Instructional contact hours plus 1 laboratory hour
Placement at the college level or completion of the appropriate exit-level developmental course(s) with a grade of C or better.
There are no corequisites for this course.
A comprehensive course embodying the fundamentals of effective
expression with emphasis on expository writing and logical
thinking. Meets A.A. and A.S. general education requirements. A
writing emphasis course.
- Aaron, Jane E.. LB Brief, 5th ed., Pearson, 2014. ISBN: 9780321896667
- Wyrick, Jean. Steps to Writing Well with Additional Readings, 9th ed., Cengage, 2013. ISBN: 9781133311294
- Graff, Gerald. They Say I Say, 2nd ed., WW Norton, 2012. ISBN: 0393912753
Additional materials may be assigned by the instructor to supplement the required materials. -->
||The lab portion of this course consists of individualized,
integrated review labs as well as lab assignments that supplement
course concepts. All are to be completed by using the physical or
virtual Writing Lab. Students are expected to use the Writing Lab on
average one hour each week.
|Program Learning Outcomes:
Global Learning Outcomes:
I. Critical Thinking: Students evaluate the validity of their own
and others' ideas through questioning, analyzing, and synthesizing
results into the creative process.
II. Communication: Students will develop effective reading, writing,
speaking and listening skills to communicate verbally and
nonverbally on literal and figurative levels.
IV. Information Management: Students use effective strategies to
collect, verify, document, and manage information from a variety of
|Course Learning Outcomes:
By the end of the course, a student's writing should possess the
1. All parts of the writing assignment - title, introduction,
thesis, discussion, and conclusion - work together to communicate a
single purpose to readers.
2. The paper as a whole develops its purpose in using a
recognizable, effective, and consistent organizational plan (e.g.,
the rhetorical modes of development by example, process analysis,
comparison/contrast, causal analysis and argumentation). Paragraphs
should have easily recognizable topics developed through specific
details, explanation, and/or illustration that support the purpose.
Appropriate transitions guide readers through the paper.
3. The paper develops a college-level topic, the content is
original, and the discussion provides a depth of development beyond
mere listing of paragraph sub-topics.
4. Sentence structure and diction reflect the patterns of Standard
American English rather than the patterns of oral language.
5. Writing is free from elementary errors that obscure meaning and
cause readers to question the writer's credibility.
6. The paper reflects the student's ability to critically analyze
writing for effectiveness.
7. At least one paper integrates meaningful outside sources and
correct citation into its content.
|Methods of Evaluation:
Evaluation of student progress towards achieving the stated learning
outcomes and performance objectives is the responsibility of the
instructor, within the policies of the college and the department.
The instructor's expanded syllabus will explain how the following
requirements fit into the course:
1. Writing that includes at least five multi-paragraph essays, at
least one of which is written in class.
2. Other writing, which may include single-paragraph themes, journal
assignments, and summaries of readings.
3. Quizzes and tests to be given at the instructor's discretion.
4. A final exam on grammar and rhetorical principles or an
equivalent measure of ability.
5. A final exam written in class and counting 20 percent of the
It is the intention of the instructor to accomplish the objectives specified in the course syllabus. However, circumstances may arise which prohibit the fulfilling of this endeavor. Therefore, this syllabus is subject to change. When possible, students will be notified of any change in advance of its occurrence.
|Student Email Accounts
||Pensacola State College provides an institutional email account to all credit students. Pirate Mail is the official method of communication, and students must use Pirate Mail when communicating with the College. In cases where companion software is used for a particular class, emails may be exchanged between instructor and student using the companion software.
For students with a disability that falls under the Americans with Disability Act or Section 504 of the Rehabilitation Act, it is the responsibility of the student to notify Student Resource Center for ADA Services to discuss any special needs or equipment necessary to accomplish the requirements for this course. Upon completion of registration with the Student Resource Center for ADA Services office, specific arrangements can be discussed with the instructor.