to provide make-up assignments for students who have missed class. Understandably, sometimes students miss class because of life’s circumstances. Because faculty do not want to have to judge the validity of an excuse, there is no need to return to class with a doctor’s excuse. If you are absent, your final grade may be affected since you may miss class directions and instructions, and you cannot makeup in-class work for which you are not present. LATE POLICY: No late weekly assignments or homework will be accepted. Essays turned in late will receive 50% of the points possible up to a week beyond the due date. Beyond that, they will receive a zero. Essays turned in without the writing process materials will also receive a zero. Final drafts will not be accepted if I have not seen a rough draft at least 24 hours before the due date. ESSAY GRADES DESCRIPTION Each essay you write for English 101 will be graded A, B, C, D, or E. An explanation of these grades follows: An A essay clearly passes all categories of the rubric. It demonstrates a superior command of the subject matter and presents that information so effectively that the reader enjoys reading the essay and learns from it. The A essay shows clear organization that captivates the audience and keeps readers involved through all stages of the essay. Moreover, the A essay reveals a sophistication in style and an original voice; sentences are appropriately varied in length and construction; transitions and metadiscourse are used to produce a smooth flow for the reader; connections between sentences and ideas are clear. In addition, individual sentences are concise, clear, and highly specific. The A essay demonstrates a high degree of selectivity in word choice and is free of all but a few minor errors in grammar and mechanics. The A essay is the work of a writer who is able to deal comfortably with complex material and can present that material effectively for others. As a result of its careful organizational structure and development, all factors, both in content and style, combine to form a unified whole. For the third essay, effective synthesis must be demonstrated for a grade of A. A B essay clearly passes most categories of the rubric. It contains few mechanical errors (none of which impede communication), and it effectively delivers a substantial amount of interesting information. The specific points are logically ordered, well-developed, and unified according to a clear organizing principle. The introduction and conclusion are effective, but not as engaging as in the A essay. The B essay exhibits an understanding of metadiscourse, and transitions are adequately smooth and logical. Sentence structure is sufficiently varied in both length and construction, and the choice of words has been

Syllabus ENGL 101-5

made selectively, with few minor errors in grammar and mechanics. The writing in a B essay is organized, clear, coherent, and correct. For the third essay, some attempt at synthesis must be demonstrated for a grade of B. A C essay passes all categories of the rubric. It is generally competent and reasonably well developed and organized. The C essay demonstrates an average knowledge of the subject matter, but the presentation of that information is often vaguely stated and superficially connected. The essay may lack adequate transitions and use of metadiscourse. The sentence structure is often not varied in either length or construction. It may contain some mechanical or grammatical errors, but they do not interfere significantly with meaning. Though the C essay fulfills the assignment, it is not especially engaging or enlightening. An D or an E essay does not pass in one or more categories of the rubric. It has serious flaws in audience awareness, organization, development, syntax, word choice, and/or mechanics and grammar. STUDENT CODE OF CONDUCT/PLAGIARISM POLICY: As an enrolled student at Columbus State Community College, you have agreed to abide by the Student Code of Conduct as outlined in the Student Handbook. You should familiarize yourself with the student code. The faculty at Columbus State expect you to exhibit high standards of academic integrity. Any confirmed incidence of Academic Misconduct, including plagiarism and other forms of cheating, will be treated seriously and in accordance with College Policy and Procedure. Plagiarism, such as borrowing passages or whole documents from the Internet or presenting another author’s actual words, ideas, organization, or conclusions as one’s own, will not be tolerated. Students who borrow another writer’s material must document their sources accordingly. Students who present as their own the material written by others will be reported to the Dean and penalized. Because the penalty is severe, ranging from a zero for the assignment to a failing grade for the course to academic dismissal, all students should avoid the slightest hint that they have used borrowed material without giving credit. AMERICAN DISABILITIES ACT STATEMENT: It is the college policy to provide reasonable accommodations to students with documented disabilities. If you would like to request such accommodations because of a physical, mental, or learning disability, please contact your instructor and the Department of Disability Services, 228 Franklin Hall, 287-2570. WEATHER EMERGENCY PROCEDURES: Columbus State rarely closes for severe weather; however, if the college does close, major stations will carry such information. Assignments due on the day that the college is closed will be due the next scheduled class period. Students who live in areas which fall under a Level 3 Emergency (all roadways closed to non-emergency personnel) should not attempt to drive to the college even if classes are in session. Students who miss class because of a Level 3 Emergency in their area are still responsible for assignments as indicated on the syllabus. It is your responsibility to contact your instructor to determine how to make up the missed assignment. FINANCIAL AID REPORTING: Columbus State is required by federal law to verify the enrollment of students who participate in Federal Title IV student aid programs and/or who receive educational benefits through the Department of Veteran’s Affairs. It is the responsibility of the College to identify students who do not commence attendance in any course for which they are registered and paid. Non-attendance is reported quarterly by each instructor and results in a student being administratively withdrawn from the class section. Please contact the Financial Aid Office for information regarding the impact of course withdrawals on financial aid eligibility.

Syllabus ENGL 101-6

WITHDRAWAL FROM COURSE: If you decide to drop this course, you must do so officially. Usually, you have until the beginning of the tenth week of the quarter to do this. Failure to withdraw officially from a course will result in a failing grade recorded on your transcript. Schedule Adjustment Forms are available from the Counseling/Advising Center or the Registration Office. COURSEWORK EXPECTATIONS: Columbus State’s policy states that students at schools receiving funds from the State of Ohio should be expected to do 30 hours of work for each credit earned. That means students should expect to spend about 2 hours on work outside of class for each hour spent in class (Policy Number 5-05). Students need to be aware of their out-of-class responsibilities, and they need to be aware that the inability to fulfill the requirements for a course may result in failure. COMMUNICATION SKILLS SERVICES: The Writing Center (245 Franklin Hall, 614-287-5717) and The Speech Lab (017 Nestor Hall, 614-287-5391) are free services that may be beneficial to you. GENERAL CLASSROOM CONDUCT: • Turn off communication devices (mobile phones, pagers, etc.) during class. You should not be receiving or sending communications via these implements during class either. • Headsets and headphones must be removed during class. It doesn’t matter why you might have them in your ears before class; you don’t need them during class, so remove them. • The intent of this course is to focus on ideas, NOT feelings. Please respect a person’s right to speak during a class discussion, including me. • Visitors or recording devices are not permitted in the classroom without advanced permission from the instructor. • Please do not bring children to class or leave them unsupervised in the building. • Occasionally, the instructor may need to invite other faculty or participants to class. • Per college rules, there should be no eating, drinking, or tobacco use in the classroom. E-MAIL POLICY: In order to ensure your personal information remains private, you are required to send all e-mail communication through your CSCC e-mail account. If I receive an e-mail from another account, I will not respond to it. Any responses from me will be through my CSCC account as well. You must give me 24 hours to respond to an e-mail. While I understand that you would like a response as soon as possible, I am not always at my computer waiting to answer you immediately. So long as you email me from your CSCC account, you should receive some reply within 24 hours.

Syllabus ENGL 101-7

Online Discussion Requirements ...(O)nly through communication can human life hold meaning. The teacher’s thinking is authenticated only by the authenticity of the students’ thinking. The teacher cannot think for her students, nor can she impose her thought on them. Authentic thinking, thinking that is concerned about reality, does not take place in ivory tower isolation, but only in communication. If it is true that thought has meaning only when generated by action upon the world, the subordination of students to teachers becomes impossible (77). —Paolo Freire, Pedagogy of the Oppressed

Believe it or not, the majority of learning doesn’t take place in a lecture-type environment. Facts can be transmitted, yes, but understanding and application of concepts requires discussion and interaction with others, not just lectures. Because of this, assignments that only judge your comprehension of reading materials— summaries of class readings, reasding responses, and so forth—are mostly ways of judging whether or not you read an assignment. Without interaction, you neglect developing the major skills—critical thinking, creativity, communication—that all employers, regardless of career, want in their employees. You are required to post 3 times per week on our class discussion board in Blackboard. At least one of these posts must be your own opinions of one of the topics at hand, which I will announce every week. These posts will likely involve some of the readings assigned for class, and should be at least half a page, or 150 words, long. The other two posts can be about whatever you want them to be about, so long as it relates to the class somehow—a topic you’re researching, your experiences and feelings about writing, a current events article you want to examine rhetorically, whatever you think others might be interested in debating or discussing with you. In addition, you are expected to post at least one response to someone else’s post. This response is not included in the three-a-week minimum limit above, and should be substantial as well. Some guidlelines to make this part of the class more productive: • Consider your goal for the class. What is your educational goal for this course? What do you really want to learn about or explore? Your extra posts could focus on this area of interest. In addition, consider the overall goals of this class—any post that deals with perceptions and uses of social power could relate, and plenty of current events can illustrate that. • Post something that creates discussion. Anyone can write a “me, too” post, but it doesn’t require a lot of thinking to do such, nor does it encourage others to think about issues. Give your post some meat—why do you feel that way? What specific examples can you think of to back up your ideas? Are there counterarguments that you could address? • Discuss the idea, not the person. If you disagree with someone, that doesn’t make them stupid; different viewpoints are often explored in academic settings.

Syllabus ENGL 101-8

•

•

If you disagree, though, you need to make sure your criticism is leveled at the idea being discussed, not the person presenting it. Not all posts get responses. Don’t feel bad if you write something and no one responds to it right away—Sometimes, there’s not much to say about a particular topic. Sometimes, everyone agrees with you. Not everything you write will generate a huge discussion, but if you feel your posts aren’t being read or responded to, let me know and we can discuss the issue. Spread your posts out across the week. If you decide to show up late Sunday night and do all of your posting, chances are you won’t be able to participate much in the discussion—many people have already been talking about various points, and they’ll likely be eager to move on to new topics on Monday. Spreading your posts out gives you an opportunity to interact with your classmates more, making it easier to come up with posts on your own later.

You will receive 1 point for every week that you fulfull the minimum requirements for the week—3 posts, one about the class topic, and one meaningful response to someone else’s post. The last point will be awarded for overall participation in the group, which will be judged on items like your willingness to respond to other people’s posts, your demeanor on the boards, and so on. Each week will start Monday at 9 a.m.

Syllabus ENGL 101-9

Ten Things I Hate About Writing Students or An Abbreviated List of Alec’s Pet Peeves 
 While
you
need
to
make
sure
that
you’re
focusing
on
the
proficiency
concepts
in
the
papers,
 there
are
always
little
items
that
every
teacher
will
jump
on
if
given
a
chance.
These
differ
from
teacher
 to
teacher,
and
many
students
often
mistake
their
teacher’s
small‐yet‐constant
notes
on
comma
usage
 as
important
while
ignoring
larger,
more
fundamental
problems
with
the
paper
because
they
aren’t
as
 easy
to
correct.

 This
is
my
attempt
to
make
note
of
the
“little
things”
(a
term
I
use
very
loosely)
that
just
rub
me
 the
wrong
way.
Understand
that
this
is
just
a
note
to
you
about
my
own
personal
tendencies,
and
should
 not
be
used
as
a
checklist
to
make
sure
your
paper
will
pass—these
are
just
areas
you
may
want
to
 check
over
before
you
turn
in
your
paper.
 
 1) Vague
audience—I
look
at
the
audience
analysis
pretty
closely,
and
nothing
tends
to
say
“I’m
 just
writing
a
paper
because
I
have
to”
like
a
vague
audience,
like
“people
who
watch
television”
 or
“college
students.”
You
should
have
a
few
ideas
about
what
your
ideal
audience
member
is
 like.
How
much
money
do
they
have?
How
old
are
they?
Where
do
they
work?
Where
do
they
 spend
their
money
weekly?
Details
like
this
can
help
you
define
an
audience
beyond
one
generic
 characteristic.
 2) Misconceptions
about
the
use
of
“I”—There
are
some
teachers
that
will
tell
you
to
never
use
a
 first
person
pronoun
in
your
writing,
since
it
is
not
professional.
I
am
not
one
of
these
teachers.
 My
belief
is
that,
since
you
are
writing
to
express
an
argumentative
opinion
of
your
own,
you
 are
allowed
to
use
“I”.
You
don’t
need
to,
but
you’re
welcome
to
if
you
want.
(You
do
need
to
 make
sure
you
use
it
correctly,
however.)
 3) Outlining
the
structure
of
the
paper
in
the
thesis—Many
people
believe
that,
in
order
to
have
 an
effective
thesis,
you
need
to
summarize
the
entire
paper
in
the
thesis.
This
tends
to
lead
to
 long
thesis
statements
like
this:
 Because
of
rising
gas
prices,
a
shortage
of
parking
spaces
and
the
need
to
get
to
know
 our
fellow
students,
Columbus
State
Community
College
should
create
a
web
site
for
 students
to
network
for
car
pools.
 
 My
personal
feeling
is
that
such
a
structure
is
redundant.
Look
through
the
articles
In
your
 reader—how
many
of
them
have
a
thesis
that
outlines
everything
in
the
paper?
Not
many,
if
 any.
The
fact
is
that
if
you
use
transitions
and
metadiscourse
well,
your
paper
will
be
clear
and
 read
smoothly
to
your
audience,
even
though
you
haven’t
summarized
your
whole
paper
in
one
 sentence.
 4) “Thing”
and
“stuff”—What
is
the
definition
of
“thing?”
How
about
“stuff?”
Both
of
these
are
 vague
terms,
and
if
they’re
in
your
writing,
chances
are
your
writing
is
just
as
vague,
making
it
 harder
for
the
reader
to
understand
exactly
what
it
is
you
want
to
say.
Do
yourself
a
favor
and
 use
the
Word
function
“Find”
to
look
for
these
words
in
your
paper.
If
they
show
up,
look
at
the
 sentence
and
ask
“what
can
I
replace
this
with?”
Usually,
it
will
take
only
a
few
seconds
to
come
 up
with
a
more
specific
word.
 5) “However”
splice—This
isn’t
a
technical
term,
but
some
people
aren’t
aware
of
the
fact
that
 some
transition
words
like
“however”
and
“though”
always
start
a
sentence.
A
sentence
like

 
 

 I
love
ice
cream,
however
I
hate
the
calories
in
it.
 
 should
actually
read
 
 

 I
love
ice
cream.
However,
I
hate
the
calories
in
it.


Syllabus ENGL 101-10


 6) 
 
 


7) 8)

9)

10)

Again,
use
the
“Find”
function
in
Word
to
look
for
this
word
in
your
writing
and
make
sure
 you’re
using
it
correctly.
 The
Harvard
Comma—Again,
this
is
an
informal
term,
but
it
refers
to
the
last
comma
in
a
list.
 For
example,
some
people
would
write
 

 I
had
eggs,
bacon
and
toast
for
breakfast.
 The
official
rule
is

 

 I
had
eggs,
bacon,
and
toast
for
breakfast.
 Why?
Because
according
to
the
formal
rules
for
commas,
all
items
in
a
list
need
to
be
seperated
 by
a
comma.
This
isn’t
something
I’ll
deduct
points
in
a
paper
for,
but
it’s
something
that
can
 annoy
me
if
you
do
it
a
lot.
 Words
that
should
be
two
words—Know
these
phrases:
a
lot
and
all
right.
They
are
actually
 two
words
each.
You
don’t
see
“alittle”
and
“alwrong,”
so
why
use
“alot”
and
“alright?”
 Two
spaces
after
a
period—This
is
actually
a
holdover
from
typewriters.
You
see,
typewriters
 had
to
have
their
keys
the
same
width,
so
the
keys
wouldn’t
get
jammed
when
you
typed
fast.
 The
problem
is
that
an
“i”
had
to
get
stretched
out
over
the
same
space
that
a
“w”
would
get
 crammed
into.
Like
this,
for
instance.
Every
letter
takes
up
the
same
amount
of
space,
no
matter
 how
wide
it
actually
needs
to
be.
This
typeface
makes
it
hard
to
read,
however,
so
typists
had
to
 add
an
extra
space
after
periods
in
order
to
give
the
reader
a
visual
break
in
the
line.
Computers,
 however,
automatically
make
the
space
after
a
period
larger
than
a
regular
space,
so
you
don’t
 need
to
type
it
yourself.
This
style
of
keyboarding
is
mostly
due
to
older
typing
teachers
who
 haven’t
adapted
their
teaching
style
to
modern
word
processors.
 Improper
electronic
submissions—For
some
reason,
students
seem
to
think
that
as
long
as
they
 email
their
papers
to
me,
they
won’t
be
counted
late.
These
people
are
wrong.
Remember
the
 following
rules
for
electronic
submission:
 • All
files
must
include
the
proper
paperwork
as
a
single
file.
That
means
that
the
rubric,
 audience
awareness,
final
paper,
and
so
on
need
to
be
in
a
single
file
that
I
open
up‐‐no
 multiple
attachments.
 • Your
file
should
be
named
appropriately
so
I
know
which
paper
you’re
submitting.
Use
 your
last
name,
followed
by
the
paper
number,
followed
by
an
“RD”
if
it’s
a
rough
draft,
 or
a
“FD”
if
it’s
a
final
draft.
So
if
I
was
sending
the
rought
draft
of
the
first
paper,
I
 would
title
my
file
“Fleschner1RD”.
See
how
easy
it
is?
And
yet,
I
will
end
up
with
at
 least
a
dozen
files
titled
“Essay
1”
or
something
else
similarly
vague.
Everyone
is
writing
 Essay
#1;
make
sure
I
know
what
file
I’m
looking
at
before
I
download
it.
 • Your
file
needs
to
be
in
a
proper
format:
either
in
a
regular
Word
document
(.doc)
or
in
 Rich
Text
Format
(.rtf).
I
cannot
read
Wordperfect
files
(.wpf).
If
you
don’t
know
how
to
 save
a
file
in
a
different
format,
learn.
 Not
talking
to
me—Nothing
will
drive
me
crazier
than
coming
up
to
me
the
day
a
paper
is
due
 and
saying
“I
don’t
have
the
paper
because
I
wasn’t
sure
what
to
do.”
My
job
is
to
help
you
 understand
the
material
and
help
you
improve
your
writing;
if
you
don’t
talk
to
me
when
you
 have
problems,
I
can’t
help
you,
and
you
risk
a
worse
grade
on
your
paper
because
of
it.
Don’t
 be
afraid
to
ask
for
help
or
clarification
if
you
need
it.
I
can’t
do
much
to
help
you
after
the
due
 date.


Syllabus ENGL 101-11

COMMUNICATION SKILLS DEPARTMENT QUESTIONNAIRE To be completed by all ENGL 100, 101, 102, and 111 students 1. Instructor: ____________________________________________________________ 2. Student Name: ________________________________________________________ 3. Address (including zip code): ____________________________________________ 4. Telephone Number: ____________________________________________________ 5. Student ID Number: ____________________________________________________ 6. Educational Objectives: If you are seeking a degree from CSCC, what is your degree program? ___________________________________________________________________ If you are not seeking a degree from CSCC, what is the educational objective that led you to take this course?

_______________________________________________________________ 7. PLEASE READ CAREFULLY: I certify that I qualify for ____________________ (course number) as described below. I have received a course syllabus; I understand my course responsibilities and attendance policies; I have met the course prerequisites.

Signature: _____________________________________

Date: __________________

To determine proper placement in composition courses, use the following criteria: A. One of the following placement scores: ASSET score: COMPASS scores:

ENGL 100: 36-40 ENGL 100: 31-55

ENGL 101: 43-47 ENGL 101: 56-93

ENGL 111:50+ ENGL 111: 94+

B. Grade of “C” or higher in the prerequisite course: _________________ (name of course) C. Proficiency test or transfer credit (entry into 102 only)