COURSE SYLLABUS: ENGLISH 111A, WRITING METHODS/COLLEGE COMPOSITION I

Fall 2021

| Welcome | Office Hours | Required Text | Required Technology/Materials |
| Course Outcomes and Objectives | Course Learning and Teaching Activities | Course Projects | Course Policies |
| Resources for Students | Tentative Schedule of Sessions |

Sections FA803 and FA804, online (8/30/2021 - 12/17/2021). While our class is 100% online, please note that the college’s Covid-19 Response & Updates page has current information about the coronavirus. I have organized the class by week, and for each week, I have specific instructions on what to read/do, which you can see in eLearning. At the end of this syllabus is a Tentative Schedule of Sessions (we do not have live meetings as a class, but you can email me, call me, text me, or set up an appointment to meet with me via Virtual Classroom; see below for more information).

Instructor Information

Instructor: Stuart Barbier, Ph.D., Professor of English

 

Office/Phone: Since I am teaching online and am off campus this semester, email is the best way to communicate; however, I have set up a Google Voice phone number you can use for calling or texting: 989-545-1452. I will do my best to check this number for messages at least once a day (more often during office hours), and I will call or text back using this number; however, email is probably best (I don’t carry my cell phone around with me in the house).

 

Email: sibarbie@delta.edu. I reply messages as soon as I retrieve them, which should be within 24 hours (sooner during office hours), although there could be exceptions, especially on weekends. Do note that you should check your Delta College email regularly for important communication from the college or me (I recommend at least once every 24 hours). Also, students can sign up for emergency alerts (which will be sent to your email or cell phone [text DELTAEMG to 888777]). Last, Delta has a mobile app for Android and Apple smartphones and tablets (search on “Delta College” in the appropriate app store). This app makes using email and eLearning easier on your phone compared to using your phone’s Internet browser.

 

My Professional Home Page (This syllabus’s online address is http://websites.delta.edu/sibarbie/Syllabus111AF2021.htm.)
Arts and Letters Division Home Page

English Discipline Home Page


Virtual Office Hours (By email, phone call, text, or appointment for a one-on-one Virtual Classroom session within eLearning): 

Tuesdays: 11:00 a.m. - 1:00 p.m.
Wednesdays: 1:00 p.m. - 2:00 p.m.
Thursdays: 11:00 a.m. - 1:00 p.m.

 

We can meet at other times, too, with an appointment, including some weekend and evening hours. I will do my best to check for emails/texts/calls as often as possible.


Mailbox: Because I am off campus, please upload all documents to our eLearning course site.


Course eLearning Site Login: https://elearning.delta.edu/d2l/home (also available through the student portal).

 

Welcome to English 111A! I hope you enjoy your time learning in this class as much as I enjoy teaching it. In his book, What the Best College Students Do (Cambridge:  Harvard University Press, 2012), Dr. Ken Bain emphasizes that “learning changes who people are and how they view the world. It makes them into better problem solvers, more creative and compassionate individuals, more responsible and self-confident people. Students are able to think about the implications and applications of what they learn…. Some may forget a few facts but still know how to find them when needed” (p. 9). Learning takes lots of work, however. As Bain explains, “[t]he world is a complex place. We all become creatures of habit in ways we think and act. To learn is to strip away those deeply ingrained habits of the mind. To do so requires that we push ourselves, that we keep building and rebuilding, questioning, struggling, and seeking” (p. 20). You will have many opportunities to do this over the next fifteen weeks.

 

More specifically, what you will learn in this course is how to successfully write at the college level. As stated in the college catalog, “the first of a two-course composition sequence, English 111A offers students experience in using an effective writing process to produce formal, college-level writing. In this course, successful students will also practice the use of critical thinking skills in reading and writing and be introduced to basic research skills related to academic writing. Credit may be earned in only one of: ENG 111, ENG 111A, ENG 111B, ENG 111C or ENG 111H.” ENG 111A combines the objective of ENG 111 with two additional lab hours (through various online tools, including virtual classroom, email, and phone calls) of special attention to particular student problems and needs in the conventions of written composition, helping to provide a solid background necessary toward success in all college courses. This course meets the MTA requirement for English composition. To enroll in this course, you need to meet the following prerequisites: Reading Level 2 or a final course grade of A, A- in RDG 093W and Writing Level 2 or a final course grade of A, A- in WRT 090, or Reading Level 3 or a C or higher in RDG 097W and Writing Level 3 or a C or higher in WRT 098 (for an explanation of reading and writing levels, see this link). If you have any questions, please talk to me after the first class.

 

In this syllabus, I explain what you can expect from me, as well as what I will expect from you. It is essential for you to read the syllabus in its entirety, so you know what is expected in terms of how I conduct the class, policies, student responsibilities, assignments, and a tentative class schedule. You are accountable for these written standards, though keep in mind I may need to change them during the semester, depending on the circumstances. If you are ever unsure about something, please ask—I am here to help you succeed.

 

Required Text

Bullock, Richard, et al. The Norton Field Guide to Writing with Readings & Handbook. 5th ed. Norton, 2019 (ISBN 0393655806) or 2021 (ISBN 0393885747; the difference, which is related to MLA documentation style, is discussed below).

 

You can buy the print version online or at the Delta College Bookstore (click on the “Textbooks” link at the top). Or you can rent it from various online vendors. A third option is to purchase it in digital form directly from the publisher (one-year access to the eBook is $39.95; click on “purchase options” on the upper right of the screen [it’s under the “sign in or register” option] and choose the $39.95 eBook for The Norton Field Guide to Writing—we don’t use the other book listed).

 

You can choose any of these options (though if you wish to use financial aid for buying the textbook, you have to use the Delta bookstore, unless you pay for it yourself elsewhere and use your financial aid balance check later to “reimburse” yourself, if you are eligible for such a check). However, be sure to obtain the correct edition and version, as the book has several older editions and variations (such as without readings and/or handbook). We are using the fifth edition with readings and handbook (either the 2019 or 2021 version). There is a copy of the 2019 textbook on reserve in the LLIC (for in-library use only).

 

Do note that The Modern Language Association recently updated its MLA documentation style guidelines (from the 8th edition to the 9th). The updates are minor, and I will accept either version in your assignments. In early August, Norton published a version with the MLA updates (ISBN 978-0-393-88574). The bookstore sold the 2019 version until it ran out and then sold the 2021 version. It does not matter which you have (they are nearly identical with a few exceptions related to MLA). If you buy the digital eBook from Norton, the updates are incorporated in it. If you buy the printed textbook from the bookstore, they may not be, depending on when you bought it; however, you can use a free MLA guide from Norton (https://digital.wwnorton.com/166567?demo). If you buy a used textbook online, it will be with the old MLA. Again, it doesn’t matter. I will discuss the very minor differences in class.

Other Texts (Optional)

— Access to a collegiate dictionary is highly recommended (I link to some within my website’s “Favorite and Helpful Links” page).

— Students looking for a good grammar instruction book beyond the handbook at the back of our textbook might consider The Great Grammar Book: Mastering Grammar Usage and the Essentials of Composition, 2nd edition, by Marsha Sramek (Asheville: Arch Press, 2015; ISBN: 978-0-9841157-2-3). It provides exercises for practice and their answers. There is also a four-part TedEd Lesson series on punctuation that is helpful, and the Purdue Online Writing Lab has great online resources for improving grammar and punctuation.

 

Required Technology/Materials

 

Course Outcomes and Objectives (copied from the current College Catalog)

 

1.    Produce formal, first-year college-level writing

A.   Address the rhetorical situation

B.   Use the writing process to improve writing

C.   Support a thesis statement

 

2.    Practice critical thinking in reading and writing tasks

A.   Identify how meaning is communicated in a piece of text

B.   Interpret texts through an appropriate lens

C.   Analyze and respond to the rhetorical situation in a text

 

3.    Practice basic research skills

A.   Attribute and cite source material appropriately

B.   Locate and evaluate credible sources

C.   Incorporate source material into a text effectively

 

Course Learning and Teaching Activities

o   Reading and discussing texts

o   Exploring, focusing, drafting, peer critiquing, and revising activities

o   Freewriting (to reflect, to prompt discussion, to dialogue with me)

o   Group activities via “Discussions” under “Activities” in eLearning

o   Individual student-instructor conferences by email, phone, Virtual Classroom

o   Homework

o   You should plan to spend 5 – 10 hours a week working on our class.

 

Because our course emphasizes the process of writing as well as the product, I require that you submit rough drafts showing evidence of your revision work. Also, for the four papers, you must review another class member’s draft and have yours reviewed by a class member in order to avoid a grade reduction. I will be happy to comment on your drafts at any stage in the writing process (in writing, via phone call, or in a one-on-one virtual conference). In order for you to receive my comments on your drafts, you need to upload them in a timely manner and include your questions in the “comments” window on the submissions page (due dates for the papers are indicated in the following chart as well as on the assignment sheets, and they are listed in the Tentative Schedule of Sessions). Please note, again, that all work you submit must be through our eLearing course site and not email, unless I explicitly state otherwise.

 

A note about paper topics:  Most of our paper assignments allow you to choose your own topics, a choice you should make within the constraints of the rhetorical situation (which we will discuss in class). Since I, as grader, am part of that rhetorical situation (as are certain policies in my syllabus and at the college), if I feel I cannot objectively grade your paper because of your topic choice (a rare occurrence), I will let you know (at least at the draft stage, if not before). If you have questions about this, please talk to me privately. Also, all papers must be original work you conducted during this course; recycled papers from other courses (including previous high school, WRT 090/098, 111/111A/111H, and 112/112A/112H courses) are not acceptable. I consider the submission of such a paper to be plagiarism (see Plagiarism, below).

 

Course Projects

Course Projects

Aim

Percent of Final Grade

Due*

Diagnostic Essay

Informative

(3 participation credits)

Week 1

Paper 1:  Memoir

Expressive

15

Week 5

Paper 2:  Evaluation

Persuasive

20

Week 9

Essay Exam

Informative

5

Week 12

Paper 3:  Problem Explanation/Solution Proposal

Argumentative

30

Week 13

Paper 4:  Portfolio Analysis 

Informative

20

Week 15

Participation (A better term might be “class preparedness”; whichever term you prefer, I define it as completing discussion board postings, participating in peer response, and having completed the homework/other coursework on time.)

Engagement

10

 

Varies

  *Papers 1, 2, 3, and 4 involve drafts that have earlier due dates (see Tentative Schedule of Sessions).

Course Policies

 

Grades

Information on my general grading criteria for papers is contained in a handout entitled “Grading Criteria for Papers,” which is available on the course eLearning site. I will include specific grading criteria with each paper assignment. Drawing on the Delta College grading system, I grade paper assignments and the essay exam using letter grades A through F as shown in the following table, which I convert to “grade points” in order to calculate an overall grade point average (recall that regardless of your final grade average, all four papers must be turned in, or you will receive an F in the course). Also, if you have any questions regarding the minimum acceptable grade for your program of study, contact Academic Advising. Last, final grades are generally accessible to you within one week of the official ending date of the semester. They are available through the Self-Service system under the “Grades” category. If you have any questions about your grades or would like help determining your grade at any time, please ask me.

 

Individual Letter Grade, Grade Point Equivalent, and Description:

Grade

Grade

Points

Description

A

4

Superior, outstanding college-level work in writing and research

A-

3.7

 

B+

3.3

Very good, above-average college-level work in writing and research

B

3

 

B-

2.7

 

C+

2.3

Satisfactory, average college-level work in writing and research

C

2

 

C-

1.7

Unsatisfactory, below-average college-level work in writing and research

D+

1.3

Unsatisfactory, poor college-level work in writing and research

D

1

 

D-

0.7

 

F

0

Unacceptable college-level work in writing and research

 

Overall Course Grade:

(Click on this link for a description of X, I, W, WI, P, and NC grades.)

 

Grade

Grade Point Range

A

3.85-4.0

A-

3.50-3.8499

B+

3.15-3.4999

B

2.85-3.1499

B-

2.50-2.8499

C+

2.15-2.4999

C

1.85-2.1499

C-

1.50-1.8499

D+

1.15-1.4999

D

0.85-1.1499

D-

0.50-0.8499

F

0.00-0.4999

 

While grades are based on the above 4-point scale, the eLearning grading system uses a different scale. The grade will look (and be) the same, but the numbers behind the grade are different. Converting the grade-point ranges in the “Overall Course Grade” scale to the scale for eLearning results in the following (for the final grade, if the results equal an “in-between grade” [e.g., B/B+], I award the higher of the two):

 

eLearning Grading Scale

Grade

Scale Range

A

96.26-100

A/A-

96.25

A-

87.51-96.24

A-/B+

87.50

B+

78.76-87.49

B+/B

78.75

B

71.26-78.74

B/B-

71.25

B-

62.51-71.24

B-/C+

62.50

C+

53.76-62.49

C+/C

53.75

C

46.26-53.74

C/C-

46.25

C-

37.51-46.24

C-/D+

37.50

D+

28.76-37.49

D+/D

28.75

D

21.26-28.74

D/D-

21.25

D-

12.51-21.24

D-/F

12.50

F

0-12.49

 

Participation Grade

I determine your participation grade by calculating the percentage of the components completed and applying the following scale:

 

Participation Grade

Percentage of Components Completed

A

93-100

A-

90-92.9999

B+

87-89.9999

B

83-86.9999

B-

80-82.9999

C+

77-79.9999

C

73-76.9999

C-

70-72.9999

D+

67-69.9999

D

63-66.9999

D-

60-62.9999

F

0-59.9999

 

To help keep you informed of your progress, I provide written comments and record your grade on each paper, which I post in eLearning. I update participation grades when I grade each of the four course papers (for details, please read “How I Grade Participation ENG 111A” in the Miscellaneous Course Documents folder (eLearning/Content). Until you have completed all of the assignments, eLearning readjusts the percentages of each assignment’s effect on the final grade when it presents an overall grade (meaning your grade could be overstated or understated until the end of the class, especially if your participation grade is much higher or lower than your essay grades), so I also provide an Excel worksheet (in “Miscellaneous Course Documents”) for you to calculate a more accurate grade in the course at any other time. If you would like help determining your grade, please ask me.

 

Revisions

Any of the first three papers that have earned lower than a C for reasons other than lateness or plagiarism may be revised for a grade change (up to a “C”). Unless you make prior arrangements, I will not accept revisions later than two weeks after I grade the original (in the case of Paper 3, no later than 11:00 p.m. on Friday, December 17, 2021). If you revise a paper, upload your revision into the “Final” folder for the appropriate paper (under “Assignments”) and add “revision” to the name of the file you upload. Also, you must highlight your revisions on the new version (in bold, a different color font, using the highlight pen, or using the “track changes” feature in Word). If you forget to highlight your revisions, I won’t read your revised paper.

 

In addition, you may revise one of the first three papers that earned a C or better for a new grade (up to an A). Unless you make prior arrangements, this revision is also due no later than 1:00 p.m. on Friday, December 17, 2021. Again, you must highlight all revisions on the revised version in some way. I will not read papers that do not follow this guideline.

 

Conferences

I encourage you to schedule one-on-one conferences to discuss the class and/or assignments with me. I am happy to talk with you on the phone or through Virtual Classroom.

 

Manuscript Form

Word process all work intended for reader response, including drafts, using Arial size 12 font. Please follow MLA manuscript form guidelines (see pp. 588-596 in our textbook). If you do not use Microsoft Word, you are still responsible for following MLA style guidelines and uploading documents eLearning will accept (including for originality checking) and that I can open with Word. A word of caution:  BACK-UP your work to a second storage device!!!  Every semester, students lose papers (e.g., lost USB, broken USB, lost or stolen laptop, broken laptop) and have to redo them because they didn’t back them up (an easy way to do this is to send your paper as an attachment in an email to yourself). Computer errors/disasters do not excuse lateness. As a third reminder, please note that you will also be uploading all your work in eLearning. I will not accept emailed work. Again, ask me any questions you have—I’m happy to help.

 

Attendance:  Short Version

The decision to take this class is yours, but once you make that decision, you have responsibilities to everyone else in this community of learners. As one teacher puts it in Dr. Bain’s book, What the Best College Students Do, “What you bring to this class is yourself and your desire to participate, and what you do in here depends finally upon that” (p. 3). So don’t miss any classes.

 

Part of your homework due during Week One is to fill out and upload the “Course Syllabus Certification Statement and Commitment Pledge Assignment.”  With this document, you are committing to the class, the learning outcomes and objectives, and the course policies, which means accessing our eLearning course site frequently and turning in your work when it is due. Please note that I may drop students who “miss” more than two weeks of our class.

 

In terms of “missing” an online class, the college follows the U.S. Department of Education in terms of what they classify as attendance and academic engagement:

 

1.    Attending a synchronous class, lecture, recitation, or field or laboratory activity, physically or online, where there is an opportunity for interaction between the instructor and students;

2.    Submitting an academic assignment;

3.    Taking an assessment or an exam;

4.    Participating in an interactive tutorial, webinar, or other interactive computer-assisted instruction;

5.    Participating in a study group, group project, or an online discussion that is assigned by the institution; or

6.    Interacting with an instructor about academic matters.

 

Attendance does not include:

Logging into an online class or tutorial without any further participation.

Therefore, I will keep track of your attendance on a weekly basis as defined by the schedule of classes, below. If you do not participate in our class in one of these ways, you will be counted absent for that week.     

                                                 

Attendance:  Long Version

Sometimes, students will say, “I paid for this class. I can choose to attend or not attend. It’s my money.”  One of my former English Discipline colleagues had this response: You are not “buying” your education. If that were the case, you wouldn’t need to be here at all; you could just send in a check and get a diploma in the mail. However, when you sign up for classes, you enter into an agreement that you will work to meet the requirements set forth in each class by each instructor, who, in turn, is meeting requirements set by the state and the college to assure that each person who “earns” a degree has achieved minimum standards, standards which include attending class for a defined period of time. If anything, for every class you miss, you’re missing a piece of your education, a piece of your future. How much is that worth?

 

Both Delta College and the English discipline feel it’s worth a lot (as does the federal government; students who receive financial aid but do not complete a course may have to pay it back—see this link to the Financial Aid office and this one about attendance for details). Therefore, we are united in our mission to give a quality educational opportunity to all students in all our classes.

 

Because English discipline classes include writing, reading, and literature classes, an understanding and improvement of all language skills is dependent on the social aspect of sharing one’s work, looking at the work of others, completing class assignments and writing, participating in workshops, listening and interacting with the instructor, creating a community of readers and writers that every student can depend on, and participating in other activities that require a significant commitment to class attendance. All research in this area shows that success is highly related to attendance. For example, in their article, "Class Attendance in College: A Meta-Analytic Review of the Relationship of Class Attendance with Grades and Student Characteristics" (published in Review of Educational Research, 80.2 [2010]: 272-295), Crede, Roch, and Kieszczynka of SUNY Albany reviewed sixty-eight studies and found that "attendance has a strong relationship with both class grades . . . and GPA" (272). In fact, they concluded that “attendance is a better predictor of class grades than any other known predictor (including [high school grade point average], SAT scores, and study habits)" (286). Therefore, I have an attendance policy in this class.

 

Delta’s overall policy states that “an instructor has the option of authorizing a grade of ‘WI’ (withdrawal by instructor) for you if you have missed an excessive number of course hours of instruction.”  The English Discipline has specifically defined this number as missing more than 2/15 of the class sessions. Given this, here is my attendance policy:

 

Within the guidelines of federal and/or state law provisions, I may drop you from the course if you miss the first week of classes or more than two weeks in general. Note that dropping or being dropped from this course may have an impact on your current or future financial aid award; see a financial aid advisor for details.

 

Under the “Attendance: Short Version” section above, I explained that “missing” our online class means that you didn’t participate in the class in an academically related activity during the week. Simply logging into eLearning does not count (see the above section for what does count).

 

Related to this, please note that in my courses, except for when the college is officially closed (e.g., holidays), and unless you fall under federal and/or state law provisions, there is no such thing as an excused absence; you are either present or absent, for whatever reason, and I will not excuse the work that is missed. While it is possible to work around a few such absences (and it is your responsibility to do so), there is a point at which it becomes very difficult, and once again, that point is defined as missing more than two weeks of class.

 

Also related to this, please understand that I am responsible for teaching only those who participate in the class. If some situation in your work or home life will prevent you from regularly attending this class and completing the work on time, I recommend that you drop the class now and take it when you will be able to successfully complete it (see “Student-Initiated Drops and the Withdrawal Deadline,” below). If you must be absent, you are still responsible for all information and assignments given during the week you missed. If you must be absent when a paper is due, upload it early.

 

Late Assignments

We have two types of assignments: papers and participation (including “homework” and “in-class” activities; the instructions for each week describe these activities).

 

Papers are due by 11:59 p.m. on the stated day. Please do everything you can to make these deadlines. For you to become a better writer, you need to submit your work for feedback, and I need to have enough time to provide that feedback. If you cannot make a particular deadline, please email me explaining why and indicating when you can complete the work. Chronically missing deadlines may negatively impact your grade.

 

Participation activities (homework and other “in-class” activities/assignments, including discussion board postings) are due by 11:59 p.m. on the day stated in the instructions for that week’s class. If you have something going on that is preventing you from turning in the work on time, let me know, and you can possibly have an extension (but not for every assignment). Failing to read the instructions does not excuse you of this requirement.

 

Student-Initiated Drops and the Withdrawal Deadline

Delta’s policy on student-initiated drops states that “for courses officially dropped within the refund period of the course, no grade will be reported or recorded on the official College transcript. If the course is officially dropped after the refund period and through four-fifths of the course you will receive a grade of ‘W.’  If you do not officially withdraw/drop, the instructor will assign an appropriate final letter grade (“A” through “F”) in relation to total course requirements achieved.”  The last day to withdraw with a grade of W, to apply for a grade of pass/no credit (P/NC), or to be withdrawn with a grade of WI is the day that completes 80% of the course (indicated in the Tentative Schedule of Sessions, below). Please see me if you are having problems with this course. I will be happy to help you individually. Also, please consult with an academic advisor before you withdraw (D102, 686-9330, website link), and if you have or will ever have financial aid, you should also talk to the financial aid office before you drop the course (D101, 686-9080, website link; their website includes their attendance policy, which may require you to pay back financial aid given to you). If you stop coming after this date, you may receive an F instead of a W/WI at the end of the semester, depending on when you stopped coming to class and what work you have turned in. More information on dropping a class is on the Registrar’s website.

 

Plagiarism

Plagiarism is a serious offense and will result in an F for the assignment and possibly for the course. I define plagiarism as misrepresenting the work of others, including misrepresenting it as your own current work (e.g., I consider the submission of papers that you have previously written for another course to be plagiarism). Delta College, drawing on the work of Alexander Lindey, defines plagiarism as “the false assumption of authorship; the wrongful act of taking the product of another person's mind and presenting it as one's own.”  In other words, if you use a source to write any part of your essay (even just a few words), but you do not cite the source, you are plagiarizing. This is true for any source use, including getting an idea from the Internet, a classroom discussion (in our course or any other course), another person (including your mother), and/or any other written or spoken source and using that idea in your own paper without citing it, whether you summarize, paraphrase, or quote from that source. To check for this, I use various Internet-based tools, one of which I will require you to use as well (Turnitin, via eLearning). To avoid plagiarism, we will use MLA documentation methods in this class. For more information about Delta’s policy on plagiarism, see “Integrity of Academic Work” (also available in the Student Handbook). If in doubt about plagiarism, please ask me for clarification.

 

Student Conduct/Diversity

As a Delta College student, you are expected to follow various policies, procedures, rules, and regulations related to your conduct, safety, and security. To read these—Including Delta’s policy toward disruptive students and those who violate college rules and regulations—please refer to the Student Handbook. In addition, Delta students have written an Ethical Code of Conduct. Please also note that Delta College values diversity:  “Delta actively promotes, advocates, respects and values differences. We have an environment of openness and appreciation for all. We embrace diversity as a core principle at every level of course development, engagement and human resources. By creating a culture of diversity at Delta, we appreciate differences in identity, experiences, expertise, ideas and opinions of all people. In addition to race and ethnicity, diversity includes perspectives and identities generally underrepresented in the mainstream of our society due to religion, national origin, age, sex, marital status, sexual orientation, gender identity, height, weight, arrest record, veteran status or disability” (quoted from Delta’s equity statement). I consider active disrespect disruptive (please read the “Netiquette” document in the “Students Start Here” folder under “Content”).

 

Computer Use Guidelines

Delta College has very specific guidelines for accessing and using electronic resources which you are required to follow. Please read the guidelines and penalties for violations. You may be able to use computers on campus by appointment, depending on the COVID-19 situation.

 

Electronic Recordings/Materials Policy

All materials within our eLearning course site are only for your personal academic use (to aid in studying/learning). Nothing can be shared with or distributed to others outside of the class, electronically or otherwise. These measures are necessary to protect the academic freedom and privacy rights of everyone in the class. Violations will be handled through the disruptive students policy referred to under “Student Conduct/Diversity,” above.

 

Preferred Name/Specific Pronouns

If you have a preferred first name and/or specific gender pronouns you would like me to use (whether the traditional pronouns of she/her/hers or he/him/his, or alternative, non-binary pronouns such as they/them/theirs, ey/em/eirs, or zie/zim/zirs), please let me know. You can also officially designate a preferred first name with the college, which will be used on class rosters and MyDelta class lists, as well as for your email address and username and within eLearning (see details/procedures), but note that you can email the information to the registrar’s office instead of having to take it there in person (regis@delta.edu). Feel free to ask for help with this.

 

English Discipline Writing Certificates

The Delta College English Discipline has certificates in General Writing and Technical Writing that provide a unique way to grow as a writer and make your résumé stand out. If you love writing and want to enhance your skills, check out the links provided, or contact the English discipline for the names of the current program coordinators (S006, english@delta.edu, 989-686-9159).

 

Resources for Students

 

WRIT Center

Main campus—LLIC (website; writingcenter@delta.edu; 686-9086). The WRIT Center (sometimes referred to as the Writing Center) is a one-on-one peer consultation service for students interested in writing, reading, or technology help. Writing sessions can help you with any stage of the writing process (common WRIT sessions include MLA/APA citation and help with editing a near-final draft, but WRIT can help with any writing task beyond that, too!). Reading sessions can help you understand your textbook or summarize your research sources. Technology sessions can help you format a paper or create a presentation. While the WRIT Center is located near the T/LC, they may not be holding face-to-face sessions. They are offering online submission as well as Zoom/phone consultations; visit their website for details. Also note that they have links to various student resources on their website to help with writing.

 

Teaching/Learning Center

Main campus—LLIC (686-9314; website). To support your learning and success as a Delta College student, the professional staff and peer tutors provide free tutoring in all academic content areas, including reading and writing, as well as study skills, test-taking tips, notetaking strategies, and time management techniques. Please consult their website for their hours and delivery methods. They also have a listing of various learning and testing strategies handouts.

 

Testing Center

Main Campus—A133 (686-9182; website). Guidelines and hours for using the ATC are available on their website. You will not need to use the Testing Center for our class.

 

Library

Main campus—LLIC (686-9310; website). Professional librarians provide personal research assistance and library usage information; please consult their website for their delivery methods.

 

Bookstore

The bookstore (686-9030, website) is located in the commons area (N015). For details about availability, consult their website. Textbooks can be purchased online.

 

Computers

There may be computers available for use in the LLIC, depending on the COVID-19 situation. Consult that website for details. Be sure to bring a USB drive or other storage device so you can save your work (and be sure to save your document onto the drive frequently as you work; it’s also a good idea to have a backup method.

 

Disability Resources

Delta College is committed to providing reasonable accommodations for students with documented disabilities, including accommodations related to a documented acute medical event (for example: COVID-19 quarantine or positive test result). Students experiencing a disability or an acute health event, who may need accommodation, are urged to contact the Disability Services Office to explore needed arrangements to assure access to the academic environment: Office of Disability Resources (D102, 989-686-9794, disabilityresources@delta.edu). Also, if you need to be on campus, please remember the following:

 

·         Keep a safe distance

·         Wash your hands and use sanitizer often

·         Avoid touching your eyes, nose and mouth

·         Wearing a facemask is a requirement for non-vaccinated individuals*

·         Masking requirements for vaccinated individual are subject to change based on the guidance of the Bay County Health Department at any time.*

*If you cannot wear a facemask for medical reasons, please contact the Office of Disability Resources

 

Title IX Office

Main campus—A093 (686-9547; equityoffice@delta.edu; website). Title IX of the Education Amendments of 1972 requires that all entities in receipt of any federal funds or financial assistance must prohibit sex discrimination in their education programs and activities. Examples of the types of discrimination covered under Title IX include sexual harassment, the failure to provide equal opportunity in athletic and academic programs, and discrimination based on pregnancy. Contact Delta’s equity officer, Loyce Brown, via the office contact information above.

Veteran Services

Delta College welcomes all veterans, their dependents and spouses, disabled veterans, National Guards, and Reservists to use the veteran’s benefits they are entitled to at Delta College. The Student Veteran Center is located in A008 (686-9465, vets@delta.edu, website). For more information, click on: “Veterans” (educational benefit eligibility/and veteran student checklist) and “Veteran Services” (general information).

 

Counseling/Advising and Career Development

The office of Counseling/Advising and Career Development (D102, 686-9330/686-9072) is prepared to assist you with questions about your program of study, choosing courses, career decisions, and many things about yourself including working with you concerning personal and professional difficulties (trained personal and crisis counselors can talk to you now and connect you with the support you need to move forward in the future, too; stop by the office or email them at confidentialcounsel@delta.edu [if you are in crisis and it's after hours, you can call Campus Safety at 989-686-9113]). For more information about the personal counselors, please open the following pdf file:  Professional Disclosure. Here are the direct links to academic advising and counseling services (including a link to an anonymous and confidential mental health screening); also, they can help you identify community resources. Here is information on Delta’s Drug and Alcohol Prevention Program. Here is the direct link to Career Services. Last, Delta offers an online job posting system for employers, students, and alumni.

 

Safe Space

Safe Space is a nationally recognized LGBTQ student support initiative. Faculty and staff who have attended training display the logo: a pink triangle with a green circle around it and the text “Delta Safe Space.” This helps students identify allies who are knowledgeable about LGBTQ issues and resources and are willing to assist in a variety of ways (Delta also maintains an LGBTQ Resources Page). I am a Safe Space Representative; if you have questions, please contact me directly.

 

Campus Safety

Campus Safety provides escorts to your car and maintains a local lost & found collection. These services and more are available by stopping by N-102 or calling 686-9113 (call 9114 for on-campus emergencies).

 

MyAlert/Student Success System

Delta College is dedicated to your success in the classroom. Because we want to make sure you have all the support necessary to be successful, we have a MyAlert/Student Success System. This is a system that faculty can use to refer students to the MyAlert program or for tutoring assistance. If I feel you could benefit from additional support outside of the classroom, I may make a referral to the facilitators of these programs and you will receive an email with details about how you can access these services. If you feel you could benefit from the program, please feel free to ask me for a referral.

 

Financial Aid

The office of Financial Aid (D101, 989-686-9080, finaid@delta.edu or studentloans@delta.edu [include your student #]) is prepared to assist you with questions about paying for college. The college also has a site with information on scholarships. Other good sites for scholarship information are maintained by the State of Michigan (at this link) and the federal government (at this link). One of Delta’s career counselors also said that a free commercial site called fastweb.com can be very helpful; however, he recommends that users create a separate email address to use for the site, since there could be a lot of “spam” mail (the site makes money through advertising). Also, students should never give out their Social Security number or bank account information, since legitimate scholarship applications do not need either piece of information. Last, please note that since it is a commercial site, neither Delta College nor I endorse it.

 

Honors Options

The Honors Program at Delta College seeks to provide challenging learning opportunities for highly motivated, academically skilled students. If you are interested in joining the Honors Program, complete the online application found on their website. Members of the Honors Program can complete an Honors Option in non-Honors courses; ask me about this opportunity. Find more information about Honors and Honors Options on their website.

 

Phi Theta Kappa

Phi Theta Kappa is the international Honors Society for community colleges. Students who have completed a minimum of 12 Delta credits with a 3.5 GPA or higher will be invited to join Delta’s chapter. For more information about PTK and how to be invited, email markbrown@delta.edu or lisamcneil@delta.edu.

 

Delta’s Closet

Main campus—D134 (though check their website for availability). Students may shop Delta’s Closet for professional apparel for such events as scholarship and job interviews and the first days on their new job. The campus store offers professional clothing, shoes, and accessories at no cost to students. Student must provide college ID. For more information, including how to donate clothing, see their website.

 

Student Food Pantry

Main campus—A008 (686-9205). “The Student Food Pantry provides food for students under financial stress, helping them stay focused on their academic success. The Student Food Pantry, a college sponsored food bank, makes sure all students have access to adequate food—regardless of their economic situation.” Be sure to call ahead to see if the service is being offered this fall.

 

Campus Life/Student Activities

Main campus—A008 (website). Join a club, participate in activities, volunteer, enjoy sporting events, meet new people, study abroad, or enroll in the Honors Program to get involved in the Delta Community (see also “Campus Life” in the student portal). Note that these activities may be limited this fall.

 

Me

I will make every effort to see that this class is meaningful to you and that you improve your writing. I am happy to discuss your writing with you and to answer questions on anything which may be difficult or confusing to you. Do not hesitate to seek help from me at any time during the semester, or to consult with me concerning your performance and your grades in the course. I also encourage you to make use of the Writing Center and Teaching/Learning Center for assistance with your writing, including sentence skills such as grammar, spelling, and punctuation. Like everything else in your life, your success in this class depends on your effort and attendance; you have much to offer to your classmates, to me, and to yourself.

Tentative Schedule of Sessions

Please carefully schedule your time. While due dates will fall on Thursdays, Fridays, Saturdays, and Sundays of the week (mostly 11:59 p.m., as specified below), you can do the work ahead of time. Note that all page numbers refer to The Norton Field Guide to Writing with Readings and Handbook, 5th ed. Details about the course papers are in the “Course Papers/Essays” folder and details about participation activities are in each week’s instructions within the “Weekly Instructions” folder in eLearning.

 

It is a good idea to review the syllabus ahead of time. That way, if you have questions about what is due, you can ask before it is due (be sure to read Attendance and Late Assignments, above, for my late work policies). Specific instructions for each assignment are in the Weekly Instructions files.

 

Session

Activities

Week 1

8/30 – 9/3

(9/4 – 9/7, no classes [Labor Day break])

Introduction to the course

Grading criteria

Rhetorical situation 

Diagnostic essay

 

Participation due by the end of Thursday, 9/2 (feel free to do this before the due date): Discussion posting: Introduction

 

Participation and Homework due by the end of Friday, 9/3 (feel free to do these before the due date):  

1) At least two replies on other people’s introduction postings

2) Syllabus Certification Statement and Commitment Pledge [including at least two questions or comments about the syllabus]

3) Diagnostic essay

4) Participation for Week One Part One: A-F Essay Grades upload

5) Participation for Week One Part Two: Freewriting Analysis upload

6) Read the following:

o   “Rhetorical Situations,” pp. 53-71

o   “Developing Academic Habits of Mind,” pp. 45-52

o   “Transition from High School to College,” which is in our eLearning course site (log into the site, go to “content” and then “Miscellaneous Course Documents”)

 

Week 2

9/8 – 9/12

Paper 1, Memoir, introduced 

Writing process overview 

LLIC online tour

Writing workshop

 

Participation and Homework due by the end of Sunday, 9/12: 

1) Read about the writing process, pp. 331-360

2) Read “Memoir,” pp. 224-232

3) Download the “Getting to Know You Questionnaire” available in Content/Miscellaneous Course Documents; fill it out and upload it to the folder of the same name under “Assignments”

4) Take the library tour and upload the certificate to the Participation for Week Two Part One folder

5) Read “The Myth of the Latin Woman,” pp. 906-912, and answer questions 1 through 4, pp. 912-913, uploading them to the “Participation for Week Two Part Two” folder; after you have uploaded your answers, you can compare them with mine, which are available in the Resources for Week Two folder (not visible until you upload your own answers)

6) Read Guiding Your Reader,” pp. 386-391

7) Read “Describing,” pp. 443-449

8) Read “Dialogue,” pp. 452 - top of 454

9) Read “Narrating,” pp. 462-470

10) Send me FW1A by email

Week 3

9/13 – 9/19

Peer response, revision 

Writing workshop

 

Participation and Homework due by the end of Thursday, 9/16:

1) Upload your filled out “Example Draft Peer Response Form” to the “Participation for Week Three” folder under “Assignments”

2) Discussion board posting

3) Email (as attachments) a typed copy of your draft of Paper 1 and your peer response form to your two assigned peers for peer response, putting my address as “cc” in order to get credit. On Friday, if you didn’t receive at least one draft from an assigned peer, please email me.

 

Participation and Homework due by the end of Sunday, 9/19: respond to the two peers who sent you their drafts and forms, putting my address as “cc” in order to get credit

Week 4

9/20 – 9/26

Writing/editing workshop 

 

Participation and Homework due by the end of Thursday, 9/23:

1) Read “Editing and Proofreading,” pp. 356-360

2) Review the handbook section of your textbook (yellow shaded pages), paying special attention to areas relevant to your own writing development

3) Read “Beginning and Ending,” pp. 373-385

4) Participation for Week Four: Class Exercise: Unity and Coherence upload

5) Upload a copy of your revised draft into the “Paper 1 Draft” folder in “Assignments” (with your concerns/questions in the “comments” box of the upload page). If you had already uploaded a draft for me to read in a previous week, you already got credit for this; however, you are welcome to upload a second draft, but you must indicate your concerns and/or questions.

Week 5

9/27 – 10/3

Final proofreading/Paper 1 due

Paper 2, Evaluation, introduced 

 

Due by the end of Thursday, 9/30: Paper 1

 

Participation and Homework due by the end of Sunday, 10/3:

 

1) read “Evaluations,” pp. 202-210

2) read  “Comparing and Contrasting,” pp. 424-431

3) Discussion Posting for Week Five and your reply to at least two other students’ postings

4) Reply to your own posting

5) FW2A email to me

6) Read Ashley Foster’s evaluation of Polyvore.com, pp. 832-836, and answer these two questions:  1. What is her overall claim about the site? [Also write down where you found it in the essay.]  2. Construct a three-column log indicating the writer’s criteria, evidence, and judgments. You will upload your answers to the Participation for Week Five: Polyvore Questions folder

Week 6

10/4 – 10/10

Reading, summarizing, and responding

Citing sources/quoting 

 

Participation and Homework due by the end of Sunday, 10/10:

1) Read “Reading in Academic Contexts,” pp. 10-32

2) Discussion Posting for Week Six Part 1: Equality and your reply to at least two other students’ postings

3) Read “What My Bike Has Taught Me about White Privilege,” pp. 1007-1011, by Jeremy Dowsett, and write a summary, uploading it to the Participation for Week Six, Part 1: Summary folder

4) Upload a revision of your summary (after following the instructions) to the Participation for Week 6 Part 2: Revised Summary folder

5) Discussion Posting for Week Six Part 2: Response

6) Read “Acknowledging Sources, Avoiding Plagiarism,” pp. 539-543

7) Read “Documentation,” pp. 544-547

Week 7

10/11 – 10/17

More on citing sources

Peer response, revision 

 

Participation and Homework due by the end of Thursday, 10/14: email (as attachments) a typed copy of your draft of Paper 2 and your peer response form to your two assigned peers for peer response, putting my address as “cc” in order to get credit; be sure to include a message and subject.

 

Participation and Homework due by the end of Sunday, 10/17: 

1) Respond to the two peers who sent you their drafts and forms, putting my address as “cc” in order to get credit

2) Upload your completed “MLA Style Sheet” (available in eLearning under Writing Workshop Documents) into the Participation for Week Seven: “MLA Style Sheet” folder

3) Complete the Midterm Assessment

Week 8

10/18 – 10/24

The relationship among language, knowledge, and power

Paraphrasing

Writing/revision workshop

 

Participation and Homework due by the end of Thursday, 10/21: 

1) read “Quoting, Paraphrasing, and Summarizing,” pp. 526-538

2) Read “Synthesizing Information to Support Your Own Ideas,” p. 525

3) upload a copy of your revised draft of Paper 2

4) Discussion Posting for Week Eight Part 1: Relationship Among Language, Knowledge, and Power

5) Discussion Posting for Week Eight Part 2: Response to the Content of Step 1c

 

Participation and Homework due by the end of Sunday, 10/24: 

1) Reply to your own Discussion Posting for Week Eight Part 1

2) Read and reply to two other people’s Discussion Postings for Week Eight Part 2

3) Submit to the Participation for Week Eight: Paraphrase folder under “Assignments”

Week 9

10/25 – 10/31

Paper 3, Problem Explanation/Solution Proposal, introduced 

Extended research techniques/library database workshop Interview/questionnaire design 

 

Due by the end of Thursday, 10/28: Paper 2

 

Participation and Homework due by the end of Sunday, 10/31 (except for #9, which is due by Monday, 11/1):

1) Read “Arguing a Position,” the first 3 paragraphs on p. 157 and from the bottom of 170 to 184

2) Read “Finding Sources,” pp. 489-top of 495

3) Read “Searching Effectively Using Keywords,” pp. 495-498

4) Read “Periodicals/Searching Indexes and Databases,” pp. 502-503

5) Read “Searching the Web,” p. 505

6) Read “Doing Field Research,” pp. 506-510

7) Read  “Evaluating Sources,” pp. 511-518

8) Send me FW3A by email

9) Do the library’s online instruction and quizzes (a librarian will send me the results)

Week 10

11/1 – 11/7

More on avoiding plagiarism

Writing workshop

 

Homework and Participation due by the end of Sunday, 11/7:

1) study pp. 595-596

2) Read Sarah Dzubay’s essay, “An Outbreak of the Irrational,” pp. 808-813, and then answer these questions, uploading your answers to eLearning (Participation for Week 10 Part 1: Dzubay Essay Questions): 

1) What is the problem?

2) What is her solution?

3) What evidence does she draw on?

3) Download and complete the Revision/Editing Workshop sheet (available in the Resources for Week Ten folder), making the requested changes (using track changes or highlighting/bolding what you have changed), and upload it to the Participation for Week 10 Part 2: Revision/Editing Workshop folder

4) Upload your Works Cited page for Paper 3 into the Participation for Week 10 Part 3: Works Cited Page folder

Week 11

11/8 – 11/14

Essay exam preparation

Peer response, revision 

 

Homework and Participation due by the end of Thursday, 11/11: email (as attachments) a typed copy of your draft of Paper 3 and your peer response form to your two assigned peers for peer response, using a message/subject and putting my address as “cc” in order to get credit. Your assigned peers are in the document, “Peer Groups for Paper 3,” in the Resources for Week Eleven folder.

 

Homework/Participation due by the end of Sunday, 11/14:

1. Download and complete “Revision/Editing Exercise” (available in “Resources for Week Eleven), using “track changes” in Word or highlighting/bolding your changes, and then upload it to the Participation for Week Eleven: Revision/Editing Exercise folder. After you upload it, you can compare your answers to mine, which will be in the Resources for Week Eleven folder.

2. Respond to the two peers who sent you their drafts and forms, putting my address as “cc” in order to get credit.

3. read “Taking Essay Exams,” pages 471-476 in the textbook

Week 12

11/15 – 11/21

Writing workshop

Essay exam

 

Homework and Participation due by the end of Thursday, 11/18: if you haven’t already, upload your draft of Paper 3 into the Paper 3 Draft folder in “assignments” (be sure to include your Works Cited page in your draft and write your questions/concerns in the “comments” box of the submissions page).

 

Homework and Participation due by the end of Sunday, 11/21: Essay Exam (Using your textbook and class notes, you will answer two questions I will post on eLearning. You will upload your answers to the “Essay Exam” folder under “Assignments.”)

Week 13

11/22 – 11/23, 11/29 – 12/5

(11/24 – 11/28, no classes; note that Thursday, 11/25, is the deadline to withdraw from the course or to apply for a grade of P/NC)

Writing workshop

 

Due by the end of Thursday, 12/2:  Paper 3

 

Participation and Homework due by the end of Thursday, 12/2:

1) Turnitin Similarity Report draft

2) Upload to the Participation for Week Thirteen folder: Editing Workshop

Week 14

12/6 – 12/12

Paper 4, Portfolio Analysis, introduced

Writing workshop

Peer Response

 

Participation/Homework due by the end of Thursday, 12/9:

1) Read: “Assessing Your Portfolio,” p. 365

2) Read “Explaining Processes,” pp. 457-458

3) Participation for Week Fourteen: Your Writing Process

4) FW4A email to me

5) Email (as attachments) a typed copy of your draft of Paper 4 and your peer response form to your two assigned peers for peer response, using a message/subject and putting my address as “cc” in order to get credit. Your assigned peers are in the document, “Peer Groups for Paper 4,” in the Resources for Week Fourteen folder.

 

Participation due by the end of Sunday, 12/12:

Respond to the two peers who sent you their drafts and forms, putting my address as “cc” in order to get credit.

Week 15

12/13 – Friday, 12/17

Writing workshop: Final editing

Paper 4 due

Course wrap-up

 

Due by the end of Thursday, 12/16: Paper 4

 

Participation and Homework due by the end of Thursday, 12/16: Participation for Week Fifteen: Barry Essay Questions

 

Participation and Homework due by Friday, 12/17 (11:00 p.m.): Your letter to a future student

 

Due by Friday, 12/17 (11:00 p.m.): Your optional revision of Paper 1, 2, or 3

 

Note that unless you make arrangements for an incomplete, all late work/revisions must be turned in online by 11:00 p.m., Friday, December 17, 2021. Please email me if you wish to make arrangements for an incomplete.

 

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If you have questions, email Stuart Barbier at sibarbie@delta.edu
Revised:  August 25, 2021

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