ENG 132: COLLEGE WRITING AND RESEARCH
Instructor: Chelsea A. Lonsdale
Instructor Email: firstname.lastname@example.org (use your HawkMail email accounts ONLY)
Office: N-223 (Campus Safety Bldg)
Office Hours: MW 11a-1pm, TR 12:30-2:30pm, and by appointment
Instructor Website: https://lonsdalecomposition.wordpress.com
Sections: ENG 132-10 meets TR 9:40a-11a in K-216; ENG 132-23 meets TR 11:10a-12:30p in K-216
English 132 is the second course in the two-semester college-level reading and writing sequence that begins with English 131. The course further instructs students in the reading, writing, and critical thinking skills required at four-year colleges and universities, as well as in the workforce. Students will le3arn how to select, evaluate, analyze, synthesize, reference, and document source material, including a variety of literary works that explore diverse themes and cultural perspectives. Students will then use the source material to complete a college-level research paper.
Prerequisite: a grade of C or better in English 131. Any student who did not pass the prerequisite class/es will be dropped from the class with a 100% refund.
- Students will regard readings not as elements in a specialist’s world, but as thought-provoking perspectives on life past and present.
- Students will read accurately and critically, learning how to assess the relationship between the theme(s) of a work and the outlook of individual characters.
- Students will draw inferences from reading, participate in class discussion, and write essays and a research paper, employing a college-level vocabulary.
What can I expect from this specific section of ENG 132?
This ENG 132 course is dedicated to exploring the value of literature and the humanities in our personal and professional lives. Through exposure to and interaction with different types of media (comics, poetry, academic articles, and public writing), we will study the potential uses of literature and storytelling, examine stereotypes and identities, discuss the importance of witness and documentation, and investigate issues of interest unique to each of us by way of academic research methods.
Core Course Topics
(* indicates critical thinking objectives)
- First part of the semester: Literary readings
- reading literature
- analyzing and interpreting literature
- writing about literature
- Second part of the semester: The research paper
- formulating a topic
- locating information
- evaluating sources
- using sources
- documenting sources
Core Course Learning Objectives
- General Education Outcome: Information Literacy: By completion of English 132, students will be able to accomplish the following:
- Identify, locate, evaluate, and effectively use information to solve problems
- Assess the credibility of outside sources (print and electronic) by evaluating their accuracy, bias, and ethics*
- General Education Outcome: Critical Thinking and the Research Paper: By completion of English 132, students will be able to accomplish the following:
- Generate and develop a defensible inference based on available information*
- Synthesize outside sources with their own interpretation of a topic*
By completion of English 132, students will be able to accomplish the following:
- Plan, draft, revise, and edit essays.
- Write essays in class with opening, supporting, and closing paragraphs
- Compare and contrast terms, ideas, or literary elements.
- Develop or explain definite themes, using specific details from the reading selection.
- Write essays that use a college-level vocabulary.
- Write essays that have minimal errors in syntax, grammar, and mechanics.
By completion of English 132, students will be able to accomplish the following:
- Summarize a work of fiction or non-fiction.
- Discuss connections between a literary text and human experience.
- Identify and analyze particular elements such as style, structure, theme, character, plot, point of view (in a literary text).
- Discuss how diversity is represented in the literature.
Writing Objectives for the Research Assignment
By completion of English 132, students will be able to accomplish drafting an analytical and persuasive thesis that does one of the following:
- Analyzes literature and/or readings on a given theme.
- Contrasts an author’s treatment of a theme with current societal perspectives of that theme.
- Contrasts elements (e.g., characters) from two different works of literature.
- Compose a coherent, unified research essay.
- Demonstrate argumentation skills by making a convincing, coherent, logical argument.
- Paraphrase and integrate documented material correctly into their writing.
- Write clear, direct sentences, varied in length and construction, applying basic syntactic principles such as coordination, subordination, and parallelism.
- Document research in a format (e.g., APA or MLA) relevant to a student’s major field of study (e.g., nursing, education).
Assessment of Academic Achievement
Students will achieve the General Education Outcome on Reading and Writing Proficiency by doing the following:
- Analyze, organize, and adapt communication to fit a certain audience
- Develop communication using effective rhetorical techniques
- Select, evaluate, analyze, synthesize, reference, and document source material for a research paper
- Use language persuasively
- Edit prose for diction, style, grammatical correctness, and accuracy
- This assignment may also be used to demonstrate student achievement of the General Education Outcomes on critical thinking and information literacy.
One major assessment instrument is the documented research paper, required in all sections. That research paper will be worth at least 20% of the final course grade.
Required Texts and Materials
- Blankets by Craig Thompson, ISBN: 9781770462182
- The Little Seagull, 3rd edition, ISBN: TBD
Required Electronic Media/Software/Applications
- Access to the internet using Chrome, Firefox, or Safari.
- A Google Drive account. Your HawkMail email will give you access to Google Drive; you will need to share a folder titled “Last Name ENG132 W17” with me. This is where you will submit your final drafts for feedback and evaluation.
- Remind. This is a web and mobile application used for short-form communication; I will send group announcements, may attach files or send links, and can answer brief questions using this app. You will need to provide an email address and/or phone number to receive notifications; this information remains private and I do not have access to your contact information.
You will also need a notebook for note-taking, loose-leaf paper for in-class essays and other activities, and writing utensils (pen, pencil, highlighter).
Bring your materials to class with you every day, unless otherwise specified!
Grading and Assessment
Humanities Essay IN CLASS: 25 pts
Blankets Essay IN CLASS: 50 pts
Annotation/Transmediation: 50 pts
Research Project: 100 pts
Research Presentation: 25 pts
Humanities Essay 2.0: 25 pts
Participation (incl. Peer Review, Self-Assessment, Conferences, and Attendance/Presence): 75 pts
Total: 350 pts
90-100=A, 85-89=B+, 80-84=B, 75-79=C+, 70-74=C, 60-69=D, 59 and below = E.
You can keep track of your grades independently by recording your scores here; if you have questions or want to check in, please do so during office hours. I will not discuss grades electronically.
Minimum Submission Requirements
Assignments must meet minimum requirements in order to be accepted for grading and feedback. These requirements include:
- Assignment is a Google Doc shared with permission to edit.
- Assignment is in MLA Format with a heading, title, and page number in the appropriate locations. Assignment must be double spaced in 12 pt standard font.
- Assignment must meet minimum word count/page length.
- Assignment must be proofread for capitalization (especially personal “I”), spelling errors/wrong word, and sentence fragments. While these are not “fatal” errors, they do have a significant impact on your credibility as a writer and are grounds for rejection of a submitted manuscript.
Assignments that do not meet this criteria will be returned with a “Revise and Resubmit” notification. You have until the following class meeting to revise and resubmit your work with a 20% grade deduction.
All final drafts of assignments will be submitted via your shared folder in Google Drive as Google Docs, NOT uploaded Word files. Rough drafts for peer review must be hard copy.
Computer access for working and printing on campus is available in the library as well as the Learning Lab. Likewise, the technology we are using is accessible on desktop, laptop, and mobile devices. If you have concerns about technology, please ask me for help. While there may be a learning curve for some students, digital literacy is a necessity.
Late assignments will be due the following class meeting and will be penalized by 20%. Late assignments are not eligible for revise and resubmit, nor can they be revised for a higher grade later in the semester. Late work will not be accepted after the following class meeting and the assignment will receive a 0.
In-class essays will be treated as an exam and arrangements must be made to complete the essay within one week if you are absent.
All at-home essays submitted on time will be eligible for revisions. In order to revise, you must complete a Revision Plan and meet with me to confer and get my approval. Revisions can be made throughout the semester. You may revise both the Annotation/Transmediation assignment and the Research Project. Revised essays will be submitted via Google Drive with the Revision Plan turned in as a hard copy. Revised essays will be re-graded, and the new grade will replace the original.
Student Responsibilities and Classroom Behavior
An attendance record will be maintained, and your attendance AND presence in class will be factored into your participation grade. Missed classes will affect your overall performance as you will not be here for discussion and activities that support the assignments you need to complete. If you know you will be absent ahead of time, contact me via Remind or email, and make arrangements to discuss what you missed. Tardies past 10 minutes will count as an absence for the day. Absences do not excuse you from turning work in on time unless arrangements are made with me ahead of time. In other words, late work is still late!
Official HFC Communications Division Attendance Policy
Never Attended Designation
Henry Ford Community College requires students to actively participate in their learning with regular and sustained interaction. Since student success depends on active engagement, students who have NOT attended an entire class session and actively participated in academically-related activities by the College’s Never Attended deadline will not be permitted into the class even if they are already enrolled in the class. Additionally, a student having financial aid may have their award decreased or completely reversed.
The Never Attended deadline for Winter 2017 is January 23, 2017.
Computers and Email
Given the increasingly important role of technology in our lives, it is crucial that you are proficient with computers, word processing systems, file storage, and printing. Computer or printer failure is not an excuse for late work. We will be using Google Drive, as it saves your work automatically, allows you to access revision history, is accessible on any device, and provides an efficient and interactive way for me to give feedback on your writing.
HawkMail and Remind
You are responsible for checking your HawkMail email every day. Any required information, including class cancellations and other important long-form announcements, will be sent via email. I will also use Remind for short-form communication. I will respond to all email inquiries within 24-48 hours (often much sooner!). Keep in mind that you are communicating with a professional; when emailing, use rhetorically appropriate grammar and mechanics, and be specific about who you are, what class you are in, and what you need.
Use of Electronic Devices In Class
In regard to computer, tablet, or phone use in class: these devices can be useful tools for class activities and discussion, but they can also be a significant distraction to both your peers and your teacher. While YOU may not feel that your device use is disruptive, please be aware that the sound, vibration, light, and/or movement of your device can interfere with the learning experience of your neighbor. Please restrict your use of these devices to designated times; otherwise, screens should be put away (i.e.: not in your lap).
If I notice that device use is becoming an issue, I will speak to you individually outside of class and will probably ask you some questions to learn more about your particular situation. Whether there is a family/work emergency, or just an addiction to Pokémon Go or checking your Instagram feed, together we will make a plan based on your specific circumstances.
Participation is essential. This includes coming to class prepared with necessary materials, taking part in class discussions, and completing individual and small group in-class activities. It’s my belief that working actively with classmates to dig deeper into a concept, or being able to try out a hands-on technique during class time, or simply taking time to free write can sometimes be more useful than sitting through a lecture. For students who are more used to more “traditional,” directive, mostly quiet classrooms, it can take a little bit of time to adjust to this kind of approach. It might feel uncomfortable at first to be asked to frequently interact with classmates or asked to take on responsibility for your own learning, but please know that when I ask you to do these things, it’s because I believe they will ultimately benefit you.
It is very important to me that our classroom remain a place of mutual respect throughout the term. Respect comes in a lot of different forms. Showing up to class on time is a sign of respect, but so is being open to hearing your classmates’ perspectives and about their experiences, even if – especially if -they are vastly different than your own. It can also mean choosing to “step up or step back” – speaking up in a situation when it is called for, and/or giving others an opportunity to also have their voices heard. I think a college classroom tends to feel more comfortable when it doesn’t come with a long list of all the “bad” behaviors a student could choose to engage in and exactly how many points in the gradebook each of them will “cost.” I prefer just having us simply agree to treat each other with a certain amount of maturity, common courtesy, and good intentions. Everything you do should make a positive contribution to our shared learning experience.
Complete Student Policies, Rights, and Responsibilities (including HFC’s policy on Academic Integrity) are listed on HFC’s website, at https://www.hfcc.edu/current-students/student-policies
Communications Division Policy on Plagiarism/Academic Integrity
Among other things, academic dishonesty includes plagiarism. Although not the sole form of misconduct of which a student may be guilty, this is probably the most common academic offense that can occur in any course. Essentially, plagiarism is the act of using another author or person’s words or ideas without properly crediting him/her. Plagiarism can include, but is not limited to, the following fraudulent acts:
- Failing to supply quotation marks for words – sometimes even a single word – copied exactly as seen in the original from published materials or internet sources, including blogs
- Using the structure and/or substance of another’s text without providing credit
- Employing passages directly from sources without citation while only rearranging word order, altering grammar or revising a few words ←this is called patchwriting
- Omitting the sources or parenthetical documentation for words or ideas or including a Works Cited page without appropriate parenthetical documentation
- Falsifying citations, such as inventing or misrepresenting sources
- Submitting a paper written or revised by another person
Students who plagiarize may fail the course and be reported to the Registrar’s Office so that the college can take disciplinary action. Students can view HFCC’s complete and unabridged policy on Academic Integrity by visiting the Student Policies, Rights, and Responsibilities web address listed above.
In this class, plagiarism will automatically result in a failing grade for the assignment, and may result in a failing grade for the course at my discretion.
Changes to your class schedule may be made in the Office of Admissions, Registration and Records after you have officially enrolled in any course. Should you decide to stop attending a course, know that membership in a class does not cease until you have officially dropped the class. Students are responsible for dropping courses that they decide not to attend. If you stop attending but do not formally drop a class, you will be charged the full tuition amount for the class. You may officially drop a class without penalty until 60% of the class is completed, and a W will be recorded on your transcript. After the drop deadline, a grade of E will be recorded unless there are extenuating circumstances and a meeting has been set up with me to discuss the issue. A student cannot drop a class if failing for reasons of academic dishonesty.
These are some of the resources that your tuition is paying for:
- Free tutoring and computer access in the Learning Lab (learnlab.hfcc.edu).
- Free computer access also available the school library (library.hfcc.edu)
- Counseling Office: LRC-117 (313-845-9611)
- Assisted Learning Services (hfcc.edu/assisted-learning)
- English Language Institute (eli.hfcc.edu)
Office hours are also set aside for you to meet with your instructors individually. I highly encourage you to take advantage of these times. My office hours are listed at the beginning of this document.
- January 9th: Classes begin
- January 15th: Last day to register for or drop classes w/100% refund (no record on transcript)
- January 23rd: NA Deadline (15 week classes)
- March 24th: Last day to WITHDRAW (no refund – W grade appears on transcript)
- May 1: Last day of classes
- May 2: Final Exams begin
- May 8: Grades available on WebAdvisor
If the college is closed due to inclement weather (e.g., snow) or a power outage causes the college to close, this information will appear on the college’s home page and will be sent through the college’s emergency response system. If there is no message indicating a closing, you may assume HFC is still open. Please sign up for the emergency alert system by clicking on the links on the home page.