St.

Clair County Community College

English 101-HB Fall 2018 Course Syllabus
Instructor: Theresa Hessling
Room 305
Phone #: (989) 479-3261, ext. 305
E-mail: thessling@hbpirates.org
Office Hours: Monday - Thursday 2:50-3:30pm

This is a 16-week course beginning on August 28th and ending on December 14, 2018.
Meeting time: Wednesday, Thursday, & Friday from 9:42am-10:34am (3rd hour) – some
meeting days will change depending on assemblies, holidays, etc.

COURSE TITLE: English Composition I

COURSE NUMBER: ENG 101 (Section HB)

PREREQUISITE: Successful completion of writing assessment or ENG 050 or ENG 075

COREQUISITE: None

CREDIT HOURS: 3

CONTACT HOURS: 3 3 LECTURE LAB OTHER

COURSE RATIONALE:
To have students write effective, coherent, unified, well-developed and supported multi-paragraph
expository essays.

CATALOG DESCRIPTION:
ENGLISH 101 ENGLISH COMPOSITION I. This course includes various types of current prose, a study of
English usage and intensive practice in composition, all of which is designed to improve a student’s ability
to express ideas in a clear, logical, and forceful manner.

Prerequisite: Successful completion of writing assessment or ENG 050 or ENG 075

3 credits = 3 lecture WR

COURSE OBJECTIVES/OUTCOMES:
When students complete the course, they will be able to:
1. support a thesis statement in an argumentative essay by effective use of various rhetorical strategies,
which may include but are not limited to narration, cause/effect, description, exemplification,
comparison/contrast, division/classification and definition.
2. demonstrate ability to select, organize, and develop ideas in coherent essays or other written forms
suitable for college work.
3. demonstrate ability to vary writing style, including vocabulary and sentence structure, for a variety of
rhetorical situations.
4. demonstrate ability to write Standard English using the appropriate grammar, punctuation, and
spelling.

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GENERAL EDUCATION OBJECTIVES/OUTCOMES:
This course satisfies a Writing (WR) graduation competency with the following outcomes:
1. Demonstrate ability to select, organize, and develop ideas in coherent essays and/or other written
forms suitable for college work.
2. Demonstrate ability to vary writing style, including vocabulary and sentence structure for a variety of
rhetorical situations.
3. Demonstrate ability to locate and gather information from primary and secondary sources and
incorporate quotation, paraphrase, and summary from such sources into a properly documented
paper.
4. Demonstrate ability to write informative, interpretive, analytical, and/or evaluative essays.
5. Demonstrate ability to write standard English using the appropriate grammar, punctuation, and
spelling.

COURSE CONTENT:
 Various rhetorical modes will be presented and discussed.
 Students will write and revise essays that illustrate the concepts of each mode.
 Among these modes are Narrative, Cause/Effect, Descriptive, Exemplification, Argumentation,
Comparison/Contrast, and Division/Classification. Although each mode has certain distinct and
separate elements that are unique, some characteristics are common to them all. These common
aspects will be presented along the following guidelines:
1. Effective essay writing consists of certain elements
2. Methods for developing ideas for writing essays
3. Student examples of various essays
4. Textbook examples of essay development
5. Suggestions for writing essays
6. Composing and revising of essays
7. Editing for errors and effectiveness
8. Final draft considerations

GRADING RATIONALE:
Students are expected to attend all class sessions. Grade is based on accurate and timely submission of all
assigned work, quizzes, tests, mid-term and final exams, attendance, and class participation.
Your final grade will be based on the following:
Final Writing Assignments/Assessments 70%
Homework/In-Class assignments/Participation 30%

Textbook & Required Materials: (2 books)

Patterns for College Writing by Kirszner & Mandell Brief 2nd Edition © 2018
A Writer’s Reference by Hacker and Sommers (9th edition)

COURSE EXPECTATIONS:
1. Attend all classes and be on time. If you are going to be absent, it is your responsibility to hand in
any due assignments that day via e-mail or else it will be late. Also, if you are absent, be sure to
access the class website to make sure you get all missing assignments. If you are absent on a day an
assignment is due, I must be notified via e-mail/phone call that day with a valid excuse or else the
assignment will not be accepted and a “0” will be given with no chance to redo it.
2. All late assignments will be graded down by 50%. Assignments are due in class when I collect them.
Any time thereafter is considered late.
3. You must readily participate in class discussions, small group assignments, blogs, revision
workshops, and peer-editing conferences both offering and accepting constructive criticism.
4. Use the library often and in a manner that is respectful, resourceful, and beneficial.

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SC4’s Position on Plagiarism (from page 208 of 2013-2014 Course Catalog)
“The college considers academic dishonesty to be essential to all academic performances. Instances of academic
dishonesty will be treated as serious offenses of the Student Code of Conduct. Students involved in activities such as
cheating and/or plagiarism will be subject to disciplinary action up to and including dismissal”
The following is the definitions of “plagiarism” according to SC4:
“Plagiarism is the appropriation of language, thoughts or ideas of another author and claim that as one’s own.
Plagiarism is work not produced by the student or work that does not credit borrowing from the original source(s).”
The following is the definition of “cheating” according to SC4:
“Cheating can be , but is not limited to, a student using electronic technology, notes or other written materials not
permitted by the instructor; looking at other students’’ papers without the instructor’s permission; requesting
answers from other students; or working with other students when independent work is required. Situations where
cheating may occur are during tests, exams, quizzes, or some similar methods of evaluation.”

Evaluation/Grading Scale:
The grading scale is as follows:

100-95 A 76-73 C
94-90 A- 72-70 C-
89-87 B+ 69-67 D+
86-83 B 66-63 D
82-80 B- 62-60 D-
79-77 C+ 59 & Below E

Please Note:
1. Keep all materials generated in this class until you receive your final grade.
2. All essay final drafts must be typed, following MLA format.
3. Anyone who turns in work other than his or her own will receive an “E” in this course.
4. Please remember that taking a dual enrollment class is a privilege and not a right. Conduct yourself
accordingly.

SC4 Resources
 Canvas: Support - (888) 326-4058 Option 3
 MyITLab: http://www.myitlab.com (Support - (800) 677-6337 or
http://247pearsoned.custhelp.com/
 SC4 Website: http://www.sc4.edu (Support – (810) 989-5858)
 SC4 Portal (access to college information, eMail, Wave registration): http://portal.sc4.edu
(Support – (810) 989-5858)
 Bookstore – ATC 125, (810) 989-5725
 Tutoring – Achievement Center, College Center B100 (Support - (810) 989-5759)
 Writing Center – MB 121 – (810) 984-3881 ext. 6223
 Math Center – CEM 104 – (810)984-5701
 Admissions/Registrations – One Stop Center, ATC 123, through WAVE on the Portal, (810) 989-
5500
 Financial Aid: One Stop Center ATC 123 - (810)989-5530 – finaid@sc4.edu
 Class Cancellation Line: (810) 989-5770

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 English 101 – Fall 2018 Course Outline
*This is a tentative schedule.
Week Patterns for College Writing
1 Argumentative Research Paper – Timeline & topics
August 28-30 Ch. 1 (pages 1-27)
Ch. 2: Invention (pages 27-47)
 SMB explained
 SMB #1: Chapter 1: "Who Am I?" (Who you are as a person? What does your name
mean/how does it define you? What/Who defines you?)
Ch. 3 & 4: Arrangement & Drafting

2 Ch. 3 & 4: Drafting & Revising

Sept. 3-7
 Self-Revision
 Peer-Revision
Ch. 5: Editing & Proofreading

3 Ch. 6 – Readings
Sept 10-15 HW: Ch. 6 pgs. 97-111
Narrative Writing Assignment
SMB CH. 2 “Before I Was, There Were…”

4 CH. 6 Narrative
Sept. 18-22 SMB CH. 2 “Before I Was, There Were…”
 Rough Draft
 Revising
 Editing
 Proofreading
 Final Copy

5 Ch. 7 Description Readings from text

Sept 25-29

6 Description Writing Assignment

Oct. 2-6 SMB Ch. 3 “Suddenly I Became Me”

1st Check on Argumentative Topic: show me list of topics and response to each after reading and
researching more about each. Which topic did you decide you like most and why?
Review Ch. 16-18 Finding and Evaluating Sources, Integrating Sources & Avoiding Plagiarism,
Documenting Sources Using MLA

7 Ch. 8 – Exemplification Readings

Oct. 9-13

8 Writing Assignment: SMB Ch. 5 – “I Grew Up Here”

Oct. 16-20

ENG 101
Catalog effective: 2018-2019 Updated format: August 2018
Semester effective: Fall 2018 4
 9 Ch. 9 Process Readings
Oct. 23-27 MIDTERM Put to Practice what you learned:
SMB Ch. 6 – “Hide and Seek”

10 Ch. 10 – Cause & Effect Readings

Oct 30-Nov 3 Collaborative Writing Assignment/Activity

11 Ch. 11 Compare and Contrast Readings

Nov 6-10 Activity

2nd check for Argumentative Notes/Progress

12 CH. 12 Classification/Division Readings

Nov. 13-17 Activity

13 Ch. 13 Definition Readings

Nov. 20-24 Collaborative Activity

3rd Check for Argumentative Notes & Works Cited

14 Ch. 14 Argumentation Readings

Nov. 27-Dec 1 Outline
Drafting

15 Argumentative Topic Choices

Dec. 4-8  Revising
 Editing
 Proofreading
 Final copy due Friday by 3pm

16 Exam: Writing Assignment: SMB Ch. 4 “School Bells: K-4”

Dec. 11-15 Put 1st half of SMB together.

Final Grades available December 18, 2018 on your SC4 Portal.

You may send transcript requests at that time.

ENG 101
Catalog effective: 2018-2019 Updated format: August 2018
Semester effective: Fall 2018 5
NAME: ____________________________________________________ DATE: ___________

Assignment: _________________________________________________________________
Reading Response Rubric:
Throughout this semester, you will be reading various reading selections from the textbook.
When asked to complete a journal response, this is the scoring guide I will use to score your
response:
4 3 2 1
Complete Almost Partially Minimally
Complete complete complete
Organization:
 Introduction begins with and
appropriate lead and thesis statement;
 the body uses star ideas and specific
details from the text to support your
point;
 it concludes with a summary point or
restatement of a strong point.
Content:
 Quotes and/or summaries of specific
details in the text support your
response
 Examples, experiences, evidence, and
elaboration of key ideas fully explain
your point of view
 Use of relevant details and stay on topic
throughout the response
Style/Voice:
 Strong opinion throughout
 Mature, college-level vocabulary used
 College-level varied sentence structures
used
GUMP:
 Writing is neat/ response is typed
following MLA format
 Proper grammar, usage, mechanics, and
punctuation are used.
MLA Documentation:
 Bibliography for all sources is
complete, accurate, and follows
MLA format
 In-text citations are complete and
accurate, and follow MLA format
TOTAL

ENG 101
Catalog effective: 2018-2019 Updated format: August 2018
Semester effective: Fall 2018 6