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COCONINO COMMUNITY COLLEGE

ENGLISH 101-15: ENGLISH COMPOSITION I (CRN 11341)
FALL 2015 COURSE SYLLABUS
Note: The instructor reserves the right to make additions, deletions, and modifications
to the syllabus and course requirements with reasonable notification in writing to the
students enrolled.
COURSE MEETING TIME & LOCATION: Mondays & Wednesdays 10:00-11:15 a.m.,
Room 505, Lone Tree Campus
INSTRUCTOR: Jeremy A. Martin
CONTACT INFORMATION: Phone: (928) 226-4281; Email:
OFFICE HOURS: Monday through Thursday from 11:15 a.m. to 12:30 p.m. (or by
appointment) in my office, Room 441, Lone Tree Campus
COURSE DESCRIPTION: ENG 101 requires practice in writing, rhetoric, and reasoning, with
emphasis on using the writing process to compose college-level essays. Prerequisites: ENG 100
and RDG 099, or placement test score(s) beyond prerequisite course(s). General Education:
English Composition. Three lecture.
COURSE GOALS: To introduce fundamental writing principles used for various audiences and
purposes, with an emphasis on academic audiences. To develop writing, rhetoric, and reasoning
skills through the analysis and evaluation of texts, and to apply these skills to formal writing
tasks while practicing the writing process.
COURSE OUTCOMES:
Students will:
1. Analyze and evaluate academic and other non-fictional print and electronic texts.
2. Apply strategies for generating ideas, organizing, drafting, revising, and editing.
3. Compose writing in non-fiction genres, making rhetorical choices appropriate to
context, purpose, and audience.
4. Identify and employ academic genre conventions, including thesis statements,
organization patterns, paragraph and sentence structures, grammar, and punctuation.
5. Critique their own and other students writing through the peer-review process.
6. Revise and edit writing for coherence, conciseness, clarity, diction, and conventions of
Standard Written English.
7. Research, evaluate, analyze, and document primary and secondary sources.
8. Integrate evidence to support their own ideas, using quoting, paraphrasing, and
summarizing.
9. Choose and apply an academic documentation style to suit purpose and audience.
COURSE OUTCOMES ASSESSMENT:
Will include:
1. Academic rhetorical analysis essay (3-4 pages) controlled by an explicit thesis
statement.

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2. Informative essay or profile essay (3-4 pages) that uses interview, observation, or
research.
3. Researched argument essay (5-6 pages) that incorporates reasoning, interpretation
and evaluation of sources, and appropriate documentation.
4. Documented progress as readers, writers, and thinkers, applying the above outcomes
in a reflective essay (3-4 pages).
COURSE CONTENT:
Will include:
1. Essay Styles
A. Analysis
B. Argument
C. Profile or Informative
2. Rhetoric and Reasoning
A. Analyzing style in various texts
B. Identifying and applying claims, supporting reasons, evidence, assumptions, and
counterarguments
C. Recognizing, analyzing, and applying ethos, logos, and pathos
D. Identifying and avoiding logical fallacies
E. Synthesizing of information from sources and writers own experience and ideas.
F. Evaluating texts
3. The Writing Process
A. Prewriting
i. Invention techniques
ii. Identifying audience and purpose
iii. Thesis development
B. Drafting
i. Organization
1. Outlining
2. Organizational patterns
a. Comparison and Contrast
b. Cause and Effect
c. Classification
d. Argument
ii. Essay Development
1. Introduction techniques
2. Paragraph development
3. Conclusion techniques
C. Revision
i. Peer Review
ii Revising
1. Purpose and audience
2. Thesis and support
3. Coherence and organization
4. Language
D. Editing
i. Grammar
ii. Sentence structure and variety

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iii. Word choice
iv. Punctuation
v. Mechanics
vi. Format
E. Proofreading
i. Spelling
ii. Incorrect words
iii. Missing words
iv. Minor errors
v. Minor details
4. Research
A. Understanding the difference between primary and secondary sources
B. Locating credible database and internet sources
C. Evaluating sources
D. Taking notes
E. Avoiding plagiarism
i. Understanding difference between common knowledge and original ideas
ii. Quoting, summarizing, paraphrasing
iii. Documenting sources in a specific citation style
TEXTS: All required course materials will be posted on Canvas. Since you do not have to pay
for a textbook, it is your responsibility to print out all assigned readings and bring them
to class. In addition, make sure to bring a notebook and writing utensil for taking notes and
participating in group activities. Do not use electronic devices (cell phones, tablets, laptops,
MP3 players, etc.) unless the instructor gives you permission to use them.
MY PHILOSOPHY ABOUT TEACHING WRITING: In this class, the focus is on YOUR
writing. Even though we will be reading the work of other writers, the purpose of studying
them will be to improve your own writing skills. To that end, I will use five different
instructional methods to help you learn: individual writing time, short lecture, small group
work, class discussions, and audiovisual aids. Through intensive study of professional and
student writing, you will learn multiple writing strategies, grammar rules, and various stylistic
options. In that spirit, we will be forming a community of writers in our classroom.
In addition, you will have class time to develop your own writing skills and unique voice
so you can establish a writing habit that works for you and improves your linguistic fluency.
Compositionist Peter Elbow has shown through research and in the classroom that providing
opportunity for low-stakes writingwriting not for a grade, but for the joy of writing itself
increases self-confidence and improves scores on graded writing. How can you build the
architecture of an essay if you dont have time to practice and hone your craft? Simple answer:
You cant! As your teacher, I want to set you up for success, not failure.
To be a successful writer, I believe that students learn best by practicing writing, not by
being told how to write. Although I will be here to guide and support you, you are the one who
has to do the hard work; you are the one who must persevere through the inevitable challenges
you will face in this class. So, trust yourself and your writing process, believe that your writing
can improve, and apply yourself to making that improvement happen. We only have 16 weeks,
but if you commit to the process and are dedicated about doing the work, you can become a
successful student writer!

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THE THREE RS OF STUDENT SUCCESS: So, how do you become a successful student?
You do so by employing the three Rs:
1. BE RESPONSIBLE and take ownership of your education by:
a. Attending class on a regular basis, being punctual, and staying for the entire
duration of class
b. Coming prepared by completing assigned readings and writings ON TIME
c. Doing your own work to the best of your ability and being honest about
completing your own work (i.e. not plagiarizing)
d. Not blaming others for your mistakes, but remembering to take credit for your
triumphs!
2. BE RESPECTFUL to your instructor and your fellow classmates by:
a. Keeping cell phones off and put away: NO CALLS OR TEXTING IN CLASS!
b. Listening carefully and remaining quiet while the instructor or other students
are talking
c. Raising your hand to speak: DONT INTERRUPT OR CALL OUT!
d. Staying focused and on task for all individual activities and group work
e. Being considerate of other students situations and keeping an open mind about
others beliefs and valuesthe Golden Rule applies here!
3. BE a RELIABLE student model by:
a. Participating actively in class discussions and group activities
b. Being there for your fellow students whether they struggle or succeed
c. Bringing yourself fully to each class and not indulging in excuses, laziness, or
apathy
d. Above all, keeping a positive attitude!
ATTENDANCE POLICY: Regular class attendance is crucial to your success in English 101.
In my class, you can have a MAXIMUM of 6 absences before I will drop you from the course.
Now, that doesnt mean you should miss six classes, but it does allow you some leeway if
extended illness or emergency strikes. After your fifth absence, I will email or call you to give
you a warning that you are about to be withdrawn from the class, and if you dont respond by
your sixth absence, you will be dropped. Again, clear and open communication is the key: If you
know you are going to be absent, email or call me to let me know the reason. It is also your
responsibility to contact me after your absence(s) or log on to Canvas to find out what work
you missed; I will not hunt you down! On a more positive note, students who have perfect
attendancewith no more than 3 late arrivalswill earn an extra 5% on their final
grades!
In addition to regular attendance, you must also show up to class on time, because when
you are late, it is disruptive to the classroom environment. It also communicates to me that you
dont take the class seriously enough to show up on time. Believe me, your employer would not
tolerate that kind of behavior, and I dont either. You are allowed up to 3 late arrivals for
the semester without penalty. After your third time of being late, I will deduct 10 points
from your final grade for the fourth tardy and each occurrence after that. Furthermore, if you
are more than 15 minutes late to class, I will mark you as absent, and that absence will count
toward your 6 allowed absences. In short, I have these strict policies in place to ensure that you
become and remain a responsible, respectful, and reliable student model.

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ACADEMIC INTEGRITY: In this class, plagiarism is defined in five ways:
1. Taking the ideas of other writers (published or unpublished) without giving them
credit for those ideas
2. Quoting or paraphrasing a passage without acknowledging its source
3. Paraphrasing without changing the authors wording to suit your voice
4. Copying the work of other students or having someone else do your assignments for
you
5. Cheating on quizzes/tests
You will be conducting research in this course, so you must cite your sources to give proper
credit. Dont worry; I will teach you how to recognize plagiarism and how to take steps to
avoid it, but for those who do not avoid it or do it willingly, there will be serious consequences.
Students caught plagiarizing will receive an F on the assignment or an F for the courseat the
discretion of the instructorbased on the severity of the offense. All confirmed cases of
plagiarism will be reported to the Dean of the Arts & Sciences Division. In other words, dont
jeopardize your academic career. Think about it: The word plagiarism comes from the Latin for
kidnapping, so dont steal other writers children! Trust the genius inside you!
WRITING ASSIGNMENTS: There are 4 major essays in this course, and I will hand out
guidelines and a grading rubric well in advance of their due dates. When you turn assignments
in, they must be submitted by 10:00 a.m. on the day they are due, unless otherwise noted by
the instructor. You should upload your files as Microsoft Word documents via the
Assignments tool in Canvas, titling them with your first and last name (e.g. Jeremy
Martin.docx). Formatting for essays is on page 8 of this syllabus. Handwritten drafts and
essays will NOT be accepted, and if you turn in handwritten essays, I will return them to
you and ask you to type them. The assignment will then be considered late.
Since turning in assignments on time is so crucial, students who submit late papers will
face stringent grade reductions listed below:
On the assigned day after 10:00 a.m. = up to -5%, depending on what time it is
submitted; the later the submission, the greater the penalty
1 day late = -10%
2 days late = -20%
3 days late = -30%
4 days late = -40%
5 days late = -50%
After 5 days = 0 (no longer accepted)
Note: Weekends count as 1 day in the calculation of grade penalties.
REWRITE POLICY: Students must earn at least a 70% on ALL essays to pass English 101.
For any essay grades less than 70%, students must rewrite those papers to earn a passing
grade. If the grade is higher than a 70%, rewrites are optional, at the students discretion. In
either case, students are allowed a maximum of 2 rewrites per writing assignment (except
for the Problem-Solution Argument Final) in their attempts to improve their essay grades.
Once all rewrites are turned in, I take the highest score to determine the final grade on the
assignment. In other words, you risk nothing by rewriting an essay: You cannot do worse;
you can only do the same or better!

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COURSE EVALUATION:
Syllabus & Success Quiz:
Canvas Video Responses (5 X 20 points each):
Rhetorical Analysis Draft:
Rhetorical Analysis Final Essay:
In-Class Advertising Analysis Midterm:
Documentary Analysis Draft:
Documentary Analysis Final Essay:
Problem-Solution Argument Final:
TOTAL POINTS:

50 points
100 points
25 points
100 points
100 points
25 points
100 points
100 points
600

GRADING SCALE: A=540-600; B=480-539; C=420-479; D=360-419; F=0-359

SEMESTER CALENDAR:
WEEK 1
August 31:

Class Introductions; Syllabus Overview; Defining Your Success as a CCC

Student
September 2: Syllabus & Success Quiz; Canvas and Microsoft Word Tutorial in Room 109;
In-Class Writing Assignment
WEEK 2
September 7: Labor DayNo Class!
September 9: Rhetorical Analysis Guidelines & Grading (Handout); The Rhetorical Triangle
& Figures of Speech; Martin Luther Kings I Have a Dream (Canvas Reading)
WEEK 3
September 14: I Have a Dream continued
September 16: The 3 Persuasive Appeals; Statement by Alabama Clergymen and Kings
Letter from a Birmingham Jail (Canvas Readings)
WEEK 4
September 21: Letter from a Birmingham Jail continued
September 23: Rhetorical Analysis Draft Due; Wrap-Up of Letter from a Birmingham Jail
WEEK 5
September 28 & 30: Rhetorical Analysis Peer Review Workshops
WEEK 6
October 5:
October 7:
WEEK 7
October 12:
October 14:

Rhetorical Analysis Final Due; Propaganda Techniques in Todays

Advertising (Canvas Reading)
Propaganda Techniques Continued
Bring in a Print Advertisement for Class; Print Ad Analysis
Canvas Video Response #1 Due; The Greatest Movie Ever Sold (Watch This
Video BEFORE class!)

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WEEK 8
October 19:
October 21:
WEEK 9
October 26:
October 28:

Canvas Video Response #2 Due; Consuming Kids (Watch This Video BEFORE
class!)
Canvas Video Response #3 Due; Killing Us Softly 4 (Watch This Video
BEFORE class!)
Topics and Rubric for In-Class Advertising Analysis Exam (Handout); Essay
Tips and Practice Exam
In-Class Advertising Analysis Midterm

WEEK 10
November 2: Canvas Video Response #4 Due; Bowling for Columbine (Watch This Video
BEFORE class!); Documentary Analysis Guidelines & Grading (Handout); The
Documentary Filmmakers Bag of Tricks
November 4: Logical Fallacies: Weapons of Mass Distraction; Bowling for Columbine continued
WEEK 11
November 9: Canvas Video Response #5 Due; Tough Guise 2 (Watch This Video BEFORE
class!)
November 11: Veterans DayNo Class; Advertising Analysis Rewrite Due by Noon on
Canvas
WEEK 12
November 16: Tough Guise 2 continued; Documentary Analysis Draft Due
November 18: Documentary Analysis Peer Review Workshop
WEEK 13
November 23: Documentary Analysis Final Due; Problem-Solution Guidelines & Grading
(Handout); Using CCC & NAU Resources to Write Your Problem-Solution
Argument (Guest Presenter: Nick Faulk, CCC Librarian)
November 25: Brainstorming Problem-Solution Examples from Bowling for Columbine & Tough
Guise 2; Analyzing Student Essay Examples
WEEK 14
November 30: Writing the Introduction of Your Problem-Solution Argument: Hooking Your
Audience from the Get-Go!
December 2: Making a Strong Case for Your Problem: Cause & Effect Analysis
WEEK 15
December 7: Finding Innovative, Practical Solutions for Your Problem
December 9: Writing the Conclusion of Your Problem-Solution Argument: Finishing Strong!
WEEK 16
December 14: Problem-Solution Argument Workshop: Last-Minute Help Session!
December 16: Problem-Solution Argument Due by Noon on Canvas!

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Students Name
Professor Martin
English 101-15
August 31, 2015
Title
This is the first paragraph. Make sure to indent the first line by hitting the Tab key
once. All margins should be set at one inch, and the entire text must be double-spaced. There is
one space between the heading and the title, as well as one space between the title and the essay
body. Do not underline, boldface, or italicize the title, and do not put quotation marks around it.
The title should be centered, and only the first letters of important words should be capitalized.
Use a 12-point, legible font like Times New Roman. Make sure to put your heading in the upperleft-hand corner exactly as shown above, and put your last name and the page number at the top
right of each page. Now you are following MLA formatting guidelines!
This is the beginning of the second paragraph.