English 101 Syllabus

 

 

“Be who you are and say what you feel....Because those that matter ....don't mind....And those that mind....don't matter.” –Dr. Seuss

Evan's Law: Once you give up integrity, the rest is easy.

Professor: Iris Chao

Welcome video

 

Instructor Bio:

I have been teaching college level English courses for over twenty years. My background includes teaching various composition courses in addition to speech, technical writing, critical thinking as well as literature and on occasion, math in both on campus and online formats. Currently, I am finishing my doctorate in online education! I believe in having students succeed in the course the first time around, so please let me know what I can do to assist with this.

 

Email: chao_iris@sccollege.edu or ichao7@hotmail.com (Avoid Canvas Inbox as there may be a delay)

Instructor Available Online M-F Only

Office Hours: By appointment only

COURSE DESCRIPTION: Composition and revision of essays, critical thinking, critical reading and documentation. Recommended for all liberal arts majors and those planning to transfer to a four-year college or university. 

COURSE LEARNING OUTCOMES: Upon successful completion of this course, the student will be able to: 

• The student will develop and control a thesis statement in papers of varying lengths (500-750 words, 750-1000 words or 1000-2000 words) both in class and out of class
  • Narrow a broad topic to a workable topic and then write a thesis (controlling idea) about that topic
  • Develop the thesis in an appropriately structured essay, using specific, factual, detailed support paragraphs
  • Maintain logical order in ideas and paragraphs
• The student will apply the principles of analytical reading to evaluating published texts as well as to his or her own writing and the writing of peers.
  • Engage in understanding texts (more demanding than those used in English 010) on the literal level: topic, main ideas, supporting details
  • Use critical and analytical reading strategies:
    • annotate text
    • identify structure of text
    • apply principles of inductive and deductive reasoning
    • recognize inference, judgment, conclusions, and bias
    • evaluate arguments: value conflicts, assumptions, evidence, fallacies, denotative and connotativelanguage, facts vs. opinions
    • recognize and analyze figurative language
    • recognize and describe irony and tone
  • Improve comprehension and retention abilities
  • Improve outlining and note-taking skills related to reading
• The student will develop an independent research project through planning, writing, revising, editing, and completing a research paper on an appropriate topic as well as
  • Use resources including the library and the Internet
  • Locate, evaluate and select appropriate research
  • Progress through the research project on a step-by-step basis
  • Integrate, acknowledge and cite all sources correctly according to current MLA documentation system
  • Compose so that the evidence supports an argumentative thesis
• The student will learn to use a variety of the following rhetorical methods and discourse modes in writing: definition, comparison/contrast, narrative, description, analysis, cause/effect, and classification; evaluation, proposal, argument
  • Choose the appropriate rhetorical method or discourse methods for an assigned topic
  • Write papers employing one or more of these methods
• The student will write arguments, both documented and undocumented
  • Employ valid reasoning and avoid fallacies
  • Base arguments on facts and the reliable evidence
  • Be sensitive to audience in terms of tone and content
• The student will edit his/her own work
  • Correct spelling, punctuation, grammar, and usage errors
  • Correct awkward sentences and paragraphs
  • Restructure disorganized paragraphs and essays
  • Remove irrelevant or superficial material from a paragraph or an essay

Student Learning Outcomes (SLO):

The successful student will be able to:

1. Evaluate published texts and individual and collaborative writing by applying critical and analytical reading strategies.
2. Support a thesis in an appropriately structured essay, using specific, factual, detailed information.
3. Identify, evaluate, and select research material relevant to a well-defined topic, and properly compile this material into a claim-based research paper using MLA format.

Required Materials       

• Online access: You may be asked to check our course site or official college email address for correspondence and/or assignments.
• Reading Selections: Omnivore's Dilemma, A Student's Guide to Critical Thinking, They Say I Say

Late work will have a 10% late penalty applied for each day it is late. Please send a courtesy email to the instructor if work is expected to be submitted late and also notify the instructor via email when late work is submitted.

Grading for Course:

ASSIGNMENTS                        PERCENTAGES

Paper 1: Inquiry                       10

Paper 2: Definition                   10

Paper 3: Literary Analysis       15

Paper 4: Persuasive                 20

Paper 5: Final Essay (timed)    10

Discussion Participation          10

Assignments, Quizzes              25

ALL TYPED PAPERS MUST BE DOUBLE-SPACED WITH 1” MARGINS ON ALL FOUR SIDES (MLA FORMAT)

Academic Honesty: Any work submitted that is not the student’s own will receive a grade of zero, with additional offenses resulting in a failing grade in the course and may result in expulsion.

Students with Disabilities: 

Disabled Students Programs and Services (DSPS) coordinates all academic accommodations for students with documented disabilities at Santa Ana College. If you have, or think you might have, a disability that impacts your educational experience in this class, please contact DSPS to determine your eligibility for accommodations.

THIS SYLLABUS IS SUBJECT TO CHANGE BY THE INSTRUCTOR

Attendance Policy:

Instructor will drop student as a No Show if no participation in the form of at least one discussion post by the end of the first week of the spring semester is shown. Students are expected to check the course and announcements frequently. This is a 4 unit course, so students are expected to participate weekly (4-8 hours total including offline work such as readings and research for paper assignments). The instructor may drop a student after 2 weeks of inactivity. However, It is the student’s responsibility to drop. 

EACH LESSON WILL BE TWO WEEKS IN LENGTH, REQUIRING STUDENTS TO SUBMIT SOME WORK EACH OF THE TWO WEEKS. LESSONS WILL BE LOCATED UNDER MODULES. 

Only a few modules are published at a time to avoid students working too much ahead, missing valuable peer and instructor interaction and learning processes.

 

BE SURE TO READ EACH LESSON CAREFULLY AND THOROUGHLY. ASK QUESTIONS EARLY TO ALLOW TIME FOR INSTRUCTOR TO RESPOND AND TO ALLOW TIME FOR STUDENT TO COMPLETE THE ASSIGNMENT. ASKING QUESTIONS THE NIGHT OF THE ASSIGNMENT DUE DATE IS NOT ACCEPTABLE!!