Syllabus 0300
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English 0300 Course Objectives: The primary objective of English 0300 is to teach students the central components of academic writing and prepare them for future composition and other college course writing as well as career writing. Students will gain experience using Writing Process and standard conventions of grammar, usage, and mechanics. Successful students will master these writing techniques with sufficient skill to address English 0310, freshman level English composition, and any state testing requirements including the THEA. Developmental English 0300 Objectives include and incorporate SCANS SKILLS development (workplace skills) in curriculum, classroom instruction, and applications. SCANS SKILLS includes skills development in listening, speaking, reading, writing, critical thinking skills, and computer literacy. |
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There are no course prerequisites for English 0300. Students are placed into English 0300 with specified scores on SAT, ACT, THEA, or Asset or placement alternative test like Compass or Maps and diagnostic essay evaluation by HCCS designated Faculty. |
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By semester end, the student who passes with a "C" or above will have been able to: 1. Complete and comprehend reading assignments. 2. Attend class regularly, missing no more than 12.5% (8 hours) of instruction. 3. Participate in small group and/or class discussions in which assigned composition models are analyzed and interpreted. 4. Write 5 or 6 passing essays as assigned. Two essays will be timed and impromptu. |
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Faculty for Central Ainsworth, Joseph Alan Rice University, B.A.; University of Houston, M.A., Ph.D. Diaz, Tony DePaul University, B.A.; University of Houston, M.F.A. Ford, Robert Rice University, B.A., M.A., Ph.D. Haynes, Harold Prairie View A&M University, B.A.; Texas Southern University, M.A McSherry, Kim Kent State University, B.S.; State University of New York at Buffalo, M.A.H.; University of Houston, M.Ed. Rozencwajg, Iris S. Barnard College, B.A.; Hunter College, M.A.; City University of New York, Ph.D. Simon, Syble Texas Southern University, B.A., M.A.
Payne, Melinda Texas A & M University, B. A., M. A. Williams, Cynthia University of Houston, B. A., M. A.
Hackley, Karen Winston-Salem State University, B. A.; Radford University, M. A. Porter, Peggy Lamar University, B. A.; Texas Southern University, M. A. Puder, Nichelle Texas Southern University, B.A., M.A.
Blain , Martin University of Oklahoma, B. A.; University of Houston, M. A. Horn, Jeannine University of Houston, B. A., M. A. Moore, Christiane University of St. Thomas, B. A.
Akin, Bob D. University of Alabama, B. A.; University of Houston, M. A. Renfro, Cindy HCCS, A. A.; University of Houston, B. A., M. A. Innis, Janis University of Mississippi, B.A., M.A., ABD Ph.D. Ricks, Margie Lamar University, B. A.; Houston Baptist University, M. A.
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English 0300 courses use one of the following two texts: Paragraphs and Essays (with Integrated Readings), Tenth Edition: Lee Brandon. Houghton Mifflin Company, 2008. Paragraphs and Essays is a total resource styled text which combines a rhetoric/grammar handbook with multicultural readings. The text offers a wide variety of interesting and topical subject matter in its reading selections while also providing detailed examples of actual students' writings demonstrating every stage of the writing process. Rhetoric/grammar instruction conforms to conventional English composition texts and includes manual style exercises with answers for use by students and additional exercises without answers for use by instructors. Text provides a user-friendly context for learning writing process. The Writer’s World: Paragraphs and Essays, Second Edition. Lynne Gaetz and Suneeti Phadke. Pearson Prentice Hall, 2009. The Writer’s World is a total resource, all-in-one text which combines a rhetoric/grammar handbook with multicultural readings. The text offers a wide variety of interesting and topical subject matter. The text includes many high quality color visuals which are integrally related to instruction. Reading selections provide clear examples of students’ writings demonstrating every stage of the writing process. Rhetoric/grammar instruction conforms to conventional English composition texts and includes manual style exercises for use by students and instructors. Text provides a user-friendly context for learning writing process. |
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Developmental English courses have a one hour lab component. |
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ADA: HCCS is compliant with the American Disabilities Act and Sec. 504 of the Rehabilitation Act 1973. Students with special needs or disabilities that may affect their ability to succeed in college courses should contact a Disability Support Counselor. |
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Scholastic Dishonesty: The Houston Community College System Student Handbook 2009/2010 defines the following criteria: "Scholastic dishonesty includes, but is not limited to, cheating on a test, plagiarism, and collusion." Please refer to the Handbook for the specifics of cheating on a test. "Plagiarism means the appropriation of another's work and the unacknowledged incorporation of that work in one's own written work offered for credit. Collusion means the unauthorized collaboration with another person in preparing written work offered for credit. Possible punishments for academic dishonesty may include a grade of 0 to F for the particular assignment, failure in the course, and/or recommendation for probation or dismissal from the College System." |
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Attendance: The Texas Higher Education Coordinating Board charges colleges and universities to set attendance standards for courses. The attendance requirement for HCC is 87.5%. This requirement allows a 12.5% absence maximum in a 4-hour course which computes as 8 hours. MW and TR classes have 4 absences. A student who exceeds the maximum is dropped from the course. Tardies: Tardy policy is determined by the instructor. Generally, a tardy student who fails to sign the roll will be counted as absent. Excessive tardies, either individual or as a class, are an interruption of instruction. Official tardy count is recorded as follows: three tardies (or early leaves) count as one class absence. W (Withdrawn) is given to a student who exceeds the 12.5% maximum absence or to a student who withdraws from the course before the last drop date. F may be given in cases of poor performance, scholastic dishonesty, or other severe academic violations. A F or W grade requires that the student repeat the course. IP (In Progress grade) is given to students who do not meet the minimum grading standards but who are otherwise in good standing (complete all assignments on a timely basis, attend class, participate, etc.) An IP does not affect a student's GPA but does require the student to re-take the course. A student may receive an IP grade only once for any developmental course. When repeating the course, a student must receive a letter grade (A, B, C, or F). |
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COURSE REQUIREMENTS: The base course requirements necessary in order for a student to receive a grade are as follows: 5 Essays, Midterm and Final Exams, Collaborative Writing Project, and Course Book. The minimum passing criteria for base course requirements is a grade of 70+ (a C or higher) on the Final Essay and a 70+ average in the course |
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Testing policy is determined by the Developmental English Departments. Consult your instructor for specifics. |
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Testing policy is determined by the Developmental English Departments. Consult your instructor for specifics. |
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The Collaborative Writing Project is an assignment in which students write individual essays or documents that will later become part of a group project. Some collaborative projects are sample newsletter, newspaper, or magazine-style documents. Others may be advertising projects, sales projects, or travel brochures. The actual content of Collaborative Writing Projects (CWPs) is determined by each DENGL instructor. Consult your instructor for details. |
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Our purpose in Developmental English is to provide instruction and practice in basic writing skills, including the ability to plan, write, revise, and edit a piece of writing, to students who need remediation, whatever the cause of their limitations. To achieve this purpose, the Developmental English Department will first provide instruction and practice in writing skills in the classroom. This instruction will consist of writing practice for development, unity, and coherence in paragraphs and essays; standard grammar and usage in sentences, paragraphs, and essays; standard punctuation, spelling, and capitalization in all written assignments. The program will be enhanced by a detailed curriculum and final examinations to assure all students consistent instruction. Developmental English will rely on the Learning Assistance Centers to provide additional support in all areas of writing skills. With these methods, Developmental English hopes to prepare students for the writing requirements of higher-level English courses and any standard testing required by any state or other agency. |
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ENGLISH 0300 COURSE CALENDAR (Sample Only) Text:" Paragraphs and Essays with Integrated Readings" (PE), Course Content: Specific page assignments in PE, essay assignments in PE, and dates for assignments will be made by the instructor. The instructor may make additional assignments and/or change assignments during the semester.
Week One Diagnostic Essays; Introduction to Course and Text; Course requirements and additional materials; Course syllabus and calendar; course prerequisites and requirements as needed; Principles and Strategies; Writing Process and Inventions; Purpose and Audience Day One Day Two PE Overview 1-6 Chapter 2 31-39 Chapter 1 9-17 Chapter 3 40-51 ‘All-American Girl’ 22-26 Week Two Writing Process steps; Reading and writing strategies and key terms; Inventions; Thesis/Topic Sentence; Grouping and Outlining; Drafting and Revising; Understanding Narration and Description PE Chapter 52-60 Chapter 4 61-69 Chapter 7 97-102 Begin Reading Journal (RJ) and Freewriting Journal (FJ) Week Three Application of Writing Process concepts and steps; Editing Technique; Writing Description and developing descriptive details; using checklists; Defining Paragraphs; Paragraph Patterns; Paragraphs and Writing Process; RJ and FJ Entries as assigned Essay One: Begin Essay One with essay assignment, topic, and inventions PE Chapter 5 70-79 Chapter 6 80-88 Chapter 7 103-109 Chapter 7 110-116 Week Four Essays and Paragraphs as writing units; Writing Introductory and Conclusion Paragraphs: using checklists for essay and descriptive writing; Understanding Narration; developing descriptive details for narration; RJ and FJ Entries as assigned Week Four Essay One: Draft Essay One in class, revise out of class PE Chapter 6 89-94 Chapter 7 121-127 Chapter 7 117-120 Parts of Speech 377-382 Week Five Narrative readings and checklist; more on developing narration/descriptive writing; Practicing narrative patterns; Evaluating elements of narration; Understanding and using Parts of Speech RJ and FJ Entries as assigned Essay One: Essay One is Due: edit and complete final copy PE Part/Speech 383-387 Chapter 8 135-142 Chapter 8 128-134 Subjects/Verbs 387-390 Week Six Understanding Exposition; Using Examples: Kinds, Choices, Patterns; Using Subjects and Verbs; CWP: planning, outlining, and division of tasks; choice of topics/assignments RJ and FJ Entries as assigned Essay Two: Begin Essay Two with assignment, topic, and inventions PE Chapter 8 143-148 Sentence Types 413-422 Subjects/Verbs 391-394 Week Seven Exemplification and using checklist; More on Subjects and Verbs; Identifying and using Coordination and Subordination; Identifying and understanding Sentence Types; RJ and FJ Entries as assigned Essay Two: Draft Essay Two, revise Essay Two PE Sentence Errors 415-417 Sentence Errors 418-424 Week Eight More on using Illustration and Example; Identifying and correcting Sentence Errors: Comma Splices, Run-ons, and Fragments; RJ and FJ Entries as assigned PE Review Sentence Errors 415-424 Chapter 12 241-244 Chapter 12 237-240 Essay Two: Essay Two is Due: edit and complete final copy Week Nine Understanding Classification; Selecting a Subject and determining groupings; Using a Principle; Classification and Essay Strategy; Sentence Combining RJ and FJ Entries as assigned Essay Three: Begin Essay Three with assignment, topic, and inventions PE Chapter 12 245-255 Chapter 14 290-295 Verbs 425-432 Week Ten Evaluating Classification development; Using Definition; Verbs: Regular and Irregular; Editing verbs for agreement, tense, voice, predication, and mood Essay Three: Draft Essay Three, revise Essay Three PE Chapter 14 296-301 Verbs 440-444 Verbs 433-439
Week Eleven Understanding Definition; simple and extended definitions; Definition in essay form; developing definition criteria: terms, examples, and characteristics; Understanding and using pronouns for case, agreement, and reference Essay Three: Essay Three is Due: edit and complete final copy PE Chapter 15 321-326 Pronouns 455-461 Pronouns 448-454 Modifiers 462-469 Week Twelve More on Definition; using checklist; More on Pronouns; Understanding and using Modifiers effectively; Understanding Argument and Persuasion; Identifying effective persuasion technique; Punctuation and Capitalization Argument and Persuasion: Sample Topics and Outlines PE Chapter 15 327-332 Chapter 15 333-338 Essay Readings & Assignments Essay Readings & Assignments PC/Caps 477-484 PC/Caps 491-494 Week Thirteen More on Punctuation and Capitalization; Spelling strategies and techniques; Readings and Assignments from Chapters 12 and 14; ESL Tips Argument and Persuasion: Sample Paragraphs and One Draft PE Chapter 15 339-346 ESL 502-505 Essay Readings & Assignments Follow-ups/Review Spelling 495-500 Week Fourteen: IN-CLASS FINAL ESSAY: Two Hours Week Fifteen: Review and Preparation for Departmental Exam Week Sixteen: Departmental Final Examination: Two Hours |
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Southwest College's Writers' Club Consult your instructor for details. |
