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English 1301 Reflective Essay

English 1301

Welcome to English Composition I

Engl 1301- Summer 2012

3 Credit Hours / 48 hours per semester

Lecture / Core Curriculum

Instructor – Christine Barr

Contact Information:

  • [email protected]

  • elearning site: http://learning.nwc.hccs.edu/members/christine.barr

  • Office hours – by appointment

Instructional Materials:

  • The Bedford Reader 11th edition. (BR)

  • The New McGraw-Hill Handbook. (MH)

  • English 1301 Guidebook (SG)

  • Suggested Text: College Level Dictionary

  • Blue Books for all in-class assignments

Student Learning Outcomes:

1. Demonstrate knowledge of writing as process.

2. Apply basic principles of critical thinking in analyzing reading selections, developing expository essays, and writing argumentative essays.

3. Analyze elements such as purpose, audience, tone, style, strategy in essays and/or literature by professional writers.

4. Write essays in appropriate academic writing style using varied rhetorical strategies.

5. Synthesize concepts from and use references to assigned readings in their own academic writing.

Learning Objectives:

. Demonstrate writing as a connected and interactive process which includes planning, shaping, drafting, revising, editing, and proofreading;

2. Demonstrate critical abilities when discussing texts in class and in writing assignments by delving into the meanings and implications behind the issues, theses, or themes;

3. Analyze texts by professional writers and write critical essays breaking down rhetorical elements into parts, examining the parts, and showing their effect;

4 Apply various methods of development and organization, and / or rhetorical appeals in written assignments;

5. Demonstrate effective use and documentation of sources in support of student ideas in informative and/or persuasive essays.

Prerequisites:

A satisfactory assessment score, completion of English 0310 or (for non-native speakers) English 0349.

Minimum Writing Requirement:

Minimum of 5000 words during the semester.

Course Description:

A course devoted to improving the student’s writing and critical reading. Writing essays for a variety of purposes from personal to academic, including an introduction to argumentation, critical analysis, and the use of sources.

Course Goals:

In English 1301, we seek to provide writing instruction and practice that will help students master writing the short essay while developing critical reading skills. We believe that in mastering this particular kind of writing, students will also gain skills that will permit them to be successful at writing tasks in other college courses, their careers, and in their personal lives.

HCC Grading Scale:

A = 100 – 90

B = 89 – 80

C = 79 – 70

D = 69 – 60

F = 59 and below

Instructor Grading Criteria:

Students will be given a general rubric which will explain the criteria for successful writing. In addition, each individual assignment will have specific requirements which will be discussed in class and posted on the website.

  • Midterm and Final

    • These papers will be graded by English Discipline standards, which include grammar, sentence structure, punctuation, word usage, tone, and mechanics. The grading profile is weighted by the following percentages:

      • Content 27%

      • Organization 23%

      • Sentences 20%

      • Word Use and Tone 17%

      • Punctuation and Mechanics 13%

    • In addition to the average of grades on out-of-class writing, a student must obtain a passing average (70 - 100) on in-class writing in order to make at least a C in the course. If the average of in-class writing is a D (60 - 69), the student must receive a D in the course. If the average of in-class writing is an F (0-59), the student must receive an F in the class. (The average of in-class essays is formed by counting the first in-class essay once and by counting the last one twice.)

HCC Policy Statements:

  • Discipline: As your instructor and as a student in this class, our shared responsibility is to develop and maintain a positive learning environment for everyone. I take this responsibility seriously and will inform members of the class if their behavior makes it difficult for me to carry out this task. As a fellow learner, you are asked to respect the learning needs of your classmates and to assist me achieve this critical goal. (See Student Handbook)

  • Academic Honesty: A student who is academically dishonest is, by definition, not showing that the coursework has been learned, and that student is claiming an advantage not available to other students. The instructor is responsible for measuring each student’s individual achievements and also for ensuring that all students compete on a level playing field. Thus, in our system, the instructor has teaching, grading, and enforcing roles. You are expected to be familiar with the HCC’s policy on Academic Honesty found in the catalogue. What that means is that if you are charged with an offense, pleading ignorance of the rules will not help you.

Just so there is no misunderstanding, plagiarism (using another's ideas or words without giving credit), Collusion (unauthorized collaboration with another person in preparing written work offered for credit), and other forms of cheating will not be tolerated. To be accepted, all papers require proof of their development. Students who plagiarize, collude, or cheat may face disciplinary action including the grade of 0 for the assignment, an F for the course, and/or dismissal from the college. For more on plagiarism, see "Plagiarism" in The New McGraw-Hill Handbook, second edition. (See Student Handbook)

  • Special Needs: Any student with a documented disability (e.g. physical, learning, psychiatric, vision, hearing, etc.) who needs to arrange reasonable accommodations must contact the Disability Services Office at the respective college at the beginning of each semester. Faculty is authorized to provide only the accommodations requested by the Disability Support Services Office. For questions, please contact Donna Price at 713.718.5165 or the Disability Counselor at your college. To visit the ADA Web site, please visit www.hccs.edu then click Future students, scroll down the page and click on
    the words Disability Information.

    Northwest ADA Counselor – Mahnaz Kolaini – 713.718.5422

  • Evaluation for Greater Learning Student Survey System

At Houston Community College, professors believe that thoughtful student feedback is necessary to improve teaching and learning. During a designated time, you will be asked to answer a short online survey of research-based questions related to instruction. The anonymous results of the survey will be made available to your professors and division chairs for continual improvement of instruction. Look for the survey as part of the Houston Community College Student System online near the end of the term.

Student Assignments:

Personal Narrative or Memoir: One 750+ word out-of-class reflective essay that requires narration and description, including figurative language and imagery. Basic sentence structure will be reviewed for the purposes of writing sentences effectively with variety, emphasis, and correctness.

Critical Analysis: 750+ word out-of-class essay comparing two essays in the text. The goal is to break down a topic into smaller parts for discussion via content, argument, organization, style, persuasive strategies, etc.

Informative Essay: 750+ word out-of-class essay informing the reader about a topic of interest which includes primary research via detailed observations, surveys, and interviews. Any of the developmental and organizational strategies may be used.

Midterm Analysis: 600+ word in-class essay that critically analyzes the essay handed out to the student the day of the exam.

Persuasive Essay: 1000+ out-of-class essay that focuses on an ethical issue, which will require some research as well as the use of MLA documentation, including parenthetical references and a works cited page. This essay also focuses on the effective use of the three appeals of logic, emotion, and credibility.

Final: 600+ word in-class persuasive essay chosen from three topics presented to the class at the time of the exam.

Student Assessments

  • Personal Narrative – 10%

  • Critical Analysis – 10%

  • Mid-term: Analytical Essay In-class 20%

  • Informative Essay – 25%

  • Final: Essay showing knowledge of skills learned – 25%

  • Class Participation, Quizzes, Group Work, Peer Reviews 10%

Additional Support:

  • Tutoring and Writing Centers

    • On-Campus tutors in the Katy Campus Writing Center, Room 321, which is located across from the third floor Library. Look for posted hours or call 713-718-5841.

    • Writing Center at Spring Branch Campus, South Hall, Room 703. Look for posted hours or call 713-718-5889.

  • On-Line Tutors: http://askonline.net

HCC Student Services Information:

Student Services provides master’s and doctoral-level counseling for the Northwest College student body. Counselors are available at each campus to assist students in creating class schedules, evaluating college transcripts, and completing degree/certificate plans.

Student Services regular business hours are the same at both campuses. Phone numbers:

* 8 a.m. – 7 p.m. M – Th

* 8 a.m. – 1 p.m. F – Sat

* Katy Campus, 713-718-5751

* Spring Branch Campus, 713-718-5669

Additional Information:

http://northwest.hccs.edu/northwest/campus-servies

Early Alert: HCC has instituted an Early Alert process by which your professor will “alert” you through counselors of concerns that you might fail a class because of excessive absences and/or poor academic performance.

Instructor Requirements:

  • Submissionof materials.

    • In-class essays must be written on blue books. Unless told otherwise, students will write on one side of a page and skip every other line to allow room for instructor comments.

    • Out of class papers are to be turned in at the beginning of the class period on which they are due: first 20 minutes. Papers and other work will be penalized one letter grade (10 points) after the beginning of class when due and every calendar day they are late up to three days. After that a paper is no longer accepted. Make-up of in-class exams follows the same criteria.

    • Out-of-class essays must follow basic MLA rules (Modern Language Association: the writing body that is the equivalent of the NBA) and be typed, double spaced, and printed on 8 1/2 x 11" white paper with 1" margins and use a 12 pt. plain font. For my class, unless told otherwise, please do not submit title sheets, cover booklets, or bindings. Secure the required materials with a staple or paper clip. Points will be deducted from papers which do not meet requirements.

  • Electronics in the classroom: As a student active in the learning community of this course, it is your responsibility to be respectful of the learning atmosphere in your classroom. To show respect of your fellow students and instructor, you will turn off your phone and other electronic devices and will not use these devices in the classroom unless you receive permission from the instructor. If such a device sounds or is used during class, it will be considered a disruption of the educational process (such as other forms of inappropriate behavior) and the student may be asked to leave for the rest of the class period. If a student expects an emergency call, he or she must speak to the instructor to receive an exception to this policy.

Calendar for Composition I

SUBJECT TO CHANGE - All changes will be announced in class. If you miss class it is your responsibility to check with the instructor for information about any changes.


WEEK 1 -Introduction (BR), syllabus and diagnostic essay. Part I (MH). "Reading, Writing and Research". Chapters 1, 2 & 3 - BH. Essays t.b.a.

WEEK 2 -Essay due. Chapters 4, 5 & 6 (BH). Essays t.b.a.

WEEK 3 -Essay due. Chapters 7, 8 & 9 (BH) . MID-TERM Part 3 - (MH)

WEEK 4 -Chapters 10, 11 & 12 (BH). Part 4 - MLA - (MH)

WEEK 5 -Persuasive essay due. Part 3 - (BH)

WEEK 6 - Review. FINAL

Essay about What I Have Learned in My English Writing Class

1064 Words5 Pages

I have learned many things throughout the course of the term, including such things as: how to write an essay and how to improve on essays that I have already written, how to locate and composite better research through the use of numerous resources found at the campus library, the internet, and the “Common Sense” textbook, how to cite research, examples, and quotations properly within the contents of my research paper as well as document it accurately according to MLA standards. Through the exploration of the “Subjects and Strategies” textbook, I have learned nine different methods used when writing an effective essay and how the different writing styles affect the overall theme and tone of the essay when used properly. This past…show more content…

This allowed me to write more extensively on the topic I had chosen which in turn helped expand the size of my research paper. I received a B on my final draft; the first passing grade I have ever received on a research paper. I am very satisfied with my grade.

When it came to the essays writing became a little trickier because I had to understand what it was I needed to write about and the style in which I need to write it in. There are nine essay writing methods which I learned while attending this course: exemplification, compare/contrast, cause and effect, proposal, narration, process, division/classification, definition, and argument. The only problems I encountered when trying to write the essays that were assigned to me by the instructor was finding suitable subject matter to write about. Once I found my topics for my essay, everything else became easier. I would first produce a rough draft and then the students, the instructor, and myself would go over them in class and decided if what I was writing was in its best form. Most of my rough drafts needed improvement, but if it didn’t it wouldn’t be a rough draft, so it was understood. My final drafts were very satisfying for me as well as the grades I received on them.

For my exemplification essay I chose to write about the reasons why condoms

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