District Syllabus
English Composition I

Credit Hours: 3
Contact Hours: 3 Instructional contact hours plus 1 laboratory hour
Laboratory Fee: $6
Prerequisites: Placement at the college level or completion of the appropriate exit-level developmental course(s) with a grade of C or better.
Corequisites: There are no corequisites for this course.
Catalog Description:
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.
Required Materials: Books:
  • 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
Supplemental Materials: Additional materials may be assigned by the instructor to supplement the required materials. -->
Special Requirements: 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 
following traits:
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 
final grade.
Flexibility: 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.

Note: 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.

Equity Statement: Pensacola State College does not discriminate against any person on the basis of race, ethnicity, national origin, color, gender/sex, age, religion, marital status, pregnancy, disability, sexual orientation, gender identity, or genetic information in its educational programs, activities or employment. For inquiries regarding Title IX and the college’s nondiscrimination policies, contact the Associate Vice President for Institutional Diversity/Title IX Officer at (850) 484-1759, Pensacola State College, 1000 College Blvd., Pensacola, Florida 32504.