ENC 0021

COLLEGE PREPARATORY WRITING III

4 CREDITS
REFERENCE #456372
Summer AB 2007-3
Tues. & Thurs. 9:50-11:30 am

Instructor: Alejandro Salinas

Department: Communication, Arts, & Philosophy
Office Hours: M: T:. W:

R: F: S:

Office: 1371
Telephone: (305)237-6358
E-mail: asalinas@mdc.edu
Fax: 305-237-6141

Texts:
• Langan, John. College Writing Skills with Readings 7th Ed, McGraw-Hill, New
York, 2001.
•Pocket dictionary and/or Spanish-English dictionary

Goals and Objectives:

• To increase the frequency of writing activity by regularly requiring written
composition.
• To promote the discovery of topics to write about by training students in at least
three techniques for getting ideas and narrowing topics.
• To improve essay organization and writing skills by assigning readings as
touchstones for discussion and analysis of effective written communication.
• To improve word-choice and use of supporting detail in composition by giving
prompt written and verbal instructor feedback.

Grading Criteria:
• Textbook assignments and readings (15%)
• Writing assignments (40%)
• Service-Learning Project (15%)
• Quizzes (15%)
• Lab participation (3 hours per week required) (15%)
• Instructor’s assessment (attendance, class participation, optional assignment)

Service-Learning:
Please note that this course has a service-learning component. You will participate in a four-
hour service-learning project that will account for about 15% of the semester's grade, and which
will be the subject of some of our writing and class discussion. This semester we will with
immigrant advocacy groups near the campus. The interactions we have with the clients of these
centers give us a powerful context for understanding the psychology of people and social
problems like poverty and racism. Please note that I will suggest some sites for you to complete
your service-learning, but that you’re also welcome to find a site on your own that is more
convenient and fits the purpose of the project.

Service-learning is one of the most exciting and challenging aspects of the course. Keep in
mind, though, that it is not volunteer work. It is not extra work. Service-learning is one of the
many tools we’re using to learn the course content, and it is mandatory.
Grading Policy: Grades of U, P, S will be assigned as follows:
U- Unsatisfactory: Students fail to do the required work; are excessively absent from class or lab.
Student show progressin skills mastery; however, the total performance level still requires further
improvement. (Students repeat course).
P- Progress: Students show progress in mastery; however, the total performance level still
requirements further improvement. (Students repeat course)
S- Satisfactory: Students have demonstrated competency inmeeting the exit criteria for the course
as evidence by in-classand lab work and 61 % on the college-wide exit exam. (Students may
register for ENC 1101).
I-There are no incompletes

Drops: If students are unable to continue in the course, they must notify the instructor. It is their
responsibility to fill out an official withdrawal form with the registrar’s office. If they do not
officially withdraw, they may receive a U in the course.

Attendance and Make-Ups:

• Class participation and assignments are an integral part of a satisfactory grade.
• If you are absent three consecutive classes, the instructor may drop you from the class.
• Homework and in-class exercises can not be made up. All essays submitted late, whether
first or final draft, will be penalized by 1 point. After one class period, they will not be
accepted.
• A documented emergency will be dealt with on an individual basis.

Policies:
• Plagiarism means producing a work that is fully or partly someone else’s and claming it
as your own. Plagiarized work will receive an “F.” You also risk facing disciplinary
action by the college.
• I will hand your papers back to you to keep; it is your responsibility to hold on to them.
• All students must come to class prepared with their own books and materials. In the
interest of fairness to all students who desire a classroom environment conducive to
learning, no students will be allowed to share books. If students come to class without
their own books, they must not infringe upon the rights of those who come prepared.
• Beepers and cellular phones must be turned off prior to class

Academic Integrity: You are expected to adhere to the policies of academic integrity as
outlined in the Students' Rights and Responsibilities Handbook. Violation of the policies will
result in disciplinary action also outlined in the handbook.

COURSE OUTLINE (Subject to Change)

Week 1
Tues. 5/13 – Introduction to course; write diagnostic
Thurs. 5/15 – Prewriting review: read pgs. 25-33; complete Activities for techniques 1, 3 & 5;
begin structure review

Week 2
Tues. 5/20 – Continue structure review: read pgs. 5-13; complete all Activities; read pgs. 52-57;
complete Activities 11, 12, pg. 67-68;
Thurs. 5/22 – Post on Facebook: essay #1 thesis statements; introductions & conclusions: read
pgs. 89-95; First draft of essay #1 due; peer reviews

Week 3
Tues. 5/27 – Lab orientation and work (meet professor Zelda Rivas in computer courtyard)
Thurs. 5/29 – Grammar pretest; Post on Facebook: response to TV show clip
Week 4
Tues. 6/3 – Using details: read pgs. 57-63; begin Subjects and Verbs
Thurs. 6/5 – Post on Facebook: share a paragraph for your essay that illustrates excellent detail
and respond to at least two other posts; continue subjects and verbs: pgs. 450-454, complete all
Activities; service-learning orientation

Week 5
Tues. 6/10 – Final draft of Essay #1 due; finish Subjects and Verbs; guest speaker: Raul
Hernandez, Refugee Resettlement Program; planning service-learning project
Thurs. 6/12 – Transitions: read pgs. 83-87; complete Activity 2, pgs, 84-86; read “Shame,” pgs.
645-49; post on Facebook: “Did the story remind you of any personal events in which you felt
shame or similar emotions?”; begin Fragments

Before class on Thurs., 6/19, post a draft of essay #2 with an outline on Facebook. Make sure
to sign up for a writing circle and bring 5 copies of the essay with you.

Week 6
Tues. 6/17 – Continue Fragments: read pgs. 456-65, complete all Activities; post on Facebook:
Ideas for service-learning project
Thurs. 6/19 – Writing Circles and service-learning project planning

Week 7
Tues. 6/24 – Final draft of essay #2 due; Run-ons: read pgs. 470-79, complete all Activities;
service-learning project planning
Thurs. 6/26 – Finish Run-ons and Fragments; “What is an American?” worksheet discussion

Week 8
Tues. 7/1 – Quiz #1 due (fragments and run-ons); read comparison & contrast review, pgs.
288-93; write essay #3
Thurs. 7/3 – Subject-verb agreement: read pgs. 493-95; complete all Activities; service-learning
project planning

Week 9
Tues. 7/8 – Regular & Irregular verbs: read pgs. 483-90; complete all Activities
Thurs. 7/10 – Final draft of essay #3 due; post on Facebook: the Gaby Pacheco story; service-
learning project planning

Week 10
Tues. 7/15 – Pronouns: read pgs. 504-7; complete all Activities; post on Facebook: Where do our
candidates and representatives stand on immigration?
Thurs. 7/17 – Pronouns: read pgs. 510-15; complete all Activities; write essay #4

Week 11
Tues. 7/22 – Service-learning project essay due; practice grammar exam; Adjectives &
Adverbs: read pgs. 517-20; complete all activities
Thurs. 7/24 – Quiz #2 due; Misplaced & Dangling Modifiers: read pgs. 523-528; complete all
activities; review final exam

Week 12
Tues. 7/29 – Final Exam
Thurs. 7/31 – Final Exam