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Heartland Community College

Critical Reading and Writing

Fall 2016
ENGL 101 Sec. 041
TR 12:30-1:45
Instructor: Elizabeth Bell
Placement into college level English
Placement into college level Reading
Completion of ENG 099 with a grade of C or better
In English 101, students will improve their writing by learning about the integrated relationship
between critical reading and writing skills. Students will explore how genres of communication
shape the acts of reading and writing, and in the process, will learn how to become responsible
and ethical readers, writers, and designers of various kinds of texts. Students gain exposure to a
wide range of tools and skills available and necessary to 21st century readers and writers,
including collaboration techniques, visual design principles, and how to effectively control
surface features of their writing.
Writing Spaces (an online open-source text)
Other readings as assigned
ENGL 101 fulfills 3 of the 9 semester hours of credit in Communication required for the
A.A. or A.S. degree. This course should transfer as part of the General Education Core
Curriculum described in the Illinois Articulation Initiative to other Illinois colleges and
universities participating in the IAI. However, students should consult an academic advisor

for transfer information regarding particular institutions. Refer to for

Learning Outcomes
Course Outcomes
Identify & describe multiple modes of
Articulate the role of conventions in
shaping & designing rhetorical situations
Articulate how genres shape reading &
Identify & define rhetorical concepts
Contribute, through writing, their own
ideas & opinions about a topic to an
ongoing conversation in ways that are
appropriate to the academic discipline or
other context
Practice efficient research methods by
locating & organizing research materials
Read critically through comprehension,
analysis & critique of a variety of texts
Write about texts for multiple purposes
including (but not limited to)
interpretation, synthesis, response,
summary, critique & analysis
Recognize and navigate the ethical
responsibilities required by complex
Recognize the importance of
collaboration in textual production
Control the appropriate surface features
of a text, including (but not limited to)
syntax, grammar, punctuation, spelling,
& documentation

Competencies Outcome
CT 1


CT 2


CO 3


CO 5


CO 4
DI 1


Range of Assessment Methods

Projects such as an essay, blog
post, feature article, persuasive
editorial, etc.
Process Assignments, which
may include but are not limited
to, invention exercises (e.g.,
listing, concept mapping, claim
structure outlining, etc.), topic
proposals, annotated
bibliographies, drafting, peer
review, documentation
practice, revision, editing, inclass assignments (individual
and collaborative), class
discussion of writing or
readings, attendance, and


Essential Competencies:
DI 1 (Diversity Outcome 1): Domain LevelValuing; Students reflect upon the formation of
their own perspectives, beliefs, opinions, attitudes, ideals, and values.
CO 3 (Communications Outcome 3):Students listen in order to comprehend information,
critique and evaluate a message, show empathy for the feelings expressed by others, and/or
appreciate a performance.

CO 4(Communications Outcome 4): Students are self-reflective of the communications

CO 5 (Communications Outcome 5): Students communicate ethically through monitoring their
behavior and interactions with others.
CT 1(Critical Thinking Outcome 1): Students gather knowledge, apply it to a new situation, and
draw reasonable conclusions in ways that demonstrate comprehension.
CT 2 (Critical Thinking Outcome 2): Students determine value of multiple sources or strategies
and select those most appropriate in a given context.
Program Outcomes:
1. Teach students to recognize and critique the constructed nature of information
2. Teach students how to employ appropriate multi-modal strategies
3. Identify and demonstrate to students how to transfer learning and understanding between
genres via metacognition
4. Model and foster intellectual curiosity by exploring and building upon new ideas, questions,
and topics
5. Teach students to locate and synthesize a wide range of ideas and perspectives
6. Introduce and engage in collaboration
7. Teach students appropriate writing features and processes
Elements of the writing process
Principles of organization and development
Principles of design

Identifying purpose and audience

Use of Sources and Ethical behavior

Revision strategies
Researching for different environments

Writing for different genres

Uses of technology in writing, sharing, and publication

METHOD OF EVALUATION: Student assessment will be based on the following:
In total, there will be 8 micro-projects, 4 of which will total the equivalent of at least 10 revised
pages (2500 words or more) and include the use of multiple sources. Three of these assignments
will be completed in groups and those assignments will include a peer-graded evaluation.
Process Assignments:
Process assignments may include but are not limited to invention exercises (e.g., listing, concept
mapping, claim structure outlining, etc.), topic proposals, annotated bibliographies, drafting, peer
review, documentation practice, revision, editing, in-class assignments (individual and
collaborative), class discussion of writing or readings, attendance related participation, and

quizzes. For this course, the majority of your process assignments will be located in your
daybook and evaluated as a part of that assignment.
Final grades will be determined according to the following scale:
90 to 100%
80 to 89%
70 to 79%
60 to 69%
Below 59%



Each micro-project will receive a grade of A, B, C, or R (an R indicates that your paper needs
to be revised because it is currently in danger of not passing). Papers receiving an R must be
revised extensively for them to receive at least a C. A paper with an original grade of R that is
not revised will be counted as an F in determining final grades. Note that individual papers
cannot receive a D. This rule is in place because a D, since it is such a borderline grade, indicates
a level of ambiguity that I hope to avoid.
In figuring grades, I will use a point scale. There will be 100 possible points for you to earn.
Micro-projects: 40 pts (8 at 5pts each)
Daybook: 40 points (30 points for unannounced spot checks, 10 pts for end of semester
portfolio and individual interview)
Attendance and Participation: 20 points (See Participation Policy in this document for details).
During the course, students will explore and play with rhetorical strategies and genre
expectations. This course allows for multiple, shorter learning assignments in order to assess
whether students understand those concepts. In total, students will compose between 3-5
projects, 2 of which will total the equivalent of at least 10 pages, or 2,500 words, in revised
Readings from textbooks and other sources are assigned and can average 35 pages per week.
-Internet Access (to access both online textbook readings as well as other materials made
available on my website).
-A composition notebook
-A glue stick
-A pair of scissors
Public Writing:
Writing often gets the reputation of being a solitary, private activity. While I recognize that some
writing (private journals, diaries, and notes) may be private, the writing you do in this course is
largely considered public writing. In other words, we will be composing writing that has a

specific audience and that is meant to be read by others. Because of the public nature of our
writing and because we are all members of a community of writers, there will be times when you
will be expected to share your writing with others. Additionally, there may be times when we
will look at your writing as a class. These activities are not designed to embarrass you, rather
they are to serve as way that we can all learn about our writing. As a writer, I understand that
you may be hesitant or uncomfortable about sharing your writing with others. To decrease this
feeling, I ask that you read and respond to your classmatess writing with the same respect you
Late Work:
Unless otherwise noted, all homework, projects, readings, and other assignments are due at the
beginning of class on the date due. I am very aware that you have lots of things in your life that
demand your attention. As a matter of respect, I try hard to eliminate busy work assignments
and give only work that will enhance your work on the assignment or will maximize our limited
time together as a class. Late work will not be accepted except under extreme circumstances.
Schedule your time wisely.
Revision Policy:
There is a great deal of evidence that revision helps people learn to write. Therefore, I encourage
you to revise your projects during the course of the semester. However, revisions do not
automatically warrant higher grades. Revisions must demonstrate substantial improvement over
previous drafts. That is, when you revise, you should not just correct editing errors, and you
should not just answer my questions in the margins. Rather you should use my comments as a
starting point for rethinking how you did the assignment and use the revision as a way to show
that you have learned something which you can apply in new ways in new contexts.
All revisions must be accompanied by previous drafts and responses. When you hand in
revisions, follow these guidelines:
1. Highlight any changes that you made from the previous draft and provide
a brief explanation of what you changed.
2. Write a summary explaining how and why you revised the major elements
of the previous draft, such as the focus, the organization, or the use of detail or
evidence. You do not need to explain changes in editing and phrasing.
In general, you will only be allowed to revise your paper once. However, under certain
circumstances, I may allow you further revision.
Attendance Policy:
In a writing class, your attendance is necessary, not only because the class activities will help you
draft your writing but because your own participation is helpful to other students and helps build
a strong community of writers and readers. I understand that from time to time, circumstances
may make it impossible for you to attend class. I recommend that you do your best to avoid any
Each absence results in deductions for both participation for that days class period and any work
that is to be turned in that day.
Participation Policy:

This is an active class in which I will rarely lecture. There will be a variety of activities during
each class period that are designed to challenge you, ask you to think differently, help reinforce
or explain relevant concepts or material, allow you to practice the skills were working to
develop, give you time to reflect on your own learning or encourage you to plan for an upcoming
assignment. Some of these activities will feel silly and others will be more serious. Of course,
everyone has times when they are uncomfortable participating or think that they dont have
anything to contribute. But, I ask only one thing of you. Choose to participate. If you
consistently choose to let down your guard and play along, you will be surprised at how much
you will learn. For each class, you will get 1 point for being in class and for choosing to
participate. If you are in class, but choose not to participate, you will receive .5 points.
Midterm Withdrawl Policy:
If you meet the following criteria, you may be dropped at mid-term:

Two or more absences

50% or more of required work missing

Not actively engaged in class (e.g. not logging on to Blackboard, not

communicating with the instructor, not prepared for or participating in class)

A significant portion of the reading I will assign this semester will be available to you online.
For some people, reading online is easy and they can retain the information they have read.
Others need to have a print copy where they can highlight, take notes, etc. If you need to have a
hard copy to mark on or refer to, you should feel free to print the reading on the printer in the
classroom. When possible, try to print these before or after class. Regardless of your reading
style, you will be responsible for having done the reading and you should be prepared to
participate in a discussion of the material.
Computer and Cell Phone Use:
You will be expected to give your full attention to your classmates and to class discussion. While
I understand the need (and desire) of checking email, Facebook, or other computerized
communications, there is a time when these activities are appropriate. You are more than
welcome to use the computers before class to do these activities but you will be asked to engage
with the class once class starts. Unfortunately, incessant instant messaging, texting, gaming, and
Facebook checking, among other technological addictions, send signals that you are virtually
elsewhere. For that reason, cell phones and other personal electronic devices must be turned off
and stored away before class starts. If you need to have your cell phone on to respond to a
personal emergency, please tell me before class starts so we can make arrangements.