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Essential Objectives

Course Syllabus

Revision Date: 31-Mar-24

Fall 2024 | ENG-1061-VG01 - English Composition

In Person Class

Standard courses meet in person at CCV centers, typically once each week for the duration of the semester.

Location: Bennington
Credits: 3 (45 hours)
Day/Times: Monday, 09:00A - 11:45A
Semester Dates: 09-09-2024 to 12-16-2024
Last day to drop without a grade: 09-16-2024 - Refund Policy
Last day to withdraw (W grade): 11-04-2024 - Refund Policy
Open Seats: 13 (as of 07-13-24 3:05 PM)
To check live space availability, Search for Courses.


Jenny Dunning
View Faculty Credentials
View Faculty Statement
Hiring Coordinator for this course: Collin Lee

General Education Requirements

This section meets the following CCV General Education Requirement(s) for the current catalog year:
VSCS Introductory Written Expression
  1. Many degree programs have specific general education recommendations. In order to avoid taking unnecessary classes, please consult with additional resources like your program evaluation, your academic program catalog year page, and your academic advisor.
  2. Courses may only be used to meet one General Education Requirement.

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. Discuss writing by authors from diverse (such as racial, ethnic, socioeconomic and gender) backgrounds to explore how perspectives and experiences may shape voice in composition.
5. 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.
6. Compose written work that demonstrates effective use of sentence structure, paragraphing, grammar, syntax, punctuation, and spelling.
7. Demonstrate proficiency in research writing skills by completing one or more papers that:
a) Develop and support an arguable thesis;
b) Locate, evaluate, and incorporate appropriate scholarly and professional sources, including primary and secondary evidence as needed, to address an academic research question;
c) Appropriately acknowledge and document sources, using standard MLA or APA styles.

Required Technology

More information on general computer and internet recommendations is available on the CCV IT Support page. https://support.ccv.edu/general/computer-recommendations/

Please see CCV's Digital Equity Statement (pg. 45) to learn more about CCV's commitment to supporting all students access the technology they need to successfully finish their courses.

Required Textbooks and Resources

*** This is a no cost textbook or resource class. ***

This course only uses free Open Educational Resources (OER) and/or library materials. For details, see the Canvas Site for this class.

Artificial Intelligence(AI) Policy Statement

CCV recognizes that artificial intelligence (AI) and generative AI tools are widely available and becoming embedded in many online writing and creative applications.

Allowed: This course's generative AI policy acknowledges technology, including generative AI, plays a supportive role in learning and feedback. During our class, we may use AI writing tools such as ChatGPT in certain specific cases. You will be informed as to when, where, and how these tools are permitted to be used, along with guidance for attribution. Any use outside of these specific cases constitutes a violation of CCV's Academic Integrity Policy.

Generative AI tools can be helpful for brainstorming, research, and editing help. However, it is NOT appropriate for generating text to be submitted for any assignments in this class. The tool recommended for this course is Microsoft Copilot. ALL uses of AI MUST be documented in a postscript with the links to the query included.


  • Small-group and whole-class discussions
  • Collaborative learning activities
  • Low-stakes quizzes
  • "Sentence Pattern of the Week"
  • Informal writing, including scaffolding assignments for formal essays
  • Peer review and thesis statement workshops
  • Journal entries--reflections on writing process and projects
  • Formal thesis-driven essays, including research essay on topic related to course units
  • Blog post

Evaluation Criteria

  • 10% Participation/Discussions
  • 20% Informal Writing (includes quizzes, scaffolding assignments, rough drafts)
  • 5% Journal (includes "Sentence Pattern of the Week")
  • 40% Formal Essays 1-3 (2 thesis-driven essays, blog post)
  • 25% Research Essay

Grading Criteria

CCV Letter Grades as outlined in the Evaluation System Policy are assigned according to the following chart:

A Less than 9893
A-Less than 9390
B+Less than 9088
B Less than 8883
B-Less than 8380
C+Less than 8078
C Less than 7873
C-Less than 7370
D+Less than 7068
D Less than 6863
D-Less than 6360
FLess than 60 
NPLess than 600

Weekly Schedule

Week/ModuleTopic  Readings  Assignments


Begin Digital Technology Unit


Selected articles

  • Annotate articles
  • Reading Discussion Forum
  • Sentence Pattern of the Week practice
  • Journal Entry


Digital Technology Unit, Continued


Selected articles

  • Annotate articles
  • Sentence Pattern of the Week practice
  • MLA Citation practice
  • Journal Entry


Digital Technology Unit, Continued


Selected articles

  • Annotate article
  • Sentence Pattern of the Week practice
  • MLA Citation practice
  • Journal Entry
  • Formal Essay #1 Rough Draft


Finish Digital Technology Unit, Begin Polarization in US Unit


Selected articles

  • Annotate articles
  • Sentence Pattern of the Week practice
  • Peer Review Essay #1
  • Journal Entry
  • Formal Essay #1 Final Draft


Polarization in US, Continued


Selected articles

  • Annotate articles
  • Sentence Pattern of the Week practice
  • Revision Exercise
  • Journal Entry


Polarization in the US: the Civil Dialogue Project


Selected articles

  • Annotate articles
  • Civil Dialogue Project
  • Journal Entry


Polarization in the US, Continued



  • MLA Citation practice
  • Sentence Pattern of the Week practice
  • Journal Entry
  • Formal Essay #2 Rough Draft


Finish Polarization in US Unit, Begin Gender Roles Unit


Selected article

  • Thesis Workshop
  • Annotate articles
  • Sentence Pattern of the Week practice
  • Peer Review Essay #2
  • Journal Entry
  • Essay #2 Final Draft


Gender Roles Unit, Continued


Selected article

  • Annotate article
  • Sentence Pattern of the Week practice
  • Journal Entry
  • Gender Roles Blog Post Rough Draft


Finish Gender Roles Unit, Begin Research Project



  • Intro to Research Project & Evaluating Sources
  • Sentence Pattern of the Week practice
  • Peer Review Blog Post
  • Gender Roles Blog Post Final Draft


Research Project—Research Question & Finding Sources


Independent research

  • Anatomy of a Scholarly Source Project
  • Research Question Workshop
  • Assessing Sources and MLA End Citation Quiz
  • 5 Possible Sources
  • Claims & Evidence for Best Source
  • Journal Entry


Research Project—Annotated Bibliography


Independent research

  • Sample Annotation
  • Sentence Pattern of the Week practice
  • Research Essay Annotated Bibliography for 3 Sources


Research Essay Rough Draft

  • Thesis Statement Development Project
  • Thesis Statement Mini Workshop
  • Journal Entry
  • In-text Citation Review
  • Research Essay Rough Draft


Research Essay Final Draft

  • Peer Review Research Essay
  • Clear Economical Style Project
  • Research Essay Final Draft


Reflection & Sharing

  • Share "Key Takeaways"
  • Course Reflection Letter

Attendance Policy

Regular attendance and participation in classes are essential for success in and are completion requirements for courses at CCV. A student's failure to meet attendance requirements as specified in course descriptions will normally result in a non-satisfactory grade.

  • In general, missing more than 20% of a course due to absences, lateness or early departures may jeopardize a student's ability to earn a satisfactory final grade.
  • Attending an on-ground or synchronous course means a student appeared in the live classroom for at least a meaningful portion of a given class meeting. Attending an online course means a student posted a discussion forum response, completed a quiz or attempted some other academically required activity. Simply viewing a course item or module does not count as attendance.
  • Meeting the minimum attendance requirement for a course does not mean a student has satisfied the academic requirements for participation, which require students to go above and beyond simply attending a portion of the class. Faculty members will individually determine what constitutes participation in each course they teach and explain in their course descriptions how participation factors into a student's final grade.

Participation Expectations

  • Be prepared for weekly class meetings (thoroughly familiar with assigned readings)
  • Actively and constructively participate in class discussions and activities
  • Show respect to others in the classroom

Missing & Late Work Policy

  • Some assignments will be due mid-week.
  • All late work will be marked down.
  • Because late submission ofgroup work such as peer review and online "workshops" affects others in the course, these assignments will be marked down the equivalent of a full letter grade for each day they are late. No work will be accepted more than 1 week late.
  • Partial creditis given for group work. For example, students can participate in reading discussions if initial comment posts are missing.
  • Rough draftsof formal writing projects are high-point assignments. On-time submission is essential because Canvas only assigns peer reviews to those who have submitted papers Thus rough drafts submitted late will receive very little or no credit.
  • Final draftsof formal writing projects will be marked down 1/3 letter grade for each day late and will not be accepted more than one week after due date.

Accessibility Services for Students with Disabilities:

CCV strives to mitigate barriers to course access for students with documented disabilities. To request accommodations, please
  1. Provide disability documentation to the Accessibility Coordinator at your academic center. https://ccv.edu/discover-resources/students-with-disabilities/
  2. Request an appointment to meet with accessibility coordinator to discuss your request and create an accommodation plan.
  3. Once created, students will share the accommodation plan with faculty. Please note, faculty cannot make disability accommodations outside of this process.

Academic Integrity

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.