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Course Planning by Program


Essential Objectives

Course Syllabus

Revision Date: 10-Jan-23

Spring 2023 | ENG-1061-VO10 - English Composition

Online Class

Online courses take place 100% online via Canvas, without required in-person or Zoom meetings.

Location: Online
Credits: 3 (45 hours)
Day/Times: Meets online
Semester Dates: 01-24-2023 to 05-08-2023
Last day to drop without a grade: 02-12-2023 - Refund Policy
Last day to withdraw (W grade): 03-26-2023 - Refund Policy
This course has started, please contact the offering academic center about registration


Kate Dailey
View Faculty Credentials
View Faculty Statement
Hiring Coordinator for this course: Cindy Swanson

General Education Requirements

This section meets the following VSC General Education Requirement(s) for Catalog Year 21-22 and later:
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 course only uses free Open Educational Resources (OER) and/or library materials. For details, see the Canvas Site for this class.


As the title of the course suggests, we will be writing, writing, and writing this semester. You will complete readings that will provide models for the kinds of writing you will be doing and will connect with classmates, through discussion posts, to get feedback and offer support as we work through the writing assignments for the semester. More specifically, you will:

  • engage in group discussions almost every week
  • engage in analysis of the outside reading to guide your own work
  • practice grammatical/mechanical skills through exercises that I will provide
  • write and revise 4 essays of varying lengths, incorporating feedback as you revise
  • complete a research paper in which you demonstrate your ability to develop a thesis statement and well organized development of the thesis, incorporate in text citation, and create an accurate works cited page

Evaluation Criteria

This course uses a total points system to calculate final grades. These assessments will include:

  • Weekly discussion posts (10-15 points as specified in each individual discussion assignment)
  • Reading worksheets (10-20 points as specified on each worksheet)
  • Grammar/mechanical skills exercises (points specified on each assignment)
  • Narrative Essay (25 points)
  • Illustrative Essay (25 points)
  • Literary Analysis (25 points)
  • Annotated Bibliography (30 points)
  • Research Paper (50 points)

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


Introduction to the Course and Introduction to Essay 1: Narrative Writing


"Arm Wrestling with My Father" Brad Manning

"Battle Royal" Ralph Ellison

"Shooting Dad" Sarah Vowell

"The Fourth of July" Audre Lorde


Discussion Post (first post due 1/25, responses due 1/28)



Continue Narrative Essay


Thesis statement worksheets

Punctuation worksheets


Reading worksheet on readings from week one (due 1/31)

Discussion on narrative readings and on your topic (initial post 2/1, responses 2/4)



Continue Narrative Essay work


Discussion post on progress (due 2/8)

Rough draft turned in through Canvas (2/9)



Complete Essay 1: Narrative Essay


Punctuation worksheets


Final draft of Essay 1: Narrative Essay due Saturday, February 18



Essay Two: Illustrative Writing


"The Isolation of Being Deaf in Prison" Jeremy Wood (as told to Christie Thompson)

"Salvation" Langston Hughes

"There is No Hierarchy of Oppression" Audre Lorde


Discussion post (initial post due 2/22, responses due 2/25)



Drafting Illustrative Writing


Worksheets on thesis statements


Discussion post of thesis statement and introductory paragraph (initial post due 3/1, responses due 3/4)



Final draft of Essay 2:Illustrative Writing


Punctuation review materials


Complete final draft of Essay 2: Illustrative Writing due Saturday, March 11



Essay Three: Literary Analysis


"A White Man's Word" Debra Swallow

"Eleven" Sandra Cisneros

"Only Approved Indians Can Play -- Made in the U.S.A." Jack Forbes

"Soap and Water" Anzia Yezierska

"The Lesson" Toni Cade Bambara


Discussion post (initial post due 3/16, responses 3/19)



Continue Literary Analysis


Work on in-text citation and works citated page


Rough draft of Essay 3: Literary Analysis due Saturday, March 25



Final draft of Essay 3: Literary Analysis


Discussion post (initial post due 3/29, responses due 4/1)


Final draft of Essay 3: Literary Analysis due Saturday, April 1



Essay 4: Research Paper and Annotated Bibliography

Determining topic and thesis statement


Hartness Library research work (available online)


Discussion post on topic (initial post due 4/5, responses 4/8)



Continue work on Thesis Statements

Write Annotated Bibliography


Worksheets on annotated bibliography


Thesis statement and introductory paragraph due (4/12)

Annotated Bibliography due (4/15)



Work on rough draft of Essay 4: Research Paper


Draft of Essay 4: Research Paper due Friday, April 21



Complete Essay 4: Research Paper


Essay 4: Research Paper due Sunday April 30



Final week of the semester -- revisions of final research paper


For any research paper that did not earn a passing grade, revisions due by Friday, May 5


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

I expect students to engage with our course throughout each week. To that end, it will be important to:

  • Read/view/listen to all the assignment materials when they are assigned.
  • Take your discussion posts seriously thinking carefully through the prompts, responding in well developed paragraphs, and providing meaningful responses to your classmates. Posts should demonstrate college-level writing and thinking, and go beyond quick opinions.
  • Seek clarification for anything that is unclear to you so that you can engage with the discussion prompts with confidence.
  • Submit rough drafts of papers as specified in the course schedule and read carefully through the feedback that I will provide on those.

Missing & Late Work Policy

  • Assignments are due on the dates specified on the course syllabus. Late assignments will be accepted up to 3 days following a due date with a reduction of 3 points per day late. If you are uncertain about an assignment, my expectations, or what resources to use, PLEASE contact me early so that we can talk through your questions. Uncertainty about an assignment is not an excuse for late work. You can call or text me anytime at 216-408-2716.
  • In addition to emailing, texting, or calling me, Canvas is your greatest resource for this course. All due dates and expectations are provided in your Canvas shell.
  • If you know in advance that you will not be able to complete an assignment (health issues, military service, etc.) please contact me prior to the due date to discuss options for completing that work.

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.