English 1010 Syllabus

ENGLISH 1010

Introduction to Writing

Section 004, TB 441, TR 1:00-2:20

Appointments held after class T-R, or over email T-F.

Required

1) Writing: A Guide for College and Beyond. Ed. Lester Faigley. New York:

Pearson/Longman, (ISBN# 0-321-39626-X). Please bring your book each time we meet.

2) spiral notebook, writing journal

Expectations

I will be friendly, respectful, and enthusiastic about the subject of writing and life in general.

This is a demanding course, but I will do everything I can to lower the anxiety in class, to

encourage questions, and to avoid unpleasant surprises by letting you know what I expect. I

expect you to come to class every Tuesday and Thursday for the next sixteen weeks, prepared to

learn and prepared to share. I expect you to be engaged in our discussions and activities.

Everyone in the class brings a unique perspective to the discussions (and essays) we’ll have this

semester. I want to hear your voice, both through speaking and writing.

Some of the material we cover in this class is sensitive in nature and our classroom atmosphere

needs to be open and respectful to facilitate the discussions we hold. Discriminatory behavior

based on race, gender, ethnicity, sexual orientation, or age will not be tolerated.

General Education Statement

This course is part of the General Education Program at Salt Lake Community College. It is

designed not only to teach the information and skills required by the discipline, but also to

develop vital workplace skills and to teach strategies and skills that can be used for life-long

learning. This course fulfills the EN Composition requirement for General Education.

Course Outcome Goals

By the end of English 1010 students should be able to recognize and effectively use:

Rhetorical strategies, including adapting to differences in purpose, audience and genre

Critical thinking processes, including summary, analysis, synthesis, and argumentation

Composing processes such as invention, drafting, revision, editing, peer feedback, and

self-assessment

Conventions of writing, especially the conventions of incorporating and citing other texts

into their own writing

Drafting, Peer Review, & Online Discussion Groups

Drafting and revision are essential steps in the writing process. By the second week of class we

will create small groups which you will work with throughout the semester, both in person and

online in Vista. You will rely on these people for feedback on most of your writing assignments

in class, so it is really to everyone’s advantage to work hard and stay in touch with their group

members. For in-class peer review, you will notified of the days you are to bring two copies of

your completed draft (in length and content).

Vista

You can access our online classroom at _____________________________. I will use vista to

post reminders, class notes, and grades. You will also use it for discussion forums and emailing

classmates or myself. Your username is _________________. Your password is __________.

Homework/Writing Journal

All homework is due the following class unless otherwise specified and should be kept in your

writing journal. For instance, if you have a homework assignment to bring in an advertisement

from a periodical, you should staple your ad to a page in your journal. In addition to homework

exercises, use your journal to capture primarily the thoughts going through your mind generated

by our discussion―jot down notes about interesting ideas that come to you or comments that

other students make or questions that remain unanswered in your mind. Additionally, use your

journal for in-class writing exercises. I will check your writing journal periodically in class.

Attendance and Late Arrivals

Your attendance is expected and your class participation is valued. This is a discussion-based

class, and we need you! Those who miss class, even for legitimate reasons, lose something that is

reflected in their work; they also miss out on valuable participation points. Once missed, these

points cannot be made up. These points include attendance, readiness for and participation in

peer review, preparation for class, participation in class, pop quizzes, writing journal

assignments, etc.

If it is absolutely necessary to be absent, it is your responsibility to get notes and assignments

from another class member. Please do not email me, asking “Have I missed anything important

in class?”—everything is important, at least to me. On the other hand, if you have a question or

are unsure about an assignment, please do email me at once! If you know ahead of time that you

will be absent, please let me know.

The first two absences are freebies; thereafter, you will lose 10 points for each absence. If you

know you will be absent when a paper is due, turn it in early.

Tardy Policy

Please do not come to class late, or leave class early. Tardiness is inconsiderate and disruptive. I

will do my best to start and end every class on time.

Late Work Policy

Assignments are due at the beginning of class on the dates indicated in the syllabus unless

otherwise announced. In the event of an unforeseeable absence, you may email your paper to me

before our appointed class time without penalty. I will grade but not comment on or return

emailed papers. Late papers will be penalized 10% for each day (not class period) they are late,

and I will grade but not comment on or return your late paper.

Grading

I will notify you in advance if I decide to change, add, or remove an assignment. Changes to the

course will not result in a net increase to your workload.

Participation and Attendance (25%)

These points include attendance, readiness for and participation in peer review,

preparation for class, participation in class, pop quizzes, writing journal

assignments, etc.

Writing Assignments (75%)

Rhetorical Analysis

The first seven weeks of class will be spent on analysis and will culminate in a

3-4 page essay due September 25th.

Exploratory Research

The next six weeks will be spent on exploratory research and will culminate in

a 4-6 page essay due November 6th

.

Argument

The next four weeks will be spent on argument, working with the same topic

as your exploratory research essay, and will culminate in a genre translation

due December 4th.

*You will also submit several shorter pieces (assignment drafts, self-

assessment and so forth) along with the three culminating papers.

Grading Scale

94-100 = A 90-93 = A- 87-89 = B+ 84-86 = B 80-83 = B- 77-79 = C+

74-76 = C 70-73 = C- 67-69 = D+ 64-66 = D 60-63 = D- 0-59 = E

Paper Format & Content

Unless otherwise specified, all assignments should be typed with 1-inch margins in Times New

Roman font, double-spaced, and stapled with your name, course and section, my name, date, and

assignment title, in the top left-hand corner. If you use outside sources, you should cite them in

MLA format.

The following items will not be considered valid sources for any research projects done in this

course: online or hard copy encyclopedias and dictionaries (ex. Wikipedia, dictionary.com, and

so forth). You may choose to use these sources as starting points in the research/writing process,

but you must back them up with additional sources.

Evaluation Criteria for Writing Assignments

Focus/Organization: Did the author follow the given directions for the assignments?

Clarity: Does it make sense? Are there many errors in spelling, grammar, and so forth?

Research: Where applicable, did the author refer to the text/background research? Did

s/he give proper credit when quoting, paraphrasing, and/or summarizing outside sources?

Completeness: Are all the required elements of the assignment included? Did the author

participate in the peer workshop and group conference days?

Format: Did the author follow the specific guideline for formatting the assignment?

Timeliness: Was the work turned in on time? (See below.)

Writing Center

The Writing Center exists to help you become a better writer. You will be required to meet with

a consultant in the Writing Center once during the semester. A second visit will earn you 10

extra credit points, but you may go as many times as you would like.

SLCC has a Writing Center at each campus (AD 218 at Redwood, N308 at South). Experienced

and trained tutors meet with students about their writing. This can be done at any point in the

writing process—brainstorming to final edit. Check at the front desk for the days and times a

writing tutor is available. You may also have your work reviewed online at

http://www.slcc.edu/wc/, or send a draft to a tutor through e-mail: ET@englab.slcc.edu. Be sure

to include questions and concerns you may have and a copy of the writing assignment.

Academic Dishonesty

Academic dishonesty includes any attempt to defraud, deceive, or mislead the instructor in

arriving at a grade. Plagiarism—willfully copying or presenting someone else’s ideas or work as

your own—cheating, and other forms of academic dishonesty will result in a failing grade for the

assignment and possibly the entire course.

ADA Statement

Please contact me during the first week of class to discuss any particular needs. Every effort will

be made to provide fair and appropriate accommodations for students with disabilities. For

specific information, please contact the Disability Resource Center at 957-4659, TTY 957-4646

A Final Thought

Feel free to catch me before and after class, in the hallways, etc. The best way to contact me is

through email. I check my email at least once daily (T-F), and I promise to send a speedy reply. I

want you to succeed. Almost everyone can become a good writer. The difference between those

who earn an “excellent” grade and those who don’t is almost always time and effort.

ENGL 1010 SCHEDULE

*all assignments are subject to change*

Week Date Assignment

1 8/21 R Review syllabus. Read selections from chapter 1. Choose a political

cartoon from a print or online source. Respond to questions 1-5 from the

“Working Together” box on p.15.

2 8/26 T Read selections from chapter 2. Read the student sample analysis of an ad

on p. 33. Respond to the sample by answering all the questions on p. 31

(the bulleted questions AND #1 and #2 at the bottom of the page). After

you complete your review of the sample analysis, read the revised version

of the paper on pgs 49-51 and be prepared to discuss both sample drafts in

class.

8/28 R Read selections from chapter 2. Examine several selections of opinion

writing from a blog, discussion board, editorial, advocacy web site, or

letter to the editor. Select an example that contains a fallacy. Write a one

paragraph summary of the piece, then a one paragraph discussion of the

fallacy. Include a copy of the text you are responding to. (see p. 19)

3 9/2 T Read selections from chapters 3, 4, and 6. Using your political cartoon

invention work from 8/26, write a 2 page rhetorical analysis of your

chosen cartoon. Your analysis should do the following:

1) briefly describe the cartoon (include the author, date, and publication

with the actual description)

2) discuss the context (intended audience, purpose, background, etc..) of

the cartoon

3) discuss the point (argument) of the cartoon

4) discuss the rhetorical strategies (use of color, image, word,

exaggeration, character, angle, etc..) used by the illustrator to make the

point

5) evaluate the effectiveness of the cartoon in reaching its audience with

its message

*Be sure you have a thesis statement, well developed main points, and

proper MLA format.

9/4 R Read selections from chapters 3, 4, and 6. Respond to two of your peers

first drafts by answering the questions on pg 31 of your text (all bulleted

questions AND #1 and #2 at the bottom of the page). Include any other

comments you think would be useful for the writer.

4 9/9 T Read selections from chapters 7 and 8. Choose one of the reading

selections from chapter 7 (Two Ways to Belong to America, A Blizzard

Under Blue Sky, Arrival: 1960, Let It Snow, Just Another Soldier, Why I

Hunt, or Mother Tongue.) After reading the piece carefully, answer all

questions on pg 60 for your chosen selection.

Week Date Assignment

9/11 R Read selections from chapters 7 and 8. Choose one of the reading

selections from chapter 8 (The First Descent of the Grand Canyon,

Photographs of Japanese-Americans at Manzanar, A Small Place, Low

Wages Strong Backs or The Travelogue of an Astronomer.) After reading

the piece carefully, answer all questions on p. 117 for your chosen

selection.

5 9/16 T Read selections from chapters 10 and 12. Choose a written text (or use one

assigned by your instructor). Write a 3-4 page summary strong response

essay for your chosen text. Your essay should do the following:

1) summarize the text objectively (include the author and title of the text

early in the summary)

2) respond to the subject matter (ideas) of the text (see “Planning Guide

SSR”)

3) respond to the rhetorical strategies of the text (see “Planning Guide

SSR”)

*Be sure you have a thesis statement, well developed main points, and

proper MLA format.

9/18 R Read selections from chapters 10 and 12. Respond to two of your peers

first drafts by answering the questions on pg 31 of your text (all bulleted

questions AND #1 and #2 at the bottom of the page). Also respond to

these questions:

1) Does the paper have an interesting title?

2) Is the summary objective, concise yet thorough, and rhetorically

appropriate? What improvements could be made here?

3) Did the writer include response to the rhetorical strategies or just

response to the ideas? What other ideas could the writer use in

response to the rhetorical strategies?

6 9/23 T Self evaluation. Based on your self evaluation, your peer reviews, and

your instructor feedback, revise your summary strong response essay into

a final draft.

9/25 R Submit your final draft along with the self-evaluation.

7 9/30 T Read selections from chapters 16, 17, and 18. Go to

http://libweb.slcc.edu/index/tutorials and view all 4 EBSCO tutorials

under the “General” category. (Tutorials are approximately 3 minutes

each.)When you have completed the tutorials write down 5 things you

learned about online library research and also 5 topics you are interested in

researching and writing about for the remainder of the semester.

10/2 R No Class—Fall Break

Week Date Assignment

8 10/7 T Read selections from chapters 15, 19, and 28. Once you have selected

your topic, answer the questions on pg 557 for your topic. You may wish

to converse with your group about the topic as a way to brainstorm ideas

for this assignment. (pg 557). Substitute.

10/9 R No Class—Working Day. Read selections from chapters 15, 19, and 28.

With your research group make a visit (you can go individually or

separately) to the same place or event, such as a museum, a parade, a

festival, a political rally, or an on campus event. (If it is possible to find a

place or event that connects to your topic, you should choose a related

event. For example, if your topic is Uganda’s invisible children and the

SLCC campus happens to be showing the film Invisible Children followed

by a discussion, you could attend that event. However, if it is not possible

to find something related to your topic, then you may choose anything

you’d like.) I suggest viewing the SLCC homepage or a local newspaper

for possible events/places to attend. Once you have attended the

event/place, write and post a 1 page synopsis of your visit. Then, read the

synopses of the other group members and write a paragraph that

summarizes the different perspectives your observations provide and that

discusses what an audience can learn by reading multiple accounts of the

same experience. (pg 111)

9 10/14 T Read selections from chapter 9. Choose one of the reading selections from

chapter 9 (Russell Simmons, How Do I Love Thee, Writing: A Ticket to

Work…Or A Ticket Out, Building a Shelter or View Lava Safely.) After

reading the piece carefully, answer all questions on pg 176 for your

chosen selection. (pg 176)

10/16 R Read selections from chapter 9. In the following weeks, you will complete

5 research journals. Each research journal entry consists of 2 annotated

bibliography entries. Your annotated bibliography entries must come from

scholarly sources (such as those found in the SLCC online library

databases) and should include the following information: citation of the

source, one paragraph summary of the source, one paragraph reflection

about the source.

10 10/21 T Read selections from chapter 23. Find a magazine article, a book chapter,

a web site, or another source about your topic that contains several

pictures. Complete the “Write Now” activity on pg 661 for that source. (pg

661)

10/23 R Read selections from chapter 23. Complete a research journal entry

consisting of 2 annotated bibliography entries. Your annotated

bibliography entries must come from scholarly sources (such as those

found in the SLCC online library databases) and should include the

Week Date Assignment

following information: citation of the source, one paragraph summary of

the source, one paragraph reflection about the source.

11 10/28 T Read selections from chapter 25. Choose either the report OR the

exploratory essay for assignment 14. Remember that assignment 14 is

intended to be the research foundation for your argument paper and

genre translation.

10/30 R Read selections from chapter 25. Complete a research journal entry

consisting of 2 annotated bibliography entries. Your annotated

bibliography entries must come from scholarly sources (such as those

found in the SLCC online library databases) and should include the

following information: citation of the source, one paragraph summary of

the source, one paragraph reflection about the source.

12 11/4 T Respond to two of your peers first drafts by answering the questions on p.

31 of your text (all bulleted questions AND #1 and #2 at the bottom of the

page). Include any other comments you think would be useful for the

writer. Based on your peer reviews and your instructor feedback, revise

your report OR exploratory essay into a final draft. Complete your self

reflective essay.

11/6 R Staple your reflective essay to the back of your report OR exploratory

essay and submit them together.

13 11/11 T Read selections from chapters 5, 13, 14, 24. Using pages 466-467 come up

with a possible thesis statement for your argument paper. Write your thesis

statement along with an idea map showing your ideas for supporting your

thesis.

11/13 R Read selections from chapters 5, 13, 14, 24. Read the thesis statements of

each member of your research group. For each person, write a free write

that supports the thesis statement and a free write that opposes the thesis

statement. (Each free write should be a minimum of ½ page). Then, read

the free writes written by your group members about your thesis. Use this

exercise to think through additional supports for your thesis and to think

through oppositions to your thesis statement.

Complete a research journal entry consisting of 2 annotated bibliography

entries. Your annotated bibliography entries must come from scholarly

sources (such as those found in the SLCC online library databases) and

should include the following information: citation of the source, one

paragraph summary of the source, one paragraph reflection about the

source.

Week Date Assignment

14 11/18 T Write a persuasive argument paper based on either chapter 13 (see pgs

466-483) or chapter 14 (pgs 528-545). Your argument paper should be 4-

6 pages long, include at least 5 sources, and a works cited page.

*Be sure you have a thesis statement, well developed main points, and

proper MLA format.

11/20 R Respond to two of your peers first drafts by answering the questions on pg

31 of your text (all bulleted questions AND #1 and #2 at the bottom of the

page). Include any other comments you think would be useful for the

writer.

Complete a research journal entry consisting of 2 annotated bibliography

entries. Your annotated bibliography entries must come from scholarly

sources (such as those found in the SLCC online library databases) and

should include the following information: citation of the source, one

paragraph summary of the source, one paragraph reflection about the

source.

15 11/25 T Once you have completed your argument paper, you will choose a specific

audience within the conversation of your issue, and will write to that

audience in a different genre. You might select to write a popular article,

such as a letter to an editor of the campus newspaper, a blog on a Website,

or a newspaper column such as Newsweek’s “My Turn”. The point is to

consider the rhetorical situation of your issue and choose an audience

within that issue, then choose a genre that would most effectively achieve

your purposes with that audience.

11/27 R No Class—Thanksgiving Break

16 12/2 T Respond to two of your peers first drafts by answering the questions on pg

31 of your text (all bulleted questions AND #1 and #2 at the bottom of the

page). Include any other comments you think would be useful for the

writer. Based on your peer reviews and your instructor feedback, revise

your argument paper into a final draft.

12/4 R Self-reflective essay. Submit your final draft along with the final draft

genre translation, and self-reflective essay.

There is no final exam in ENGL 1010.

English 2010 Syllabus

ENGLISH 2010, SPRING 2009

Intermediate Writing

Section 072, CRN 26995, 9:30am-10:50am

Section 079, CRN 26994, 11:00am-12:20pm

REQUIRED

1) Writing in a Visual Age by Lee Odell and Susan Katz. Please bring your text everyday.

2) spiral notebook, writing journal

EXPECTATIONS

I will be friendly, respectful, and enthusiastic about the subject of writing and life in general.

This is a demanding course, but I will do everything I can to lower the anxiety in class, to

encourage questions, and to avoid unpleasant surprises by letting you know what I expect. I

expect you to come to class every Tuesday and Thursday for the next sixteen weeks, prepared to

learn and prepared to share. I expect you to be engaged in our discussions and activities.

Everyone in the class brings a unique perspective to the discussions and writings we’ll create this

semester. I want to hear your voice, both through speaking and writing.

Some of the material we cover in this class is sensitive in nature and our classroom atmosphere

needs to be open and respectful to facilitate the discussions we hold. Discriminatory behavior

based on race, gender, ethnicity, sexual orientation, or age will not be tolerated.

COURSE DESCRIPTION

English 2010 will expose students to a number of different genres of writing that will be

appropriate in academic contexts and in public writing situations. This course will focus on three

related aspects of rhetoric and composition: public writing, writing from sources, and document

design. The course will ask students to enter ongoing conversations about public issues and to

become legitimate participants in those conversations by informing themselves through research.

COURSE OUTCOME GOALS

The English Department has listed the following as its desired outcomes for student writers, who

upon the completion of English 2010 should be able to:

Adapt strategies of argumentation for a given writing situation.

Adapt style and design for a given writing situation.

Write in multiple genres.

Conceive, draft, and revise many kinds of documents, and manage these processes

independently.

Approach reading and research critically, analytically, and rhetorically, choosing

appropriate research strategies for a particular writing task.

Cite sources appropriately for the writing situation, including using an academic system

of citation with a high degree of proficiency.

Understand and respond critically to a civic conversation and become a legitimate

participant in that conversation.

Work collaboratively on writing tasks with other writers.

DRAFTING, PEER REVIEW, & PORTFOLIO

Revision is a central part of the process of successful writing. Students will be required to revise

their writing in this course. Students will also have the opportunity to participate in peer review

workshops where they will receive useful feedback from fellow students. Finally, students will

produce a final portfolio in this course where they will assemble revised works along with a

reflective essay. Students will be required to revise four of the five main assignments for their

final portfolio. For in-class peer review, you will notified of the days you are to bring two copies

of your completed draft (in length and content).

HOMEWORK/WRITING JOURNAL

All homework is due the following class unless otherwise specified and should be kept in your

writing journal. For instance, if you have a homework assignment to bring in an advertisement

from a periodical, you should staple your ad to a page in your journal.In addition to homework

exercises, use your journal to capture primarily the thoughts going through your mind generated

by our discussion―jot down notes about interesting ideas that come to you or comments that

other students make or questions that remain unanswered in your mind. Additionally, use your

journal for in-class writing exercises. I will check your writing journal periodically in class and

on the last day.

ATTENDANCE AND LATE ARRIVALS

Your attendance is expected and your class participation is valued. This is a discussion-based

class, and we need you! Those who miss class, even for legitimate reasons, lose something that is

reflected in their work; they also miss out on valuable participation points. Once missed, these

points cannot be made up. These points include attendance, readiness for and participation in

peer review, preparation for class, participation in class, quizzes, writing journal assignments,

etc.

If it is absolutely necessary to be absent, it is your responsibility to know what’s in the syllabus

and get notes and assignments from another class member. Please do not email me, asking “Have

I missed anything important in class?”—everything is important, at least to me. On the other

hand, if you have a question or are unsure about an assignment, please do email me at once! If

you know ahead of time that you will be absent, please let me know.

Please do not come to class late, or leave class early. Tardiness is inconsiderate and disruptive. I

will do my best to start and end every class on time.

LATE WORK POLICY

Assignments are due at the beginning of class on the dates indicated in the syllabus unless

otherwise announced. In the event of an unforeseeable absence, you may email your paper to me

before our appointed class time without penalty. I will grade but not comment on or return

emailed papers. Late papers will be penalized 10% for each day (not class period) they are late,

and I will grade but not comment on or return your late paper.

GRADING & ASSIGNMENTS

I will notify you in advance if I decide to change, add, or remove an assignment. Changes to the

course will not result in a net increase to your workload.

Profile that Evokes a Public Issue (draft) 50pts

Report on a Community Organization and/or Public Issue (draft) 50pts

Instructions on a Public Issue or Process (draft) 50pts

Position Paper on a Public Issue (draft) 50pts

Proposal on a Public Issue (draft) 50pts

Peer review (5x30pts) 150pts

Participation and Attendance 100pts

Final Portfolio 500pts

GRADING SCALE

94-100 = A 90-93 = A- 87-89 = B+ 84-86 = B 80-83 = B- 77-79 = C+

74-76 = C 70-73 = C- 67-69 = D+ 64-66 = D 60-63 = D- 0-59 = E

PAPER FORMAT & CONTENT

Unless otherwise specified, all assignments should be typed with 1-inch margins in 12 point

Times New Roman font, double-spaced, and stapled with your name, my name, course and

section, date, and assignment title, in the top left-hand corner. If you use outside sources, you

should cite them in MLA format in the text of your paper (in-text) & on your works cited page

(see pp. 626-627).

The following items will not be considered

valid sources for any research projects done in

this course: online or hard copy encyclopedias

and dictionaries (ex. Wikipedia, dictionary.com,

and so forth). You may choose to use these

sources as starting points in the research/writing

process, but you must back them up with

additional sources.

In MLA style, refer to the works of others in

your text by using parenthetical citations.

Immediately following a quotation from a

source or a paraphrase of a source's ideas, you

place the author's name followed by a space and the relevant page number(s).

Human beings have been described as "symbol-using animals" (Burke 3).

Your in-text citation will correspond with an entry in your Works Cited page, which, for the

Burke citation above, will look something like this:

Burke, Kenneth. Language as Symbolic Action: Essays on Life, Literature, and Method.

Berkeley: U of California P, 1966.

Parenthetical citations (in-text) and Works Cited pages allow readers to know which sources

you consulted in writing your essay, so that they can either verify your interpretation of the

sources or use them in their own scholarly work.

FINDING A SCHOLARLY SOURCE IN A DATABASE

go to the Library Home Page: http://libweb.slcc.edu/index/library-resources

scroll down to this box

select “Popular Databases”

select the “EBSCOhost” search engine

select “All Databases”

select “Academic Search Premier” This brings you to your search page. Enter your terms,

and then under “Search Options,” limit your results to “full text” and “Scholarly (Peer

Reviewed) Journals.”

After you list of articles comes up, read the Abstract to see if it’s a good fit for you.

(*hint* At the bottom right hand corner of this summary, there is an image of a yellow

paper. If you click on this paper, it will show you the MLA citation format for the article!

lucky! Copy and paste it. Or, if you’d prefer, look up how to make the MLA format on

p.626 of your textbook.)

Open the PDF of the article, read the full text and print it.

(NOTE: you may only be able to access these databases from a campus computer)

EVALUATION CRITERIA FOR WRITING ASSIGNMENTS

Focus/Organization: Did the author follow the given directions for the assignments?

Clarity: Does it make sense? Are there many errors in spelling, grammar, and so forth?

Article Database Search

LibGuide subject guides: Can be used to

identify the best databases for your topic.

Popular Databases: Most used databases such

as EBSCO, Proquest and SIRS.

Browse by Title: A full list of all SLCC Databases arranged alphabetically.

WebFeat Database Search: Search SLCC

Library’s databases simultaneously.

Research: Where applicable, did the author refer to the text/background research? Did

s/he give proper credit when quoting, paraphrasing, and/or summarizing outside sources?

Completeness: Are all the required elements of the assignment included? Did the author

participate in the peer workshop and group conference days?

Format: Did the author follow the specific guideline for formatting the assignment?

Timeliness: Was the work turned in on time?

WRITING CENTER

The Writing Center exists to help you become a better writer. You will be required to meet with

a consultant in the Writing Center once during the semester. A second visit will earn you 10

extra credit points, but you may go as many times as you would like.

SLCC has a Writing Center at each campus (AD 218 at Redwood, N308 at South). Experienced

and trained tutors meet with students about their writing. This can be done at any point in the

writing process—brainstorming to final edit. Check at the front desk for the days and times a

writing tutor is available. You may also have your work reviewed online at

http://www.slcc.edu/wc/, or send a draft to a tutor through e-mail: ET@englab.slcc.edu. Be sure

to include questions and concerns you may have and a copy of the writing assignment.

ACADEMIC DISHONESTY

Academic dishonesty includes any attempt to defraud, deceive, or mislead the instructor in

arriving at a grade. Plagiarism—willfully copying or presenting someone else’s ideas or work as

your own—cheating, and other forms of academic dishonesty will result in a failing grade for the

assignment and possibly the entire course.

ADA STATEMENT

Please contact me during the first week of class to discuss any particular needs. Every effort will

be made to provide fair and appropriate accommodations for students with disabilities. For

specific information, please contact the Disability Resource Center at 957-4659, TTY 957-4646

A FINAL THOUGHT

Feel free to catch me before and after class, in the hallways, etc. The best way to contact me is

through email. I check my email at least once daily (M-R), and I promise to send a speedy reply.

I want you to succeed. Almost everyone can become a good writer. The difference between an

“A” and an “E” is almost always time, effort, and revision.