HomeMy WebLinkAboutENG-101
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Bergen Community College
Division of Humanities
Department of English
Course Syllabus
ENG-101
Composition I
Basic Information About Course and Instructor:
Semester and year:
Section Number:
Meeting Times:
Locations:
Instructor:
Office Location:
Phone:
Departmental Secretary:
[optional] Office Hours:
Email Address:
Course Description:
English Composition I provides students the opportunity for extensive practice in
critical reading, thinking, and writing. This course concentrates on moving
beyond personal narrative to constructing convincing arguments, using evidence
from reliable sources, and presenting material in a variety of formats including
academic essays, visual/graphic presentations, and digital platforms.
Credits: 3; Lecture 3
Prerequisite: ENG-011, ENG-021, ALP-063, or by placement exam or multiple
measures.
Corequisite: None
General Education Course
Student Learning Outcomes: As a result of meeting the requirements in this
course, students will be able to:
● List Student Learning Outcomes and an appropriate assessment for each:
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Student Learning Outcome: Means of Assessment:
1. Analyze, interpret, and respond in
discussion and writing to a variety of
texts.
-Compose at least four major
assignments in a variety of modes,
including academic essays of at least
500 words.
- Complete a variety of multi-modal
assignments such as summaries,
journals, audio/video presentations,
blogs, et al. - both in and outside of
the classroom
-Participate in class discussions and
other in-class (individual or group)
activities
2. Demonstrate full engagement in the
process of academic writing, including
gathering ideas, developing and
clearly stating theses, organizing,
drafting, revising, and editing.
-Compose at least four major
assignments in a variety of modes,
including academic essays of at least
500 words.
- Complete a variety of multi-modal
assignments such as summaries,
journals, audio/video presentations,
blogs, et al. - both in and outside of
the classroom
3. Integrate the ideas of others
accurately using summary,
paraphrase, and direct quotation.
Compose at least four major
assignments in a variety of modes,
including academic essays of at least
500 words.
- Conduct independent, meaningful
research, discerning reliable sources,
integrating and citing them in current
MLA format, for analytical
assignments
4.Incorporate the tools and
techniques of contemporary
information science in multi-modal
assignments, including the use of
current MLA style for text
presentation, in-text citations, and
Works Cited pages.
Compose at least four major
assignments in a variety of modes,
including academic essays of at least
500 words
-Complete a variety of multi-modal
assignments such as summaries,
journals, audio/video presentations,
blogs, et al. - both in and outside of
the classroom
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5. Successfully state and defend an
argument in an organized fashion,
accurately using appropriate evidence
from reliable sources.
-Compose at least four major
assignments in a variety of modes,
including academic essays of at least
500 words
- Conduct independent, meaningful
research, discerning reliable sources,
integrating and citing them in current
MLA format, for analytical
assignments
For General Education courses: indicate which Gen Ed/Essential Learning Outcomes (EL1-11, below) are aligned with these Student Learning Outcomes* using a table:
SLOs: EL
1
EL
2
EL
3
EL
4
EL
5
EL
6
EL
7
EL
8
EL
9
EL
10
EL
11
1. x x x
2. x
3. x x
4. x x x
5. x x
6.
EL1-Effective Speaking EL2-Effective Writing EL3-Mathematical Reasoning EL4-Scientific Reasoning EL5-Technological Competency EL6-Information Literacy
EL7-Social-Behavioral Analysis EL8-Historical Analysis EL9-Humanistic Analysis EL10-Intercultural Awareness EL11-Moral Literacy
*In accordance with the Standards for General Education Courses at Bergen Community College (2013), all Gen Ed courses are required to address EL1, EL2, EL6, and EL11 (when appropriate), in addition to the ELO that corresponds to its area of study (EL 3-5 and 7-9).
Signature Assignment:
The Research Project
Students are required to compose a research project using primary and secondary
sources, integrating and citing them in current MLA style. (Assesses course SLOs
1,2,3,4 and 5, and assesses EL2 and EL9)
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Course Content:
Ultimately, the purpose of this course is to prepare you for academic discourse
across the curriculum. Whether you take a math, economics, or philosophy
course, you will have to read and understand the course material. Effective
reading skills are essential to success in college. In addition, many college courses
require a research paper. Composition I will continue to help you develop the
skills that you will need to write research papers for this and for other college
courses. Please don’t think about this course in isolation; instead, think about how
your experience here can help make you a better student.
Course Texts and/or Other Study Materials:
Course material will be provided by the instructor via canvas. The course may also
make use of the Online Educational Resources page for ENG-101, found at
https://canvas.bergen.edu/courses/9816
Research, Writing, and/or Examination Requirement(s):
You will be required to do the following:
1. Compose at least four major assignments in a variety of modes, including
academic essays
of at least 500 words (SLO 1-5).
2. Complete a variety of multi-modal assignments such as summaries, journals,
audio/video
presentations, blogs, et al. - both in and outside of the classroom (SLO 1-3).
3. Conduct independent, meaningful research, discerning reliable sources,
integrating and
citing them in current MLA format, for analytical assignments (SLO 3-5).
4. Submit assignments that adhere to MLA manuscript requirements and
demonstrate
effective proofreading and editing (SLO 1-5).
5. Participate in class discussions and other in-class (individual or group) activities
(SLO 2-3).
Grading Policy:
Your final grade will be computed in the following way:
As a student in this course, you can expect to do a great deal of reading, writing,
and thinking. All three of these tasks should work in tandem and not in isolation
from one another. When you read, you should think deeply about the ideas
presented in the text you are studying and the ways in which these ideas are
organized. Don’t simply see the words on the page. Think about them and the
way in which the author put these words together to convey meaning. Write about
what you read. This will help you understand the material better. Read what you
write and be certain that your words convey the meaning you intend. Don’t think
about writing as splashing enough words on a page so that you fill up two or three
pages of typewritten text. Take pride in your writing for it represents your unique
way of seeing the world
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Assignment Type (Recommended)
Percentage
Essay 1 10%
Essay 2 15%
Essay 3 25%
In-Class Essay 20%
Daily class work, Connect, Homework, and participation 20%
Research project 10%
Total 100%
(Note that this is a sample grading policy: grading policies may vary at the discretion of individual
instructors)
Attendance Policy:
Specific policies related to attendance are determined by the individual instructor.
The college wide policy follows.
BCC Attendance Policy:
All students are expected to attend every scheduled meeting of each course in
which they are registered. Attendance and lateness policies and sanctions are to
be determined by the instructor for each section of each course. These will be
established in writing on the individual course outline. Attendance will be kept
by the instructor for administrative and counseling purposes.
Append a statement on the departmental/discipline attendance policy (if any).
Append a statement on the attendance policy for the course.
Other College, Divisional, and/or Departmental Policy Statements:
Examples:
Statement on plagiarism and/or academic dishonesty:
Academic Matters - Bergen Community College - Acalog ACMS™
Statement on the appropriate use of AI (see the following link for guidance):
AI-Guidance-Resource-Page.pdf (bergen.edu)
ADA statement:
Disability Services (Office of Specialized Services) | Bergen Community College
Sexual Harassment statement:
HR-003-001.2018-Policy-Prohibiting-Sexual-Harassment.pdf (bergen.edu)
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Statement on acceptable use of BCC technology:
Acceptable-Use-Policy.pdf (bergen.edu)
Recommended Syllabus Statements from the Office of Specialized Services:
Syllabus Statements | Bergen Community College
Statement on the purpose and value of faculty office hours.
Student and Faculty Support Services:
Accessibility Statement
Bergen Community College is committed to ensuring the full participation of all
students in its programs. If you have a documented disability (or think you may
have a disability) and, as a result, need a reasonable accommodation to
participate in this class, complete course requirements, or benefit from the
College’s programs or services, contact the Office of Special Services (OSS) as
soon as possible at 201-612-5270 or www.bergen.edu/oss. To receive any
academic accommodation, you must be appropriately registered with OSS. The
OSS works with students confidentially and does not disclose any disability-
related information without their permission. The OSS serves as a clearinghouse
on disability issues and works in partnership with faculty and all other student
service offices.
Student Support Services
Bergen Community College provides exemplary support to its students and offers
a broad variety of opportunities and services. A comprehensive array of student
support services including advising, tutoring, academic coaching, and more are
available online at https://bergen.edu/currentstudents/.
Sidney Silverman Library Online Resources: Guides BY SUBJECT - LibGuides at Bergen Community College General Search and Databases: Library | Bergen Community College
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Course Outline and Calendar:
UNIT ONE: Professional Communication & Audience Awareness
September 4
Module 1
Read: Syllabus
• Course Materials and Goals
• Introductory Survey
• Taking good notes
Writing: None
SLOs: 1, 2
September 9
Module 2
Read: Stacer, “How to Email Your Professor (without being annoying AF)”
Doyle, “How to Write and Send Professional Email Messages”
Writing Due: Notes on articles (Stacer and Doyle)
* Don’t forget to check the schedule for 9/11 to see if you have reading and writing
assignments.
SLOs: 1-3
September
11
Module 2
Read: Review Project 1 Directions
•
Writing Due: Professional and Personal Email Rough Draft (200 words each)
SLOs: 1-3
September
16
Module 3
Read: None
• Poverty presentation
• Rukimi Callimachi’s “I Live in My Car” (in-class reading)
• In-class response
Writing Due: Project 1 [2 Emails + Reflection]
SLOS: 1,2
UNIT TWO: Research-based Essay
September
18
Module 3
Read: “Why Poverty Persists in America” by Matthew Desmond
• Breakdown article in class
• Watch Desmond’s interview and practice note taking
• Compile all notes (continue for HW if not finished)
• Group Work
Writing: None
SLOs: 1
September
23
Module 4
Read: None
• Groups: Tell the Story
• Essay Directions
In-class Writing: Observation part of Group Work
8
SLOs: 1-3
September
25
Module 4
Read: Review Essay directions
• Central Arguments or secondary version
• Strong Introductions (brainstorm)
Writing: None
SLOs: 1-5
September
30
Module 5
Read: Review Essay directions
• Building strong paragraphs: Claims, Evidence, and Citations
• In-class group work building paragraphs
Writing: None
SLOs: 1-3
October 2
Module 5
Read: Review Claims, Evidence, and Citations
• Group peer review introductions
• Planning full essay
Writing: None
SLOs: 1,2,4, 5
October 7
Module 6
Read: None
• Direct Quotes = using evidence
• Editing vs. Revising
Writing: Intro + 2 Paragraphs
SLOS: 1-3
October 9
Module 6
Read: None
• Peer Review
Writing: Revised Intro + Paragraphs
SLOs: 1,2,3
October 14
Module 7
Read: All feedback on your project to help with final edit.
• In-class Writing
Writing Due: None
October 16
Module 7
Read: Direct quote vs. Paraphrase; In-text vs. parenthetical citations
Writing Due: Unit 2 [Research-based Essay] Fri - Sunday by 11:45 pm
SLOs: 1-3
MIDTERM PREP
October 21
Module 8
Read: Midterm Skills
• Review of Skills
Writing Due: None
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October 23
Module 8
Read: None
Writing Due: In-class Midterm Exam (Testing Center for those with OSS
Accommodations)
SLOs: 1-3, 5
MINI UNIT: Research and Informational Literacy
October 28
Module 9
Read: Unit 3 Focus assignment; Goals for Unit; AI Glossary, AI Writing Prompts
Writing Due: AI Researching (in-class assignment)
SLOs: 1,2
October 30
Module 9
Read: Library Tour (video)
Writing Due: Digital Scavenger Hunt (in-class assignment)
November 4
Module 10
Read: Researching for Unit 3 & Unit 3 Focus Assignment
Writing Due: None
SLOs: 2-4
November 6
Module 10
Read: Review Unit 3 Focus assignment
Writing Due: Unit 3 Focus Assignment Fri-Sun 11:45 pm
SLOs: 1-3, 5
UNIT THREE: Extended Research-based Essay
November 11
Module 11
Read: Unit Three Directions
• In-class annotation and article selection
Writing Due: None
Reminder: Last day to turn in work from Weeks 1-8. See Assignment Revision
Policy for specifics.
SLOs: 1-4
November 13
Module 11
Read: Two-paragraph introductions; central arguments
• Work on Central Arguments individually or in groups
Writing Due: All article annotations and Works Cited
SLOs: 1-3
November 18
Module 12
Read: Mapping/Outline of Longer Essays
• Create outlines and/or maps
Writing Due: None
SLOs: 1-4
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November 20
Module 12
Read: None
• Peer Review
Writing Due: Outline/Map
SLOs: 1-3
November 25
Module 13
Read: None
• Class discussion: Progress on Essays
Writing Due: None
ENG 101 Cancelled for Thanksgiving Break
Wed., Nov 27th
December 2
Module 14
Read: None
• In-class writing
Writing Due:
SLOs: 1,2
December 4
Module 14
Read: None
• Peer Review
Writing Due: Project 3 Rough Draft Due for Prof Keane’s Review
SLOs: 1-5
December 9
Module 15
Read: Common Issues
• Writing
Writing Due: None
December 11
Module 15
Read: None
Writing Due: Extended Research-based Essay
Reminder: Last day to turn in work from Weeks 9-13. See Assignment Revision
Policy for specifics.
FINAL EXAM
December 16
Module 16
Read: Final Exam Topics
Writing Due: None
December 18
Module 16
Read: None
Writing Due: In-class Final Exam
SLOs: 1-4
Note to Students: This Course Outline are an EXAMPLE of a typical 101 course
structure. The specific schedule of individual sections will be determined by
your individual instructor.
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