ENGLISH 111: English Composition I

North Central Michigan College * Fall 2023

Instructor: Nicole Seymour

● Email: nseymour@ncmich.edu
(Preferred method of communication)
● Phone: 231-439-8107
● Classroom: A227-BCHS
● Office hours: M-F: 7:45-8:15 am, additional office hours by appointment

Required Materials

Online Textbook: Writing About Writing, 4th edition by Elizabeth Wardle and Doug Downs

Classroom Textbook: Writing About Writing, 3rd edition by Elizabeth Wardle and Doug Downs
***Page numbers noted on syllabus are from our online text version, in class page numbers will be cited
as needed. Most readings will be done outside of class with the following day used as discussion.

Computer with Internet access -- While we will be meeting face-to-face, several components of the course
will exist in the digital realm, including the submission of essays and feedback. Google Classroom
and Brightspace will be used as our online learning platforms.

See general classroom supplies.

Course Description

This course strengthens critical writing and reading skills to support written communication in academic
and professional environments. Emphasis is placed on critical thinking, reflection, problem analysis,
research, logical support, and structure. Major essays will focus on expository, descriptive, narrative,
analytical, and argumentative writing. Students earn 3 college credit hours.

Course Objectives/General Education Outcomes

Upon successful completion of English 111, students should be able to:

● Use rhetorical concepts to analyze texts.

● Evaluate research materials to integrate into writing.
● Use writing to formulate and articulate ideas.
● Demonstrate skill with linguistic structures, including grammar, punctuation, and
spelling such that it does not distract the reader often.
● Paraphrase the main ideas of a diverse range of texts from both academic and
nonacademic sources.
● Write in a variety of situations and contexts calling for purposeful shifts in voice, tone,
level of formality, design, medium, and/or structure.
● Apply strategies for giving and receiving feedback on writing.
 Methods of Instruction
Lecture, reading, watching videos, on-line research, collaborative work, whole-class discussion, online
discussion, in-class and take-home writing.
Methods of Evaluation

Formal essays, class participation including – quizzes, in class writing, journaling, reader response,
discussions, online discussions, presentations, and Final Portfolio.

Attendance Policy

It is vital that you attend this class. This is a workshop-style course that relies upon classroom interaction
and experiences to be successful. Much of what transpires in the classroom, such as group activities and
discussions cannot be replicated outside of this environment. According to Marcus Credé, Sylvia G. Roch
and Urszula M. Kieszczynka, all from the State University of New York, “class attendance [is] a better
predictor of college grades than any other known predictor of academic performance, including scores on
standardized admissions tests such as the SAT, high school GPA, study habits, and study skills.”
Therefore, if you want to be successful in ENG 111, I strongly suggest attending class regularly and
participating in our discussions to the best of your ability. (Attention Dual Enrollment students
--Excused High School absences do not automatically excuse you from the loss of College Course
participation points.) If you are absent for a school-related event, I will provide an opportunity for you
to make up the participation points. Please communicate with me as soon as possible to make up for work
due to unavoidable circumstances.

Grading

A B C D
100%-94% 86.9%-84% 76.9%-74% 66.9%-64%
A- B- C- D-
93.9%-90% 83.9%-80% 73.9%-70% 63.9%-60%
B+ C+ D+ E
89.9%-87% 79.9%-77% 69.9%-67% 59.9%-0%

Assignments: (All assignments will be accompanied by a more detailed assignment sheet when the time
comes. This is simply a preview of the expectations of each and tentative due dates for planning.)
 Assignment Length Tentative Category Points
Due Dates Weight

Literacy Narrative 2 - 3 pages 9/23/2023 40% 30

Process Analysis 2 - 4 pages 10/30/2023 40% 30

Community Analysis Essay 3-5 pages 11/22/2023 40% 30

Literary/Rhetorical Analysis –ON 3-4 pages 12/06/2023 40% 30

DEMAND IN CLASS

Reflection Essay 3-4 pages 12/16/2023 40% 30

Journals/Reader Response NA Weekly 15% 10

In-class writing/Presentations NA Various 15% 20

Participation/Discussion/Quizzes NA Various 10% 5-20

Writer’s Portfolio/Reflective Essay Various TBD 20% 60

Essay Introductions & Descriptions-All essays are APA format unless otherwise noted.

Essay 1 - Literacy Narrative: Think of significant events, pieces of writing, responses to your
writing, and reasons for writing that influenced how you think about writing and how you write.
Also, consider the concept of literacy sponsorship and how it has affected how you view writing.
Then, write an essay that describes 3-4 significant points on your journey as a writer.

Essay 2 – Process Analysis: This essay will ask you to examine your own writing process
critically and carefully so you can decide which processes serve you well and which you should
revise. Write an essay that describes your own writing process and evaluates how well each step
works for you.

Essay 3 – Community Analysis: Writers need to understand the situation they are writing for
above anything else. Only then can they understand how to make their writing effective.
Drawing on what we have read to help you, analyze a community that communicates (at least
partially) through writing—a workplace, a social media platform, a college class, the military,
etc.—and identify “rules” for effective communication in that group. This essay helps students
practice the skills they will need to learn to write effectively in different disciplines and
workplaces.
Essay 4 – On-Demand Essay: In this essay, you’ll reflect on your writing and learning over the
course of this class. Please feel free to keep this essay informal but please put the same time and
care into it as you did with your other essays

Essay 5 – Reflective Essay: All semester long we will have taken notes and sharing fascinating
insights about the craft of writing, but because this book encourages thinking about ideas that are
tough to fully comprehend, it’s very useful to pull everything together at the end of the semester
by writing a reflective piece on what you have learned, and gathered, from your own writing
process as it has grown over time.

***Additional in-class essays and work, such as a literary analysis essay on The Catcher in the
Rye and Senior Portfolio requirements for BCHS, will be woven into the semester. You will
receive additional information as they are posted.***

Journals: If you want to get good at something, chances are you have to do it repeatedly. In that vein,
since we want to become really strong writers, we need to practice, which we will do in our journals.
Journals will take a number of forms -- sometimes reader responses, sometimes responding to specific
prompts, sometimes a more off-the-cuff writing about what’s on your mind at the time -- but they will
all be a relatively low-stakes place to practice your craft.

In-class writings: Similar to the above, I’m going to ask you to craft some in-class essays periodically
throughout the semester. While we’ll spend plenty of time this semester discussing the process of
writing and how to approach that process in the most effective manner possible; however, sometimes
(in other classes or different situations you might run into) you’ll be asked to write in a way that
doesn’t allow for your entire process to play out. These in-class writings will provide a way for you
to practice writing essays in a single class session.

Participation: Our class will be an important and dynamic learning community, and it’s vital that each
member contributes to the functioning of the whole. We (your peers and I) want to hear what you
have to say; we want to hear your questions; we want your feedback and insight. Showing up is half
the battle, but once you’re here with us, be all in!

Reflection/Writer’s Final portfolio: After a number of opportunities for revision, you will be asked to
submit your final portfolio, which will be a collection of your best revised essays from the semester, a
minor writing, such as a journal entry, as well as some meta-commentary (i.e. reflective writing) to
share insight regarding your process and product.

Nuts and Bolts

Revision: Throughout the course, we’re going to focus on the writing process, which places particular
focus on continual polish and revision. “Perfect” and “writing” are pretty rare companions, so the
writing process essentially becomes this sometimes-meandering journey in search of the ever-elusive
perfection. You will get lots of feedback and equal opportunities to make your writing better, but
more important, to become a better writer.

The writing process: Sometimes students view writing as a fairly truncated, product-based activity. It
might look something like the following: Receive an assignment, place it on the back burner for a
while, realize it’s due in a few days (or hours!), hustle to complete the essay, glance over it to provide
any necessary polish or surface edits, turn it in and exhale. Does that look somewhat familiar? If not,
great! If so, we’ll work to challenge that approach and transform it into something that will be more
productive for you going forward. This will include early drafting, plenty of talking and thinking
about a “finished” essay, and revision.

Plagiarism/Academic Dishonesty: Plagiarism is defined as “the undocumented inclusion of another

person’s work within your essay.” Plagiarism includes, but is not limited to, the use (whether by
paraphrase or direct quotation) of published or unpublished work of another person without full and
clear attribution. It also includes the unacknowledged use of materials prepared by another person or
agency engaged in the selling of term papers or other academic materials. Incidents of academic
dishonesty shall be dealt with according to the procedures outlined in the Academic Dishonesty
section of the BCHS student handbook. In addition, Students who choose to plagiarize will be in
violation of North Central Michigan College’s Academic Dishonesty Policy. Plagiarism is
grounds for failing the assignment and/or the course. Academic misconduct which includes
cheating on tests or other forms of academic dishonesty, including acquisition without permission of
tests or other academic materials, carries serious consequences. Included are those students who aid
and abet, as well as those who attempt such behavior.

Assignment Deadlines – IMPORTANT: I will NOT accept LATE ASSIGNMENTS without

penalty. Unless specified as something due during the class period, assignments are generally not late
if delivered by the specified deadline (often 11:59 pm) on the due date. Please pay attention to
deadlines for work specified as due IN CLASS for that day.

Late Work Reasoning &Policies:

Reasoning:
The below policies include all discussions, homework, essays, and all other class
assignments submitted for a grade. In this class, you will be working closely with your peers and will
often be reliant on others submitting their work in a timely fashion so you can complete your
assignments on time. Submitting late work puts undue pressure on your classmates and doesn’t show
respect for their time or input. It also holds up the grading process for all as much of the work is
dependent to turn in and goes towards the next assignment. If you fall behind in class it will be much
harder to catch up. I am aware that emergencies happen, and life sometimes throws us unexpected
challenges. I am willing to work with you on a short-term, limited basis when these things happen.
(Examples of this are deaths, surgeries, accidents, etc. It does not mean sporting events, practices,
procrastination, or forgetfulness.) However, you need to come see me ASAP so we can come up
with a plan and workaround for you to be successful. These policies are put in place to ensure
academic integrity, time management, and responsibility practices are put in place for all students
and that all assignments, and deadlines, are equitable for all.
● You need to see me for assignments BEFORE a planned family vacation or travel and/or
contact me ASAP if you are absent on a day a piece of work is due in class. This also
means athletics and extracurricular activities.
● If you are participating in any type of athletic/extracurricular activity you need to have
your work to me that day before the bus leaves or your class period is done.
● If you are marked with an "EA" in PowerSchool, or “SA” (for a full-day event) you will
need to turn in your assignment the next day by 8:30am or it will be considered late.
(This is to ensure no student has more time to work on it over another based on class
 hours.)
● If you are with a "UA" in PowerSchool the day an assignment is due your assignment
will be marked late and unable to be submitted for credit. If your absence isn’t excused
the work won’t be either.
You must contact me as soon as possible to make arrangements for late work to possibly
avoid a permanent zero “0” in the grade book. So, unless you have made arrangements with me in
advance, and your circumstance are surrounding one of the acceptable policies above, the Late Work
Policy for this class is simply this, late work will not be accepted for credit of any kind. Period. So,
plan ahead and don’t forget to turn an assignment in, let procrastination get the best of you, or make
technology (or lack thereof) a problem for you.

Technology Disclaimer: Let’s face it: technology breaks, servers go down, transfers time out,
and files become corrupt. Technology malfunctions are not considered emergencies. They
are part of the normal production process. Any issue you may have with technology is no
excuse for the acceptance of late work. You need to protect yourself by managing your time
and backing up your work, as well as having workaround plans in place should any of these
things happen. Be prepared, make sure assignments using technology are complete ahead
of the turn-in date, do not wait until the class period to find out that it is no longer
accepted. With this said, I do allow for a 15-minute grace period on Google Classroom
for assignments to be turned in as I know sometimes Google Classroom will mark an
assignment late at 11:59pm. This is the only exception.

Learning Support Services: Reasonable accommodations can be provided for students with
documented disabilities. Please contact Accessibility Services Coordinator/Academic Advisor at
accessibility@ncmich.edu or 231-348-6605.

​ et help from NCMC Library:

G
NCMC Library provides resources to assist students with their class projects and research needs. Library
materials include books, journals, streaming videos, statistics, and other academic database content.
Students can search and access everything using the Library's Find it! search. Library staff are available to
answer questions, help students use resources, and find appropriate materials. Students are encouraged to
contact the librarian for support by chat, email, phone, text, or Zoom. The library offers technology for
student checkout, including laptops, wifi hotspots, and graphing calculators. Study space and bookable
study rooms may be used during Library hours. More details about Library content, spaces, services, and
technology are available at ncmich.libguides.com/library.
Show less

The NCMC Writing Center: The Writing Center offers free assistance with the writing process, from drafting to
revision.

Class Website and email: You’ll need to check both of these frequently throughout the semester for
important course resources and communication as well as feedback on your course work.

Inclement weather: If we have to cancel class for any reason, weather-related especially, be sure to
check your e-mail or class website because we’ll keep the ball rolling forward during those times.

Threshold Concepts of Writing for ENG 111, North Central Michigan College

• Writing is a social and rhetorical activity. In other words, while the actual work of writing is often done in
private, it is always done with an audience and purpose in mind. Its success depends not on abstract
definitions of “good,” but on how well it fits into the rhetorical context, how effective it is at reaching its
 audience, and how well it achieves its purpose.

• All writers have more to learn. No matter how skilled (or unskilled) a writer currently is, she can improve.
Becoming a better writer is a lifelong journey.

• Revision is central to developing writing. Good writers produce more than one draft.

• Reflection is critical for writers’ development. Writers need to think about their writing, analyze others’
writing, and make conscious changes to their writing and their process in order to improve.

• Text is an object outside of oneself that can be improved and developed. Proficient writers understand that
a critique of one’s writing isn’t a critique of one’s self. There needs to be a separation between the work and
the self in order for the writer to see the work clearly and improve it.

• Writing speaks to situations through recognizable forms. Memos look a certain way; research papers look
a different way; police reports look still different. Writing successfully involves learning the genre
characteristics of a given type of writing and following them.

Course Schedule for Composition & Readings

This schedule is subject to change based on time discrepancies between the high school and the
college or if our particular class’s needs necessitate such a change. If any changes are made,
they will be clearly communicated to the class ahead of time. WaW refers to Writing About
Writing. All materials can be accessed online through the NCMC portal.

Week 1 - Week 3
Literacy Narrative: Introduction to the course and literacy narrative; discussion of sample essays;
peer revision workshop; conferences; revision work
Fundamentals of writing: Audience and purpose; voice and writing style; generating ideas and
details; theory of the writing process; revision
Readings: Examples of Student Essays (handouts)
Chapter 1 “Threshold Concepts of Writing” (pp. 2-24 WaW)
Brandt, “Sponsors of Literacy” (pp.245-263).
Cisneros, “Only Daughter” (pp 268-270)
Straub, “Responding--Really Responding--to Other Students’ Writing” (pp
218-228)

Week 4 - Week 8
Process Analysis: Introduction to Process Essay. Analysis, evaluation, and description of how
students build a piece of writing. Grading conferences, senior portfolio work, peer response.
Fundamentals of writing: Reflective writing; writing process theory; punctuation.
Readings: “Explaining a Process” (pp. 145-148 RWW)
Perl, “Composing Processes of Unskilled College Writers” (pp. 94-118)
Lamott, “Shitty First Drafts” (pp. 87-91).
Rose, “Rigid Rules, Inflexible Plans, and the Stifling of Language” (pp. 160- 172).
Discuss Williams, “Phenomenology of Error” (pp. 305-323)

Week 9 - Week 12
Community Analysis: Introduction to Community Analysis Essay: Reflective and analytical
narrative; responsibility for literacy experience: in which discourse communities did writers
 learn to write and grow as writers; discussion of sample essays; peer revision workshop;
revision work
Fundamentals of writing: Voice and style; supporting ideas; objectivity/subjectivity
Readings: Discuss Gee, “Literacy, Discourse, and Linguistics” (pp. 508-521).
Swales, “Reflections on the Concept of Discourse Community” (pp 545-556).
Feldman, “Galaxy-Wide Writing Strategies Used by Official Star Wars Bloggers”
(pp. 656-661).
Branick, “Coaches Can Read, Too” (pp. 625-634).
“Writing An Effective Cover Letter” (pp. 401-406 RWW)

Week 13 - Week 16
On-Demand Essays: Introduction to writing On Demand essays. Begin pulling together major
themes and thinking about which ideas about writing are important outside of English courses.
Reflective Essay/Portfolio: Conferences; revision work; final reflection
Fundamentals of writing: Portfolio writing; reflection; meta-commentary and analysis; research
strategies; utilizing evidence; credibility; synthesis.
Readings:
Review “Threshold Concepts of Writing” (pp. 8-19). Students will examine the
departmental threshold concepts and connect them to their own writing and readings.
Discuss McCarthy, “A Stranger in Strange Lands: A College Student Writing Across the
Curriculum” (pp. 590-620). Students will write about and discuss how writing and
communication differ in the classes they are taking.
Discuss Young, “Should Writers Use They Own English?” (pp. 326-334).
Student will write about and discuss how they adapt their writing and speaking to
different situations, and if it is still authentic.
Discuss Carillo, “Writing Knowledge Transfers Easily” article

Accessibility Services

Reasonable accommodations can be provided for students with documented disabilities. Please contact
Accessibility Services Coordinator/Academic Advisor at accessibility@ncmich.edu or 231-348-6605.

Learning Support Services

Learning Support Services is on campus in suite 533 of the Student and Community Resource Center
(SCRC) building. Learning Support Services provides individualized services, resources, and support to
help students become independent learners who achieve their personal and academic goals. Supports
include the Learning Lab which is home to the Math Lab, Writing Lab, & study areas, each with
whiteboard access for study groups and peer tutoring.

Math & Writing Lab Hours

Varies by Semester – Check in with the TTC

Learning Support Services Hours

Monday—Friday 8:30 AM to 5 PM

Learning Support Services Contact Information

(231) 348-6682
Diane Brazier, TTC Specialist; dbrazier@ncmich.edu
Amber Lewis, TTC Manager; alewis4@ncmich.edu

STUDENT SAFETY STATEMENT - FALL SEMESTER 2023

Your personal health and the health of those around you are important. Please read the
information below to understand the protective safety precautions of the College.

VACCINATION
North Central Michigan College strongly encourages all students to become vaccinated against
COVID-19 and the flu.

ONGOING PERSONAL SAFETY RECOMMENDATIONS

● Stay current with COVID-19 and other immunizations,
● Create a supportive environment for anyone choosing to wear a mask,
● Follow isolation guidelines when diagnosed with or showing symptoms of illness,
● Promote testing, symptom monitoring, and potential quarantine,
● Continue to report illnesses to the school and the local health department as required by
public health code, and
● Consult guidelines for when to stay home from school.

HEALTH TICKET SYSTEM

Should you display symptoms (fever or chills, cough, shortness of breath or difficulty breathing,
fatigue, muscle or body aches, headache, new loss of taste or smell, sore throat, congestion or
runny nose, nausea or vomiting, diarrhea) of COVID -19 and/or test positive for COVID 19, you
will be asked to stay off campus, contact your instructor and initiate a health system Ticket to
notify the College of your illness. Tickets are placed by logging into your student portal, and
selecting Help Desk and New Ticket. Use the Health Ticket category to provide your
information and after submitting await instructions prior to returning to campus. If safety
measures are instituted, you as a student must comply.

We thank you in advance for taking all of the steps listed above to keep yourself and those
around you safe, as we work together to foster a healthy learning environment.

CLOSE CONTACT INCIDENT NOT VACCINATED: If you came into close contact of someone
positive for COVID (within 3 feet for a cumulative total of 15 minutes or more over a 24-hour
period) with a look back of 2 days.
1. Stay home and isolate
2. If you become symptomatic, report your symptoms, stay home and quarantine
3. If testing is available, get tested 5 days after the date of your last exposure,
a. If test is positive for COVID, provide positive test result and return to campus 5 days after positive test
result and be masked as normal.
b. If test is negative for COVID (and you are asymptomatic and fever free), provide negative result and
return to campus masked as normal.
4. If testing is not available and you remain asymptomatic and fever free, end quarantine and return to
campus masked as normal after 5 days.
5. Consider getting vaccinated. Vaccination is the best way to protect against severe illness with
COVID-19.
CLOSE CONTACT INCIDENT and you are UP TO DATE ON VACCINATIONS :
If you came into close contact of someone positive for COVID (within 3 feet for a cumulative total of 15
minutes or more over a 24-hour period) with a look back of 2 days.
1. Provide your vaccination card
2. Wear a mask on campus when mandated. You do not need to stay home unless you develop symptoms.
3. If you become symptomatic, report your symptoms, stay home and quarantine
a. If testing is available, get tested 5 days after the date of your last exposure,
b. If test is positive for COVID, provide positive test result and return to campus 5 days after positive test
result and be masked as mandated
c. If test is negative for COVID and you are asymptomatic and fever free, provide negative result and
return to campus masked as mandated.
4. If testing is not available (and your symptoms are resolving and you are fever free for at least 24 hours)
end quarantine and return to campus masked as mandated after 5 days.

EXPERIENCING COVID SYMPTOMS including mild to moderate fever or chills, cough, shortness of
breath or difficulty breathing, fatigue, muscle or body aches, headache, new loss of taste or smell, sore
throat, congestion or runny nose, nausea or vomiting, diarrhea.
1) Stay home and isolate if experiencing COVID symptoms that are not normal for you.
2) If testing is available, get tested 5 days after symptoms start
a. If test is positive for COVID, isolate, provide positive test result and return to campus 5 days after
positive test result and be masked as mandated.
b. If test is negative for COVID (and your symptoms are resolving and you are fever free for at least 24
hours), provide negative result and return to campus masked as mandated.
3) If testing is not available (and your symptoms are resolving and you are fever free for at least 24 hours)
end isolation after 5 days and return to campus masked as mandated.

TESTING POSITIVE
1) Stay home and isolate if tested positive for COVID-19
2) Provide positive test result
3) If feeling well, return to campus 5 days after positive test result
4) Wear a mask on campus for 5 days after return