Lake-Sumter Community College Course Syllabus

Course / Prefix

Number

ENC 0025

Course

Title:

DEVELOPMENTAL WRITING II

CRN: 10318/10319 Credit: 4 Term: Fall 2011

Course Catalog

Description:

A preliminary composition course structured to meet the needs of students who require

individualized help. This course is designed to stress grammar, usage, vocabulary

development, and mechanics of expression, moving from sentence structure to

paragraph writing to expository essay writing. The course includes a computer lab

component and information regarding student success. It covers success information

such as taking personal responsibility, managing procrastination, and engaging

emotional intelligence. This course may not be used to satisfy any degree program at

LSCC. Students must earn a “C” or higher and achieve a passing score on the state

mandated College Prep English Test (CPET) for entry into ENC 1101.

Instructor:

Dr. Alexander M. Perez Contact

Information:

LB (352) 323-3634

SL (352) 536-2243 email: pereza@lscc.edu

Office

Location:

SL 2-336 LB LA-17

Office Hours:

MW 9:00-11:00 South Lake

MW 3:00-4:00 (Virtual)

TR 3:00-5:00 Leesburg

All students are required to use LakerMail for official college e-mail

communications.

See the college webpage for instructions on activating LakerMail.

Prerequisites:

C OR HIGHER IN ENC 0015 OR PLACEMENT TEST SCORE

Textbook and Other

Course Materials:

Biays, John S. & Carol Wershoven. Along These Lines: Writing Paragraphs and

Essays, 5th

ed. Saddle River: Prentice Hall, 2010.

Technology and

Online Computer

Access

Requirements:

Students are required to have a working knowledge of (and accessibility to)

Microsoft Office products. The only applications accepted will be MS Word,

Excel, and . Works and Word Pad documents will not be accepted.

Students must submit documents using Microsoft Office Word 1997-2003, or

Word 2007. Students are required to have a working knowledge (and accessibility to)

email.

Students are required to understand the basics of attaching Word and

documents to email.

Students are required to activate LakerMail email accounts.

Students are required to use Blackboard for the submission of all assignments.

Course Objectives:

(what the course will

do)

Articulate the steps of the writing process

Discover ideas through brainstorming strategies.

Formulate topic sentences that support a specific thesis statement

Compose a workable introduction

Compose a workable conclusion

Compose coherent and unified paragraphs

Plan rough drafts.

Formulate a topic sentence.

Provide adequate and relevant supporting details for a topic sentence.

Organize supporting details logically and use effective transitions.

Compose rough drafts and revise their writing.

Edit and proofread their writing.

Use words which are appropriate to the audience and main idea of the writing

Use a variety of sentence structures

Coordinate and subordinate sentence elements.

Use correct grammar, spelling, and punctuation.

Place modifiers correctly.

Use parallel expression and parallel ideas.

Avoid fragments, comma splices, and fused sentences.

Use standard verb forms.

Maintain agreement between subject and verb, pronoun and antecedent.

Maintain consistent point of view.

Use proper case forms.

Format an essay using MLA format

Identify the main idea of a reading

Identify the supporting details of a reading

Identify transitions in a reading

Student Learning

Outcomes (SLOs)

Assessed in this

Course:

(what the students

take with them beyond

this course)

Outcomes: To demonstrate analysis, evaluation, and application thinking skills by

breaking down essays by rhetorical parts and taking a position on them, and then by

producing those parts in essays.

Competencies: Read and analyze texts produced by others and write well-developed

essays with one main point and relevant support through topic sentences

Outcomes: To demonstrate synthesis and application by applying learned

grammatical and sentence structure rules as well as rhetorical modes of organization to

their writings.

Competencies: Writing essays with little to no grammar and sentence structure errors

and writing with a variety of rhetorical modes in essays.

Outcomes: To effectively choose a subject, employ an appropriate organizational

scheme, and write an essay which clearly communicates one main idea with relevant

support and uses words which are appropriate to the audience and purpose.

Competencies: Writing with a variety of rhetorical modes in essays and writing well-

developed essays with one main point and relevant support through topic sentences.

Outcomes: To effectively state grammatical and sentence structure rules as well as

identify grammatical and sentence structure errors in writings and to effectively

identify and explain rhetorical modes in writings.

Competencies: Writing with a variety of rhetorical modes in essays

Outcomes: To recognize the importance of planning and creating essays in a timely

manner to meet both a list of criteria and a deadline.

Competencies: Use the writing process to follow through writing essays in various

rhetorical modes: choose an appropriate topic, formulate a valid thesis, outline details,

draft the essay; revise; edit and proofread the essay.

Academic Integrity:

The successful functioning of the academic community demands honesty, which is the

basis of respect for both ideas and persons. In the academic community, there is an

ongoing assumption of academic integrity at all levels. There is the expectation that

work will be independently thoughtful and responsible as to its sources of information

and inspiration. Honesty is an appropriate consideration in other ways as well,

including but not limited to the responsible use of library resources, responsible

conduct in examinations, and the responsible use of the Internet. (See college catalog

for complete statement.)

Important

Information for

Students with

Disabilities:

Any student with a documented disability who requires assistance or academic

accommodations should contact the Office for Students with Disabilities immediately

to discuss eligibility. The Office for Students with Disabilities (OSD) is located on the

Leesburg Campus, but arrangements can be made to meet with a student on any

campus. An appointment can be made by calling 352-365-3574 and specific

information about the OSD and potential services can be found at www.lscc.edu, then

go to “Quick Links” and click on Disability Services.

Privacy Policy

(FERPA):

The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34

CFR Part99) is a Federal law that protects the privacy of a student’s education records.

In order for your information to be released, a form must be signed and in your records

located in the Admissions/Registrar’s Office.

Attendance /

Withdrawal Policies:

Any absence beyond 3 class periods is subject to a 10% reduction in the final

grade, beginning with absence #4 and each absence thereafter.

If you are late 3 times, this will equal 1 absence.

Absence from a quiz or an in-class writing assignment will result in a grade of

“0” for that assignment, unless I am notified of a personal challenge that could

not be overcome in advance.

LATE ASSIGNMENTS: Assignments will be accepted up to 4 days past

the due date with a 10% grade reduction for each day late. Any

assignments posted later than 4 days past the due date will not be scored.

All assignments are provided in advance on this course syllabus.

Therefore, an absence from class is not a viable excuse for submitting a

late assignment.

If for any reason a student decides to discontinue class attendance, it is his or her

responsibility to withdraw from class prior to the date published in the catalog,

October 31, 2011. Withdrawal forms are available from the counseling center. Failure

to withdraw properly from class will result in a grade of “F” in the course.

Withdrawal

Deadline: October 31, 2011

Methods of

Evaluation:

Points and/or percentage of Grade:

5 Essays @ 10 Points each………………... …………………………….50 points

10 Blackboard Discussions @ 5 Points each……………………………....50 points

10 MyWritingLab Exercises @ 5 Points each……………………………..50 points

10 Textbook Chapters @ 5 Points each……………………………………50 points

5 Tests @ 10 Points each…………………………………………………50 points

Final Exam and Project…………………………………………………….50 points

Total Points Available…………………………………………………….300 points

Grade Class Points

A 270-300

B 240-269

C 210-239

D 180-209

F 179 – ↓

Grading Scale:

Grade Percentage

A 90 – 100

B 80 – 89

C 70 – 79

D 60 – 69

F 59 – ↓

Course Calendar: Please see below.

ENC 0025: College Writing II Course Calendar of Activities CRN: 10319 MW 11:00-12:50 www.mywritinglab.com Course ID Perez0896570W CRN: 10318 MW 1:00-2:50 www.mywritinglab.com Course ID Perez0740740W

Reading Writing Grammar Testing Blackboard MyWritingLab

Week 1 8/22-8/24

Chapter 1: Writing a Paragraph Complete all chapter exercises! “Getting Carded,” Migoya, pg. 599

How do you learn? Solomon-Felder Learning Style Inventory, NCSU: http://www.engr.ncsu.edu/learningstyles/ilsweb.html

Writing Diagnostic

DIAGNOSTIC PRE-TEST Sentence Grammar Punctuation and Mechanics Usage and Style Basic Grammar

Week 2 8/29-8/31

Chapter 2: Illustration Complete all chapter exercises! “Spanglish,” Castro, pg. 603

Pre-writing for Illustration Paragraph

Chapter 15: The Simple Sentence Complete all chapter exercises!

WRITING IN STAGES The Writing Process Pre-Writing Paragraph Development: Illustrating

Week 3 9/5-9/8

Illustration Paragraph Due

Chapters 16 and 17: Coordination and Avoiding Run-on Sentences and Comma Splices Complete all chapter exercises!

Illustration Paragraph Online Discussion Week 3

WRITING IN STAGES Paragraph Development: Describing

Week 4 9/12-9/14 SENSE Administration

Chapter 3: Description “A Present for Popo,” Wong, pg. 607 Complete all chapter exercises!

Pre-writing for Description Paragraph

Chapter 18: Subordination Chapter 36: Sentence Variety Complete all chapter exercises!

WRITING IN STAGES Paragraph Development: Narrating

Week 5 9/19-9/22

Chapter 4: Narration Complete all chapter exercises! “The Good Father,” Valdes-Rodriguez, pg. 610

Description Paragraph Due Pre-writing for Narration Paragraph

Grammar Test Chapters 16-18

Description Paragraph Online Discussion Week 5

WRITING IN STAGES Paragraph Development: Process

Week 6 9/26-9/28

Chapter 5: Process Complete all chapter exercises! “Breath of Life,” Sachs, pg. 614

Narration Paragraph Due Library Research Activity

Chapter 19: Avoiding Sentence Fragments Complete all chapter exercises!

Narration Paragraph

WRITING IN STAGES Paragraph Development: Comparing and Contrasting

Week 7 10/3-10/6

Chapter 6: Comparison and Contrast Complete all chapter exercises! “Honesty and Dishonesty,” Dimitirius and Mazzarella, pg. 617

Pre-writing for Comparison/Contrast Paragraph

Chapters 20 and 21: Parallelism and Using Adjectives and Adverbs Complete all chapter exercises!

Online Discussion Week 7

WRITING IN STAGES Paragraph Development: Division/ Classification

Week 8 10/10-10/12

Chapter 7: Classification Complete all chapter exercises! “Three Disciplines for Children,” Holt, pg. 620

Comparison and Contrast Paragraph Due Pre-writing for Classification Paragraph

Grammar Test Chapters 19-21

Comparison and Contrast Paragraph

WRITING IN STAGES Paragraph Development: Definition

Week 9 10/17-10/20

Chapter 8: Definition Complete all chapter exercises! “Breaking the Bonds of Hate,” Khiev, pg. 624

Classification Paragraph Due Pre-writing for Definition Paragraph

Midterm Evaluations

Classification Paragraph Online Discussion Week 9

WRITING IN STAGES Paragraph Development: Cause and Effect

Week 10 10/24-10/26

Chapter 9: Cause and Effect Complete all chapter exercises! “Students in Shock,” Kellmayer, pg. 628

Definition Paragraph Due Pre-writing for Cause and Effect Paragraph

Chapters 22 and 23: Problems with Modifiers and Using Verbs Correctly Complete all chapter exercises!

Definition Paragraph

WRITING IN STAGES Paragraph Development: Argument

Week 11 10/31-11/3 Last day to withdraw

Chapter 10: Argument Complete all chapter exercises! “Sidewalks Can make a Town a Neighborhood,” Egan, pg. 632

Cause and Effect Paragraph Due Pre-writing for Argument Paragraph

Chapter 24: Verb Consistency and Voice Complete all chapter exercises!

Cause and Effect Paragraph Online Discussion Week 11

WRITING IN STAGES Recognizing the Essay

Week 12 11/7-11/9

Argument Paragraph Due

Chapter 25: Subject-Verb Agreement Complete all chapter exercises!

Grammar Test: Modifiers, Using Verbs Correctly, Verb Consistency and Voice

Argument Paragraph

WRITING IN STAGES Thesis Statement

Week 13 11/14-11/17 Week 14 11/21-11/24 Thanksgiving

Chapter 11: Writing an Essay “A Brother’s Murder,” Staples, pg. 643 Complete all chapter exercises!

Pre-writing for 5-Paragraph Essay Outline for the 5-Paragraph Essay

Grammar Test: Chapters 22-25

Online Discussion Week 13

WRITING IN STAGES Essay Organization

Week 15 11/28-11/30

Chapter 14: Using Research to Strengthen Essays Complete all chapter exercises!

5-Paragraph Essay Due

Grammar Test: Subject-Verb Agreement, Pronoun Agreement, Reference, Consistency, and Case

5-Paragraph Essay

WRITING IN STAGES Essay Introductions, Conclusions, and Titles MyWritingLabPOST-TEST

Week 16 12/5-12/7 Final Exams

ENC 0025 EXIT EXAMINATION Congratulations!

Classroom Rules and

Policies:

Notice of Classroom Equality for All and the Core Values for Student Success

The General Education Competencies for student success at Lake-Sumter

Community College are: RESPECT, HONESTY AND INTEGRITY,

TEAMWORK, SERVICE, SCHOLARSHIP, and HIGH PERFORMANCE

(LSCC Catalogue).

The means to this end is that our classroom shall be a community of socially

conscious readers, writers, and thinkers, in support of social justice and equal

opportunity for all of its participants.

This classroom is a diverse place of learning.

Every member of this community shall be treated equally and respectfully,

regardless of race, language spoken, color, gender, religion, physical or learning

disability, national origin, immigration status, sexual orientation, or political

belief.

For all who participate in this safe learning environment, this is a place of

peace, respect, and a liberal exchange of ideas, experiences, and creativity.

THE RULES for SUCCESS!

During discussion, students will listen attentively, take notes, and take measures to insure they do not interfere with the ability of their classmates to

do the same. Cell phones must be on silent for the duration of class If you have an emergency, please exit if needed without distracting others. Hats, pajamas, pants on the ground, or any other distracting attire will not be

permitted in class. Dress comfortably but appropriately for school. Professional attire required for any presentation day, regardless if you or your

classmates are presenting!

For professional attire guidelines, visit:

http://humanresources.about.com/od/workrelationships/a/dress_code.htm

Texting and phone calls in class will not be tolerated under any circumstances.

If you must send a text or make a call, please leave the room. Otherwise, you

will be invited to complete your call outside of class, and earn a zero for class

attendance.

During discussion, students should take turns speaking and listen respectfully

while others speak.

Every member of this class is entitled to his or her own opinion, and all opinions will be respected.

Phrase comments and critical remarks (written or oral) in constructive, non-

judgmental terms.

COMMUNICATE your needs. See the instructor during office hours, or make

an appointment outside of hours, use the phone, email, Blackboard…There are

many ways to communicate. Please express when you need help!

Food and drinks.

Since we are in a computer lab environment, liquids and technology do not

mix. Leave all beverages at the door and consume them in the hallway. Students will not consume food in class under any circumstances

What is a

SUBSTANTIVE

ONLINE response?

Only substantive responses count for full participation credit in this class.

A substantive response will demonstrate meaningful critical thinking, and contribute in

some way to the discussion or course learning objectives for the week. Your response

will be free of spelling, grammar, and punctuation errors, professionally and clearly

written, using full and complete thoughts. All responses to the BB DISCUSSION

must be at least 100 words in length to be considered substantive.

An unsubstantive response will be an acknowledgement like "I agree..." or "That's

right!" or “lol.” These do not count for points!

TEXT SPEAK IS NOT SUBSTANTIVE AND WILL EARN AN AUTOMOATIC

ZERO!

An unsubstantive response might be a fragment or incomplete thought. Unsubstantive

responses contain misspellings and other glaring errors, such as missing punctuation

and incorrect capitalization.

Partial credit will be awarded for partial participation.

Tips for Creating Substantive Participation Explain why you agree or disagree, and add some examples to support your

belief.

Relate your personal or work experiences to the topic at hand.

Ask additional questions of your classmates.

Make connections between the topics at hand and the readings in the text.

Add ways you can apply the lessons from the class in your work and

educational life.

Posts that you want to count toward your substantive participation grade will be

at least 100 words in length.

Violence Statement:

Lake-Sumter Community College has a policy of zero tolerance for violence as stated

in College Board Rule 2.17. Appropriate disciplinary action will be taken in

accordance with Board Rule 2.17.

Syllabus Disclaimer:

Information contained in this syllabus is, to the best knowledge of this instructor,

considered correct and complete when distributed to the student. The instructor

reserves the right, acting within policies and procedures of Lake-Sumter Community

College, to make necessary changes in course content or instructional techniques

without prior notice or obligation to the student.