CCV Section Grid - Detail
Vermont State Colleges

Web Schedules

Fall 2016
Spring 2016
Summer 2016

Accelerated Courses

Fall 2016
Spring 2016
Summer 2016

Course Planning by Program


Web Schedule Fall 2016

Revision Date: 31-Mar-16

ENG-1061-VS01 - English Composition

Synonym: 152230
Location: Springfield
Credits: 3 (45 hours)
Day/Times: Tuesday, 12:00P - 02:45P
Semester Dates: 09-06-2016 to 12-13-2016
Last day to drop without a grade: 09-26-2016
Last day to withdraw (W grade): 11-07-2016
Faculty: Greg Blair | View Faculty Credentials

This course has started, please contact the offering academic center about registration

Course Description:

In this course, students develop effective composition skills and research techniques. Students learn strategies for organizing, evaluating, and revising their work through extensive reading of a variety of essay styles and literary texts; apply writing and research techniques to their papers; and demonstrate proficiency in first-year college-level writing and information literacy.

Essential Objectives:

1. Consistently apply an appropriate writing process that includes planning, drafting, revising and editing.
2. Demonstrate in written work an awareness of the relationship among writer, subject, audience, and purpose.
3. Demonstrate writing proficiency with a range of rhetorical approaches to include narration, exposition, argument, and critical analysis and recognize the stylistic and structural strategies in the writing of others.
4. Focus written work around an explicit central thesis, a position statement or proposition advanced by the writer that is arguable and supportable and develop the thesis systematically, using specific details and supporting evidence.
5. Compose written work that demonstrates effective use of sentence structure, paragraphing, grammar, syntax, punctuation, and spelling.
6. Collect, organize, and use a variety of traditional and electronic resources, critically evaluating information.
7. Demonstrate proficiency in research writing skills by completing one or more papers that:
a) Develop and support an arguable thesis in written work;
b) Collect, organize, evaluate and use a variety of traditional and electronic resources;
c) Incorporate relevant information and sources into written work; and
d) Appropriately acknowledge and document sources, using standard MLA or APA styles.

Additional Instructor Pre-Assignments/Notes/Comments:

 The general idea of English Composition I is to prepare you for writing extensive papers, some up to 15 pages! In order to write that kind of paper, it’s important to think in terms of sections of your paper. In other words, all your papers will have a beginning, middle, and end: Introduction, Body of Paper, and Conclusion. Right there you’ve divided up your paper into more manageable bites. But, with English Comp, you will go further. 


Every long paper is made up of smaller sections. You will add Description when describing some component of your paper. You will use Narration if you include any personal information that fits into your paper, perhaps a personal experience that embellishes a point you want to make in your paper. You might want to write a paper in which you take two items, separate them out and describe each one in detail (there’s more Description!) and then Compare and Contrast the two items. This can be a useful approach for some papers. Perhaps you will want to prove a point about a certain subject, in others words you want the reader to come to understand a situation as you see it. That’s Argumentation. And, in order to write an Argumentation paper, you’ll no doubt include different sections that help buttress your argument. In many cases, you’ll want to include a Definition of an item or subject so the reader will clearly know what you’re talking about. Perhaps you’ll also want to present Examples that support your argument. If so, yet again, you’ve used different patterns to help support and enhance your paper.


The idea is, in those classes that will have long papers, is to look at your longer papers, understand what the assignment is, and decide how you are going to attack your paper BEFORE you start writing. In other words, before you write you first draft, think about what type of pattern works best to get your point across in your paper. Once you’ve decided what type of pattern works best for your paper, you are ready to write the first draft. If you can get into the habit of taking the time to organize your paper into patterns before you start writing, you will be far ahead of the game and will find that writing your paper will be much easier and you are far less apt to get confused or lost in all the words you’re typing on all those pages.


That’s basically the idea of English Comp I: to expose you to the different types of patterns—i.e. ways of writing—utilized in long papers, and to give you practice in writing those different patterns.


My sincere hope is that once you’re done with this class, you will have a sound understanding of what can go into longer papers and how to assemble such a paper.


If you want to talk about the above or anything else before class starts, I’m happy to chat with you. 


I look forward to meeting you!




  • Small-group and whole-class discussion


    In-class exercises

    writing assignments

    group presentations

    debate(s) using elements of argumentation (the final pattern of writing studied in the semester)


Evaluation Criteria:


        Students will be writing papers as assignments. These papers will generally be evaluated according to the rubric seen in the “Grade Criteria” section. In addition to the rubric (which will be handed out in class), students are given detailed instructions on how to write the papers.

         Students will also have at least one paper graded and then handed back and will be given the opportunity to make changes (corrections) on the paper and return it the following week to receive a final grade for the paper. This is to give students an idea of what kind of writing is expected at the college level without being penalized for what they might not yet be aware of.

         In addition, I will automatically delete each student’s lowest paper grade of the semester from Gradebook. Note that this is automatically done in Gradebook

         An oral presentation is part of every Dimensions class. There are various oral presentation rubrics online that can be used for evaluation purposes. As a class exercise, I like to have the class look at the various rubrics online in the computer room and choose the one that best works for them as a class.


Grading Criteria:


A (Superior) 9 to 10 points (maximum score)


Content                 addresses topic fully and explores issues thoughtfully

Structure               paragraphs have clear topic sentences, sentences arranged in logical sequence,   paragraphs are arranged in logical order, paper is fully developed and detailed

Sentences              sentences clear and precise, word choice clear and precise, no sentence

                              fragments   or run-on sentences

Grammar               very few grammatical errors

Punctuation           very few punctuation errors

Spelling, Typos     very few spelling errors, very few typographical errors

Sentence Fragments, Run-on Sentences:         none

Paper Length         close to or at maximum page length


B (Strong) 8 to 9 points

Content                clearly addresses topic and explores issues

Structure              paragraphs have clear topic sentences, sentences arranged in logical sequence,   paragraphs are arranged in logical order, paper is effectively organized

Sentences            meaning/content of sentences is understandable

Grammar              few grammatical errors

Punctuation          few punctuation errors

Spelling, Typos     few spelling errors, few typographical errors

Sentence Fragments, Run-on Sentences:         one to two

Paper Length         page length is between the maximum and the minimum (note that for purposes of this class the absolute minimum is three paragraphs: an introductory paragraph, one body paragraph, and a concluding paragraph)


C (Competent) 7 to 8 points

Content                 adequately addresses the topic and explores the issues

Structure               not all paragraphs have clear topic sentences, sentences not always arranged in         logical sequence, nor paragraphs arranged in logical order, paper is   


Sentences              the meaning/content of sentences is not always clear

Grammar               some grammatical errors

Punctuation           some punctuation errors

Spelling, Typos      some spelling errors, some typographical errors

Sentence Fragments, Run-on Sentences:         three to four

Paper Length         close to minimum page length


D (Weak) 6 to 7 points

Content                 some ideas are unclearly presented, may distort or neglect part of topic/issue

Structure               some paragraphs do not have clear topic sentences, sentences are not always

                                   arranged in logical sequence, some paragraphs are not arranged in logical 

                                   order,  paper may demonstrate problems in organization

Sentences             meaning/content of sentences many sentences is not clear

Grammar               frequent grammar errors

Punctuation           frequent punctuation errors

Spelling, Typos     frequent spelling errors, more typographical errors

Sentence Fragments, Run-on Sentences:         five or more

Page Length          does not meet minimum page length


F (Less Than Weak) 5 points

Content                 most ideas are unclearly presented, distorted or neglected

Structure               paragraphs do not have clear topic sentences, sentences are not arranged in 

                                      logical sequence, paragraphs are not arranged in logical order, paper is highly disorganized

Sentences            meaning/content in most sentences is not clear

Grammar              frequent grammar errors

Punctuation          frequent punctuation errors

Spelling, Typos    frequent spelling errors, many typographical errors

Sentence Fragments, Run-on Sentences:         five or more

Page Length         does not meet minimum page length



Fall 2016 textbook data will be uploaded on August 4. We strongly suggest that you verify the information below with our online bookseller EdMap before purchasing textbooks from another vendor. If your course is at the Winooski center, check the UVM Bookstore for textbook and pricing information.

Patterns for College Writing 13/e, ISBN: 9781319088064, Bedford/Saint Martin's   $78.43

Attendance Policy:

 Attendance Policy: Regular attendance and participation in classes are essential components of a student's success in college and are completion requirements for courses at CCV. Please be aware that CCV policy states that missing more than three (3) classes will result in a non-satisfactory grade. A pattern of late arrival or early departure will constitute absence at the instructor's discretion.

Contact Faculty:

Email: Greg Blair
Hiring Coordinator for this course: Marianne Shaughnessy


Syllabut for English Composition I

 Course Syllabus – English 1061: English Composition

Community College of Vermont, Springfield

Fall 2016 Semester; 12:00 p.m. – 2:45 p.m.

September 6 to December 13

Greg Blair – E-mail:

Textbook for the course: Patterns of College Writing, 13th Edition


Week #1     (9/6)          Introduction to course, general CCV information,                                                  syllabus

Week #2     (9/13)        Patterns, Part One, Chapter 6, Narration, essay due next                                      week

Week #3     (9/20)        Patterns, Chapter 7, Description, essay due next week

Week #4     (9/27)        Patterns, Chapter 8, Exemplification, essay due next                                            week

Week #5     (10/4)        Patterns, Chapter 9, Process, essay due next week

Week #6     (10/11)      Patterns, Chapter 10, Cause and Effect, essay due next                                      week

Week #7     (10/18)      Midterm conferences, review

Week #8     (10/25)      Patterns, Chapter 11, Comparison and Contrast, essay                                        due next week

Week #9     (11/1)        Patterns, Chapter 12, Classification and Division, essay                                       due next week

Week #10   (11/8)        Patterns, Chapter 13, Definition, essay due next week

Week #11   (11/15)      Patterns, Chapter 14, Argumentation, draft #1 essay due                                     next week

Week #12   (11/22)      Patterns, Chapter 14, Argumentation continued, peer                                           review, final draft due next week

Week #13   (11/29)      Argumentation debate, MLA citation exercises, essay                                           due next week

Week #14   (12/6)        Patterns, Chapter 15, Combining the Patterns, final                                              writing checklist due next week

Week #15  (12/13)       Checklist Idol, spelling test, wrap-up


*               *               *


1.       All papers will be typewritten. Handwritten papers will not be accepted.

2.       All papers must be legible. For example, papers printed with a faulty ink cartridge will not be accepted.

3.       Font will be a “serif” type font. A serif is a small line used to finish off a main stroke of a letter, as at the top and bottom of this “M.” Examples of serif fonts are: Times and Times New Roman (this is the font your syllabus is typed in). Do not use “nonrelational” fonts (e.g. courier), or  “nonserif” fonts, such as Geneva, Helvetica, or Arial. If using Times or Times New Roman, use font size twelve points.

4.       Papers will be typed on white paper with one-inch margins on all sides.

5.       Papers will be double-spaced. This includes the MLA style heading.

6.       Some assignments will consist of two or more pages. These pages must be stapled together in the top left-hand corner.

7.       All writing assignments will have a title heading in MLA style (you’ll receive a handout giving you an example of an MLA heading).

8.       The title of your assignment will always include the week that the assignment is due. For example, if I give you a homework assignment during our Week #5 meeting, the title of your paper will be: “Week #6:” followed by the title specific to your paper’s content. This is necessary because from time to time, papers will be handed back for revision.

9.       Please understand that papers that do not follow the above criteria will not be accepted and you will be asked to revise the paper.

10.    Late assignments will not be accepted. You will receive a zero for that assignment unless you have an excused absence.

11.    Be aware that federal financial aid regulations require regular attendance. I expect students to regularly attend the class. If you miss a class, you are responsible for making up the assignments by the week following your return. You can contact me or another student for the homework if you wish to do the homework before you return. If assignments are not turned in by the week after your return, you will receive a zero. I do understand that students can be sick for a length of time past which they will be able to turn in the assignment if they attend the following class. If you are sick for a length of time and unable to complete the homework, just let me know. The important thing is for you to attend class. We’ll work something out.

12.    I tend to give out a number of handouts during the semester. Please note that you are responsible for getting handouts as well as homework assignments that were given out on the day you missed class.

13.    Please note that I use Moodle Gradebook to put all graded assignments online for you to view at any time during the semester. If you are absent from a class, I will automatically insert “0.0” for any assignment you missed. Then, when you turn in the assignment (as in #11 above), I will input the appropriate grade into Gradebook.

a.     I highly recommend that you check Gradebook from time to time. This is something you shoiuld do in all classes whose instructors use Gradebook. You want to make sure that all entries are accurate.

14.    Computer compatibility issues: (a) If, for any reason, you send me a document via email, please be sure to send the document in Microsoft Word “.doc” or “.docx” format. For example, my computer does not read “.wps.” or “.odt” formatted papers. Use your “save as” function to change the format. (b) Many students have problems printing out their essays, etc. on the computers in the computer lab. Do not assume you’ll be able to print out your essays at the last minute before class.

15.    If you email me, please put in the subject line: “English Comp” so that I’ll know it is from a student in the English Comp class, and I don’t mistake it for phshing. I do make a solid attempt at checking email at least once a day during the week, but not on weekends. Thus, if you have a question, please don’t wait to the last minute to ask. That means not waiting to the last minute to do your assignments.

16.    Note: If I have any need to communicate with an individual student or the class as a whole, I use email to do so. The email address I use is the one you gave CCV to input into the Moodle system. Do two things: (1) make sure the email address is correct. Sometimes, it isn’t and then you won’t receive emails from me. (2) Be sure to check your email at least once a week for emails from me. I shouldn’t be emailing you often, probably very rarely, maybe not at all, but if you don’t check email, you will miss my communications. So, just get into the habit of checking email if it’s something you currently don’t do regularly.

17.    Do consider taking advantage of where students can submit their papers and receive comments on their papers within a 24-48 hour turnaround time. You’ll need your username and password to log in.

  1.  Please turn off cell phones before entering class. Let me know before class starts if you have a  

             valid reason for keeping your phone on.

19.   Please Note:  The schedule and course assignments may change if necessary to

             accommodate the needs of the class.

Please note: In order to receive accommodations for disabilities in this course, students must make an appointment to see the Americans with Disabilities Coordinator in their site and bring documentation with them.

Academic Honesty: CCV has a commitment to honesty and excellence in academic work and expects the same from all students. Academic dishonesty, or cheating, can occur whenever you present -as your own work- something that you did not do. You can also be guilty of cheating if you help someone else cheat. Being unaware of what constitutes academic dishonesty (such as knowing what plagiarism is) does not absolve a student of the responsibility to be honest in his/her academic work. Academic dishonesty is taken very seriously and may lead to dismissal from the College.

Course description details subject to change. Please refer to this document frequently.

To check on space availability, choose Search for Classes.

Return to Springfield Section Grid
Return to English Composition Page

© Community College of Vermont
For support click on: Vermont State Colleges Help Desk and choose the Student and Visitor Login.
Complete the screen that follows as fully as you can.