English 0999: Support for English Composition
Dr. Cantice Greene
T/Th 5:00-6:15pm
Contact Information
Office:
Arts and Sciences 110-G
Phone:
678-466-4739
Office Hours: T/Th 6:30-8:00pm
Email:
Through email tool in D2L (find my name on the list)
Course Description Format and Goals
English 0999 is a co-requisite course concerned with developing and enhancing writing skills,
including composing, editing, and proofreading. Students will complete readings, and prewriting, drafting, and editing assignments that lead to polished essays and other texts. Course
instruction will focus on reading, planning to write, drafting, and editing, including grammar,
usage, punctuation, and construction of clear and coherent statements. Students will be expected
to create and correct written communications using a laptop computer in class.
Credit
ENGL 0999 carries 1 semester credit hour and must be coupled with English 1101.
Course Outcomes
Outcome 1: Identify your writing patterns
Outcome 2: Identify top priorities for self-editing and peer editing
Outcome 3: Articulate a writing process that includes pre-writing, drafting, revising and editing
Outcome 4: Produce a variety of texts for specific audiences
Outcome 5: Identify and evaluate texts’ rhetorical situations and features
Required Texts
Lamb, Mary R., ed. Connections: Guide to First-Year Writing @ Clayton State University. 6th
ed. Southlake, TX: Fountainhead Press, 2016. ISBN 978-1-68036-230-5. Approx. $52.00.
Available only through CSU University Bookstore, The Loch Shop.
Glenn, Cheryl and Loretta Gray. Harbrace Essentials with Resources for Writing in the
Disciplines. 2nd ed. With Mindtap 2-semester access code. Cengage, 2015. ISBN 978-130-5815353. Approx. $50.70 in The Loch Shop.
These books are used for BOTH English 1101 and 1102, so please do not sell back your book at the end
of English 1101. Your total cost for textbooks for both semesters is approximately $102, or $51.00 per
semester. Please note that Dr. Lamb receives no royalties on these books; any royalties go to the first-year
writing program and its students to enhance instruction.
Students are encouraged to use PriceLoch.com to comparison shop for textbooks.
Course Work
In-Class Writing 25%
Writers’ Studio Visits 20%
Online Exercises 25%
Attendance 30%
Course Considerations
* English 0999 provides opportunities to focus on areas of difficulty in the FYW course (Engl
1101) and includes instructional modules covering a range of topics such as grammar, usage,
writing process, rhetorical situation, and writing using sources.
*Students must attend the co-requisite support course regularly and complete assigned work in
order to receive a grade of S, which indicates completion of their Learning Support English
requirement.
* In the rare case where a student receives a grade of S in the co-requisite course but a grade of
D or F in Engl 1101, the Learning Support English requirement will be removed and the student
will repeat the gateway course without the co-requisite component.
*Grades in English 0999 will be recorded as S/U.
Course Requirements
As a supplemental course for English 1101, 0999 lessons and instruction will based on
assignments and course material from English 1101. Lessons in the course will present the
writing process in more detail and more time will be spent practicing stages of the writing
process (generating and organizing ideas, drafting, revising, and editing) and explaining the
rhetorical approach to writing. You are expected to read all assigned materials, to complete all
assignments, and to participate fully in all class activities assigned by your instructor. You are
expected to maintain daily access to a laptop computer for word processing, e-mail, and Internet
access. To keep up with course requirements, you should check your e-mail messages at least
once a day.
Computer Skills Prerequisites
 Ability to use the Windows operating system
 Ability to use Microsoft Word word processing
 Ability to send and receive email using Outlook or Outlook Express
 Ability to attach and retrieve attached files via email
 Ability to use a web browser.
Office Hours/Contact Information: One of the most valuable ways to improve your writing is
through sustained, personal attention to your work. I offer this attention during office hours
Tuesdays and Thursdays from 6:30-8:00pm, 2:00-3:30, last Tuesday of the month, or by
appointment. In addition, you may email me to discuss specific questions you have about your
writing. You should check D2L daily for handouts, updates, and announcements; I’ll email your
CSU email address if I must cancel class unexpectedly.
Attendance and Participation: Writing is a skill that requires practice through revisions,
tutoring, and collaboration. Talking about ideas with others—including class discussions—
improves your writing as it helps hone, clarify, and create knowledge. Since we are working
together to improve our own and others’ writing, you should expect to participate; this is not a
lecture class. For these reasons, your attendance and thoughtful participation are crucial for your
success. Thus, students who miss more than 20% of classes will probably fail the course
(more than 9 classes for MWF; 7 for TR). Because of the cumulative nature of the course
material, if you miss 5 classes before the midpoint, you should consider withdrawing. You
should be present and thoughtfully participating most of the class to receive credit for the class
day. I follow the University Attendance Policy, which states, “Students are expected to attend
and participate in every class meeting. . . . The university reserves the right to determine that
excessive absences, whether justified or not, are sufficient cause for institutional withdrawals or
failing grades.”
Present or not, students are expected to complete all assignments and you are responsible for
obtaining notes on the things that you miss when you are absent. Please discuss your options
with me if you have extenuating circumstances, a severe illness, etc. that may prevent you from
successfully completing the course.
The university’s weather-closing policy is available at <http://about.clayton.edu/
weather.htm>. Closings are posted on the website and most major media.
Disruption of the Learning Environment: Behavior that disrupts the teaching and learning
processes during class activities will not be tolerated, and a disruptive student may be dismissed
from the course and may receive a grade of WF. Please see
(http://www.clayton.edu/Portals/46/docs/student-handbook.pdf) for a full explanation. According
to the Student Code of Conduct, behavior which disrupts the teaching-learning process during
class activities will not be tolerated.
 While a variety of behaviors can be disruptive in a classroom setting, some include
arriving late or leaving early, interrupting others, eating in class, playing music or using
electronic devices, texting and doing homework for another class.
 More serious examples include belligerent, abusive, profane, and/or threatening language
and/or behavior.
 A student who fails to respond to reasonable faculty direction regarding classroom
behavior while participating in classroom activities may be dismissed from class.
 A Student who is dismissed is entitled to due process and will be afforded such rights as
soon as possible following dismissal.
If found in violation, a student may be administratively withdrawn and may receive a grade of
WF.
In-Class Use of Notebook Computers and Electronic Devices: Student notebook computers
will be used regularly in this course. They will also be used to access course materials and
communicate with your instructor. If you are found surfing websites that are not related to our
course during class time, you will be counted as absent for the day.
Writers’ Studio (Room 224, Arts and Sciences, 678-466-4728)
In our class, I require that students make appointments at the Writers’ Studio. Students must attend at
least one Write-Right workshop offered by The Writers’ Studio. The Writers’ Studio is located in
Room 224 Arts and Sciences Bldg. You may also contact the Writer’s Studio online by visiting the
website http://clayton.edu/writersstudio. There you will find a link to make an online appointment
http://clayton.mywconline.com and you will need to complete a one-time registration. The staff can assist
you with all stages of the writing process, from invention to organization to revising. They will not,
however, edit your papers or correct all your grammatical mistakes. If you seek help with a specific
grammatical quandary or troublesome stylistic tendency, they can show you strategies for overcoming
these problems. The service is free; you may drop-in and wait for a tutor or sign up for a regular
appointment. N.B.: You, not your tutor, are ultimately responsible for the quality and content of the
papers you submit.
Operation Study
At Clayton State University, we expect and support high motivation and academic achievement. Look for
Operation Study activities and programs this semester that are designed to enhance your academic success
such as study sessions, study breaks, workshops, and opportunities to earn Study Bucks (for use in the
University Bookstore) and other items.
Accommodations for Students with Special Needs
Individuals with disabilities who need to request accommodations should contact the Disability Services
Coordinator, Student Center Room 255, phone 678-466-5445, or email
[email protected].
Accommodations for Students with Language Needs
In English 0999 we make every effort to make our course material accessible to diverse audiences,
including multilingual students. However, if you have additional language concerns, Carol Glickman is
the ESL Coordinator for Clayton State. She is trained in Teaching English to Speakers of Other
Languages (TESOL). Please visit her office to discuss your experience as a bilingual student. She may be
able be able to suggest helpful adjustment tips, study tips, and resources if you require them. Her office is
room 133, located on the first floor of the Arts and Sciences building (G), and she may also be reached at
[email protected].
Schedule of Readings and Assignments
Please Note: Reading and writing assignments are due at the beginning of class on the day for which they
are listed. I will make changes to the syllabus to meet the class’s educational goals more effectively.
Please keep abreast of these changes by recording them below. If you miss class, you are still responsible
for any change I announce in class, so consult a peer for what you missed.
Week
Theme/Reading
Assignment
Be prepared to discuss the
reading by referring to your
blog and additional ideas
found in the reading. Be
familiar with your group’s
blog ideas at all times.
Online exercises are available through a code
that comes with the textbook. Please be aware
that exercises will be reviewed in class to
assure that each student is grasping the
concept. Also, additional exercises may be
added as appropriate. Come to class prepared
to work through the writing or grammar/style
concept.
T=Tuesday
R=Thursday
Aug 16 and 18
Reflecting on the
Writing Process
Introduction to syllabus
and D2L
Writing Process
T: Introductions and Syllabus
R: In-class writing
Aug 23 and 25
Writing Inventory
Jan 25-No Show
Deadline
Connections 17Lamb and
41 Parrott
T: Exercises-17.1 Engaging with a Cover
Letter
Aug 30 and Sept 1
Build Grammar and
Style
R: Precis for Tan
Sample RRR
(Connections)
Presentation Discussion
Sept 6 and 8
Strengthen Writing
Processes
Connections 118 Allison
Sept 13 and 15
Build Grammar and
Style
Discussion of Culture
Sept 20 and 22
Strengthen Writing
Processes
Sept 27 and 29
Strengthen Writing
Processes
Connections 126 Wright,
Introduction of Concept
Essay
Connections 133
Hendrickson, Larson
(Jstor)
T: Précis for Analytical for Tan
T: Visit Writers’ Studio
R: Exercises-18.1 Revising Sentence
Fragments
R: Discuss Presentations
T: Revise/Edit Blog for Tan
T: Précis for Ellin
R: Exercises-19.1 Revising Comma Splices
and Fused Sentences
T: Exercises-20.2 Revising for Consistent
Time Frame
T: Visit Writers’ Studio
R: Analytical Paragraph for Allison
T: Analytical paragraph for Hendrickson
R: Pre-writing for Concept Essay
T: Revision of Concept Essay
T: MS Review Practice
R: Exercises-20.5 Making Subjects and
Verbs Agree
Oct 4 and 6
Strengthen Writing
Process
Connections 133, Larson
(Jstor)
Oct 7 Last Day to
Withdraw w/ a W
Oct 11 and 13
Strengthen Writing
Processes
T: Analytical paragraph for Larson
T: 20.3 Identifying Active and Passive Voice
R: Analysis for Wright
R: Check in with your professor (See
midpoint grade and discuss progress)
T: Analysis for Larson
R: Proofreading blog for Larson
R: Exercises-21.1 Revising for Correct
Pronoun Usage
Oct 18 and 20
Build Grammar and
Style
Connections 144
Introduce presentation
of portfolio document
T: Exercises-21.5 Avoiding Point of View
Shifts
T: Precis for Renie
R: In-class writing (Essay on Writing)
Oct 25 and 27
Strengthen Writing
Processes
Connections 133
T: In-class writing (Guide to Portfolio and
Transitions)
T: Visit Writers’ Studio
R: Exercises 22.1 Using Adjectives and
Adverbs in Academic Writing
R: Analysis for Thompson
Nov 1 and 3
Building the Portfolio
Conferences
T: Revising Essay on Writing
R: Formatting Portfolio, Formatting
Presentation
R: 31.4 Using the Comma
T: Conferences
Nov 15 and 17
Presentations
R: Conference
T-R: Presentations
Nov 22
Nov 23-26
Thanksgiving Break
Presentations
T: Presentations
Nov 29 and Dec 1
Presentations
T-R: Presentations
Nov 8 and 10
Building the Portfolio
Presenting the Process
Dec 1Last Day of Classes
R: End of Semester Celebration
Guidelines for Writing From Sources and Consequences of Plagiarism
The following descriptions are designed to help explain plagiarism and its consequences to help you
avoid it in your writing for this course. We will devote class time to learning and understanding how
to use sources in your writing, how to research and take notes effectively, how to use and cite
electronic resources, and how to get help from various writing aids and resources.
Problems in Writing-from-Sources:
Inaccurate Citation: Mechanics and Format: Students are expected to cite both written (print and
electronic), oral, and visual sources consulted in papers and presentations. All borrowed ideas—both
direct quotations and paraphrasing from another’s work—require accurate citation, and direct
quotations require quotation marks. Students should learn and use correct format for block quotes,
quotations, and in-text parenthetical documentation. Source material should be introduced fully, and
all borrowed ideas should be cited; Works Cited pages should be formatted correctly. Drafts of
papers with inaccurate citation, mechanical citation problems, and/or Works Cited inaccuracies will
require mandatory revisions; final papers with these problems will receive a letter grade deduction.
Plagiarism in 1101/1102:
Insufficient Citation: Patchwriting and Derivative Papers: Students should fully introduce and cite
borrowed material. Cutting and pasting passages from your source into your own paper without
citation and turning in the paper as your own is plagiarism, as is directly quoting without using
quotation marks. Undocumented paraphrasing is plagiarism: fully cite the source of your ideas. In
addition, students are expected to paraphrase and summarize using their own stylistic features, not
the source’s, to avoid patchwriting (also called stylistic plagiarism). If your summary is too close to
the original in a draft, keep working to synthesize it fully. In addition, students are expected to
develop their own framework for their papers rather than borrowing their source’s argument
wholesale (even if acknowledged). Drafts with several examples of insufficient citation, papers that
fail to develop original arguments, papers lacking a Works Cited page, or papers that exhibit
patchwriting will earn a lowered grade and will require mandatory revision; final papers will receive
an F for failure to meet the minimum requirements of papers in 1101/1102.
False Submissions, Ghostwriting, or Fraud: Students are expected to write their own original papers
for each assignment, from development of ideas and research to revision. If students turn in final
papers substantially written by someone else (i.e. acquired or bought through the Internet, an
organization, friends, family members, or another student; most of the paper cut-and-pasted from
sources without documentation, etc.), the student will receive an F for the course and face
disciplinary action as per the CSU Office of Student Life/Judicial Affairs. If such a paper is
submitted for a rough draft, the student will receive a 0 for the draft and be required to do a
mandatory revision and/or new rough draft before submitting a final paper.
Multiple Submissions
The term “multiple submissions” categorizes papers that have been or will be submitted in other
classes at CSU or any other school or for any other group, entity, or person for academic credit or
other credit. Resubmitting this work is an act of academic dishonesty. To determine whether a source
or an idea from previous work is appropriate for an assignment in our class, discuss it with me before
using it.
If you have any doubt about whether or not you’re plagiarizing, talk with your professor before
submitting your paper.
Rubric for Papers in First-Year Writing
High Proficiency
(20-18 points)
Invention of Content
topic,
thesis (stated or
implied)
focus
purpose
audience
Other:
Development
evidence (details,
examples, etc.)
proof or rhetorical
appeals (ethos, logos,
pathos)
Other:
Organization
structure
coherence
unity
topic sentences
transitions
Other:
Style
sentence structure
word choice
tone
voice
verb tense
purposeful punctuation
Other:
Good Proficiency
(17-16)
Minimal Proficiency
(15-14)
Non-proficiency
(13-0)
Score:
Ideas are clear,
insightful, thoughtprovoking, and
focused; consistently
support the topic,
thesis, and audience
for the paper.
Ideas are clear and
focused to support the
topic and a clearlydeveloped central
idea, but are not
consistently insightful
or thought-provoking.
Ideas are clear but
conventional or
general and support
the topic, thesis, and
audience for the
paper.
Ideas are unclear or
clichéd and
demonstrate a lack of
focus in support of the
topic or a central idea,
which may be vague or
missing.
Score:
Development is
illustrative, with
abundant details and
examples that arouse
audience interest and
provide relevant,
concrete, specific, and
insightful evidence
with effective appeals.
Development is
adequate, but may
lack depth, with details
and examples that
arouse audience
interest and provide
relevant, concrete,
specific evidence with
effective appeals.
Development is
sufficient but general,
providing adequate
but perhaps not
interesting details,
examples, and
evidence; few,
ineffective, or
fallacious logical,
ethical, or emotional
appeals.
Development is
insufficient, providing
scarce or
inappropriate details,
evidence, and
examples that may
include logical, ethical,
or emotional fallacies
or unsupported claims.
Score:
Organization is
coherent, unified, and
effective in support of
the paper’s purpose
and consistently
demonstrates effective
and appropriate
rhetorical transitions
between ideas and
paragraphs.
Organization is
coherent, unified, and
effective in support of
the paper’s purpose
and usually
demonstrates effective
and appropriate
rhetorical transitions
between ideas and
paragraphs.
Organization is
coherent and unified
overall in support of
the essay’s purpose,
but is ineffective at
times and may
demonstrate abrupt or
weak transitions
between ideas or
paragraphs.
Organization is
confused and
fragmented in support
of the essay’s purpose
and demonstrates a
lack of structure or
coherence that
negatively affects
readability.
Score:
Style is confident,
readable, and
rhetorically effective in
tone, incorporating
varied sentence
Style is readable and
rhetorically effective in
tone, incorporating
varied sentence
structure and effective
word choice.
Style is readable, but
unremarkable in tone,
sometimes including a
lack of sentence
variety and ineffective
word choice.
Style is incoherent or
inappropriate in tone,
including a lack of
sentence variety and
ineffective or
structure and precise
word choice.
Grammar, Format,
and Mechanics
paper format
Standard Written
English (commas, s-v
agr., sentence
boundaries, etc.)
spelling
documentation format
MLA (or other
required) format
Other:
inappropriate word
choice.
Score:
Format, grammar,
spelling, and
punctuation are
correct; meet all
assignment directions,
and work expertly to
support the essay’s
purpose.
COMMENTS:
Format, grammar,
spelling, and
punctuation are
correct and meet all
assignment directions,
and work generally to
support the essay’s
purpose.
Format is mostly
correct and meets
critical aspects of
assignment directions.
Some distracting
errors in grammar,
spelling,
and punctuation.
Format faulty, does
not meet sufficient
aspects of the
assignment direction,
and does not support
the essay’s purpose.
Numerous distracting
errors in grammar,
spelling, and
punctuation.