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ENC 0021

REFERENCE # 439781
Fall 2007-2
MWF 8:00-8:50 am

Instructor: Alejandro Salinas
Department: Communication, Arts, & Philosophy
Office Hours: M: T:. W:

R: F: S:

Office: 1371
Telephone: (305)237-6358
Fax: 305-237-6141

• Langan, John. College Writing Skills with Readings 7th Ed, McGraw-Hill, New
York, 2001.

Goals and Objectives:
• To increase the frequency of writing activity by regularly requiring written
• To promote the discovery of topics to write about by training students in at least
three techniques for getting ideas and narrowing topics.
• To improve essay organization and writing skills by assigning readings as
touchstones for discussion and analysis of effective written communication.
• To improve word-choice and use of supporting detail in composition by giving
prompt written and verbal instructor feedback.

Grading Criteria:
• Textbook assignments and readings (15%)
• Writing assignments (40%)
• Service-Learning Project (15%)
• Quizzes (15%)
• Lab participation (3 hours per week required) (15%)
• Instructor’s assessment (attendance, class participation, optional assignment)

Please note that this course has a service-learning component. You will participate in a four-
hour service-learning project that will account for about 15% of the semester's grade, and which
will be the subject of some of our writing and class discussion. This semester we will with
immigrant advocacy groups near the campus. The interactions we have with the clients of these
centers give us a powerful context for understanding the psychology of people and social
problems like poverty and racism. Please note that I will suggest some sites for you to complete
your service-learning, but that you’re also welcome to find a site on your own that is more
convenient and fits the purpose of the project.

Service-learning is one of the most exciting and challenging aspects of the course. Keep in
mind, though, that it is not volunteer work. It is not extra work. Service-learning is one of the
many tools we’re using to learn the course content, and it is mandatory.
Grading Policy: Grades of U, P, S will be assigned as follows:
U- Unsatisfactory: Students fail to do the required work; are excessively absent from class or lab.
Student show progressin skills mastery; however, the total performance level still requires further
improvement. (Students repeat course).
P- Progress: Students show progress in mastery; however, the total performance level still
requirements further improvement. (Students repeat course)
S- Satisfactory: Students have demonstrated competency inmeeting the exit criteria for the course
as evidence by in-classand lab work and 61 % on the college-wide exit exam. (Students may
register for ENC 1101).
I-There are no incompletes

Drops: If students are unable to continue in the course, they must notify the instructor. It is their
responsibility to fill out an official withdrawal form with the registrar’s office. If they do not
officially withdraw, they may receive a U in the course.

Attendance and Make-Ups:
• Class participation and assignments are an integral part of a satisfactory grade.
• If you are absent three consecutive classes, the instructor may drop you from the class.
• Homework and in-class exercises can not be made up. All essays submitted late, whether
first or final draft, will be penalized by 1 point. After one class period, they will not be
• A documented emergency will be dealt with on an individual basis.

• Plagiarism means producing a work that is fully or partly someone else’s and claming it
as your own. Plagiarized work will receive an “F.” You also risk facing disciplinary
action by the college.
• I will hand your papers back to you to keep; it is your responsibility to hold on to them.
• All students must come to class prepared with their own books and materials. In the
interest of fairness to all students who desire a classroom environment conducive to
learning, no students will be allowed to share books. If students come to class without
their own books, they must not infringe upon the rights of those who come prepared.
• Beepers and cellular phones must be turned off prior to class

Academic Integrity: You are expected to adhere to the policies of academic integrity as
outlined in the Students' Rights and Responsibilities Handbook. Violation of the policies will
result in disciplinary action also outlined in the handbook.


Week 1
W 1/9 – Introduction to course
F 1/11 – Write diagnostic paragraph; prewriting review

Week 2
M 1/14 – Prewriting review; read pgs. 25-33; complete Activities for techniques 1, 3 & 5
W 1/16 – Lab orientation
F 1/18 – Grammar pretest

Week 3
M 1/21 – Martin Luther King Day (no class)
W 1/23 – Structure review, read pgs. 5-13, complete all Activities
F 1/25 – Structure review, read pgs. 52-57; complete Activities 11, 12, pg. 67-68

Week 4
M 1/28 – Evaluate class thesis statements (Facebook); Introductions & Conclusions; read pgs.
W 1/30 – First draft of essay #1 due; peer reviews
F 2/1 – Using details, read pgs. 57-63; show clip of tv show

Week 5
M 2/4 – Using details; post on Facebook: share a paragraph for your essay that illustrates
excellent detail and respond to at least three other posts.
W 2/6 – Final draft of Essay #1 due; subjects and verbs, pgs. 450-454, complete all Activities
F 2/8 – Continue subjects and verbs

Week 6
M 2/11 – Read “Shame,” pgs. 645-49. post on Facebook: “Did the story remind you of any
personal events in which you felt shame or similar emotions?”
W 2/13 – Write Essay #2
F 2/15 – Peer review; transitions, read pgs. 83-87; complete Activity 2, pgs, 84-86

Week 7
M 2/18 – Continue peer review; service-learning orientation
W 2/20 – Final draft of essay #2 due; Fragments, read pgs. 456-65; complete all Activities
F 2/22 – Run-ons; read pgs. 470-79, complete all Activities

Week 8
M 2/25 – Finish run-ons & fragments; comparison & contrast; “What is an American?”
W 2/27 – Quiz #1 (fragments and run-ons)
F 2/29 – Read comparison & contrast review, pgs. 288-93

Before class on Monday, post a draft of essay #3 with an outline on Facebook. Make sure to
sign up for a writing circle and bring 5 copies of the essay with you. On the days you don’t
meet in your circle, work on your lab and service-learning.

Week 9
M 3/3 – Writing Circles
W 3/5 – Writing Circles
F 3/7 – Writing Circles

Week 10
M 3/10 – Subject-verb agreement, read pgs. 493-95; complete all Activities
W 3/12 – Regular & Irregular verbs, read pgs. 483-90; complete all Activities
F 3/14 – Continue verb review; final draft of essay #3 due

Week 11
M 3/17 – Quiz #2 (agreement and irregular verbs); review grammar pretest
W 3/19 – Read “The Professor is a Dropout,” pgs. 683-89: post on Facebook: What does the
reading say about the American Dream? In what ways does Lupe accomplish this dream? Is your
vision of the American Dream different in any important ways?
F 3/21 – Spring Break Recess (no class)

Week 12
M 3/24 – Service-learning & immigration reflection day (must complete at least one service-
learning visit by today)
W 3/26 – Argumentation, read pgs. 350-356
F 3/28 – Continue service-learning and argumentation

Week 13
M 3/31 – Write essay #4
W 4/2 – Pronouns, read pgs. 504-7; complete all activities
F 4/4 -- Pronouns, read pgs. 510-15; complete all Activities

Week 14
M 4/7 – Service-Learning & Immigration reflection: discuss essay #5
W 4/9 – Adjectives & Adverbs, read pgs. 517-20; complete all activities
F 4/11 – Continue adjectives and adverbs; grammar pretest

Week 15
M 4/14 – Write Essay #5
W 4/16 – Peer workshops; Quiz #3 (pronouns and adjectives)
F 4/18 – Misplaced & Dangling Modifiers, read pgs. 523-528; complete all activities

Week 16
M 4/21 – Continue misplaced modifiers; review for final
W 4/23 – Continue review; practice test
F 4/25 – Continue review

Exam Week
M 4/28 – Final Exam
W 4/30 – Final Exam