ENG 101 Course Syllabus

Course Schedule

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ENG 101

Course Syllabus Mission Statement

SVSTI is committed to the success of our students by providing the curriculum and skills to pursue their goals of becoming active, sought after participants in the medical community. We are dedicated to helping students master communication skills, critical thinking, respect, accountability, and personal responsibility. We support our students, educators, and our community by providing a safe environment, qualified graduates, and financially viable programs in the evolving field of medicine.

Course Title: English Writing & Composition

General Education for Associate of Applied Science in Surgical Technology

Course Code: ENG101

Semester Credit Hours (Units): 3 Credit Hours

Total Lecture Hours: 48 hours

Prerequisites: Entrance Exam, High School Diploma or GED equivalent

Textbooks: The Composition of Everyday Life, 6e

Learning Management System: Cengage

Online Course: This course is online through Cengage & MindTap platform. The General Educational classes will prepare the student to earn their Associate of Applied Science in Surgical Technology. The focus of this course includes an introduction to rhetorical composition at the university level. This course will explore a variety of textual artifacts and focus on how authors analyze and argue their work. Each student will participate in exercises designed to improve critical reading strategies and analytical writing skills. It will discuss the writing process, as well as how to

https://www.cengage.com/c/surgical-instrumentation-2e-phillips

organize ideas for use in preparing an academic essay. In addition, we will discuss writing styles, the importance of audience and tone, and the practice of peer review.

There are no unscheduled outside hours. Your instructor will communicate the instructional objectives to you at each lesson or in your weekly assignment on Cengage.

Course Objectives:

1. Demonstrate effective language skills 2. Demonstrate effective communications skills 3. Demonstrate effective research methods

SVSTI’s Institutional Student Learning Outcomes illustrate the entire institution’s commitment to ensuring that all graduates demonstrate proficiency in the following: 1. Critical Thinking 2. Collaboration 3. Communication 4. Professionalism

SVSTI course content is developed in alignment with specific Student Learning Outcomes (SLO).

Upon completion of this course students will be able to;

1 Compose and revise a researched academic paper that adheres to discipline-specific conventions

2 Apply language skills (writing and interpretative) to enable effective communication

3 Organize paragraphs into logical, coherent composition which effectively communicates the writer’s ideas to the readers

4 Implement research methods

You must pass this course with an overall score of 70% or above. SVSTI’s absence policy will be adhered to – please see your catalog for details, as this can affect your grade.

Please contact your instructor as soon as possible if you require any type of support during the course – we are all here to help you be a successful student.

LETTER GRADE EARNED PERCENTAGE RANGE A 90-100% B 80-89% C 70-79% D 60-69% F Below 60%

The above table informs you of the % points you need to achieve to earn the related letter grade in each subject area.

Week Activity What to do Why it matters

1 Syllabus Reading Review this syllabus or your own uploaded to MindTap.

Students read course schedule and expectations.

1 Student to Student: Tips on Using MindTap Video + Quiz

Complete a five-minute video and five question auto-graded quiz.

Students familiarize themselves with MindTap so they understand its features and the support structures it can offer them throughout the course.

1 MindTap Reading Chapter 1 Read Chapter 1—Inventing Ideas.

Students are introduced to invention and applying rhetoric in their own writing.

1 JUST IN TIME PLUS Complete an auto-graded Pretest.

Students complete this pretest to identify the writing skills for which they could use additional support and practice. Students will complete JUST IN TIME PLUS support modules throughout the semester to bring their writing skills up to speed.

1 Auto-graded Activities within the Writing Essays folder

Complete the auto-graded activity for Auto-graded Activity: Understanding The Writing Process

Using this short auto-graded exercise, students will first review and then demonstrate their understanding of the basics of the writing process, including topics such as prewriting, revising, and editing.

2 MindTap Reading Chapter 2-2

Read Chapter 2-2—Remembering Who You Were: Invention.

Students walk through the process of invention for their Remembering Project, including thesis generation, rhetorical consideration, organizational strategy, and revision. Students develop flexible strategies for composing their projects.

2 Homework within the Writing Essays folder

Complete the auto-graded activities for

Auto-graded Activity: Narration

Auto-graded Activity: Analyzing Narrative Writing

Using these short auto-graded exercises, students will first review and then demonstrate their understanding of the basics of writing effective narration.

2 MindTap Readings by Professional Writers in Chapter 2-1

Read the following essays from Chapter 2-1:

“Selling Manure” by Bonnie Jo Campbell

Students read selections by professional writers to see examples of narrative writing projects.

“How I Lost the Junior Miss

Pageant” by Cindy Bosley Students prepare for an in-class discussion by completing the “Writing Strategies” and “Exploring Ideas” questions following each reading.

Students demonstrate comprehension of reading by completing auto-graded quiz for “Selling Manure.”

2 InSite Paper Assignment—Thesis Submission

Instructor adds an InSite activity via the plus sign in MindTap.

Use MindTap Reader activity in 2-2e as the prompt.

Students submit topic proposal, with tentative thesis statement.

Students use the InSite paper submission tool to share their topic proposals.

2 MindTap Reading by a Student Writer

(located in the Narrative folder within the Examples of Student Works collection)

Read the student sample paper.

Draft: “Spare Change” by Teresa Zsuffa.

As you read, annotate to practice providing peer review feedback on a narrative essay.

Prior to conducting peer review on one another’s papers, students use a third-party student sample paper for low-stakes peer review practice.

2 InSite Peer Review

Instructor adds peer review to the thesis submission InSite assignment,

Students provide feedback on their peers’ topic proposals and thesis statements using the Peer Review functionality in InSite.

Students give and receive feedback on their topics and thesis statements before advancing in the writing process.

3 MindTap Reading—Chapter

18 Read Chapter 18—Developing Voice

Students read to learn strategies for developing a convincing and effective voice for narrative-style writing tasks. Students read about how an author’s presence and credibility, and his or her adherence to conventions, impacts the voice of a piece of writing.

Using these criteria, students consider the voice they establish in their narrative compositions.

3 Auto-graded Activities within the Style folder

Complete the auto-graded activity for Auto-graded Activity: Basic Style.

Students learn about and practice the element of basic style by completing an auto-graded activity.

3 JUST IN TIME PLUS Topical Units

Complete the topical units (video, quick review, and assignments) for three JUST IN TIME PLUS skills. Units TBD on a per-student basis based upon Pretest results and instructor feedback.

Students get extra support and practice to get their writing skills up to speed.

3 NetTutor Paper Review—Draft of Remembering Project

Submit draft of Remembering Project to NetTutor Paper Review Service to get professional feedback for revision.

Students receive feedback from professional writing tutors to guide their revisions.

4 MindTap Reading by a Student Writer in Chapter 2-1

Read the following essay from Chapter 2-1: “The Thrill of Victory…The Agony of Parents” by Jennifer Schwind-Pawlak

Students read a selection by a student writer to see an example of an exemplary narrative writing project.

Prepare for an in-class discussion of the essay by completing the “Writing Strategies” and “Exploring Ideas” questions directly following the reading.

4 Auto-graded Activities within the Grammar folder

Complete the auto-graded activities for:

Auto-graded Activity: Fragments

Auto-graded Activity: Run-ons and Comma Splices

Prior to editing the final drafts of their papers, students review common grammatical issues by completing auto-graded activities.

Unit 2: Observing Project

4 InSite Paper Assignment—Final Draft of Remembering Project

Students submit final draft of Remembering Project to InSite.

This project could be a 3–4 page paper, PowerPoint, or multimodal essay.

Students demonstrate their knowledge of the narrative writing process in the development of the final draft of this essay.

Week Activity What it is Why it matters


Complete the auto-graded activity for:

Auto-graded Activity: Description. Auto-graded Activity: Analyzing Descriptive

Writing

Students learn about and practice the descriptive mode of writing by completing two auto-graded activities.

4

MindTap Reading—Chapter 4-2

+ Activity 4-2b

Read Chapter 4-2—Observing: Invention

Complete activity 4-2b to prepare for an in-class presentation. See prompt below:

Observe the activities in your classroom. Consider actions and behaviors among work groups, among demographic groups, before the instructor arrives, or as the class ends. As a class or in a group, discuss the possible meaning or significance of particular events, behaviors, or interactions.

Students are introduced to the characteristics of sound observational writing.

Students will apply what they have learned by observing the activities within a classroom, then presenting these observations to their peers.

4 InSite Paper Assignment—Generative Draft of Observing Project

Instructor adds an InSite assignment to learning path via the plus sign in MindTap.

Following the prompts from 4-2h of the MindTap Reader, “Beyond the Essay: Cover Image,” students submit a collage expressing the main idea and explain the rhetoric of the collage in a brief essay.

In this generative draft of the Observing Project, students formulate ideas about the connections between observing and writing; students use multimodal thinking and communication to express their main ideas.

5 JUST IN TIME PLUS Varied activities based upon student need and

Pretest outcome. Students will complete 1-2 modules of JUST IN TIME PLUS to support their evolving writing skills.

5 InSite with Peer Review functionality assignment—Draft of Observing Project

Instructor adds an InSite paper with Peer Review functionality to learning path via the plus sign in MindTap.

Students submit first full draft of their Observing Project, then participate in a peer review.

Students step back and analyze their rhetorical choices; students engage in the revision process as writers and thinkers; students engage with writing as a social activity.

5 MindTap Readings by Professional Writers in Chapter 4-1


• “Living Like Weasels” by Annie Dillard • “The Front Porch” by Chester McCovey • “Red Raiders Fans” by Taylor Perry

Students prepare for an in-class discussion by completing the “Writing Strategies” and “Exploring Ideas” questions following each reading.

Students demonstrate comprehension of reading by completing auto-graded quiz for “The Front Porch.”

5 MindTap Reading—Chapter 19

Read Chapter 19—Vitalizing Sentences Students read to learn strategies for creating sentence variety within their compositions. Students learn how incorporating varied sentence structures can enhance the readability and interest of their writing. Students learn strategies for creating sentence variety within their own compositions.

5 Auto-graded Activities within the Style folder


Auto-graded Activity: Word Use Auto-graded Activity: Sentence Variety

Students learn about and practice basic components of style by completing two auto-graded activities.

6 MindTap Reading by a Professional Writer in Chapter 6

Read the following professional essays from Chapter 6-1:

• “The Weight of Sanity: A Sample Analysis of Ann Marie Paulin”

• “The Default Setting; An Analysis of David Foster Wallace” by Adrienne Carr

Prepare for an in-class discussion of the essay by completing the “Writing Strategies” and “Exploring Ideas” questions directly following the reading.

Students demonstrate comprehension of reading by completing auto-graded quiz for “The Weight of Sanity: A Sample Analysis of Ann Marie Paulin.”

Unit 3: Argument Project

6 NetTutor Paper Review—Second Draft of Observing Project

Submit second draft of Observing Project to NetTutor Paper Review Service to get professional feedback for revision.




Auto-graded Activity: Modifiers Auto-graded Activity: Conjunctions and

Sentence Structure

Prior to revising the final drafts of their papers, students review and practice basic components of grammar by completing two auto-graded activities.

7 InSite Paper Assignment—Final Draft of Observing Project

Students submit final draft of Observing Project to InSite. This project could be a 3–4 page paper, PowerPoint, or multimodal essay.

Students show their strategies for observation as a method of gathering evidence and developing ideas in the final draft of this essay.


7 Reading—Chapter 8 Learning Objectives

Bulleted, student-centered list of learning objectives for Chapter 8.

Student engagement increases when they understand what they stand to gain by completing the learning path for “Making Arguments.”

7 MindTap Reading—Chapter 8-2

Read Chapter 8-2—Making Arguments: Invention.

Students walk through the process of invention for their Argument Project, including discovering an argumentative topic; exploring the topic in depth; and developing a focused essay around this discovery.

7 Auto-graded Activities within the Thesis Statements, Topic Sentences, and Supporting Ideas folder


Auto-graded Activity: Thesis Statements Auto-graded Activity: Topic Sentences

Using these short auto-graded exercises, students will review and then demonstrate their understanding of the basics of thesis statement and topic sentence generation.

7 JUST IN TIME PLUS Varied activities based upon student need and Pretest outcome.

Students will complete 1–2 modules of JUST IN TIME PLUS to support their evolving writing skills.

7 MindTap Reading—Readings by Professional Writers in Chapter 8-1


• “The Dog Delusion” by April Pederson • “Cruelty, Civility and Other Weighty Matters” by

Anne Marie Paulin


• “Hive Talkin’: The Buzz around Town about

Bees” by Teresa Scollon Students demonstrate comprehension of reading by completing the auto-graded quiz for “Cruelty, Civility and Other Weighty Matters.”

8 Auto-graded Activities within the Writing Essays folder and the Thesis Statements, Topic Sentences, and Supporting Ideas folder.


Auto-graded Activity: Argument and Persuasion Auto-graded Activity: Supporting Ideas Auto-graded Activity: Structure of Argument

Using these short auto-graded exercises, students will review and then demonstrate their understanding of the basics of argumentation, finding supporting ideas, and structuring an argument.

8 MindTap Reading—Chapter 9-2

Read Chapter 9-2—Responding to Arguments: Invention

Complete activity 9-2e to prepare for upcoming outline of paper.

Students walk through the process of invention for responding to arguments, by creating their own arguments and analyzing the rhetoric of their own completed argument response essay.

Students write a paragraph or an outline of their argument paper.

8 MindTap Reading by a Student Writer—

(located in the Research folder within the Examples of Student Works collection)

Read the student sample paper:

Final: “Consequences of Childhood Staples: Do Barbie Princesses Do More Harm Than Good to Girls’ Self-Esteem?” by Annie Sears

As you read, annotate to note the main elements of argument (i.e. thesis, topic sentences, and supporting ideas). Then, based on your markup, create an outline of the author’s argument to present in class.

Prior to outlining their own research papers, students analyze the structure of argument within a student writer’s paper, then engineer an outline based upon their analysis.

8 InSite with Peer Review functionality assignment—Outline of Argument Project



Unit 4: Thinking Radically Project

Students submit first full outline of their argument project, then participate in a peer review.

9 MindTap Reading—Readings by Professional Writers in Chapter 9-1


• “Entitlement Education” by Daniel Bruno • “Have It Your Way: Consumerism Invades

Education” by Simon Benlow


Students demonstrate comprehension of reading by completing the auto-graded quiz for “Entitlement Education.”


Complete the auto-graded activity for Auto-graded Activity: Essay Structure.

Using these short auto-graded exercises, students will review and then demonstrate their understanding of how to structure an essay.

9 NetTutor Paper Review—Draft of Argument Project

Submit draft of Argument Project to NetTutor Paper Review Service to get professional feedback for revision.



Complete the auto-graded activity for Auto-graded Activity: Consistency.

Using this short auto-graded exercise, students will review and then demonstrate their understanding of the basics of finding supporting ideas and structuring an argument. Students should use this knowledge to revise the final draft of the Argument Project.

10 InSite Paper Assignment—Final Draft of Argument Project

Students submit final draft of Argument Project to InSite. This project could be a paper, PowerPoint, or multimodal essay.

Students show their strategies for composing arguments in the final draft of this essay.



Read Chapter 14—Finding Sources. Students locate useful research sources using catalog and database searches. Students learn various ways to collect information, including interviews and surveys.

11 Auto-graded Activities within

the Research and Documentation folder

Complete the auto-graded activity for Auto-graded Activity: Introduction to Research.

Using this short auto-graded exercise, students will review and then demonstrate their understanding of the basics of research.

11 Questia Library Video Demos within the Tools for Research folder

Students watch the following videos:

“How to Search the Questia Library” “How to Use Research Tools” “How to Organize Projects Using Questia”

Students get an introduction to the Questia Library tools that will help them to conduct and organize their research.


Read Chapter 15—Analyzing Synthesizing and Evaluating Sources.

Students distinguish among common source types and synthesize a variety of sources to demonstrate how they relate to one another and give dimension to an idea.

12 Questia Research Topics Pages within the Tools for Research folder

Students explore potential research topics in 16 different disciplines.

Students are exposed to potential research tracks tailored to the academic disciplines that best align with their interests.

12 Auto-graded Activities within the Research and Documentation folder

Complete the auto-graded activity for Auto-graded Activity: Evaluating and Using Sources.

Using this short auto-graded exercise, students will review and then demonstrate their understanding of how best to evaluate and then utilize valid sources.

12 Questia Primary Sources Page within the Tools for Research folder

Students use the online database to identify primary source materials for their research projects.

Students apply their source evaluation skills in relationship to the research topic they have selected.

12 InSite with Peer Review functionality assignment—List of Sources


Students submit a list of 8–10 sources they plan to use for their Thinking Radically Projects.

Students review the source choices of their peers using the five key criteria for evaluating sources for academic projects.


Read Chapter 16—Integrating and Documenting Sources.

Students distinguish among common source types and synthesize a variety of sources to demonstrate how they relate to one another and give dimension to an idea.

13 How-to Research: Video Activities

Students complete auto-graded Video Activities for the following topics:

Students complete 3 Video Activities on how to avoid plagiarism on and integrate sources into their Thinking Radically projects. Students can check

Understanding Plagiarism Using Copyrighted Materials Fairly Checking Source Use While Revising

their understanding or submit for a grade, depending upon instructor preference.

13 Auto-graded Activities within the Research and Documentation folder

Complete the auto-graded activity for:

Auto-graded Activity: Paraphrasing, Summarizing, and Quoting

Auto-graded Activity: Using Source Materials Responsibly

Using two auto-graded exercises, students will review and then demonstrate their understanding of how to incorporate source materials into their upcoming Thinking Radically Project.

13 How-to Research: Videos and Tutorials

Students complete the auto-graded Video Activity:

Video Activity: Organizing Your Ideas

and the Tutorial:

Tutorial: Organize Major Ideas in Formal or Informal Outlines

(Both are located within the Planning Your Paper unit in the How-to Research: Videos and Tutorials folder.)

To prepare for writing their own outlines, students complete a video activity and tutorial worksheet on how-to outline.

14 InSite with Peer Review functionality assignment—Outline of Thinking Radically


Students submit first full outline of their Thinking Radically Project, then participate in a peer review.


14 JUST IN TIME PLUS Varied activities based upon student need and Pretest outcome.

Students will complete 1–2 modules of JUST IN TIME PLUS to support their evolving writing skills.


Read Chapter 17—Organizing Ideas. Students distinguish among common source types and synthesize a variety of sources to demonstrate how they

relate to one another and give dimension to an idea.

14 NetTutor Paper Review—Draft of Thinking Radically Project

Submit draft of Thinking Radically Project to NetTutor Paper Review Service to get professional feedback for revision.

After getting feedback on sources from their peers, and reminding themselves about the organization of materials in an essay, students write and submit a draft of their Thinking Radically project in order to receive feedback from professional writing tutors to guide their revisions.

15 MindTap Reading by a Student Writer—

(located in the Research folder within the Examples of Student Works collection)

Read the student paper:

Draft: “Does Everybody Need Milk?” by Bibi Bhani Khalsa

As you read, annotate, providing tips for

clarifying language/ideas ensuring proper documentation and formatting fixing any outstanding grammatical or

punctuation errors

Prior to participating in an in-class editorial peer review of classmates’ final drafts, students practice this process in a low-stakes environment by using a third-party student sample paper.

15 InSite with Peer Review functionality assignment— Revision of Thinking Radically Project


Students submit a revision of their Thinking Radically Project after receiving comments from a professional tutor, then participate in a peer review.


16 InSite Paper Assignment—Final Draft of Thinking Radically Project

Students submit final draft of Thinking Radically Project to InSite. This project could be a paper, PowerPoint, or multimodal essay.

Students demonstrate their strategies for composing a well-researched paper in the final draft of this essay.

Methods of Evaluations:

The grade for this course will be a compilation, determined by satisfactory completion of:

X Online

X Cengage

X Attendance

Methods of Instruction

A grade for this course will be a compilation, determined by satisfactory

completion of:

X Online

X Cengage

You are required to complete this course in the time period specified by your instructor, your class schedule, and your syllabus. Your instructor or their supervisor can advise you on the current late assignment policy.

Although the class is a 100% online, the instructor reserves the right to ask any student to see him face to face in his office at any time during the semester. Failure to comply with the instructor's request may negatively impact the student's academic standing.

Table of Evaluations

Remembering Project 15%

Observing Project 15%

Argument Project 20%

Thinking Radically Project 25%

Auto-graded Activities 10%

JUST IN TIME PLUS Assignments 5%

Peer Reviews 10%

Total 100%

March 2021

Documents

ENG 101 Course Syllabus