Syllabus 0310
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Course Objectives: The primary objective of English 0310 is to teach students the central components of academic writing and prepare them for future English composition and other college course writing as well as career writing. Students will gain extensive experience using Writing Process, rhetorical modes, structural strategies, and standard conventions of grammar, usage, and mechanics. Successful students will master these writing techniques with sufficient skill to address freshman level English composition and any state testing requirements including the THEA. Developmental English 0310 Objectives include and incorporate federally mandated SCANS SKILLS (workplace skills) in both curriculum and classroom instruction and applications. SCANS SKILLS include skills development in listening, speaking, reading, writing, critical thinking skills, and computer literacy. |
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English 0300 or English 0349. Students may also place into English 0310 with specified scores on SAT, ACT, THEA, or Asset or placement alternative test like Compass or Maps and the diagnostic essay evaluation by designated HCCS 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/class discussions to analyze and interpret essay models. 4. Write five or six passing essays as assigned. Two essays will be timed and 5. Pass the final essay with 70%+ and achieve a 70%+ average in the course. In English 0310, students receive instruction and write essays that will improve their writing skills. Students learn reading and writing strategies, the application of writing process steps, cultivation of content at the sentence, paragraph, and essay levels, standard grammar, sentence, and word usage, and the standard conventions of mechanics (punctuation, capitalization, and spelling). Students are expected to demonstrate basic mastery (70% or higher scoring) as they progress through English 0310. When students complete English 0310, they will have met specific goals of basic mastery in writing skills, standard usage, and mechanics conventions.
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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 0310 courses use one rhetoric/grammar text and one reader text from the following lists. Consult your instructor for the specific texts for your course. Rhetoric/Grammars The New McGraw-Hill Handbook: Elaine P. Maimon et al. McGraw-Hill, 2007. The New McGraw-Hill Handbook is a standard rhetoric grammar text and general reference book. A single text serves both students and instructors. The text focuses on basic rhetoric functions, basic and intermediate grammar, and general writing strategies for composition and research. Primary emphasis in the text is given to writing across the curriculum electronically. Considerable address is given to using Internet sources for information-gathering and the protocol for online writing. Text includes MLA, APA, CSE, and Chicago documentation, writing about literature, some types of business writing, and a special grammar section for multilingual writers. In conjunction with this text, McGraw-Hill offers Catalyst, an online, text-based resource for students and faculty. The Catalyst site includes writing topics, strategies for composition, grammar practices, and links to resources.
Readers In the spring of 2001, the Developmental English Discipline Committee unanimously voted to move from a single English 0310 reader to multiple adoptions of readers to be selected by the committee. The committee added four new readers and retained the text already in adoption for use in English 0310. Selection of specific texts for classes is determined by the five Developmental English Departments of our five respective colleges. American Now, Fourth Edition: Robert Atwan. Bedford St. Martin’s, 2001. America Now features short readings from recent magazines and newspapers. The topics and author base is multi-cultural. Text includes introductory vocabulary sections for each essay selection and a wide diversity of post-reading activities. The text has thirty selections with both sequential and rhetorical/thematic tables of content. The American Now online site provides chapter quizzes for students. Patterns of Reflection, Fourth Edition: Dorothy Seyler. Allyn and Bacon, 2001. Patterns of Reflection is a multicultural reader which incorporates text-style features. It offers a diversity of authors, subjects, and stylistic approaches. The book provides selections on personal, social, and political concerns and issues; selections that also demonstrate varied uses of the major rhetorical strategies and patterns. Essays are organized in both thematic and rhetorical table of contents with seventy-seven selections in eleven chapters. Readings are preceded by introductions and followed by instructional framing. These framings contain extensive vocabulary sections, analysis of subject and purpose, examinations of writing strategy and style, and numerous topics for writing. Seventy-Five Readings: Plus, Eighth Edition: Santi Buscemi and Charlotte Smith. McGraw Hill, 2007. Seventy-Five Readings Plus is a reading anthology designed to provide students and faculty with a broad, multi-cultural topic/author base. The text includes sequential, thematic, and rhetoric tables of contents. The text provides author introduction and instructional apparatus (Questions for Discussion, Strategy and Style, Engaging the Text, Suggestions for Sustained Writing, and additional recommended readings). The companion website for this text is also the Catalyst site. The Simon and Schuster Short Prose Reader, Fifth Edition: Robert Funk et al. Prentice Hall, 2009. The Short Prose Reader is a multi-cultural reader with extensive instructional apparatus for rhetorical and composition applications. Text includes reading strategies, essay introductions and vocabulary, and ample post-reading activities which cover various writing, revision, and editing techniques. Text also has sample revision and editing of essays, multiple topics for discussion and writing, and both thematic and rhetorical tables of contents. Visions Across the Americas, Fourth Edition: J. Sterling Warner and Judith Hilliard. Harcourt, 2001. Vision Across the Americas is a cross-cultural text which focuses on specific cultures and their issues. The text offers extensive background on authors with their photographs, considerable instructional apparatus for post reading, and both thematic and rhetorical tables of contents. Text includes strong focus on application of rhetorical modes and strategies for effective composition. Text also explores relationships between archetypes, cultural bias, cultural heritage, and current cultural changes in society. Students: Be sure to consult your instructor on the first day of class to determine which reader you will need for the course. |
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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. The grade distribution is as follows: Essays 1 and 2 10% each (20%) Course Book 10% Essays 3 and 4 10% each (20%) Midterm and Quizzes 10% Final Essay 20% Final Departmental Collaborative Writing Project 10% Exam 10% GRADING SCALE: 90-100 A; 80-89 B; 70-79 C; 69 and Below - Unsatisfactory or IP, In Progress |
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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 documents that become part of a group project. Projects can be sample newsletters, newspapers, magazine-style documents, advertising or sales projects, or travel brochures. The actual content of Collaborative Writing Projects (CWPs) is determined by the instructor. |
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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 0310 COURSE CALENDAR (Sample Only) Textbooks: The McGraw-Hill Handbook (MH), Maimon et al Seventy-Five Readings Plus (SR), Eighth Edition: Buscemi and Smith
Course Content: Specific page assignments in MH, essay assignments in SR, 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; Preview Texts; Course requirements and materials; Syllabus and Calendar; THEA information and requirements; Intro to Writing Process; Reading Strategies, Introduction to Journals Day One Day TwoMH Chapter 1 1-8 Chapter 1 8-13 SR ‘Elephant’ 2 Salvation 10 Week Two Writing Process Steps and Outline: Addressing topic and essay assignment; Purpose and Audience; Developing a Topic; Using Inventions; Developing a Thesis; Groupings and informal outlines; Drafting; Discuss SR assignments Begin Reading Journal (RJ) and Freewriting Journal (FJ) MH Chapter 2 21-27 Chapter 2 28-34 SR ‘Fifth Avenue’ 39 ‘Sacred Ground’ 62 Week ThreeWriting Process: Content development; More on using inventions; Description and Narration as rhetorical modes; Developing paragraphs and topic sentences; Effective descriptive details; using narration and ordering of details RJ and FJ Entries as assigned Essay One: Narration and Description; Begin with essay assignment, topic, inventions, and outline MH Chapter 3 35-42 Chapter 3 45-47; 50-54 SR ‘Victory’ 14 ‘Language’ 20 Week Four Organization and Drafting; Rhetorical Modes: Evaluating description and narration for effective content; Organizational patterns and ordering details: Begin revising and editing techniques; Evaluating whole essay, paragraphs, sentences, and words RJ and FJ Entries as assigned Week Four Essay One: Draft in class, revise in and out of class MH Chapter 4 64-71 Chapter 4 71-83 SR ‘Talk Pretty’ 25 ‘Remembrance’ 55 Week Five Illustration/Example as rhetorical mode: More on revision and editing; using revision and editing checklists; preparing essay final copy; Understanding Persuasion and Argument RJ and FJ Entries as assigned Essay One: Essay One is Due; edit and complete final copy MH Chapter 5 90-92; 99-103 Chapter 5 108-112 SR ‘Superstition’ 238
Week Six Illustration and Example in paragraph development; Effective outlining: Review effective thesis and support evidence; Developing Argument: Purpose and Audience; addressing logical fallacies RJ and FJ Entries as assigned Essay Two: Illustration & Example; assignment, topic, inventions, outline MH Chapter 10 210-217; 222-223 Chapter 11 237-241 SR ‘Public Space’ 252 Week Seven Evaluating Illustration and Example for effectiveness; main ideas and use of details; Review drafting and revision technique; Identifying and using Parts of Speech RJ and FJ Entries as assigned Essay Two: Draft Essay Two in class, Revise Essay Two in class MH Chapter 30 530-540 Chapter 30 541-548 SR ‘Men’ 215 ‘Letter/Father’ 257 Week Eight Definition as rhetorical mode; developing definition example paragraphs; Review editing and final copy preparation; Sentence Structures; Identifying subjects and verbs and complements; effective sentence editing RJ and FJ Entries as assigned Essay Two: Essay Two is Due; edit and complete final copy in class MH Chapter 31 549-557 Chapter 31 558-565 SR ‘Beauty’ 117 ‘Poverty’ 121 Week Nine Classification as rhetorical mode; Developing a topic and support evidence; developing effective classification details; Sentence Fragments; editing fragments RJ and FJ Entries as assigned Essay Three: Definition or Classification; Assignment, topic, inventions, outline MH Chapter 32 572-78 Chapter 32 579-583 SR ‘Adulthood’ 150 ‘Asian’ 165 Week Ten Definition or Classification: Groupings and ordering of details; Example paragraphs development; Check thesis and topic sentences; Review drafting and revisions strategies; Comma Splices and Run-Ons; Coordinate Conjunctions RJ and FJ Entries as assigned Essay Three: Draft Essay and Revise Essay Three MH Chapter 33 584-89 Chapter 33 590-96 SR ‘Modest Proposal’ 426 Week Eleven Using Argument and Persuasion; Using thesis and topic sentences to construct argument; Review revision/editing; Subject Verb Agreement; Commas RJ and FJ Entries as assigned Essay Three: Essay Three is Due; edit and complete final copy MH Chapter 34 597-606 Chapter 34 607-612 SR I Have a Dream 435 Chapter 51 806-812 Week Twelve Developing Argument and Persuasion content; Developing example paragraphs that support the thesis; Using organization effectively to present an argument; Verbs; Identifying verb forms and verb tenses; editing verbs; More on commas RJ and FJ Entries as assigned Argument and Persuasion: Sample Topics and Outlines MH Chapter 35 613-620 Chapter 35 621-627 SR I Want a Wife 451 Chapter 51 813-817 Week Thirteen More on constructing and analyzing arguments; Additional persuasion and argument readings in SR as assigned; Preparation for In-Class Final Essay; Pronouns: Identifying pronoun case, person, and number; Spelling RJ and FJ Entries as assigned Argument and Persuasion: Sample Paragraphs and One Draft MH Chapter 36 638-643 Chapter 36 649-659 63 933-940 63 941-945
Week Fourteen: In-Class Final Essay; Two Hours SR Supplemental Readings as Assigned; RJ and FJ Entries as assigned Follow-up Assignments: Complete Persuasion/Argument preparation as needed.
Week Fifteen: Review and Preparation for Departmental Exam English 0310 Study Guide and Final Exam Review
Week Sixteen: Departmental Final Examination; Two Hours
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Southwest College's Writers' Club Consult your instructor for details. |
