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Course Planning by Program


Essential Objectives

Course Syllabus

Revision Date: 26-Dec-22

Spring 2023 | ENG-1061-VO21S - English Composition

Synchronous Class

Synchronous courses are delivered through a combination of online and regularly-scheduled Zoom sessions. In synchronous classes, students must attend Zoom sessions and actively engage with each other and faculty in course activities and discussions.

Location: Online
Credits: 3 (45 hours)
Synchronous Section: This course has schedule meeting dates and times online via Zoom. See below or consult Self Service - Search for Courses and Sections for specific dates and times.
In-Person Meeting Day/Times via Zoom: Monday, 06:00P - 08:00P
Semester Dates: 01-30-2023 to 05-08-2023
Last day to drop without a grade: 02-18-2023 - Refund Policy
Last day to withdraw (W grade): 03-29-2023 - Refund Policy
This course has started, please contact the offering academic center about registration


Jennifer McLemore
View Faculty Credentials

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.



  • Online whole-class discussion via Zoom
  • Quizzes, smaller assignments
  • Short Reflections
  • Major writing papers

Evaluation Criteria

Grading Policy:

  • 10% Smaller assignments and reflections
  • 40% Attendance and Participation in Zoom Meetings

  • 50% Major Papers

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


We will review the syllabus and meet each other.We will focus on the BIG Five must haves for college level writing (format, tone, thesis, grammar/spelling, originality) through discussion and small-group work.We will look at your beliefs about writing. Discussion to include the Personal Essay criteria. Choosing your story, developing a filter, answering the why.


Curious Writer - Ch. 3 Personal Essay



As we turn our focus to writing a personal narrative, we will also need to think about how we use words and what words we use to help add clarity and depth to our writing.

We will also look at the following important components of writing:

Using Transition Words

Writing a Strong Thesis

Writing a Strong Introduction


Personal Essay Draft



This week, we will look at sentence structure. Sentence structure is the backbone of all good writing. I don't want to take for granted that all students know the basics of writing a sentence. So we will start here and move forward with harder concepts as we go. Some questions to ponder as we go: Do you have a good variety of sentences in your paper? Are all your sentences a complete thought (noun and verb, subject and predicate)? Do I have proper punctuation?

The second thing that we will work on is writing in an active voice.

Next, read the information about addingdialogues. Continue to workshop that essay as you go. Internal dialogue is acceptable!


Editing your personal essay for active voice, dialogue and sentence structure.



This week, we focus on editing for a final product. We review multiple skills that you can use in order to self-edit your paper.


Final paper due including self-editing checklist.



This week, we will focus on two different types of writing that are commonly associated with "real-world" writing: Reviews and Proposals. We will also focus on comma placement.


Comma activity

Identifying elements of a proposal or review.



This week, we will examine integrating evidence and a strong body paragraph.


Students will create presentations about what makes a strong body paragraph and begin to work on integrating evidence will MLA formatting.

Students will submit a draft of a proposal or review



This week, we will again look at writing a strong thesis statement and how to align our topic sentences to our thesis. We will begin working on peer editing assignments.


Peer editing drafts.



We will finalize our proposal or review this week. We will begin a self-reflection on our learning and our writing.


Final proposal or review is due.



We will look at argument writing and creating strong claims and counterclaims. We will also begin working with APA formatting (paper set-up).


Argument sources due and topic.



This week reviews paraphrasing, summarizing, and synthesizing evidence.


Argument draft due

Paraphrasing and Summarizing activity



We will work on explanation and analysis of evidence in relation to our thesis and topic sentences.


Final Argument is due.



We begin working on components of a strong research paper including the research question, evaluating source bias and source strength.


Research reflection

Research draft question and response.



We will focus on APA formatting including in-text citation and reference page.


Draft of research paper due.



Pulling all our skills together to build a final completed research piece.


Second Research draft due.



Final class reflection due and research paper.


Final class reflection due and research paper.


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

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. Attendance will be related to showing up, with your camera on and participation on Zoom meetings. If you miss more than 3 classes, you chance of passing this course is unlikely.

Missing & Late Work Policy

Late Policy: Students needing extra time may submit assignments up to one week after the assignment due date. Students who submit work up to one week late will receive a penalty of 10 percent applied to the grade achieved on the late assignment regardless of the day of the week on which the work is submitted. Students who submit assignments more than one week late will receive a grade of zero on the assignment unless they have made prior arrangements with the instructor .

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.