Syllabus for English Composition I

In order to insure consistent student outcomes in this course, this common syllabus is distributed to each student taking Composition I.

Course Description: A study of composition, with emphasis on writing effective, short essays; writing effective sentences; paragraph development; and correct usage. Students completing this course will exhibit competency—through testing, course work, portfolio, student/faculty interaction, and/or other appropriate measures—in written communications skills, reasoning skills, and critical thinking skills. Three hours credit.

Course Prerequisites: ACT score of 19 or equivalent OR grade of "C" or above in ENGL 1033 (Basic Writing)

Textbooks and Resources

Buchan, John. The Thirty-Nine Steps. Oxford: Oxford UP, 1999.

Dial-Driver, Emily. A Guide to College Writing. Reno: BentTree Press, 2005.

Glenn, Cheryl. Making Sense: A New Rhetorical Reader. 2^nd ed. New York: Bedford, 2005.

VanderMey, et.al. The College Writer: A Guide to Thinking, Writing, and Researching. New York: Houghton Mifflin, 2004.

Library Materials: Materials relating to this course, including the textbooks, are on reserve in the RSU Library.

Learning Objectives

In accordance with the Rogers State University mission and the mission of the Department of Communications and Fine Arts, Composition I leads to the following outcomes:

1. Composition I is required for those students aspiring to baccalaureate degrees, associate degrees, and some certificate and associate of applied science programs.

2. Composition I is designed to build and display effective communication skills and creative and critical thinking in an atmosphere of academic freedom which encourages interaction in a positive academic climate.

3. This course is designed to create opportunities for cultural, intellectual, and personal enrichment for students.

By the end of the course, the student should be able to demonstrate ability to--

1. write a well-developed, well-supported 400-1000 word expository essay, using formal essay structure, and containing a coherent thesis statement; with minimum of grammatical and mechanical errors;

2. write a short researched essay/body section of essay, using one or more forms of standard documentation, such as MLA, APA, etc.;

3. evaluate and use library resources, including electronic and Internet source

4. summarize and evaluate an article;

5. use the writing process: pre-writing, planning, organizing, drafting, revising, editing;

6. write well-developed and supported paragraph answers to essay test questions;

7. write a supported, logical short essay in 50 minutes (ACT/SAT style)

Assessment Tools

By the end of the semester students will have

Assessment Tool	Student Outcome Measured	Objective Measured
(initial) completed pre-tests on essay structure, grammar, and writing
(exit) completed post-tests on essay structure and grammar	2	1, 2, 4, 5
written formal essays, each essay reflecting the writing process	1, 2, 3	1, 5
written research project(s), each reflecting the writing process	1, 2, 3	2, 3, 5
written answer(s) to essay test question(s)	1	7
written 50-minute essays	1	6
summarized and evaluated professional essay selections	1, 2, 3	4

Initial Assessment: Composition I students will take an assessment of grammar and an assessment of rhetorical and documentation skills and produce a writing sample. If the student has not completed assessment by the end of the second week of classes, then the student will be assessed a point penalty.

Students who miss the assessment test given in class may schedule a make-up test but must still complete all assessment prior to the end of the second week of class.

Initial assessment tests will not be part of student semester grades.

Students who are determined by the instructor to need additional writing experience in order to be successful in Composition I and who refuse such advisement must sign the Refusal of Advisement form.

Mid-Level (Class Assessment): Students will be assessed on their knowledge of the writing process, on their ability to write formal essays, formal 50-minute essays, essay test question answers, documented essays, summaries, and evaluations.

Exit Assessment: Composition I students will take an exit assessment of grammar and an exit assessment of rhetorical and documentation skills. Post-tests should be considered as part of the semester grade.

Standards of Achievement

All student work will be held to the following academic criteria:

Accuracy of information

Organization and clarity of thoughts

Depth of critical thinking and observation

Satisfaction of defined requirements (deadlines, etc.)

Acceptable writing mechanics

Fidelity of work (no plagiarism, cheating, etc.)

Evidence of creative or innovative thinking

Effective cooperative learning

Grading Scale and Academic Profiles

The Department of Communications and Fine Arts Division has adopted a standard objective grading scale:

Academic Profile

	Descriptor	Description
A	Excellent	Students receiving an “A” can be considered to have exhibited extraordinary effort in class and scholarship exceeding the expectations of the instructor and to have exhibited most or all of the following: to have attended regularly and on time (missed fewer than the equivalent of one week of class meetings); to have participated fully in peer evaluations and in class discussion, revealing personal initiative in both; to have used well-supported and well-structured logical arguments in essay writing; to have revealed a grasp of mechanics that prevents errors; to have revealed depth of critical thought and observation; to have exhibited timeliness in turning in assignments; to have revealed strong interest in intellectual, cultural, and personal growth by reading and discussing assigned material; to have shown consistent improvement in academics.
B	Above Average	Students receiving a “B” can be considered to have exhibited above-average effort in class, revealing noticeable improvement in academics, and showing accurate and complete scholarship. The student will have exhibited most or all of the following: have attended regularly (not missed more than the equivalent of one week of class meetings) and on time; have participated honestly and solidly in peer evaluations and in class discussion; have used supported and structured logical arguments in essay writing; have revealed a grasp of mechanics that prevents many errors; have revealed critical thought and observation; have exhibited a moderate grasp of timeliness in turning in assignments; have revealed interest in intellectual, cultural, and personal growth by reading and discussing assigned material.
C	Average	Students receiving a “C” can be considered to have exhibited average effort in class, performing satisfactorily but not above average, with some self-direction, and have shown signs of academic progress, meeting assignment parameters accurately. The student will have exhibited most or all of the following: attended regularly (not missed more than the equivalent of one week of class meetings) and on time; participated willingly in peer evaluations and in class discussion; have used supported and structured arguments in essay writing; have revealed an average grasp of mechanics that prevents most errors; have revealed average critical thought and observation; have exhibited a moderate grasp of timeliness in turning in assignments; have revealed average interest in intellectual, cultural, and personal growth by reading and discussing assigned material.
D	Below Average	Students receiving a “D” can be considered to have exhibited some effort in class, but not enough to show fully engagement with the subject and with the course material, showing little or no initiative and academic improvement, and not meeting the scholarship requirements of assignments. The student will have exhibited most or all of the following: have participated somewhat in peer evaluations and in class discussion; have attended somewhat regularly (missed more than the equivalent of one week and less than the equivalent of two weeks) and usually on time; have used some structured and supported arguments in essay writing; have revealed a sub-standard grasp of mechanics that prevents only some errors; have revealed below average critical thought and observation; have exhibited some grasp of timeliness in turning in assignments; have revealed below average interest in intellectual, cultural, and personal growth by reading and discussing assigned material; have not met the scholarship requirements of assignments; have not shown initiative; have not revealed academic improvement.
F	Unsatisfactory	Students receiving an “F” can be considered to have exhibited little or no desire to pass the course. This will usually involve poor participation and attendance (missed more than the equivalent of two weeks of class meetings) and little or no effort to attempt improvement as well as scholarship deficiencies and lack of effort to complete assignments.

Sample Essays

The Guide to College Writing includes essays in an appendix. Each of these essays is the equivalent of an “A” or “A-“ essay.

Department of Communications and Fine Arts Policy on Plagiarism

Plagiarism is a form of academic dishonesty. Plagiarism is representing someone else's ideas or work as your own. To avoid plagiarism, when you use someone else's data, arguments, designs, words, ideas, project, etc., you must make it clear that the work originated with someone else by citing the source. Please review the Student Code of Responsibilities and Conduct published by Rogers State University for a full discussion of “Code of Academic Conduct” and plagiarism penalties. The RSU web site has links to the “Code.” Students found plagiarizing are subject to penalties.

Americans with Disabilities Act

Rogers State University is committed to providing students with disabilities equal access to educational programs and services. Before any educational accommodation can be provided, any student who has a disability that he or she believes will require some form of accommodation must do the following: 1) inform the professor of each class of such need; and 2) register for services to determine eligibility for assistance with the Office of Student Affairs, located in the Student Union. Students needing more information about Student Disability Services should contact: Jan Smith-Clayton, Director of Student Development, Office of Student Affairs, Rogers State University, 918-343-7579.

Computer Writing Labs

Computers for student use are available in the UPA, Stratton Taylor Library, and Student Support Services. Computers are available for class use in BH 207.

Closure Statement

The schedule and procedures in this course are subject to change in the event of extenuating circumstances.

An Open Letter to Students

Attending college is analogous to being employed. Success on the job is achieved only with hard work and effort. This is also true of college.

Your employer expects you to be on the job every day, on time, and prepared to work. You are allowed only a specific number of sick days each year after which your pay is “docked.” This is also true in composition classes. Regular and prompt attendance is essential.

Meetings are an essential part of the workplace culture, and everyone is expected to attend regularly and to contribute to the discussion. If you miss an excessive number of meetings and/or do not share information, your employment success is in jeopardy. The same holds true for this class. You are not only expected to attend all of our “meetings,” but you are expected to contribute to the discussion. This requires that you come to each class prepared to discuss the assigned material. Failure to do so will put your success in jeopardy.

Your employer requires you to submit all reports on time. Failure to do so will endanger your employer’s business and your success. The same is true for this class. All “reports” (papers, etc.) are due at the scheduled time (see syllabus). If, for a justified reason, you will not be able to meet the time schedule, you must notify me, just as you would contact your employer if you needed an extension. However, as in the workplace, such extensions do not come without a cost. Extensions result in a decrease in your “salary” (grade).

Performance reviews occur periodically in the workplace, and your employer determines the degree of your success during these reviews. Such is the case in this class. The “performance reviews” for this class are papers and other assignments. These reviews require you to show not only your knowledge of the material, but also your ability to use this knowledge. Your “pay” (grade) depends on the quality of your performance.

If you attend class regularly, participate in class discussions, and submit all materials, well prepared and in a timely fashion, you have the potential to excel in this class. I am looking forward to working with you and to learning with you. I am always available if you need assistance.

Good luck! Good writing!

adapted, with permission, from Bremer, Joyce C. “The Responsible Student.” Innovation Abstracts 20.17 (4 Sep. 1998): 1.

Name: ___________________________

Date: ___________________________

Student Contract for Composition I

Initial each statement and turn this contract in. This contract must be on file for you to attend the class.

_____ I have read and understood the guidelines and requirements in the syllabus.

_____ I understand that this class is for three hours college credit; this implies three hours of class

meeting.

_____ I understand that each hour of college credit usually requires two or more hours per week study

time outside of class.

_____ I understand what plagiarism is, and I understand that strict penalties will incur if I plagiarize material.

_____ I understand that peer critiquing may be required in this class; this means that any work I do for this class may be subject to peer review by my classmates.

_____ I understand that attendance is required.

_____ I understand literary selections for this class may contain controversial or “offensive” material; this

is the nature of some academic works.

_____________________________

(signature)

RSU Communications and Fine Arts Definition of Plagiarism

The RSU Student Code defines plagiarism as “presenting the work of another as one’s own (i.e., without proper acknowledgment of the source or sources), or submitting material that is not entirely one’s own work without attributing the unoriginal portions to their correct sources. The sole exception to the requirement of acknowledging sources occurs when ideas or information are common knowledge” (see Title 12 in the Student Code, available online at www.rsu.edu/scode).

Integrating the words and ideas of others into your own work is an important feature of academic expression. But plagiarism occurs whenever we incorporate the intellectual property of others into our own work without proper acknowledgement of whose words, ideas, or other original material we are bringing into our work, either with quotation marks and direct mention of the source or through other means of clear and precise acknowledgement.

Plagiarism can of course be a purely intentional attempt at deceit, but whether or not there is conscious intent to deceive, plagiarism occurs any time you do not give proper acknowledgement of others’ contributions to your work. Ignorance of the responsibility of acknowledging sources is not a legitimate defense against a charge of plagiarism, any more than not knowing the speed limit on a given road makes a person stopped for speeding less at fault. Since the consequences of being charged with plagiarism are serious, the Communications and Fine Arts Department has adopted the following definition of plagiarism to ensure your more precise understanding of what constitutes plagiarism, intentional or unintentional.

1. It is plagiarism to copy another’s words directly and present them as your own without quotation marks and direct indication of whose words you are copying. All significant phrases, clauses, and passages copied from another source require quotation marks and proper acknowledgement, down to the page number(s) of printed texts.*

Source material from the “Notice” to Mark Twain’s Adventures of Huckleberry Finn: “Persons attempting to find a motive in this narrative will be prosecuted; persons attempting to find a moral in it will be banished; persons attempting to find a plot in it will be shot.”

Plagiarized: Surely it is an exaggeration to say that persons attempting to find a moral in Huckleberry Finn will be banished and persons attempting to find a plot in it will be shot.

Proper acknowledgement of source: Perhaps the author is exaggerating when he says that “persons attempting to find a moral” in his novel “will be banished” and “persons attempting to find a plot in it will be shot” (Twain 3).

Note that even brief clauses and phrases copied from source material require quotation marks. Also note that acknowledging the source without putting the quoted words in quotation marks is still plagiarism: put all quoted words in quotation marks.

2. It is plagiarism to paraphrase another writer’s work by altering some words but communicating the same essential point(s) made by the original author without proper acknowledgment. Though quotation marks are not needed with paraphrasing, you must still acknowledge the original source directly.

Source material from Adolph Hitler, by John Tolland: “Ignored by the West, the Soviet Union once more looked to Germany. Early in 1939 it accepted a Hitler overture to discuss a new trade treaty by inviting one of Ribbentrop’s aides to Moscow; and a few days later Stalin gave credence to a sensational story in the London News Chronicle that he was signing a non-aggression pact with the Nazis” (721).

Plagiarized: When Western nations continued to shun the Soviet Union, the Russians drew closer to Germany, meeting with a senior Nazi official in Moscow to arrange a trade agreement in early 1939. Shortly after, Stalin admitted his intent to sign a pact of non-aggression with Germany.

Proper acknowledgement of source: In Adolph Hitler, John Tolland notes that when Western nations continued to shun the Soviet Union, the Russians drew closer to Germany, meeting with a senior Nazi official in Moscow to arrange a trade agreement in early 1939. Shortly after, Stalin admitted his intent to sign a pact of non-aggression with Germany (721).

3. Plagiarism includes presenting someone else’s ideas or factual discoveries as your own. If you follow another person’s general outline or approach to a topic, presenting another’s original thinking or specific conclusions as your own, you must cite the source even if your work is in your own words entirely. When you present another’s statistics, definitions, or statements of fact in your own work, you must also cite the source.

Example 1: Say that you read Paul Goodman’s “A Proposal to Abolish Grading,” in which he claims that an emphasis on grades results in students’ caring more about grades than learning subject matter, causing them to have a bad attitude when their grades are low and sometimes even leading them to cheating. In order to make these same essential points in your own work without plagiarizing—even if your development of these ideas differs markedly from Goodman’s in examples and order of presentation—you must still acknowledge Goodman as the basis for your approach to the topic.

Plagiarized: Abolishing grades at the college level would allow students to focus on subject matter instead of grades, it would prevent students from getting a bad attitude towards a class when they receive low grades, and it would virtually eliminate the temptation to cheat or plagiarize.

Proper acknowledgement of source: As Paul Goodman argues in “A Proposal to Abolish Grading,” doing away with grades would allow students to focus on subject matter instead of grades, it would prevent students from getting a bad attitude towards a class when they receive low grades, and it would virtually eliminate the temptation to cheat or plagiarize.

Example 2: If you found a source indicating that Americans consume more beer on Friday than on any other day of the week, to make this claim in your work you must cite the source to avoid plagiarism. If the source indicated that American beer-drinking on Fridays accounts for 21% of the whole week’s total consumption, mentioning this statistic, or even approximating it, requires acknowledgement of the source.

Plagiarized: Americans consume more beer on Fridays than on any other day of the week.
Proper acknowledgement of source: Americans consume more beer on Fridays than on any other day of the week (Cox 31).

Plagiarized: Beer consumption on Fridays accounts for more than 20% of total U.S. consumption throughout the week.
Proper acknowledgement of source: Beer consumption on Fridays accounts for more than 20% of total U.S. consumption throughout the week (Cox 31).

4. Plagiarism includes allowing someone else to prepare work that you present as your own.

Allowing a friend, parent, tutor, or anyone else to compose any portion of work you present as your own is plagiarism. Note that plagiarism includes copying, downloading, or purchasing an essay or any other material in part or in whole via the Internet. Note also that plagiarism includes using online “translator programs” in foreign language classes.

5. Plagiarism applies in other media besides traditional written texts, including, but not limited to, oral presentations, graphs, charts, diagrams, artwork, video and audio compositions, and other electronic media such as web pages, PowerPoint presentations, and postings to online discussions.

Conclusion:

· If you are uncertain about any portion or aspect of this definition of plagiarism, ask your instructor to clarify or explain immediately. If at any point later in the semester you have questions about potential plagiarism issues, talk to your instructor about them before submitting the work in question.

· Students who plagiarize often feel pressured into submitting plagiarized work because they have either struggled with the assignment or waited until the last minute to get the work under way. You will always be better served discussing your situation with your instructor, however grim it seems, rather than submitting any work that is not entirely your own.

*The examples of proper acknowledgement of sources above follow the MLA (Modern Language Association) conventions for in-text parenthetical citation used in English classes and many other courses in the humanities. The parenthetical references point the reader to a list of “Works Cited” at the end of an essay. Other courses and disciplines may follow different conventions, such as footnotes, endnotes, or a variety of other methods of documentation (APA, Chicago Style, etc.).

Course and section:___________________________

CFA Plagiarism Definition Acknowledgement

I understand and accept the following definition of plagiarism:

4. Plagiarism includes allowing someone else to prepare work that you present as your own.

My signature below indicates that I have read and do understand and accept the “RSU Communications and Fine Arts Definition of Plagiarism,” which contains examples and explanation of the various types of plagiarism listed above.

Print your name here: Sign your name here:
__________________________________ _________________________________