COURSE INFORMATION 

Course Title: English Composition

Course Number: 101

Course Reference Number: 

Term & Year: Fall 2023

Credit Hours: 3

Class/Lab Room #: B204

Class Meeting Days & Times: Daily

Delayed Class Schedule:  N/A

INSTRUCTOR INFORMATION 

Instructor:  Ms. Karen Roper

Office Hours: n/a

Office zoom link: Zoom meeting

HACC Email Address: kroper@gasd-pa.org

Phone Number: 717-334-6254 x6137

CATALOG COURSE DESCRIPTION

ENGL 101 emphasizes the composition of organized, clear, coherent, and well-supported essays, which feature standard English conventions, effective style, and the appropriate use of research strategies and sources. Students develop the critical reading and thinking skills necessary to produce effective college-level writing that communicates to a particular audience, fulfills a specified purpose, and conforms to a given genre. 

 

REQUIRED PRE-REQUISITE AND/OR CO-REQUISITE COURSE(S) 

Placement through the College Testing and Placement Program or completion of ENGL 007, 051 or 057 with a grade of C or higher; ENGL 003 is a Pre or Co-requisite.

 

REQUIRED TEXT(S) 

Subject & Strategy by Paul Eschholz and Alfred Rosa. GASD will provide this textbook. 

Student Choice Novel

SUPPLEMENTAL MATERIALS 

Laptop, charger, and pencil or pen with blue or black ink. A dead battery is no excuse for not doing an assignment. 

LEARNING OUTCOMES

Upon successful completion of the course, you should be able to:

o Compose essays suitable to various audiences and purposes using a systematic writing process

o Organize essays with well-supported, unified, coherent paragraphs

o Use language and mechanics for various writing situations or a given audience and purpose

o Identify sources appropriate to a given assignment

o Read critically to understand, analyze, and evaluate the ideas of others

o Synthesize and cite the ideas of others using the most current version of an established professional citation style

 

METHODS OF EVALUATION/GRADING POLICY

Assignment directions and requirements will be included in rubrics attached to each assignment within Canvas. A variety of methods will be used to assess student performance, the two most important being class participation and unit writing assessments. Other projects, quizzes, and writing also will be used to evaluate student performance and mastery.

 

Late Work: Each writing assignment or journal entry is to be submitted on time as indicated in Canvas or on paper.

Consequences for Missing a Deadline

• 1-7 Day(s) - you receive 75% max of the grade you earn

• After 1 Week - you receive 50% max of the grade you earn

• Two weeks - 0%

Not knowing what to do is not an excuse for not doing an assignment!

However, because there can be genuine emergencies (illness, work commitments, family or work issues), each student may have one “free late paper” to turn in within a week with no late penalty. Please simply indicate to me that the assignment is being submitted as a “free late paper.” 

GRADING SYSTEM 

Major Assignments (80% of grade):

Reflective Essay

Columnist Project

Peer Reviews (2)

Expanded paragraph essay

Conferences

Argumentative Essay (including scholarly research)

Annotated Bibliography (2)

 

Minor Assignments (20% of grade):

Class Participation

Annotation

Presentation of Post-Secondary Institution

Discussion Posts

Narration/Description/Illustration/Definition paragraphs

Reading Quizzes

Reflections

In-class writing assignments

Chat with a Librarian

Creative Confessional (2)

Rough Draft of Argument Essay for Peer Review

Constructed Response

Cornerstone

Process Speech

The grade for this class will be contiguous.  We will not start over at the end of quarter #1.  The grade for this class will be one comprehensive grade.  The HACC final grade and the GAHS final grade will be filed at the normal conclusion of the semester. The grading scale for HACC and GAHS are not necessarily the same.

Final Grades for HACC will be assigned as follows:

A = 100-90%

B = 80-89%

C = 70-79%

D = 65-60%

F = 64 or less 

The above scale is based on a 4.0 scale, as established by the National College Board. http://www.collegeboard.com/html/academicTracker- howtoconvert.html

A grade of “C” or higher, which includes the satisfactory completion of the final writing project/portfolio, qualifies a student for 3 college level credits.  

GAHS grading scale

letter	percentage	letter	percentage
A	94-100	C	75-80
A-	92-93	C-	73-74
B+	90-91	D+	71-72
B	85-89	D	67-70
B-	83-84	D-	65-66
C+	82-81	F	Below 65

COURSE REQUIREMENTS

• Each student is responsible for checking announcements on Canvas and in their email for changes in course information. If something is on Canvas, it is your responsibility to know it.
• Technological glitches and/or computer problems are not excuses for late work.
• All work must be typed and properly formatted according to the specifications for each assignment. Please use Arial, Times New Roman, Verdana, or Calibri, 12 pt. font.
• All work must be written in English and all cited sources must also be published in English.
• Treat assignments like tests. As soon as the essay is submitted, it is graded as is. Submitting an assignment to me means you are releasing it for a grade. 
• Missing parts of assignments, such as outlines and drafts, lowers the assignment grade. See the grading rubric for each assignment for the points assigned to each required component.

STANDARD OPERATING PROCEDURES

Assignments are due as noted in Canvas on the assignment page. Some assignments will be due at the beginning of class, others at 11:59 pm on the due date (unless otherwise specified). If you are absent, you should be prepared to turn in your assignment on the day you return to class. Not knowing what to do is not an excuse for not doing an assignment.

Following directions is a habit-and a requirement of any job whether it be stocking shelves or performing surgery. Therefore, it is imperative that you follow the directions on any given assignment. Points will be deducted for not doing so. (You have been warned!)

Behavior: Remember, respect goes both ways. I expect you to act as mature young adults, and I will treat you as such. However, should you choose to act in a manner inappropriate to the classroom, you will receive a warning, then a call to your parent/guardian, then a referral to the office. This is a classroom, not a stage, and disruptive behavior will not be appreciated by any of us. Do YOU want to be the cause for unplanned homework because your actions delayed our classroom progress? Think about it.

Phones: Stow it! No need to text, talk, tweet or anything else on your phone or watch while in class. No need for earbuds in class either. This may cause withdrawal symptoms for some of you, but hang tough. Keep your phone away. If you feel you will be tempted, I would be happy to keep it in my desk during class. Repeated use of phone results in loss of participation points, a call to parent/guardian, then referral to the office. 

FORMAT (Directions): Assignments should be typed and double-spaced in Times New Roman, Arial, Verdana or Calibri font, size 12, with one inch margins as per MLA and APA guidelines.

INCOMPLETE GRADE POLICY

N/A

INSTRUCTOR’S ATTENDANCE POLICY

Excused absences: If absent on a due date, assignments are due the first class period upon your return. Tests and quizzes are announced well in advance. If you are absent the day before a test or quiz you will still be expected to take that test or quiz on the scheduled day. Consideration for extended absences will be given at the teacher’s discretion.

Unexcused absences: If absent on a due date, assignment will be considered late. Tests, quizzes, and other classwork will be made up on the first day you return to class.

INSTRUCTOR’S MAKE-UP POLICY

Most major assignments can be revised and resubmitted. Due dates for revisions will be communicated in class and in Canvas.

WITHDRAWAL POLICY

See school counselor.

REFUND POLICY

N/A

INSTRUCTOR’S ACADEMIC DISHONESTY POLICY

In this class, it’s EXTREMELY important for you to maintain personal and professional integrity in all of your writing. As this course is designed to use your writing as the basis for testing your skills, I cannot in good conscience grade higher than an “F” on a piece of writing that reflects practices of plagiarism (unintentional or not). Whether there was intention or not, the fact remains that when information is written without proper attribution, it is no longer correct, credible, or valid.

When there is concrete evidence that the submitted work is not that of the students, said work will receive a 0 and there will be no opportunity to resubmit or redo. This course is meant to improve students’ writing skills, not their copying skills. 

Proper attribution of sources is not just a thing one has to do, but is an integral part of the writing process, for which students are tested. The Learning Outcomes for this course include management of source material as a requirement for passing. The writing will be graded as it is submitted, without feedback and the opportunity for a redo. If you are uncertain as to how to cite or even whether to do so, view the resources provided to you through Canvas. You may also just ask me.

Writing is a journey which we are all on, me included. No one is 100% perfect at it, and I’m not expecting you to be. We all make mistakes, but you are expected to put a good faith effort into applying these skills. We will spend time on research in this class and a librarian will visit. We’ll help you with any questions you have. However, ultimately, you are accountable as an ENGL 101 student to meet outcomes, maintain personal integrity, and seek help when you have questions.

There are particular instances when the citation errors are severe enough that the assignment cannot pass, even if a student attempted to use sources. For example, the assignment will fail when the assignment is submitted without a Works Cited page, and/or internal citations. Another example is when the citation information on the Works Cited page/Refernces page and those in the essay do not match.

We will go over these instances and more in class before your first research assignment. You will also receive a handout about citation. If you’re unclear in any of this and wish to avoid failing an assignment for misused/missing sources, it is vital that you seek help from your teacher, a librarian, or a tutor.

 ACADEMIC DISHONESTY

Academic dishonesty is defined as an intentional act of deception in which a student seeks to claim credit for the work or effort of another person, or uses unauthorized material or fabricated information in any academic work.  It includes, but is not limited to:

1. Cheating – giving or receiving answers on assigned material, using materials or aids forbidden by the instructor, unauthorized possession of examinations, or any other intentional use or attempted use of unauthorized materials, information, or study aid.
2. Plagiarism – the offering of someone else’s work, words, or idea as one’s own or using material from another source without acknowledgement.
3. Interference – interfering without permission with the work of another student either by obtaining, changing or destroying the work of another student.
4. Buying or selling of term papers, homework, examinations, laboratory assignments, computer programs, etc.
5. Falsifying of one’s own or another’s academic records, or falsifying of admissions, registration, or other related college materials.
6. Knowingly assisting someone who engages in A-E above.

If a student is found to have committed any verifiable acts or forms of academic dishonesty, the student will face immediate removal from the HACC portion of the course or will receive a HACC grade of “F.”  Furthermore, the student will be referred to Mr. Lusk for GAHS disciplinary action and will receive a zero for the assignment.  

Accessing any literary resource website, like “Sparknotes.Com” “Book of Rags,” or “Good Reads.Com,” or others, during a literature exam constitutes plagiarism and will result in the above stated measures!  Corporate writing, which is the completion of any of the writing, reading or journaling assignment within this class by more than one student, constitutes plagiarism.  All writing assignments, unless specifically designated as a group assignment, are to be completed independently by each student.

EEOC/PHRC 

Students with disabilities who are in need of accommodations should contact the Student Access Services Coordinators. Coordinators for each campus are listed here: http://www.hacc.edu/Students/DisabilityServices/Contact-Disability-Services.cfm

EEOC POLICY 005

It is the policy of Harrisburg Area Community College, in full accordance with the law, not to discriminate in employment, student admissions, and student services on the basis of race, color, religion, age, political affiliation or belief, gender, national origin, ancestry, disability, place of birth, General Education Development Certification (GED), marital status, sexual orientation, gender identity or expression, veteran status, genetic history/information, or any legally protected classification. HACC recognizes its responsibility to promote the principles of equal opportunity for employment, student admissions, and student services taking active steps to recruit minorities and women.

PHRC STATEMENT

The Pennsylvania Human Relations Act (“PHRAct’) prohibits discrimination against prospective and current students because of race, color, sex, religious creed, ancestry, national origin, handicap or disability, record of a handicap or disability, perceived handicap or disability, relationship or association with an individual with a handicap or disability, use of a guide or support animal, and/or handling or training of support or guide animals.

The Pennsylvania Fair Educational Opportunities Act (“PFEOAct”) prohibits discrimination against prospective and current students because of race, religion, color, ancestry, national origin, sex, handicap or disability, record of a handicap or disability, perceived handicap or disability, and a relationship or association with an individual with a handicap or disability. Information about these laws may be obtained by visiting the Pennsylvania Human Relations Commission website at www.phrc.state.pa.us (Links to an external site.).

Important Definitions

1. preclude the possibility - when the student fails to engage in classroom activities and lacks behavior that illustrates one’s willingness to work towards success in all aspects of the course. Examples include, but are not limited to: missing assignment deadlines; earning a zero for not submitting work; coming to class, but not participating; sleeping in class; consistent late arrivals / early departures (10 minutes or more); excessive, non-class related talking; excessive texting and/or non-class internet use.

2. excused work – when any of the following conditions can be verified:

o Was it beyond my control to prevent?

o Was it significant enough to reasonably prohibit attendance in class or the submission of assignments by the deadline?

o Can I supply verification through credible written documentation by a doctor, government agency, or employer? Parental notes do not count.

o Can I supply documentation or the ability to verify the absence on the day I return to class? 

1. unexcused work - these types of absences and late submissions are considered by choice and not out of the student’s control. The conditions for excused work have not been met.

1. appropriate documentation -

o doctor’s note stating dates you or your child / legal dependent were under medical care for the time frame in question;

o a work supervisor’s note on company letterhead verifying mandatory training (not to be used for normal work schedule);

o summons for you or your child / legal dependent to appear in court

o military training or temporary assignment

o or, a funeral card for the day of the funeral (not a newspaper obit)

1. unacceptable excuses -

o appointments considered routine or scheduled (e.g. teeth cleaning);

o family vacation

o not directly relating to you (e.g. taking someone to the airport)

o preventable high school events (e.g. prom or track practice)

1. family emergency - considered on a case by case basis when:

o the student communicates to the professor the nature of what has occurred;

o and makes a good faith effort to contact the professor as soon as is reasonably possible.

o when making a decision, I reserve the right to ask for verification

STUDENT MENTAL HEALTH SERVICES

HACC has entered into a contract with Mazzitti & Sullivan EAP Services to provide mental health counseling services to our students.  Mazzitti & Sullivan has over 3,000 providers nationwide who are able to assist individuals in need of mental health or drug/alcohol counseling.  Sessions may be face-to-face, by telephone, or through a secure online platform.  Interested students are encouraged to contact Mazzitti & Sullivan EAP Services at 1-800-543-5080 or through its website, www.mseap.com

DELAYED OPENINGS OR CLOSURES

See policy for GAHS.

For additional information regarding campus closings go to:  https://hacc.edu/Students/CollegeCalendars/Weather/index.cfm

INSTRUCTOR CANCELLATION OF CLASS

N/A

 

COURSE CALENDAR / SCHEDULE

Tentative Schedule

Week	Objectives	Topics
1 Introduction to Course 8/22-25	Build Community Learn about the course Review format Explore the Power of Language/Word Choice	Syllabus Power of Language (purpose of stylistic choices/ figurative language/ imagery) APA format (Reflective Essay assigned-due 8/30)
2 8/28-31	Review writing process Become confident with annotation	Annotation do and don’ts Creation of visual aid How to speak/act when presenting Create short presentation on post-secondary school-due 9/8
3 9/5-8	Connect writing to audience and purpose Apply voice to writing	Language choice Audience and purpose Columnist Project intro Presentation on post-secondary school due 9/8
4 9/11-15	Apply narration strategy to writing Reflect on the writing of others	Narration (paragraph due 9/13) Choose novel Columnist Project #1 due 9/15
5 9/18-22	Apply description strategy to writing Read novel Reflect on the writing of others	Description (paragraph due 9/20) Active/passive voice Creative Confessional
6 9/25-29	Apply illustration strategy to writing Read novel Reflect on the writing of others Apply concepts of visual literacy	Illustration (paragraph due 9/27) Visual Literacy Columnist Project #2 due 9/29
7 10/2-6	Apply definition strategy to writing Read novel Reflect on the writing of others	Definition (paragraph due 10/5)
8 10/10-13	Recognize purpose, audience, argument, logos, pathos, ethos, kairos Provide critical and constructive feedback Read novel Reflect on the writing of others	Logos, Pathos, Ethos, Kairos Peer review protocol Columnist project #3 due 9/13 Write essay prompt
9 10/16-20	Read novel Reflect on the writing of others Recognize types of style Compose a clear thesis statement Navigate the online library	Writing styles Thesis statements Online research Creative confessional due 9/21
10 10/23-27 (end of term)	Read novel Reflect on the writing of others Conference with Ms. Roper Use online library to access related research Cite sources Compose rough draft	Online library research Citation Columnist Project #4 due 9/27
11 10/30-11/3	Read novel Integrate source material into essay Revise writing	Rough draft Peer Conference Final essay due 11/3
12 11/6-9	Self-reflect about writing Make personal connections to literature	Self-reflection Identities in writing
13 11/13-17	Recognize warrants Develop a topic for essay Conduct research through online library	Argument essay Warrants
14 11/20-21	Use online library to access research Connect research to thesis	Course evaluation Annotated Bibliography  Mentor Text
15 11/28-12/1	Use online library to access research Connect research to thesis Conference with Ms. Roper	Annotated Bibliography (#1 due 11/29) Literary devices through mentor text
16 12/4-8	Apply in-text citation according to prescribed style Use online library to access research Connect research to thesis	Annotated Bibliography (#2 due 12/4) Quiz: In-text citation Creative Confessional
17 12/11-15	Compose a Works Cited page that conforms to MLA style Recognize elements of argument in a speech Compose a rough draft of essay Provide critical and constructive feedback	Rhetoric Peer Review Revise Essay
18 12/18-21	Revise essay Review language and mechanics	Final essay-due 12/18 Read/ discuss articles
19-20 1/2-12	Compose a process speech in collaboration with someone Revise Essay	Revisions Capstone essay required by GAHS Constructed Reponse required by GAHS Socratic Seminar