Sample ENG 111 Syllabus
An ENG 111 online class I was going to teach was canceled as enrollment is way down due to COVID. Because I already had the syllabus finished, I thought I'd share it online here as a work sample and for people who might want an example for teaching. I've eliminated school-specific names and contact information to avoid spamming.
ENG 111 450A Syllabus
Fall 2020 Semester
COVID-19 Information
To stay informed about the college’s plans regarding opening and resources available, please go to [REDACTED]
Instructor Information
● Instructor: Zack Smith
● Email: [REDACTED]
● Office Hours: As an adjunct, do not have an office but can arrange online meetings before or after class via school “Teams” function. For emergencies, call the University Transfer office phone number ([REDACTED], and our department secretary can call you.
Course Details
● Day(s): Monday through Thursday
● No set times but there are due dates for assignments
● Lessons and assignments are sent out by email and/or available on Sakai
● Submitting assignments necessary for attendance counting and course credit
General Information
Description
Course Description/Outline
Please see the system-wide course outline for ENG 111 at [REDACTED]
About the Course
This is the required first course in a series of two designed to develop the ability to produce clear expository prose. Emphasis is on the writing process, including audience analysis, topic selection, thesis support and development, editing, and revision.
Upon completion, students should be able to produce unified, coherent, well-developed essays using standard written English. Students should also be able to respond critically to readings and demonstrate an understanding of the fundamentals of research and documentation.
This course has been approved to satisfy the Comprehensive Articulation Agreement for the general education core requirement in English composition.
Course Hours Per Week: Class, 3. Semester Hours Credit, 3.
Course Materials
Required Materials
The Little Seagull Handbook, Bullock, Brody, and Weinberg, 3rd ed ISBN: 978-0-393-60263-0 (Make sure you have access to Inquizitive online platform through this)
“They Say/I Say”: The Moves that Matter in Academic Writing, Graff and Birkenstein, 4th ed. ISBN: 978-0-393-63167-8
All course materials are available as a package through our bookstore. All bookstore materials can be ordered online and delivered to homes.
MLA and APA guidelines can be found here. Copies of course materials can be found on reserve at all campus libraries. Please visit the Library’s website for information about accessing the materials.
Course Policies
Technical Requirements for Online Classes
Students must have convenient, dependable access to a computer (PC or Mac) with high-speed Internet access and the following:
· A reasonably current web browser (Firefox or Chrome are recommended)
· JavaScript and cookies enabled
Some courses have additional technical requirements. For details, see What You Need to Succeed (link removed)
Grading Policy
Essay #1 10%
Essay #2 15%
Essay #3 20%
Essay #4 25%
Timed Writings & Class Assignments 20%
Attendance 10%
Late or Missed Work
All assignments are due at the time specified on Sakai on the due date. Any assignments not turned in when the instructor collects the papers will be considered late. Late assignments will have 10 points deducted for each day the paper is late, including weekends and holidays.
Any extensions must be requested at least 48 hours before the assignment due date/time. Extensions are not automatic; the instructor will determine the length of the extension, if approved.
All major course assignments must be completed for the student to be eligible for a passing grade.
Technical Difficulties
Computer or technical difficulties are not an excuse for late or missed work.
Course Schedule
Because this online class is on a mini-session schedule, I will typically email you materials each “meeting” day. These will often include links to online material.
Date
Topic & Objectives
Assignment(s)
Monday, 8/17
Go over syllabus
Define the writing process: understanding an audience, basics of a thesis, show models of theses
Look over MLA Format (online link)
For Friday, 8/21: Turn in syllabus quiz online
Tuesday, 8/18
Go over Assignment #1
Review how to upload assignments to Sakai
Go over preview essay for first assignment: John Lewis essay
Due Wednesday, 8/19: In TSIS, read the Introduction (1-14), Ch. 1 (19-28) and Ch. 14 (173-83.
Wednesday, 8/19
Go over first essay for assignment:
Sherman Alexie, “Superman and Me”
On Forum: Identify different elements from essay (repetition, tone, symbolism, etc.)
See 8/17
Thursday, 8/20
OBJECTIVES:
Go over second essay for assignment: Amy Tan, “Mother Tongue”
On Forum: Identify elements from essay (language, theme, etc.)
Due next Monday, 8/24: read Ch. 2 and 3 in TSIS (pp. 30-50)
Syllabus quiz due on Friday, 8/21
Monday, 8/24
Go over third essay for assignment:
Malala’s speech at the United Nations
On forum identify elements from essay (themes, argument, etc.)
Go over writing outline for Essay #1
Due Tuesday, 8/25: rough outline for Essay #1 online
Read TSIS Ch. 4 and 5 (55-75).
Review Fragments and Run-Ons in Little Seagull Handbook (optional)
Date
Topic & Objectives
Assignment(s)
Tuesday, 8/25
Discuss “The Art of Quoting” from TSIS book
Focus on examples employing the “Quote Sandwich” and identify differences in original and revised writings
In-class timed writing assignment
Due Thursday, 8/27: Write FIRST DRAFT of paper to post on forum for peer review –Rubric provided for peer review
Sign up for InQuizative online
Wednesday, 8/26
Complete grammar exercises on InQuizative for Run-On sentences and commas
OPTIONAL: Revise Essay #1 using your TSIS book to help you: do Ex. 2 on p. 91, Ex. 2 on p. 101, and Ex. 2 on p. 120 using your first draft of Essay #1
Thursday, 8/27
Post Draft of Assignment #1 online for Peer review
Post peer review for at least two other students in the class to receive credit
Due Monday, 8/31: Turn in final paper on Sakai by 5 p.m. Monday
Read TSIS, Ch. 6, 7 and 8 (78-118).
Monday, 8/31
Introduce Assignment #2 and Rubric
TURN IN FIRST PAPER BY 5 p.m.
Due Tuesday, 9/1: Read TSIS, Ch. 6, 7 and 8 (78-118).
Tuesday, 9/1
Introduce rhetorical appeals (ethos/pathos/logos)
Forum Assignment: Find ads and determine what appeals they use
Due Wednesday, 9/2: Pick a topic for Assignment #2
Wednesday, 9/2
Introduce Monroe’s Motivated Sequence
Due Thursday, 9/3: Start breaking down how Monroe’s Sequence can be used for your topic for Assignment #2
Date
Topic & Objectives
Assignment(s)
Thursday, 9/3
Post example of Monroe’s Sequence from advertisement on forum
Show how to use library databases
Read PDF on why you should use databases
Due Monday, 9/7: Practice with databases and define your argument for Assignment #2
Monday, 9/7
Labor Day but we’re still working due to it being an online class
Work on using databases for sources
Due Friday, 9/11: Find two sources through databases that support your argument and post on forum by 5 p.m. Friday (must be approved by instructor)
Tuesday, 9/8
Post outline for paper on forum
Due Friday, 9/11: Continue to work on finding sources
Wednesday, 9/9
Work on Paper for Assignment #2
Due Thursday, 9/9: Have draft ready for online peer review
Thursday, 9/10
Post peer review feedback for Assignment #2
Due Monday, 9/14: Have Assignment #2 ready to post online.
Monday, 9/14
Have Assignment #2 posted on Sakai by 5 p.m.
Introduce Assignment #3
Due Tuesday, 9/15: Begin thinking about subject for Assignment #3
Tuesday, 9/15
Describe Toulmin Model
Fill out example online
Due Wednesday, 9/16: Pick subject for Assignment #3
Wednesday, 9/16
Submit subject for Assignment #3 online – must be approved
Due Thursday, 9/17: Work on outline for Assignment #3
Date
Topic & Objectives
Assignment(s)
Thursday, 9/17
Submit outline for Assignment #3
Due Monday, 9/21: Work on draft to submit to Sakai
Monday, 9/21
Submit draft of Assignment #3 for peer review
Due Tuesday, 9/22: Do peer review
Tuesday, 9/22
Have peer review submitted by 5
Due Wednesday, 9/23: Have paper submitted on Sakai by 5 p.m.
Wednesday, 9/23
Introduce Assignment #4
Submit paper on Sakai by 5 p.m.
Due Thursday, 9/24: Think of topic for Assignment #4
Thursday, 9/24
Pick topic for Assignment #4, post online for approval
Due Monday, 9/28: Work on outline for Assignment #4
Monday, 9/28
Post outline for Assignment #4 online
Due Tuesday, 9/29: Work on writing Assignment #4
Tuesday, 9/29
Work on Assignment #4
Due Wednesday, 9/30: Work on writing Assignment #4
Wednesday, 9/30
Last timed writing: Annotated bibliography entry
Due Thursday, 10/1: Work on writing Assignment #4
Thursday, 10/1
Post Assignment #4 draft online by Monday 5 p.m.
Due Monday, 10/5: Draft of writing Assignment #4
Date
Topic & Objectives
Assignment(s)
Monday, 10/5
Post draft of Assignment #4 online
Due Tuesday, 10/7: Provide peer review
Tuesday, 10/7
Peer review for at least two other students posted online by 5 p.m.
Due Wednesday, 10/8: Work on final draft
Wednesday 10/8
Work on final draft
Due Thursday, 10/9: Work on final draft
Thursday 10/9
Work on final draft
Due Monday 10/12: final draft
Monday, 10/12
Final draft due; end of class
Table 1: Course Schedu
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College Policies
[REDACTED] has established policies that support student learning and communicate high expectations for students. Please review the policies in the alphabetized list below, so you can successfully meet the college’s expectations.
Academic Honesty
[REDACTED] College upholds and enforces high standards of academic honesty and integrity both in and out of the classroom. The College establishes and follows a process for defining and addressing academic dishonesty when it occurs. The College recognizes plagiarism as a specific subset of academic dishonesty and follows a process for addressing plagiarism.
Definitions
Academic Integrity – The pursuit and presentation of learning and scholarship in an honest, transparent, and respectful way that values personal responsibility, original expression, and proper attribution.
Academic Dishonesty – A violation of academic integrity, academic dishonesty is the participation or collaboration in specific prohibited forms of conduct. Participation or collaboration may be active (such as submitting a term paper that includes plagiarized work) or passive (such as receiving a copy of a test before class). Academic dishonesty includes, but is not limited to, the following examples:
● Unauthorized copying, collaboration, or use of notes, books, or other materials on examinations or other academic exercises including:
▪ Sharing information about an exam with a student who has not taken that exam;
▪ Obtaining information about the contents of a test the student has not taken;
▪ Unauthorized use of smart phones, programmable calculators, or other electronic storage devices; and
▪ Text messaging or other forms of communication during an exam.
● Unauthorized or inappropriate file sharing and use of Internet and computer resources as specified in the Appropriate Use of Computing Resources policy;
● Sharing school usernames/passwords with others, allowing them to log in as you, or logging in to College systems under another person’s username;
● Having others complete coursework, write papers or take tests/quizzes, thus misrepresenting the identity of the author of the work;
● Unauthorized use and/or possession of any academic material, such as tests, research papers, assignments, or similar materials;
● Unauthorized use of translation software and assistance from native speakers or advanced-level students in foreign language classes; and
● Deliberate disregard for academic advising or other College guidance, specifically when it results in situations related to academic progression or financial aid eligibility.
Plagiarism – Plagiarism is a specific subset of academic dishonesty. It is the representation of another person’s work, words, thoughts, or ideas, as one’s own. Plagiarism includes, but is not limited to, copying material and using ideas from an article, book, unpublished paper, or the Internet without proper documentation of references or without properly enclosing quoted material in quotation marks. Plagiarism also includes sentences that follow an original source too closely, occurring when an individual simply substitutes synonyms for another person’s words.
Intention is not a factor when determining whether or not a text contains plagiarism. Plagiarism is often considered an academic integrity violation.
The Violation Procedure for the Academic Honesty Policy is available in the Catalog and Student Handbook. Please note that as the Catalog and Student Handbook is updated, campus policies may change. When a student is alleged to have committed an act of academic dishonesty or plagiarism, this procedure will be followed.
Course Entry Requirement for Online Classes
Students must submit an online activity* in Sakai between the class start date and Friday, August 21st in order to officially “enter” the class. Students who do not submit an online activity in Sakai between these dates will be dropped from the class as a “no show” and will not be eligible for a refund. If receiving financial aid, the student may be required to reimburse tuition and fees.
*Online activities that qualify for course entry are submitting a forum post or reply in Sakai, submitting a quiz or test in Sakai, and submitting an assignment in the Assignments tool in Sakai.
Attendance and Withdrawal Policy
Regular attendance is required for the student to complete all course requirements and receive the optimum benefit of instruction. In the event of an absence, it is the student’s responsibility to make up all missed work in the timeliest manner possible. Failure to make up missed work will adversely affect the student’s course grade.
Student-initiated Withdrawals
Students may officially drop one or all courses prior to the 75 percent tuition refund deadline of each semester (“drop period”) without the enrollment being shown on the transcript. After the close of the drop period and prior to the 60 percent date in the semester, students may officially withdraw from one or all courses with a grade of W. To initiate an official withdrawal, complete an electronic withdrawal form by logging in to the eforms system. Use your WebAdvisor/Self-Service username and password to log in to the system. It is best to use Chrome, Firefox, or Safari to access the forms.
The final withdrawal date for this class is: Monday, September 21
Faculty-initiated Withdrawals
Consecutive Absences
Any student with consecutive absences equaling or exceeding 15 percent of the instructional hours for the course prior to the official withdrawal date for the course will be withdrawn from the class by the instructor with a grade of W.
If a student misses 15 percent of the class meetings consecutively such that the student’s last absence occurs after the first 60 percent of the instructional hours for that course, the instructor will assign the grade of F2. The last day of attendance is required for Web Grading when the F2 grade is assigned due to excessive absence. Students enrolled in Developmental Education courses in this situation will be withdrawn with the grade of W. Excused absences are not counted when calculating the 15 percent absence threshold.
Intermittent Absences
If a student misses 15 percent of the class meetings intermittently within the first 60 percent of the instructional hours for that course, the instructor may withdraw the student from the course assigning the grade of W. If a student misses 15 percent of the class meetings intermittently such that the student’s last absence occurs after the first 60 percent of the instructional hours for that course, the instructor may assign the student the grade of F2. Students enrolled in Developmental Education courses in this situation may be withdrawn with a grade of W. Excused absences are not counted when calculating the 15 percent absence threshold.
For more information, refer to the Student Withdrawals, Faculty Withdrawals, and Class Absences section of the College Catalog.
Accessibility Statement
The College abides by Section 504 of the Rehabilitation Act of 1973, which stipulates that no student shall be denied the benefits of an education "solely by reason of a handicap." Disabilities covered by law include, but are not limited to, learning disabilities, psychological disabilities, health impairments, hearing, and sight or mobility impairments. If you have a disability that may have some impact on your work in this class and for which you may require accommodations, please email Accessibility Services at [REDACTED], call [REDACTED], or visit the Student Services Centerfor additional information regarding requirements for arranging accommodations.
Federal Education Rights and Privacy Act (FERPA)
This is a federal law that applies to [REDACTED] and protects the confidentiality of a student’s records. These records will only be shared under specific circumstances. [REDACTED] will disclose records, without consent, to the following parties or under the following conditions:
· [REDACTED] officials with legitimate educational interest;
· Other colleges to which a student is transferring;
· Specified officials for audit or evaluation purposes;
· Appropriate parties in connection with financial aid to a student;
· Organizations conducting certain studies for or on behalf of the college;
· Accrediting organizations;
· To comply with a judicial order or lawfully issued subpoena;
· Appropriate officials in cases of health and safety emergencies; or
· State and local authorities, within a juvenile justice system, pursuant to specific State law.
Grade Scale
The Creative and Liberal Arts Department employs a 10-point grade scale: A=100-90; B=89-80; C=79-70; D=69-60; F=59-0 or F2=stopped attending after the W date; W=withdrew before the W date.
Grade Reporting
Grade reports are available through Self-Service/WebAdvisor at the end of each semester. The grade report information includes the semester hour credits earned and the grade point average for the semester.
Each semester, [REDACTED] establishes a date on which final course grades are due. To ensure that all students are treated in a fair and equitable manner, instructors will not generate a final grade for any student prior to the final grade due date. Furthermore, instructors will not arrange early exams for any student in order for the student to meet deadlines at another institution. Students who find that this policy conflicts with grade reporting deadlines at their home institution must work to resolve the matter at that college or university rather than at [REDACTED].
Inclement Weather
In the event of hazardous weather, including such events as hurricanes, heavy snow, or ice accumulation, The College will communicate a decision to remain open or to close in these ways:
· (deleted – includes college website, Twitter, etc.).
If classes on the main campus are canceled, classes will also be canceled at all other college locations. From time to time, however, the college may cancel operations at a remote location and still operate on the main campus.
To the extent possible, we will make a decision to remain open or close by 9 p.m. the night before the anticipated weather event. We will also make a decision regarding evening operations by 3 p.m. the day of the weather event. Please realize, however, that inclement weather can occur at any time; thus timetables regarding a decision to remain open or to close are flexible.
In the event of a weather-related closing, online classes will continue, unless indicated otherwise by your instructor.
Student Code of Conduct
All students are expected to conduct themselves as responsible adults. Behavior that persistently or grossly disrupts the educational process or functioning of the college, whether it occurs on campus or at any college-sponsored activity, may result in disciplinary action. Examples of specific violations of and the grievance procedure for the Student Code of Conduct.
Title IX Sexual Misconduct Policy
The College is committed to providing a campus environment that is free of sexual misconduct, including sexual harassment, sexual exploitation, sexual assault, stalking, domestic violence, and dating violence. If you have encountered any form of sexual misconduct associated at [REDACTED], you are encouraged to report this to the College. If you speak with a faculty member about an incident of sexual misconduct, including writing assignments and classroom discussions, the faculty member must share that information with the Vice President of Student Engagement, Development, and Support. You will be contacted to discuss support services and investigation options/requirements. If you wish to file a confidential complaint with the Title IX Coordinator, please complete the Sexual Misconduct Complaint form.
Tobacco-Free Campus
For the purposes of this policy, “tobacco products” are defined as cigarettes, cigars, blunts, pipes, chewing tobacco, snuff, e-cigarettes, vaporizers, and any other items containing or reasonably resembling tobacco or tobacco products. “Tobacco use” includes smoking, vaping, chewing, dipping, or any other use of tobacco products. “Tobacco-free campus” refers to any building, facility, grounds, property, or vehicles owned or leased by The College as well as any spaces where college-sponsored or college-related activities are held, whether on or off campus.
Tobacco products may be included in instructional activities in college buildings if the activity is conducted or supervised by the faculty member overseeing the instruction and if the activity does not include smoking, chewing, or otherwise ingesting the tobacco product.
Employees, students, visitors, and contractors are prohibited from using tobacco products at any time on college property as well as on any spaces where college-sponsored or college-related activities are held, including during non-instructional and non-service hours.
Use of ConnectMail
All College students have been issued a ConnectMail email account. This account should be used for all email communications between the student and the college, including all communications with instructors. This account must be used as your Sakai email account. Visit the Get Connected page for more information on setting up and using your ConnectMail account. Use your WebAdvisor/Self-Service username and password to access your ConnectMail.
College Resources
College faculty and staff want students to succeed. The college has several high-quality resources that are available for free for enrolled students. Some of the most useful college resources are listed below.
Tutoring and the Center for Academic Excellence (CAE)
Students will continue to have access to free online tutorial services via Upswing 24/7. Upswing offers most of the subjects that [REDACTED] currently offers, and students can set appointments as needed.
To accommodate students who come regularly to face-to-face tutoring, the Center for Academic Excellence (CAE) will provide online, appointment-based tutoring through Zoom. Students may email CAE staff or call to set an appointment with tutors.
For more information, visit the Tutoring through Upswing and Zoom section of the Student Resources page.
Computer Access
Due to the shift to primarily online instruction, [REDACTED] staff are working to assist students who are struggling to access computers and internet services. For the full list of student and community resources, visit the Student Resources page.
Library
All College campuses feature a library with a variety of print and electronic resources for students. Please review the library’s webpage for a complete list of library services, including Distance Education Library Resources.
Sakai
Sakai is a system for accessing course materials online. Depending on the course, your instructor will use Sakai to provide course info, handouts, assignments, tests, or online discussions. You should check Sakai weekly for updates. Use your WebAdvisor/Self-Service username and password to log in to Sakai at [REDACTED]. Visit Sakai Help for Students for support info and tips for avoiding problems.
Course and Program Learning Outcomes – ENG 111
Course Learning Outcomes
Students will be able to do the following:
PLO 1:
Critical analysis, argumentation
PLO 2:
Written Communication
PLO 3:
Skills to address cultural/social diversity
PLO 4:
Application of Scientific Method
PLO 5:
Quantitative Reasoning
PLO 6:
Technological Competency
How Outcomes Will be Measured
Understand the elements of the communication context (audience, persona, purpose, occasion) and use these elements when analyzing and writing essays;
X
X
X
Essays and in-class writing assignments
Analyze ideas, rhetorical strategies, and the rhetorical situation in selected readings, in fellow students’ writing, and in the student’s own writing;
X
X
Essays, in-class writing assignments, and peer review
Demonstrate how writing is recursive through the understanding and practice of all the stages of the writing process (invention, outlining, drafting, revising, editing, and proofreading) to compose structured, evidenced-based, academic essays;
X
X
Essays
Use clear, logical reasoning in expressing ideas and developing and supporting theses;
X
X
X
Essays, oral presentation, peer review
Understand and demonstrate effective word choice, sentence construction and variety, and paragraph structure;
X
X
Essays, in-class writing assignments, peer review
Critically analyze, evaluate, revise and edit their writing for standard English grammar, usage, and punctuation using a handbook;
X
X
X
Essays
Incorporate quotations from sources smoothly and effectively into their writing and document sources using MLA style;
X
X
Essays, annotated bibliography
Conduct research in the library (including electronic databases), critically evaluate sources of information, use research as evidence to support a claim, and integrate that research into their own writing smoothly and effectively.
X
X
Essays, annotated bibliography
Understand and avoid all forms of plagiarism.
X
X
Essays, annotated bibliography
This table shows how the learning outcomes for this course align with the Arts, Sciences, and University Transfer (ASUT) Program Learning Outcomes (PLO) and how each outcome is assessed. For each Course Learning Outcome, an X indicates alignment with a specific PLO.
Table 2: CALA Course/Program Learning Outcome Alignment and Assessment