Course Syllabus

English 101: Freshman Composition Syllabus

Ticket #63496

Santa Ana College, Humanities and Social Sciences Division, Department of English

Spring 2019

Instructor: Geoffrey Arnold

Room #: D-110

Time: Tuesdays and Thursdays 6:00pm-8:05pm

Email: arnold_geoffrey@sac.edu

Office Hours and Location: Tuesdays 3:00pm-4:00pm, D-422

Course Information

Course Description:

Expository and argumentative essays and the research paper.  Special interest sections described in the schedule of classes.  Students may be referred to the Learning Center

Prerequisites:

A high school or college GPA of 3.0 or above and a grade of C or better in English 061/EMLS 112 or ACE 116 or qualifying profile from English placement process.

Required Texts and Materials:

• Hirschberg, Stuart, and Terry Hirschberg.  One World, Many Cultures.  10th Edition.  Pearson, 2015
• Large Blue or Green Books (8 1/2 inches x 11 inches) for exams.

Recommended Texts:

• Any college-level dictionary and thesaurus.
• Hacker, Diana.  A Writer’s Reference with 2016 MLA Update. 8^th Edition. Boston: Bedford, 2015.

English Department Mission Statement

The Santa Ana College English Department provides numerous opportunities for students to develop and improve the reading, critical thinking, and writting skills required to succeed at their chosen careers, to meet the rigors of the writing demand at four-year transfer institutions, and to foster lifelong learning and an appreciation of literature.

Student Learning Outcomes:

Upon completing this course:

1. Students will demonstrate proficiency in summarizing, paraphrasing, and analyzing text.
2. Students will demonstrate proficiency in supporting complex thesis statements with sufficient support.
3. Students will demonstrate proficiency in using standard written English.
4. Students will demonstrate proficiency in integrating and documenting appropriately-chosen sources, in MLA format, in an academic research essay.

Assignments and Points

Your final grade will be out of 100 possible points; everyone starts out with 100 points, and the point of the class is not to gain as many points as possible, but to prevent their loss.  For example, in regards your final project, a 25 point assignment, let's assume you get a B+ (87%); out of 25 possible points, you'd receive 21.75, a loss of 3.25 points.  That may not seem like much, but considering every 10 points is a full letter grade, 3.25 is a third of that amount.  Point loss builds up over the course of the semester, so keep as many as you can.  You cannot go over 100%

Minimizing Point Loss

No student has ever scored 100% (to get 100%, you'd have to get A+'s on every assignment, and that doesn't happen.)  Exceptional students will score between 93-95 points.  Most "A" students will score between 89-92 points, meaning that even "A" students lose between 8-11 points total on average.  Thus, if you miss a 10 point assignment, add an extra 8-11 points to that loss.  If you miss a 10 point assignment, at a minimum, you are really losing 18-21 points (pretty much 2 full letter grades) if you are an "A" student.  The loss will be greater if one is not an "A" student.  Missing major assignments in my class is a quick way to not pass.

Assignments

• Homework Grade = 10 points.
  • Reading Analyses
  • Discussion Participation
  • Quizzes
  • Peer Evaluation Workshops
• Diagnostic Essay = 10 points.
• Midterm Exam = 10 points.
• Rhetorical Essay = 20 points.
• Research Proposal = 10 points.
• Research Paper = 25 points.
• Final Exam = 15 points.
• Total Grade = 100 points.

*Note: Students cannot pass this class without turning in the Rhetorical Essay (20 points) or the Research Paper (25 points.)  Missing just one of these two assignments will statistically eliminate any student regardless of current grades.*

Final Grades

Pluses and minus for assignments are diagnostic tools to help students understand whether or not they are closer to a higher or lower grade.  However, pluses and minuses are not permitted by the state for final grades.  Below are the ranges for final grades, and all grades include a 1 point margin of error.

*To pass this course, you must score a minimum of 69 points*:

• For looking at your final grades, use the following scale

  	Grade Range
  Final Grades	A	100-89
  	B	88-79
  	C	78-69
  	D	68-59
  	F	58-00

Plus and Minus Grades for Assignments and Essays Only

The grading for assignments works a tad differently.  For students, it is important to know not only what grade you have but also how high or low that grade is.  If a student has a "B," what kind of a "B" is it, strong or weak?  How close or far is that

grade to the next one up?  In my classes, I have developed a grading system that will show you not only what grade you have, but how strong or weak that grade is. 

Each grade represents a certain percentage of the total points possible:

	Grade Weight by Points
Grades		10 points	15 points	20 points	25 points	100 points
	A+	10.00	15.00	20.00	25.00	100.00
	A	9.50	14.25	19.00	23.75	95.00
	A-	9.00	13.50	18.00	22.50	90.00
	B+	8.70	13.05	17.40	21.75	87.00
	B	8.30	12.45	16.60	20.75	83.00
	B-	8.00	12.00	16.00	20.00	80.00
	C+	7.70	11.55	15.40	19.25	77.00
	C	7.30	10.95	14.60	18.25	73.00
	C-	7.00	10.50	14.00	17.50	70.00
	D+	6.70	10.05	13.40	16.75	67.00
	D	6.30	9.45	12.60	15.75	63.00
	D-	6.00	9.00	12.00	15.00	60.00
	F	5.00	7.50	10.00	12.50	50.00
	0	0.00	0.00	0.00	0.00	0.00

*Bear in mind that this system is designed to show you how close or far you are from the next grade up.  It is NOT intended for final grades*.

Example

If you were working on your Final Exam (15 points), and you get a "C," you would get 73% of 15 points.  That happens to come out to 12.45 points out of 15 possible; you lost 2.55 points, a quarter of a letter grade.

Why Is There a 1 Point Margin of Error?

Part of my task as your instructor and evaluator is to balance the numbers versus the grades.  If, for example, a student gets five "C-'s," and one "D-,"  the math works out as follows:

If C- = 7 and D- = 6, then 7 + 7 + 7 + 7 + 7 + 6 = 41

There are 6 assignments, so divide 41 by 6 to get the average.

41/6 = 6.83

An Instructor's Statistical Dilemma

Without the Margin of Error, a "C-" is a hard 70%, but this student scored 68.3%.  So, without the 1 point Margin of Error, this student would not have a chance at a "C-" despite the fact that out of 6 assignments, only 1 was a "D."  I have to ask myself:

• Does this student deserve a "D" because 1 of 6 assignments was below average?
• Should I hold a student back from passing on to English 102 or 103 over 1.7 points?
• Will this student benefit for another semester of English 101?

The Solution: Adjust for Error

With the 1 point Margin of Error, the "C" is at 69% instead of a hard 70%.  This student at 68.3% should now be considered for the "C" because the score is less than 1% away from passing. Now, grading is much fairer and representative of the student's actual performance rather than just going by the hard numbers.

The Homework Grade (10%)

Even though the Homework Grade is only a small portion of the overall grade, it plays a critical role in how I evaluate your performance as a student.  The Homework Grade is how I measure and evaluate your overall performance and dedication to the course material during the entire semester.  It is averaged from several different homework assignments.  All assignments may be scored between 5-20 homework points; these will be calculated together to formulate your overall homework grade.

*All Homework assignments, except those in Week I, may be turning in late at any time during the semester at a severe penalty*:

• Reading Analyses
• Discussion Participation
• Quizzes
• Peer Evaluations

Why Is the Homework Grade So Important?

At the end of the semester, if you are on the bubble between grades, it is the Homework grade that will determine what grade you receive.  For example, if you finish the year with an overall grade of 88.5%, you would be half a percent away from an "A."  If your Homework Grade is an "A" or higher (8.9 points or above,) you will get the "A."  If your Homework Grade is lower than the "A" (8.8 points or lower,) you will get the "B."

1) Reading Analyses (5 Homework Points each)

Analyses are short, written responses to the readings, movies, and discussions we go over in class.  Instructions for writing these Analyses will depend on the readings or movie.  These will be posted on the course Assignments.

What Reading Analyses Are For?

The purpose of the Analyses is to keep you engaged in a regular pattern of writing and to provide you with space where you may experiment and practice the writing and critical thinking skills we develop in class.

Analyses Rules and Guidelines

• Analyses are graded by the rubric provided for the assignment.
• Carefully read and reread the directions, and make sure you understand them; contact a classmate or the instructor if you don't.
• Analyses are for practice and experimentation.
• All will count towards your grade; none are dropped. 
• All Analyses are to be posted on the course website Discussion Board and on the website only.
• Because Analyses are turned in online, all Analyses must be typed.
• You cannot make up any missed Analyses without my permission.
• No email or hard copy submissions, except by my permission.
• Please contact me prior to class if you anticipate a problem turning in an Analyses.

2) Peer Evaluations Workshops (10 Homework Points each)

In these workshops, you will be provided with feedback from your peers, and these workshops ensure that you will be starting your essays well before they are due.  No student should be starting their essays the night before the due date.  These will be conducted on the course website.

Remember, Essay Draft Workshops are worth double-credit.  Missing one is the equivalent of missing two regular Analyses or Skill Workshops, and missing several can do severe damage to your Homework Grade.

What Are Peer Evaluation Workshops For?

Essay Draft Workshops are designed to give you peer critiques of your initial progress on major essay assignments, discuss successful strategies and difficulties with your fellow classmates, set a milestone to have a significant part of your assignments completed well before the due date, and give you class time to work on your assignments with your peers.

Essay Drafts also play a key role in an investigation should plagiarism issues arise.

Peer Evaluations Workshop Rules and Guidelines

• Essay Drafts must be typed, no hand-written drafts whatsoever.
• The number of Essay Draft Workshops varies according to the needs of the class and time constraints.
• Your essays are NOT supposed to be complete on the day of the Draft Workshop.
• You may NOT turn in an outline as a draft; you must have a minimum of one substantial Introductory and one substantial Body Paragraph to receive credit.
• All Essay Drafts must be returned to their owner; this is to prevent plagiarism.
• You are required to have the full potion of the essay completed as indicated on the schedule to get full credit. 
  • If the schedule says "half-draft," you must have the full half of the draft, not a quarter or less.
• No email or digital submissions of any kind, except with my permission.

3) Discussion Participation (5-10 Homework Points each)

Normally, we conduct discussions in class.  Some, however, will be online.  These are very important, for this is how I measure your continued engagement in the course and get feedback from you.  If you do not participate in Discussions, you are effectively not in the class.

Discussion Instructions and Guideline

• Discussions are conducted in class or online;
• Discussions are graded homework assignments;
• You must make substantive responses to the discussions question and to student responses;
• Short or vague participation will be graded down or receive no credit.

There are 2 different kinds of Discussions.

Reading Discussion

These discussions are class-wide discussions based on the readings we do for the course.  These readings may be from our book or provided by the instructor.  Since these discussions are designed to take the place of the discussions we'd normally conduct in class or online, these will require you to reply to the responses of other students.

Open Discussions

Despite what their name implies, open discussions are closed to the other students.  The only person who will view these discussions is the instructor.  These are low-stakes, credit-no credit discussions where you should feel free to express yourself openly.

4) Quizzes (10-20 Homework Points each)

Quizzes are designed to assess your grasp of important course concepts course lessons.  Each skill workshop will be followed up by a practice quiz, which will not count towards your grade, and an assessment quiz, which will count towards your grade.

Quiz Instructions Guidelines

• Read the instructions carefully;
• Prepare for your quizzes ahead of time;
• Practice Quizzes are not timed, do NOT count towards your grade, and may be repeated as many times as you wish;
• Assessment Quizzes are timed, DO count towards your grade, and may only be repeated once.
• Assessment Quizzes will be automatically graded on the Canvas Gradebook.

Grading Homework

Language skills are much tougher to learn later in life than they were when we were children; therefore, it is important to leave room for mistakes.  A student should never approach the homework with the intent to "get it all."  A lot of these concepts take years to get used to, so don't think you're going to be Master of the Essay by the end of the semester.  Allow yourself to make mistakes.  

Likewise, the grading for your homework accounts for the important role errors have in learning language skills.  Analyses and Workshops are graded upon completion according to the instructions, not on whether you get the questions right or wrong.  This will facilitate exposure to language and essay skills that will then take root over time.  Far more important than getting the questions right or wrong is being able to follow the directions, and communicating with your peers or instructor should the directions be unclear.

Grading Individual Homework Assignment

Homework Assignments are graded in various ways.  Quizzes are graded automatically.  Peer Evaluation Workshops are graded based upon the time and effort put in by the evaluator.  Skill Workshops are based on completion.

Calculating the Overall Homework Grade

The Homework Grade is 10% of your overall grade and complied with its own point system. 

Final Homework Grade = (Your total homework points / Total homework points possible) x weight of the Homework Grade (10).

Formal Academic Essays

At certain points in the semester, you will turn in formal academic papers.  These essays include:

• Diagnostic Essay (10 points)
• Rhetorical Essay (20 points)
• Research Proposal (10 points)
• Research Paper (25 points)  

Together they compose 65 points out of 100 total possible, so a vast majority of this course requires you to compose formal academic essays well.   All of these assignments are designed to build the skills required for academic research.  As this is an English Course, all essay must be in MLA format.  These essays are to be conducted at home.

Basic Requirements for All Formal Academic Papers

For any Formal Academic Essay to receive full credit, it must meet the following requirements.  Any derivation will result in a lowering of your essay's grade:

• Typed, no hand-written essays whatsoever;
• 12 point font, no other font sizes whatsoever;
• Times New Roman, no other fonts whatsoever;
• 2.0 spacing, no single-spaced essays whatsoever;
• All essay must be submitted online;
• All essays must be submitted to Turnitin.com and receive a score of less than 15% on an originality report;
  • Essays with reports above 15% will be investigated on an individual basis and may be cleared;
• All essays must be turned in through Canvas; no email or other digital submissions, except with my permission or by my request;
• All essay be the full length as required by the directions;
• All essays, should they require research, must have the required number of sources;
• Any research must be from approved sources as outlined in the instructions;
• Must have the proper heading on page 1 and page 1 only;
  • Your name;
  • The class (ENGL 101);
  • My name (Geoffrey Arnold);
  • The due date;
  • A title of your creation (be creative; don't bold, underline, or change font size; just  center it);
• All essays should have page numbers and your last name on each page;
• The essay should NOT have any gaps between the heading, title, and paragraphs;
• Essays should NOT include a title page (waste of paper) or plastic jacket (waste of money);

1) The Diagnostic Essay (10%)

The Diagnostic Essay will be the first essay;  Formal Academic Essays require specific forms and elements that must appear in your writing. It will require no research, but it will require careful attention to course readings.

This essay is eligible for the Revision Assignment.

What Is the Diagnostic Essay For?

It is designed to find what issues you may have regarding your composition. This essays will also test how well you are picking up on the basics of the writing process as outlined in your homework.

2) The Rhetorical Essay (20%)

The Rhetorical Essay will primarily be based on the course textbook or outside sources I provide but will include research elements.  In addition to requiring outside research, the Rhetorical Essay emphasizes the analysis of an argument's credibility and the backing of your argument through light research of academic sources.

This essay is eligible for the Revision Assignment.

What Is the Rhetorical Essay For?

The Rhetorical Essay introduces you to including academic research into your writing process and introduces you to MLA citation style.  Further, it forces you to evaluate the quality of your sources.

A student statistically will have a very difficult time passing the course without the Rhetorical Essay.

3) The Research Proposal (10%)

The Research Proposal is the first phase of your final Research Paper.  In the Proposal, you and I will refine and finalize your topic for your final Research Paper.  Once a topic has been finalized, you will conduct some early research on the topic.  

What Is the Research Proposal For?

The Research Proposal is designed to make sure your final topic for the Research Paper are narrow, specific, and focused, and to give you feedback from classmates and the instructor.  It is also designed to continue to hone your research skills.

4) The Research Paper (25%)

The Research Paper is the culmination of all your efforts during the semester.  It builds upon the research base you established in the Research Proposal.     As this is a Composition course, I approach this course as though most of my students will not be English majors; for that reason, the final topic of this paper is your choice but is subject to my approval.  It must include an argumentative or analytical element.  I encourage you to explore a topic within your major.

Once turned in, you will not receive your Research Paper back.

The Research Paper is a required element to pass this course; students who do not turn in the Research Paper will not be able to pass the course regardless of current grade.

What Is the Research Paper For?

It will require you to apply all aspects of what you learned about your writing and research processes during the semester.  The Research Paper will also the main way that I evaluate your ability to write essays at the college level and to see if you are ready for English 102 or 103.

In-Class Timed Essays

In-class Timed Essays are conducted in class, so attendance on exam days is mandatory.  Only in dire, well-documented situations can these essays be made up.  While you may plan and outline your essays before the exam, you must not write the essay until the day and time of the exam.  The point of In-Class Timed Essays is to put you into a timed writing situation.  All exams are open-book and open-note.

Rules and Guidelines for In-Class Timed Exams

• Blue or black ink only;
• Double-space your essay;
• Write on the front and back of the pages;
• Bring a large Blue or Green Book (8 1/2 inches x 11 inches);
• Bring annotated and highlighted readings;
• Bring a one-page, one-sided outline of your essay.

1) The Midterm Exam (10%)

The Midterm consists of an in-class essay on several readings; however, these readings should be from our book or handouts.   You will be given the topic, be allowed time to prepare your essay, and have access to your notes and any readings during the exam.  Generally, you'll have a full class period to complete the exam.

What Is the Midterm Exam For?

This assignment is designed to test your ability to write under a timed circumstance and to improve your critical reading of texts.

2) The Final Exam (15%)

The final will be cumulative.  However, the Final Exam will be a more reflective essay on your performance during the past semester.  It will involve readings from the class, but it will also require you to reflect on your own experiences and relate them to the texts.  It will also help reinforce timed-writing skills.

As the Final Exam is conducted on the last day of class, you will not receive it back once turned in.

What Is the Final Exam For?

You are expected to demonstrate all that you have learned during the semester.  The Final is also designed to help you think about improving your skills beyond this course.

Grading for Essays

Due to the sheer numbers of essays I have to read in a semester, there isn't enough time to make individual comments on each and every essay I read.  I, therefore, grade by a 4-point rubric:

• Thesis Statement
• Support, Organization, and Argument
• Grammar, and Spelling
• MLA Style, Format, and Following Directions

Each section accounts for 25% of the essay's grade.  On the rubric, each section receives its own letter grade.  They are then averaged together, and that produces the final grade.

How I Grade Your Essays: Patterns of Error

When I read your essays, I look for patterns of error.  Depending on the problem, I look for instances of 2's and 3's (example, two paragraphs missing topic sentences or three run-on sentences.)  Once I see a pattern of error in 2's and 3's, I mark them on the rubric.  Errors made more than 2 or 3 times will receive more severe deductions.  Also, there are certain basic requirements, such as font size or lateness, that may affect the grade as well.  This rubric allows me to better mark and comment on many common patterns of error without having to repeat them over and over again in individual comments

Sample Essay Grade

For example, let's say you turn in a Midterm exam, and the rubric comes back as the following:

• Thesis Statement = B
• Support, Organization, and Argument = C
• Grammar, and Spelling = A-
• MLA Style, Format, and Following Directions = B-

Each grade has a point value depending on the assignment.  Each section is graded based on the patterns of error and the requirements of the assignment.  The patterns are noted on the rubric, each section is graded, and the grade is calculated before returning the essay to you.  The Midterm exam is on this scale:

So, the grades are averaged together.  Step #1, add them all up:  B = 7.7, C = 7.3, A- = 9, and B- = 8; 7.7 + 7.3 + 9 + 8 = 32.  Now, step #2, divide by 4.  32/4 = 8.  Looking back on the grade scale, and 8 equals a B, so that would be the essay's grade and points awarded.

Why Do I Grade This Way?

This method of grading shows you what areas of your writing are strong and what areas require improvement.  Also, whenever I grade using this system, once I've read, marked, and entered the grades in my rubric, I have no idea what the grade will be.  In other words, grading this way removes any bias I may show.  I'm simply looking for patterns of error and adherence to the requirements of the assignment.  The final reason why I grade this way is efficiency.  This is the fastest way to get substantive criticism of your essay to you.

This section outlines what I expect out of you as a student.  By staying in this course, you are agreeing to all the rules and guidelines outlined here and in the Syllabus.  This section will also contain important information for you.

Show the Class Some Respect

Remember, homework and readings are to be completed ahead of time.  Doing one's homework or reading right before class will yield poor results and rushed preparedness, not to mention that it does not inspire confidence in your abilities to the instructor.  Often times, the brain requires time to absorb and process new information; doing the assignment or reading right before the due date, while expedient, will not give your mind the time it needs to process, yielding a haphazard result.

Check Canvas Regularly

This course will use the Canvas system for submitting coursework.  It is your responsibility to check the course website for updates and new posts before you come to class, be familiar with how the course website operates, and download or read any material posted.  Check Canvas before you come to class every class.  If for some reason your computer at home doesn’t work, the campus has computer access and help.  You have all the materials you need here on campus.

Your grade information and assignment feedback will also be regularly posted to Canvas. Assignments submitted by email will not be accepted unless there are extenuating circumstances. 

If you are new to Canvas, check out the Canvas Technical Help & Support which will help familiarize you with the system.

Participation in Class

Participation in classroom activities, discussions, and assignments are a part of your responsibilities to the course, are assumed in your role as a student, and are how I take attendance.  Students who do not participate in the class actively are less likely to be successful.

Preparation for Class

A significant portion of this course is dedicated to critical discussions regarding our readings or require some out-of-class preparation on your part.  It is your responsibility to have read the materials and completed the assignments as indicated on the course schedule in your own time. Students who do not prepare for class properly are less likely to be successful.

Adult Behavior and Netiquette

We will be discussing several sensitive topics such as race, gender, sexuality, culture, and politics during the course of the semester; treat everyone in the class with dignity and respect.  It is very easy to turn an internet discussion into a troll-fest, so use common sense rules regarding respecting the opinions of others.  Avoid name-calling, swearing, flaming (using all caps), and posting blatantly offensive materials and media.   We are all adults from different backgrounds.  Listen to each other, especially if you do not agree.  Listen, think, process, then respond.

Constructive Criticism

Constructive critiques begin with listening, and always finds and acknowledges common ground.  Offer praise and define what you agree with first, and then offer your criticism.  Always acknowledge the virtues before the flaws.  Also, end on a high note.  Saying something kind or agreeable at the end will go a long way to garner respect.  One can be strong in his or her convictions without being mean or domineering, for constructive criticism builds connections, not destroys them.

Our class is a place where we can express different views civilly.  Insults and bullying will not be tolerated and will result in punitive measures.

Adult Language

Though discouraged, adult language, slang, and swearing may also occur.  This includes secular idioms that may offend religious students.  While we should all take care not to offend any other members of the course, understand that slip-ups may and probably will occur.  Often times, it is easy to discern when someone is deliberately trying to be offensive or aggressive.  As this is a college language course, there should be no words that we can't discuss or say academically; and, as we are all adults, we should be able to discuss as adult college students at a public college.

Discrimination

Again this class is a civil and safe space for all people to voice their opinions and discuss them critically; however, at no time is any member allowed to marginalize or intimidate any other member of the course in or out of class or campus for any reason.  This includes but is not limited to:

• Race or Ethnicity
• Gender
• Sexual Orientation and Identification
• Social Class
• Age
• Disability or Medical Condition
• Religion or Creed
• Nationality

We can discuss issues as academic objects of study, but this requires an equal amount of objectivity and sensitivity.  Hate-speech and discriminatory behavior disrupt and disable learning and cut-off conversations; they, therefore, have no place in academic discourse.

Violation of this policy will not be tolerated and may result in dismissal from a day of class or a referral to the dean if problems persist.

Unwanted Contact

At no point is any student, instructor, or staff allowed to come into unwanted contact of any kind with any other student, instructor, or staff or their property in or out of class or campus.  At no point may any student, instructor, or staff threaten any other student, instructor, or staff with unwanted contact of any kind in or out of class or campus.  Unwanted Contact includes but is not limited to:

• Harassment
• Menacing
• Stalking
• Theft of Property
• Online Trolling
• Bullying
• Hazing
• Groping
• Grabbing
• Assault
• Violence
• Rape
• Threatening Any of the Aforementioned

Violation of this policy will not be tolerated and may result in dismissal from a day of class or a referral to the dean if problems persist.  Incidents that occur between students, faculty, and staff should be reported to the instructor and campus administration immediately.

Title IX

Title IX is a federal civil rights law that prohibits sex discrimination in education.  This includes sexual harassment, sexual assault, and rape.  Violations of Title IX, as well as violence or threats of violence on campus or online, are taken very seriously so that victims are provided with proper support and violators are properly disciplined,  As a faculty member, I am required by law to report all such violations.  If you have been a victim of sexual misconduct and would prefer to talk to someone confidentially, I encourage you to take advantage of the psychological services offered at SAC's Health and Wellness Center.  You can contact the Center at 714-564-6216 or visit them in person at VL-211.

Stay Engaged and Ask Questions

Many changes to the class will occur, and often you will be informed of them in-class; you are responsible for knowing any changes to the class even if you do not attend class. If you have a question, consult your classmates and the syllabus before contacting the instructor.  Many questions can be answered by the syllabus.  Take the following steps to ensure you stay in touch if you are absent; it is your responsibility.

• Make some friends, and get their contact info;
  • Remember, people may drop, so make several contacts among your classmates;
• Read and reread the course syllabus and schedule;
• Only after exhausting all the aforementioned resources, contact me via email or the course discussion board.

You are Responsible for Your Actions and Lack of Action

Adult behavior also means taking responsibility for one's actions.  If you miss assignments, do not offer excuses or tell little white lies.  Little white lies turn into big purple and pink polka-dot lies over time.  Lying to your instructor makes it less likely that you'll be believed should an issue arise and squanders your credibility as a student.  Lying is also tremendously disrespectful to your instructor.  Take responsibility, don't beat yourself up, and move on to the next assignment.  Your behavior is under your control and your control alone.

Save All Your Work

Should a problem arise, it is important for you to keep all of your work.  Store and backup digital copies of all your essays or any coursework you do on your computer.  Save any and all work you complete in hard copy.  Saving and retaining this material is a part of your responsibility as a student.  If an issue arises, and you have thrown out, damaged, lost, or deleted the material, you are responsible for the consequences. 

Sexual Themes as Academic Subjects

Adult themes, imagery, and media may come up; This includes nudity, sex, deviant behavior, rape, etc.  Often these themes come up in movies or art related to class discussions.  However, we will approach adult themes only with academic sensitivity as subjects of discussion and academic interest, never to be lurid and intimidating.  At no time will any student be forced to view or discuss any material you do not wish to see or discuss.  In instances where sexual themes, particularly if violence is involved, will be discussed, you will be forewarned so that you may make an informed decision.

Privacy

By law, the only person I can discuss your performance and your grade with is you and other faculty and college staff.  I cannot, under any circumstances, discuss your grade or performance with your parents (even if they are paying your tuition) or anyone else close to or associated with you.  I cannot discuss your performance with any other students whatsoever.  I cannot redistribute any of your course material without your written permission.

Recording Lectures or Class Time

The use of any recording device during class without prior consent of the instructor is prohibited, except as necessary to provide reasonable auxiliary aids and academic adjustments to students with disabilities who present official documentation from the DSP&S office to the instructor prior to recording.  This is to protect privacy and create a safe classroom environment where all participants can discuss potentially controversial or sensitive subjects freely.  If you want to take photographs or make an audio or visual recording, you must get prior permission from the instructor.  Even if a student gets permission to record, the recordings are only for personal use and may not be distributed, posted, published, or shared in any manner.

During the Semester

Instructors are required to drop students who have not appeared in class or who are judged to be inactive by the census date. Students may be dropped from a semester-length class for continuous or cumulative absences and non-participation that total the number of hours the class is scheduled to meet in a two-week period (8 hours = 4 class days.)  In other words, you get 4 absences before you are dropped.

Instructor's Participation

If I do not respond to your email within 24 hours, assume I did not receive it and contact me again. I rarely check my email on the weekends because I need that time to grade, but if something happened over the weekend, please do email me or post on the discussion boards; when I check my message on Monday, I will get back to you.  My email address is arnold_geoffrey@sac.edu.

Excusing Absences

Absences may be excused for any of the following reasons:

• illness or injury,
• family emergency,
• religious observances,
• government obligation,
• campus events.

Documentation will be required.  A note from your parents does not count. You must have paperwork that shows the date you missed.  You may submit these to me via a photograph.  Do not post these on the course discussion board to avoid releasing your personal information.  Email me the photograph at arnold_geoffrey@sac.edu.

Dropping the Course

It is the student's responsibility to withdraw officially from the course.  Stop attending does not constitute a withdrawal.  However, because of enrollment demands, a student may be dropped by the instructor when not appearing at the first class meeting.  A student may be dropped for excessive absences when the total hours of absence exceed 10% of the scheduled class hours (4 class sessions).  Under extenuating circumstances, a student may be reinstated by the instructor.

Originality Statement

All work for this class must originate from you the student and you the student alone; furthermore, all work for this class must be composed for this class and this class alone.  Work from other courses turned in for assignments in this class shall receive No credit.  By being a part of this course, you are committing to academic ethics and standards, and Originality is rule #1.

Turnitin.com

No essay in this class will be graded without a passable Turnitin.com report or a cleared investigation into a Turnitin.com report 15% or higher.

Due to a recent radical surge in plagiarism incidents, all essays are required to be submitted via Canvas to Turnitin.com, which is a plagiarism checking software that not only checks your essays against public sources on the internet but also checks your essays against one another.  Turnitin.com contains a database of essays from all over the state, including this campus, as well as the internet (Wikipedia included.)

If Turnitin.com delivers a report that indicates plagiarism, it does not automatically mean inappropriate student behavior has occurred. Any originality report 15% or over will be investigated for plagiarism.  The ultimate decision regarding whether plagiarism occurred or not is up to the instructor.

By being a part of this course, any of your material for this course will be made available for submission to Turnitin.com.

What Is Plagiarism and Academic Dishonesty?

Students at Santa Ana College are expected to be honest and forthright in their academic endeavors.  To falsify the results of one's research, to steal the words or ideas of another, or to cheat on an examination, corrupts the essential process by which knowledge is advanced.  Academic dishonesty is seen as an instentional act of fraud, in which a student seek to claim the credit for the work or the efforts of another without authorization, or uses unauthorized materials or fabricated information in any academic exercise. Assignments that demonstrate academic dishonesty may receive and F grade, and the student may be referred to the dean of the division for further disciplinary action.

Putting Texts by Other Authors into Your Own Words

Even if you put someone else's ideas in your own words without giving proper credit constitutes plagiarism.  If you're not sure, always give credit to the source.

Plagiarizing Print and Digital Works by Other Authors 

Plagiarism is a form of cheating and is also a breach of copyright laws in the case of published works.  Works on the World Wide Web and the Internet are published.  As the purpose of taking college classes is to learn what one does not know, it is only logical and ethical to refrain from ‘taking the easy way out’ by using someone else’s work as a substitute for one’s own.”

Plagiarizing Student Work

Plagiarism is not limited to stealing the works of authors outside of the class.  It is also stealing the works of other students, or even distributing your own work for the purpose of redistribution.  This is the most common and most destructive form of plagiarism, and if done without consent, can endanger the academic careers of innocent victims.  Do not, under any circumstances, distribute your original academic work in any form to anyone.  If you do so, you run the risk of having your material distributed without your knowledge.

Plagiarizing One's Own Work

Using one's own work from one class to fulfill the assignments of a different or later course is an act of plagiarism and dishonesty as it constitutes an attempt to defraud.

What Happens If Students Plagiarize?

Plagiarism does happen unintentionally, and in such cases, I will work with the offender to correct the error.  However, in cases where plagiarism is used intentionally, the following steps will be enacted:

• Offenders will be given the opportunity to explain what happened.
• Offenders will be warned.
• Offenders receive No Credit on the assignment (which is worse than receiving an F). 
• If plagiarism persists or is particularly egregious, I reserve the right to fill out an Unethical Conduct Report to be attached to the offender’s records and refer the offender to the Student Judicial Affairs Officer.

Other Unethical Conduct

Again, by the standards outlined in the Student Code of Conduct, unethical conduct is not limited to plagiarism; Other unethical conduct includes:

• cheating on exams;
• stealing or disturbing tests, course materials, or student work in or outside of class or campus;
• impairing or disrupting coursework during class time;
• removing unauthorized materials from the classroom;
• distributing or being under the influence of illicit drugs or alcohol;
• physical, emotional, or sexual violence or harassment in or outside of class or campus;
• threatening any and all students, staff, or instructors with physical, emotional, or sexual violence in or outside of class or campus;
• otherwise disregarding established classroom procedures.  

Likewise, I reserve the right to remove offenders of the above definitions of unethical conduct from the class, suspending the offender up to 2 days of class, and referring the offender to the Student Judicial Affairs Officer.

As a student at Santa Ana College, you are responsible for maintaining academic integrity and ethical classroom behavior. Make sure that you are familiar with your academic responsibilities and the consequences of cheating, plagiarism, and other violations that are detailed on the SAC website under Student Conduct.

Handling Incidents of Unethical Conduct

While the Student Judicial Affairs Officer may make recommendations and record incidents of unethical student conduct, the ultimate decision of guilt and punitive measures is up to the instructor.  Punitive measures may include the following:

• A warning
• Denial of Access to the course and any assignments for up to one week
• Failure or No Credit on an assignment (Plagiarism only) 
• Referral to the Student Judicial Affairs Officer. 

Punitive measures will be based upon your behavior as a student in and out of class, your cooperation with the investigation, and, in incidents of plagiarism, the results of the Turnitin.com report.

Email

I do have an office on campus, but the best and only way to get a hold of me is via email.  My email is arnold_geoffrey@sac.edu. Also, I will email urgent updates to the class; I only have one email address on file, and that is the email address you have registered with the campus.  If this is not your regular email address, it is your responsibility to change it.

Checking Your Email

Check your email regularly.  It will warn you when Canvas has been updated.  Often, I will send out messages, and they will appear in your email.

Submitting Work via Email

Emailed submissions for homework or essays are done with my expressed permission or at my request only.  All work must be submitted in the proper place on Canvas.  In very rare cases, I will allow or request students email me copies or pictures of the assignments or essays to verify they were completed on time.  Proper submission will still be required on Canvas.  Remember this can only happen with my express permission or request.  All instance of electronic submission without permission or request will be ignored and erased. 

Checking My Email

I will check my email every weekday in the morning.  If I do not respond to your email within 24 hours, assume I did not receive it and contact me again. I rarely check my email on the weekends because I need that time to grade, but if something happened over the weekend, please do email me or post on the discussion boards; when I check my message on Monday, I will get back to you.  My email address is arnold_geoffrey@sac.edu.

Personal Contact Information and Social Media

Our relationship is strictly student-teacher; this is a life-long relationship.  At no time should we have contact outside the context of this class or your education.  Please do not make contact with me on social media or seek my personal contact information unless it is the most extreme of emergencies.  In turn, do not provide me with your personal contact information including email; use your campus email account or the course Q&A on the discussion board.

While I do have a contact phone number for you, I will only use it in extreme circumstances, and I will never give that information to anyone else outside of campus staff for official reasons. If such a situation should arise that I must be contacted through my personal contact information, contact the campus administration or English department, and they will contact me on your behalf.

My campus email is arnold_geoffrey@sac.edu.

Late Work & Make-Up Policies

By and large, I discourage late or make-up assignments but understand that some are necessary.  You are college students, you are adults, so you must hold yourself to higher standards.  Choose to do the work the course demands of you, or accept the consequences if you choose otherwise.  With the exception of Week 1, you can make up any homework assignments, discussion posts, or written assignments (except essays and exams) at any point during the semester; however, all late work will be severely penalized.  This system is designed for the occasional issue, not regular late submissions.

Late Essays

Your papers will be dropped one full letter grade for every day including non-class days late beyond the due date; thus, you’ll have 3 days to turn in any late work with the hope of passing, 5 days with hope of failing (an "F" is 50%, preferable to "0.")  Under any circumstances contact me immediately if you anticipate turning in a paper late or missing an exam.

You cannot make up the Diagnostic Essay, the Rhetorical Essay, either Midterm or Final Exams, the Research Proposal, or the Research Paper without a documented exemption.

Paper Extensions

I will consider paper extensions without penalty provided you contact and inform me prior to the due date.  The ultimate decision for awarding an extension is done on a case-by-case basis, and the final decision is mine.  I will not consider extensions after the due date without a documented exemption.

Documented Exemptions

Exemptions may be made in cases of:

• illness or injury,
• family emergency,
• religious observances,
• government obligation,
• campus events. 

Documentation will be required.  A note from your parents does not count. You must have paperwork that shows the date you missed the assignment.  You may submit your paperwork via a photograph of the document.  Do not post these on the discussion board to avoid private information becoming public to the course.  Email me the photo.  My email is arnold_geoffrey@sac.edu.

Permissible Email Submissions

In very rare cases, I will allow or request students email me copies or pictures of the assignments or essays to verify they were completed on time.  Hard copies will still be required at a later date.  Remember this can only happen with my express permission or request.  All instance of electronic submission without permission or request will be ignored and erased.

Accommodations for Students with Disabailities

Your success in this course is important to me.. Santa Ana College and I are committed to providing reasonable accommodations for all individuals with disabilities.  If you have a disability that may have some impact on your ability to do well in this course, I encourage you to speak with me as soon as possible.  Also, please contact the Disabled Students Program & Services so that we can collaborate on your accommodations in a timely manner.  DSP&S is located in VL-203, and their phone number is 714-564-6295.  The DSP&S office requires documentation of your disability in order to receive accommodations.  If you do not have documentation, they will work with you to acquire it.  I look forward to supporting you to meet your learning goals.

Take the Syllabus Quiz

You can take the Syllabus Quiz by clicking on the link.

Course Schedule

Tuesdays	Thursdays	Between Classes
2/12.  Syllabus Review and Icebreakers	2/14.   Writing, Death, and Memorial (in-class);	Complete Module 0 & 1
2/19.  Intro to Rhetoric	2/21.  Discuss Musashi and Plato's Crito (.pdf)	Complete Module 2
2/26. Clause Construction	2/28.  Discuss Plato: Apology, Phaedo, and Allegory of the Cave (.pdf);	Complete Module 3
3/5.  Writing Process	3/7.  Peer Edit: Diagnostic Essay;	Complete Module 4.
3/12.  Movie	3/14.  Movie con't	Complete Module 5; Diagnostic Essay Due
3/19.  Paragraphing	3/21.  Discuss Jacoby and Borwnmiller (.pdf)	Complete Module 6
3/26.  Combining Clauses	3/28.  Discuss Weisel (.pdf)	Complete Module 7
4/2.  Intro to Research	4/4.  Midterm Exam	Complete Module 8
4/9, No Class, Spring Break	4/11, No Class, Spring Break	Research for your Rhetorical Essay
4/16.  Analysis	4/18.  Discuss Bageant (Textbook)	Complete Module 9
4/23.  MLA Citation	4/25.  Movie	Complete Module 10; Rhetorical Essay Due
4/30.  Verbs and Verb Tense	5/2.  Discuss Del Guercio and Chapman (Textbook)	Complete Module 11
5/7.  Library Day	5/9.  Peer Review: Proposals	Complete Module 12; Research Proposals Due
5/15.  Pronouns	5/17.  Discuss Davis (pdf) and Schildkrout (Textbook)	Complete Module 13
5/22.  Advanced Phrases	5/24. Discuss Gabler (Textbook)	Complete Module 14
5/28.  Library Day	5/30.  Bibliographies	Complete Module 15
6/4.  Conferences	6/6.  Final Exam	Complete Module 16