WRIT 101, College Writing
Fall 2022—Spring 2023
Course Start/End Date: September 31, 2022 – June 2, 2023
Course Location/Days/Times: Sentinel High School, Room 177, M-Th 7:30 am – 8:30 am
Required [and/or Recommended] Textbook(s):
The St. Martin’s Guide to Writing 10th Edition
by Rise B. Axelrod & Charles R. Cooper
Models for Writers: Short Essays for Composition (excerpts), Ninth Edition, Alfred Rosa & Paul Escholz
The Little, Brown Handbook (High School Version), Tenth Edition, H. Ramsey Fowler & Jane E. Aaron
On Writing Well: The Classic Guide to Writing Nonfiction, Harper Perennial; 30th Anniversary ed. Edition (April 5, 2016)
Bird by Bird: Some Instructions on Writing and Life (excerpts), Anchor; 1st edition (September 1, 1995)
Macbeth by William Shakespeare
The Big Burn by Jeanette Ingold (One Book Sentinel)
Reservations Blues by
The Stranger by Albert Camus
Brave New World by Aldous Huxley
1984 by George Orwell
Cathedral by Raymond Carver
Rotifer by Mary Ladd Gavell
Sonny’s Blues by James Baldwin
Chronicle of a Death Foretold by Gabriel Garcia Marquez
The Visit by Friedrich Dürrenmatt
Additional selected short stories, poetry, film, non-fiction, documentaries, etc.…
Required Materials and Aids: Laptop/Chromebook and composition book
Instructor Name and preferred title: Renée Conner
Phone Number: 1-406-239-0583 (personal); 1-406-728-2403 ext. 7619
E-mail Address: firstname.lastname@example.org
Official Course-related Website: Google Classroom
Office Hours/Availability to Students: by appointment, email or Google Meet
Helena College contact: Lewis Jackson, our Dual Enrollment Coordinator, will now be serving in a capacity similar to the one I was providing. He will be the main point-of-contact for high school teachers, counselors, and administrators. Lewis Jacksonlewis.email@example.com
Course Description: This course provides experience in written expression of ideas in expository prose with emphasis on the development of ideas, awareness of audience, and clarity. The course focuses on the writing process, patterns of writing, development of ideas, precise expression, critical thinking, and research skills.
Course Learning Outcomes:
Use writing as a means to engage in critical inquiry by exploring ideas, challenging assumptions, and reflection on and applying the writing process.
Read texts thoughtfully, analytically, and critically in preparation for writing tasks.
Develop multiple, flexible strategies for writing, particularly inventing, organizing, drafting, revising, and copyediting.
Demonstrate an understanding of research as a process of gathering, evaluating, analyzing, and synthesizing appropriate primary and secondary sources. Integrate their own ideas with those of others.
Formulate an assertion about a given issue and support that assertion with evidence appropriate to the issue, position taken, and given audience.
Demonstrate proficiency in the use of the conventions of language and forms of discourse, including grammar, syntax, punctuation, spelling, and mechanics.
Use conventions of format and structure appropriate to the rhetorical situation and audience.
Program/Gen Ed Core Outcomes addressed by this course:
Demonstrate mastery of engaging, clear, and coherent structures for presenting ideas in a variety of expository and argumentative models.
Develop ideas logically, clearly, convincingly, and ethically.
Control the effect of voice in achieving specific communication purposes with specific audiences.
Control the conventions of language.
Understand and apply research skills necessary for academic study.
Employ analysis, synthesis, and evaluation in both writing and reading.
Exercise proficiency, confidence, and self-reliance in the application of academic activities.
Institutional Competencies addressed by this course:
☒ Diversity: The student will learn to recognize and value individual, group and cultural differences from and within local, national and global perspectives and contexts.
☒ Critically examine the cultural, historical, social, economic, and/or political circumstances that produce and shape different social/cultural systems and communities either nationally and/or globally.
☒ Identify processes by which identities and notions of difference are constructed, reinforced, change over time.
☒ Examine how power structures, oppressions, and privilege shape the conditions of one or more underrepresented groups as well as various strategies and tools for empowerment, equity, social justice, and inclusion.
☒ Information Literacy: The student will learn to locate needed information, managing and evaluating the extracted information and using it critically and ethically.
☒ Pursue critical inquiry by using authentic questions, curiosity, and a willingness to challenge previously held beliefs in order to make new discoveries.
☒ Demonstrate persistence, flexibility, and patience in a strategic search for information, while recognizing that it may vary greatly in format, perspective, and value.
☒ Evaluate content among varied and conflicting perspectives in order to identify authoritative sources.
☒ Participate actively in scholarly or professional conversation by properly citing past research and accurately representing creators’ intended meaning.
☒ Technology Literacy: The student will use appropriate technology to access, manage, integrate, or create information, and/or use technology to effectively accomplish a given task.
☒ Internet and email: web search, web navigation, send and receive email, email attachments, security, messaging
☐ Operating system operations: locating and executing programs, booting, login, updates
☒ File management: navigation in OS, create files, folders, copy, delete, rename and upload files, Zip and unzip files, access Flash drive
☒ Word processing software basics
☒ Presentation software basics
☐ Spread Sheet software basics
Course Schedule/Topical Outline:
Course schedule is subject to change based on the needs of the course.
August 31, 2022 – October 14, 2022
Essay #1: Argument Mini-Essay (based on One Book Sentinel’s The Big Burn by Jeanette Ingold)
Essay #2: Personal Essays
Additional texts and exercises including but not limited to: NPR “This I Am” series excerpts; College Interview Questions; Types of Essay Questions; College Admission Officer advice [excerpts]; sample personal essays—written, poetry & speeches; “This is Water”; “The Art of Self”; “The Dawn Wall”; “14 Peaks”; “The River Runner”; “The Minimalists”; “The College Admission Scandal”; Imitation Writes; Grammar Review & Study; Letters to Self; writing workshops; etc.…
October 17, 2022 – November 29, 2022
Essay #3: Research Essay
Additional texts and exercises including but not limited to: sample professional and study of research essays; JStor; University of Montana databases; MCPS databases; Library of Congress; Community Interviews; MLA & APA review & study; Misinformation study & Fake News study; Logical Fallacies; Blackfish; The Social Dilemma; Seaspiracy; writing workshops; etc.…
November 30, 2022 – December 14, 2022
Essay #4: Research Argument Essay
Additional texts and exercises including but not limited to: sample essays; TEDTalks; Podcasts; position and opinion writing; extended writing workshops; etc.…
December 15, 2022 – December 23, 2022
Essay #5: Literary Analysis Mini-Essay #1
Additional texts and exercises including but not limited to: a study of William Shakespeare’s Macbeth using both film adaptations and the written play, specifically focusing on Mise en Scene, analyzing siliques and monologues; writing workshops, etc.…
January 3, 2023 – February 7, 2023
Essay #6: Argument Essays
Additional texts and exercises including but not limited to: Theory of Knowledge study; Foundational Knowledge readings & seminars; perspective topic seminars; philosophical perspective studies; Harvard Lectures of Professor Michal Sandal; position and opinion writing; student-led seminars; extended writing workshops; etc.…
February 8, 2023 – May 25, 2023
Essay #7: Literary Analysis Mini-Essay #2
Essay #8: Literary Analysis Mini-Essay #3
Essay #9: Literary Analysis Full Essay
Additional texts and exercises including but not limited to: study of aforementioned texts; author writing style exercises; Imitation Writes; various thesis statement and essay arrangements/structures; compare/contrast writing; pattern identification; extended writing workshops; etc.…
Course schedule and critical dates are subject to change based on the needs of the course.
Grade Calculation Procedure:
Letter grades for the course will be assigned based on the following percentages:
I will round-up to whole number, so an 89.45 will round up to an 89.5, which rounds up to a 90 A-.)
Instructor’s Educational Philosophy:
Students and faculty each have responsibility for maintaining an appropriate learning environment. Those who fail to adhere to such behavioral standards may be subject to discipline in accordance with Helena College’s Student Code of Conduct. Professional courtesy and sensitivity are especially important with respect to individuals and topics dealing with differences including, but not limited to race, ethnicity, nationality, culture, religion, politics, veterans status, sexual orientation, gender, gender identity/expression, age, or disability. Class rosters include students’ legal names, but I will gladly honor your request to address you by an alternate name or preferred gender pronoun.
Classroom Behavior/Expectations: It is profoundly important to me that we engage in meaningful work while we are in class. This means that you are expected to be prepared for class each day. To that end, it is also important that you take care of yourselves. Feel free to eat and drink water in order to rise to your best potential. Cell distract from meaningful work—my expectation is that they are not utilized during class, unless it is critically important for our daily work.
Extra Credit/Late Work Policy:
Late work will be accepted 1-day late for a 10% reduction of the assignment’s overall point value and through the end of each unit at up to 50% overall point value.
Attendance and/or Participation Requirements:
Because this is a dual-credit course, attendance and participation are required. When you are here, you gain valuable skills. When you are absent, essential skills are lost.
In accordance with Missoula County Public Schools: Education is a cooperative venture to which the student, the teacher and the parent/guardian contribute. Prompt, regular attendance in school is an important factor in determining a student’s academic success, including success in meeting state and local requirements for graduation. Students who attend consistently develop better socially, establish better communication with their teachers, acquire important lifetime habits such as dependability, self-sufficiency, and responsibility and have great success academically. Missoula County Public Schools recognizes that school attendance is the responsibility of the student and parent/guardian, supported by the teachers and administration. The following procedures are designed to encourage regular and punctual school attendance so that learning can take place. It is intended to be positive and not punitive, and all measures taken will be in the students’ best interest. These practices and procedures will assist families and school personnel in making attendance decisions.
Official Helena College attendance/excused absence, course withdrawal, incomplete grade, and grade appeal policies and procedures are located in the Academic Information section of the 2021-2022 catalog on the Helena College website. (This statement must be included in the syllabus.)
As a Helena College student, you have access to the same tools and resources as students attending on-campus classes.
Tutoring & Research Assistance
Helena College email address
Official (Email) Communication:
The College provides each student with a free email account that is to be used in all communication with college personnel. Official notifications will be sent to students through this account, as well.
Academic Dishonesty Definition/Policy Statement:
Helena College expects its students to adhere to a high standard of academic integrity. It is a violation of academic integrity standards and the student code of conduct to present the ideas, designs, works, or words of another person as one’s own efforts, or to permit another person to do so. The following guidelines are intended to clarify these issues for students, faculty, and administration.
The College will regard the following acts as violations of academic integrity constituting academic dishonesty. Although the list and descriptions are not intended to be exhaustive of all types or instances of academic dishonesty, they are presented as examples of behavior to avoid. It is explicitly the student’s responsibility to avoid academic dishonesty of all kinds, and each student is required to seek guidance in advance of taking any questionable action, including but not limited to those enumerated, below.
Plagiarism: A student will be considered in violation of standards for academic integrity if they submit an assignment in any form (written, oral, graphic, or computer-generated, etc.) which consists wholly or partially of the words, work, or ideas of another individual without giving the original author proper credit. A similar violation would occur in cases where a student submits a paper or other project/assignment for one course that was originally created for another course even if that student was the originator of the paper/project/assignment in the first instance. Similarly, using facts, figures, graphs, charts or information without acknowledging the source constitutes plagiarism, which may occur verbally, in written form, through computer programs and files, research methods, designs, particular distinctive words or phrases, ideas and images or any other information that was created by another person without acknowledgement of that person’s role in its creation. Inadvertent or unintentional misuse or appropriation of another’s work (such as relying heavily on source material that is not expressly acknowledged) is still considered plagiarism.
Copying/Cheating: A student will be considered in violation of academic integrity standards if they gain, or attempts to gain, credit for work by dishonest or deceptive means. Examples include the use of crib notes, cheat sheets, books, or any other material or electronic device as aids in an examination or any other graded exercise, unless the instructor of the class has given explicit permission to use such materials. Collaboration with another student on an examination or other graded exercise, unless the instructor has given permission, also constitutes copying. It is the policy of the College to prohibit phones, smart watches, and other similar devices during examinations. Prior to administering an examination, instructors will require all such devices are turned off and stored in an inaccessible place. Failure to comply with this policy will constitute a violation of the academic integrity policy. If a student is found in possession of such a device during an examination, they will be assigned a score of 0 for the examination. Further examples include: copying assignments from another source (classmate, etc.); working with others on exams or homework that is not explicitly permitted by the instructor to be collaborative; looking at another student’s paper or screen during an exam or assignment; disclosing exam content to others during an exam, or after completion of an exam, including allowing such information to be disclosed to you; and/or attempting to or allowing another person to complete assignments for another person (such as in an online course). The above examples are meant to illustrate violations of the principle of academic integrity, and are not intended to be all-inclusive. Additional instances of dishonesty that are not explicitly identified in the above list will nevertheless be treated as violations.
Contributing to Academic Dishonesty: A student will be considered in violation of academic integrity standards if they willfully assist another student in an act of academic dishonesty.
Academic Dishonesty Violations: Academic dishonesty will not be tolerated. Academic sanctions for a first violation are at the discretion of the instructor and range from a failing grade for the assignment to a failing grade in the course in which the academic dishonesty occurs. When a faculty member assigns a failing grade based on academic dishonesty, they shall notify the affected student(s) and the appropriate Division Director of the violation and provide all supporting documentation to the Division Director. Record of the infraction will be kept on file in the office of the Division Director, although no further official action will be taken unless/until a second infraction is reported. In cases of repeated offenses, the Executive Director of Compliance and Financial Aid will be notified and will administer a range of disciplinary sanctions up to and including expulsion from the College. Students retain their right to due process and may refer to the Student Handbook or the Executive Director of Compliance and Financial Aid regarding any disciplinary sanctions.
Disclaimer Regarding Changes to Syllabus:
This syllabus is subject to change as deemed necessary by the instructor to fulfill the changing needs of the class. Changes to the syllabus will be posted/located in the classroom and on Google Classroom.