ENG 121

Basic Course InformationCourse Name: English Composition I: CO1Sections: 78A, 78B, 78C, and 78DCRN: 54484Semester: Spring 2020Credits: 3Prerequisites/Co-requisites: Equivalent testing score or completion of CCR 092 or CCR 093 or CCR 094. CCR 094 may be taken concurrently with this course.Meetings/Times: M,W,F—1st: 7:50-8:45 AM, 2nd: 8:50-9:45 AM, 3rd: 9:50-10:45 AM, 4th: 10:50-11:45 AMLocation: Room 207, 4424 Innovation Drive, Fort Collins, CO 80525

Instructor InformationInstructor: Professor Levi B. Sanchez, M.F.A.Office Phone: (970) 377-0044Email: levi.sanchez@coloradoearlycolleges.orgCollege Web Site: https://www.frontrange.edu/ Office Location: Room 207, 4424 Innovation Drive, Fort Collins, CO 80525Office Hours: M-F: 1:50-2:45 and by appointmentDepartment Contact: Liz Jackson

English Faculty Rhetoric, Languages and Philosophy Larimer Campus, BP109G 970.204.8639

Course MaterialsTextbookStudents will be responsible for checking out a copy of the textbook from the CECFC bookstore: Ramage, John, John C. Bean, and June Johnson. The Allyn & Bacon Guide to Writing. 6th Ed. Boston: Pearson, 2015. Print. ISBN-10: 0321914228 ISBN-13: 978-0321914224 (abbreviated as ABGW in syllabus)

TechnologyStudents will need regular access to a word processor. Students will need occasional access to a printer. CECFC offers computer labs where students can access these resources.

It is recommended that students back up their work on a flash drive and/or online cloud service (example: Google Docs). “The computer ate my homework” is not a valid excuse for late or missing work. If a technological issue arises, the student must provide evidence (a picture of the error message with date/time stamps)

Students will have access to FRCC’s library and all its resources.

About the ProfessorLevi B. Sanchez earned his undergraduate degree in English and Secondary Education at Westminster College in New Wilmington, PA. He received his graduate degree in Creative Writing at the University of Notre Dame in South Bend, IN. He enjoys reading, writing, playing guitar, and motorcycling.

Course Overview

Catalog Course DescriptionEmphasizes the planning, writing, and revising of compositions, including the development of critical and logical thinking skills. This course includes a wide variety of compositions that stress analytical, evaluative, and persuasive/argumentative writing.

GT Pathways Guaranteed Transfer (GT) Pathways Course Statement:The Colorado Commission on Higher Education has approved ENG121 for inclusion in the Guaranteed Transfer(GT) Pathways program in the GT-CO1 category. For transferring students, successful completion with a minimum C‒ grade guarantees transfer and application of credit in this GT Pathways category. For more information on the GT Pathways program, go to http://highered.colorado.gov/academics/transfers/gtpathways/curriculum.html

Written Communication Content Criteria-CO11. Develop Rhetorical Knowledge

a. Focus on rhetorical situation, audience, and purpose.b. Read, annotate, and analyze texts in at least one genre of academic discourse.c. Use voice, tone, format, and structure appropriately.d. Write and read texts written in at least one genre for an academic discourse community.e. Learn reflective strategies.

2. Develop Experience in Writing

a. Learn recursive strategies for generating ideas, revising, editing, and proofreading.b. Learn to critique one’s own work and the work of others.

3. Develop Critical and Creative Thinkinga. Identify context.b. Present a position.c. Establish a conclusion indicated by the context that expresses a personal interpretation.

4. Use Sources and Evidencea. Select appropriate evidence.b. Consider the relevance of evidence.

5. Develop Application of Composing Conventionsa. Apply genre conventions, including structure, paragraphing, tone, mechanics, syntax,and style.b. Use appropriate vocabulary, format, and documentation

Competencies and Student Learning Outcomes for GT-CO11. Employ Rhetorical Knowledge

a. Exhibit a thorough understanding of audience, purpose, genre, and context that isresponsive to the situation.

2. Develop Contenta. Create and develop ideas within the context of the situation and the assigned task(s).

3. Apply Genre and Disciplinary Conventionsa. Apply formal and informal conventions of writing, including organization, content,presentation, formatting, and stylistic choices, in particular forms and/or fields.

4. Use Sources and Evidencea. Critically read, evaluate, apply, and synthesize evidence and/or sources in support of a claim.b. Follow an appropriate documentation system.

5. Control Syntax and Mechanicsa. Demonstrate proficiency with conventions, including spellings, grammar, mechanics,and word choice appropriate to the writing task.

Required Course Learning Outcomes1. Exhibit an understanding of audience, purpose, genre, context, and formatting that is responsive to the situation.2. Plan, write, revise and review multi-paragraph compositions that stress analytical, evaluative, exploratory, and persuasive/argumentative writing within various rhetorical situations.3. Apply conventions of composition including organization, presentation, and stylistic choices.4. Employ critical and evaluative reading skills in order to synthesize evidence and/or sources in support of a claim, using an appropriate documentation system.5. Apply genre conventions including structure, paragraphing, tone, mechanics, grammar, syntax, and style.

Required Topical OutlineNote: Outline details recursive, not linear, activities.

I. Rhetorical Knowledgea. Audience

b. Purposec. Reading strategiesd. Genree. Reflective strategies

II. Experience in Writinga. Generating ideasb. Planningc. Draftingd. Editinge. Proofreadingf. Revisingg. Critiquingh. Recursive process

III. Critical and Creative Thinkinga. Identifying contextb. Presenting a positionc. Drawing relevant conclusions

IV. Sources and Evidencea. Selecting appropriate evidenceb. Evaluating evidencec. Integrating evidence

V. Composing Conventionsa. Applying genre conventionsb. Voice, tone, and stylec. Structuring and paragraphingd. Employing appropriate mechanics, syntax, and diction

Course Expectations

Instructor’s Overview of the CourseENG 121 provides an introduction to academic writing at the college level. Students will refine their skills through the writing of five papers. Each paper will require students to brainstorm, plan, draft, revise, and edit. Additionally, students will read, annotate, and respond to expert and amateur writing.

Graded Instructional Activities Why I ______ Writing Essay – a 2-to-3-page personal narrative explaining your feelings towards writing.

Rhetorical Analysis Essay- a 3-to-5-page analysis of the rhetorical appeals exhibited in a short commercial.

Evaluation Essay- a 3-to-5-page evaluation of the effectiveness of an advertisement.

Argumentative Essay- a 3-to-5-page well-developed argument on a topic of the student’s choosing.

Research-Based Argumentative Essay- a 4-to-6-page research-based extension of the argumentative essay.

Activities Contribution to Overall Grade

Why I _______ Writing Essay

10% of Total Grade

Rhetorical Analysis Essay

15% of Total Grade

Evaluation Essay 15% of Total GradeArgumentative Essay 15% of Total GradeResearch-Based Argumentative Essay

25% of Total Grade

Assignments 10% of Total GradeParticipation 10% of Total GradeTOTAL 100%

Grading Scales and Standards Letter Grade RangeA 90 – 100%B 80 – 89%C 70 – 79%F 69% and lower

Paper Grades:All papers will be out of 100 points. (See the grading scale below to understand the expectations for each letter grade). Additionally, each student will receive an Idea (I) grade and an Execution (E) grade out of 50 points. The Idea (I) and Execution (E) grades are entered in the comments section of the assignment in Infinite Campus.

The Idea (I) grade represents the student’s ability to meet the requirements of the assignment.

The Execution (E) grade represents the student’s ability to write in the conventions of academic English.

Grading ScaleA-Earned by work whose excellent quality indicates a full mastery of the subject and, in the case of the grade of A, is of extraordinary distinction.

B-Earned by work that indicates a good comprehension of the course material, a good command of the skills needed to work with the course material, and the student’s full engagement with the course requirements and activities.

C-Earned by work that indicates an adequate and satisfactory comprehension of the course material and the skills needed to work with the course material and that indicates the student has met the basic requirements for completing assigned work and participating in class activities.

D-Earned by work that is unsatisfactory but that indicates some command of the course materials and some minimal participation in class activities that is worthy of course credit toward the degree.

F-Earned by work that is not satisfactory and does not demonstrate comprehension of the course material and the basic skills needed to work with the course material.

Incomplete Grades (regarding overall course grades)The “Incomplete” grade is a temporary grade and is designed for students who, because of documented illness or circumstances beyond their control, are unable to complete the coursework within the semester, but have completed at least 75% of all course assignments and tests in a satisfactory manner with a grade of "C" or better. Documentation of the circumstances must be presented to the instructor by the student. (Please see the FRCC Course Catalog for more details.)

Late PolicyAll assignments will have clear expectations and deadlines. An assignment submitted after the prescribed time on the due date will incur a 10% deduction (e.g. If the due date is 10 p.m., and a student submits the assignment at 10:30 p.m., they will receive the 10% deduction). Work submitted the day after the due date will incur a 25% deduction. Work submitted two or more days after the due date will incur a 50% deduction. Additionally, if a student arrives late to class the day an assignment is due, 10% will be deducted from the assignment.

Attendance and ParticipationAttendance

Attending class creates the opportunity for you to learn. Your participation grade will be calculated by your attendance and participation during our class meetings. However, I understand that life happens. In a three-day-a-week class, you are afforded three absences. After your fourth

absence, you incur a 5% deduction. Each further absence will result in an additional 1% reduction of your overall grade.

A student arriving late to class (up to half the class period) will be marked tardy. Three unexcused tardies in a single course will equal one unexcused absence. While the student is not marked absent, instructors convert unexcused tardies into unexcused absences at the end of the semester when computing final course grades.

Non-attendance Reporting: You will be reported as a “non-attending” student if you do not attend class during the first week of the semester.

ParticipationMuch of this class is centered on participatory activities. It is important to participate and be courteous during discussions. FRCC has guidelines for appropriate behavior in courses: civil discussion relevant to course content is essential and encouraged, but inappropriate behaviors such as personal attacks and monopolizing (or others as determined by the instructor) will result in some form of corrective or disciplinary action. In short: respect your peers’ opinions just as you want yours respected. Learning involves exchanging ideas, and in order to do so, we all must contribute to a safe, polite, and open-minded environment. Any behavior that creates a hostile or disruptive environment will not be tolerated.

Academic HonestyStudents are expected to uphold FRCC’s Student Code of Conduct relating to academic honesty and assume full responsibility for the content and integrity of the academic work they submit. The guiding principle of academic integrity will be that a student's submitted work, examinations, reports, discussions, and projects must be that of the student's own work and unique to the course. Students are guilty of violating the honor code if they:

Represent the work of others as their own (this includes copying material from the Internet for discussion postings or other assignments without proper citation)

Use or obtain unauthorized assistance in any academic work. Give unauthorized assistance to other students.

Modify, without instructor approval, an examination, paper, record, or report for the purpose of obtaining additional credit.

Misrepresent the content of submitted work. The penalty for violating the honor code is severe. Any student violating the

honor code is subject to receive a failing grade for the course and will be reported to the Office of Student Affairs. If a student is unclear about whether a particular situation may constitute an honor code violation, the student should contact the instructor to discuss the situation.

Collaboration Unless otherwise instructed, all work submitted is to be done individually by the student. This means you should not be working in pairs or in a group to write discussion posts, complete assignments or take quizzes and other assessments unless specifically asked to do so by your instructor.

Plagiarism / Dual Submission Plagiarism, whether intentional or accidental, is academic dishonesty and may incur disciplinary action ranging from receiving a zero on an assignment or failing a course to more severe consequences. Plagiarism means

Using someone else’s ideas and not correctly citing that use. This means that if you put someone else’s work into your own words, put it in your work, and do not correctly document it, the idea is plagiarized.

Using someone else’s words without quotation marks and not correctly citing that use.

Using someone else’s images or other works (such as from the Internet) without correctly citing that use.

Submitting work that has been turned in for credit in another class or at another institution unless specifically permitted by your instructor.

Students may be required to submit work that is evaluated for originality by Turnitin.com, a plagiarism detection software program that checks for certain forms of plagiarism.

Student Rights, Responsibilities, and ResourcesFor important information on rights and responsibilities of all FRCC students, as well as the many support resources available to you, please refer to the link to “Student Rights, Responsibilities and Resources” in the online course shell. Topics include:

Course Questions

Access to Course Materials Student Email Student Drop for Non-Attendance Student Drop for Non-Payment Financial Aid Academic Assistance Disability Support Services Use of Audio / Video Recordings Crisis Counseling and Stress Management FRCC Cares Notice of Non-Discrimination Mandatory Reporting (Title IX) Student Code of Conduct Philosophy of Inclusion

FERPAThe Family Educational Rights and Privacy Act (20 U.S.C. § 1232g; 34 CFR Part 99) is a Federal law that protects the privacy of student education records.

Parental Access to Children's Education RecordsAt the post-secondary level, parents have no inherent rights to inspect a student's education records. The right to inspect is limited solely to the student. *Important note to discuss with your parents/family*: Once you have moved into post-secondary education, regardless of your age, all rights belong to you. Unlike your elementary school and high school experience, your parents and others have no inherent rights to access your education records. To avoid any misunderstandings, you are strongly encouraged to discuss this new aspect of educational rights with your family before beginning classes.

How can my parents (or spouse, financial sponsor, etc.) get a copy of my grade report?•The easiest and the recommended way is for you to print a copy from eWolf and share it with them.•You may file a Release of Confidential Information form with the College Records Office authorizing them to have access to your records. Person designated for release must pick up the information in person with a picture ID. This release does have an expiration date.

Disability Support ServicesAll students with a disability are encouraged to contact the learning resources and support programs office at any FRCC campus to arrange for accommodations and support services. The link to the learning resources and support programs is http://www.frontrange.edu/Current-Students/Learning-Resources-and-Support-Programs/ and the link to the disability services support information is http://www.frontrange.edu/being-a-student/disability-services. Please notify me during the first week of class of any accommodations needed for the course. Larimer Campus: 970.204.8609 or 970.204.8112

Writing SupportYou can visit with an FRCC Writing Center consultant or send work to a writing expert online and receive comments within one to four days. For face-to-face visits on the Larimer Campus, go to the Learning Opportunity Center located in the Blanca Peak Building, Room 102.

• To access the FRCC Online Writing Center, go to:http://www.frontrange.edu/writingcentersubmission/writingcenter.aspx

Also, CEC has an extensive and helpful tutoring program. For personal tutoring help, please see me in person or send me an email, and I will set you up with one of our professionally trained tutors.

Technological HelpFor help with student email, eWOLF, Desire2Learn (D2L), please contact the 24 x 7 Help Desk at (888) 800-9198 or http://help.cccs.edu. You should make sure to have working and consistent computer and Internet access throughout the semester. It is your responsibility to be proactive about technical difficulties you encounter.

Computer or Internet access problems are not acceptable excuses for late or missed work. I strongly recommend backing up all your work on a flash drive and/or emailing yourself copies of assignments that are due or necessary for in-class work. We can’t predict when technology will fail us.

If FRCC experiences technical difficulties that result in students being unable to access a course site for any period of time, faculty will be informed, so we can work with students to make reasonable adjustments to the course schedule. If you are unsure whether a problem is related to your personal computer/internet connection or is a problem with D2L, contact the Help Desk for assistance.

Recording Lectures and DiscussionsExcept where a student is entitled to make an audio or video recording of class lectures and discussions as an education accommodation determined through the students’

interactive process with college disability services, a student may not record lectures or classroom discussions unless written permission from the class instructor has been obtained and all students in the class as well as guest speakers have been informed that audio/video recording may occur. A student granted permission to record may use the recording only for his or her own study and may not publish or post the recording on YouTube or any other medium or venue without the instructor’s explicit written authorization. Campus Closure Procedure

Should Front Range Community College or one of its campuses close due to inclement weather or other emergency, online courses will proceed unless the emergency affects Desire2Learn, which is unlikely. Assume that your course will continue without interruption, and if you have questions, please ask your instructor.

SafeToTellFront Range Community College provides faculty, staff, and students a resource to report their concern about any member of the FRCC community. If you are concerned about yourself or someone else, please contact a SafeToTell representative or go to www.frontrange.edu/care and report.

How to Navigate the Course StructureFRCC tech support personnel and I have been trained in using Infinite Campus and D2L, but there will likely be glitches, as is the nature of a technology-intensive course. If something for the course is broken or isn’t where I say it should be, please let me know!

Classroom ConductCell phone and non-course related computer use are prohibited during class. If you distract me or your classmates by leaving and reentering the room or by using your phone or other device, you will lose point credit for that session. Finally, we will have open, lively discussions. Respect yourself and others. Don’t monopolize the conversation or talk over anyone else. Don’t hold side conversations.

Content ClauseSince this is a college level course, the content of the course will deal with some adult issues that may require a heightened level of maturity. That said, no content will ever be intentionally inappropriate or lewd. For any comments or questions about content, students: please speak to me directly; parents: see your specific advisor and/or Director of Academics, Karisa Hocke.

DiversityA good education fosters an understanding and acceptance of all. Disparaging remarks in relation to others’ ethnic or racial background, religion, sex, sexual preference, age, disability, socioeconomic background, etc. will not be tolerated.

OtherStudents may drink a beverage from a lidded container. Students may not eat in class. If there are extenuating medical circumstances, a student may be permitted to leave class to eat in the cafeteria. The use of cell phones and other technology is only permitted when assigned by the professor.

Program Expectations In addition to the policies outlined in this syllabus, students are expected to meet all CECFC guidelines and rules including, but not limited to, dress code, attendance, and behavior.

Course Schedule

Important DatesFirst Day of Class: January 6, 2020Non-Attendance Reporting Deadline: N/APayment Deadline: N/ALast Day to Drop with Refund: February 5, 2020FRCC Graduation Application Deadline for Spring Graduation: N/ASpring Break: March 16-20, 2020 Last Day to Withdraw: April 18, 2020Last Day of Class: May 11, 2020

***CECFC Deadlines***:Last Day to Add: January 10, 2020Last Day to Drop with Refund: January 17, 2020

Course Plan (subject to change)Week Date TopicWeek 1

1/6-1/10

Class expectations/teambuildingSyllabus review

Reading and annotating “The Difference between High School and College” and

“Annotation Strategies”

Week Date TopicWeek 2

1/13-1/17

Introduction to the writing processIntroduction to narrative writing and analyzing

sample text, “Thank You, Esther Forbes!”Peer review

Week 3 No school on Monday, 1/201/21-1/24

“Why I _____ Writing” due Tuesday, 1/21Introduction to rhetorical analysis

The rhetorical triangle: logos, pathos, and ethosWeek 4

1/27-1/31

Identifying the rhetorical triangle in a commercial

Team writing a rhetorical analysisPeer review

Week 5

2/3-2/7

Work on rhetorical analysis of a commercialSmall group discussion of the writing process

Peer reviewRhetorical analysis essay due Sunday, 2/9

Week 62/10-2/14

Introduction to evaluative writingDeveloping criteria and classes for evaluation

Team writing an evaluation essayWeek 7 No school on Monday, 2/17

2/18-2/21

Intro to visual rhetoricAnswering the question: “How do images make

meaning?”Write evaluation essay of an Image

Week 8

2/24-2/28

Write evaluation essaySmall group discussion of the writing process

Peer reviewEvaluation essay due Sunday, 3/1

Week 93/2-3/6

Introduction to argumentative writingEstablish what is arguable in academic writing

Brainstorm topics for argumentative essaysWeek 10

3/9-3/13Team write an argumentative essay

Basic logic and avoiding logical fallaciesPeer review

Week 11 No school for Spring Break3/16-20

Write argumentative essay

Week 123/23-3/27

Topic sentence boot campRevision strategies

Peer reviewWeek 13

3/30-4/3

Write argumentative essaySmall group discussion of the writing process

Peer reviewArgumentative essay due Sunday, 4/5

Week 14 4/6-4/10 Reflect on the argumentative essay in small

Week Date Topicgroup discussion

Introduction to researchEvaluating sources

Week 15

4/12-4/17

Effectively incorporating sources into an argumentative essay

MLA citation refresherPeer review

Week 16 4/20-4/24 Work on research-based argumentative essaySmall group discussion of the writing process

Peer reviewWeek 17

4/27-5/1Work on research-based argumentative essay

Revision and editingPeer review

Week 18

5/4-5/8

Write research-based argumentative essaySmall group discussion of the writing process

Peer reviewResearch-based argumentative essay due

Sunday, 5/10Week 19 5/11-5/12 Semester reflection

Plan for ENG 122

ENG 121 through FRCC at CECFC Agreement ● I understand that this is a college course and that (regardless of age) students will be

treated as full college students with all the rights, responsibilities, content, expectations, and consequences of any college student in a college class.

● I know the supplies I need every day and will make sure that I have those supplies before coming to school.

● I understand the course policies (including but not limited to attendance, tardiness, plagiarism, cheating, behavior, late work, incomplete work, phones in the classroom, and general expectations).

● I understand that college courses will be rigorous and demanding and that these qualities are necessary to help ensure our student’s future success in academics and work.

● I understand that there are only a few assignments that constitute the final grade and that missing one of these or doing one poorly will have a significant impact.

● I understand that office hours are available for students. ● I understand that academic dishonesty and plagiarism (as determined by the

instructor) are serious offenses that will result in equally serious consequences.

By signing below, the student acknowledges that they have read, understand, and accept the class syllabus. If you do not accept these policies, you must drop this class immediately. These policies will be observed and apply to every student in class.

________________________________Printed Name of Student

_________________________________ ____________Signature of Student Date

_________________________________

Student Email