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Galen College of Nursing – ENG 1105 Course Syllabus – Version 11.0 1

Galen College of Nursing Course Syllabus

Course Information: Course Name English Composition

Course Number ENG 1105

Course Section Number Online

Quarter Credit Hours 4/0/0

Contact Hours 48/0/0

Prerequisites Admission to the Galen Associate Degree in Nursing or the Baccalaureate of Science in Nursing Program Co-requisites n/a

Course Location See My Galen Student Portal for information. Times and location are subject to change. Course Meeting Days/Times

Methods of Instruction Engaged lectures, seminars, multimedia, internet, textbooks, written assignments and small group work.

Changes to Syllabus Faculty reserves the right to make changes as necessary to this course syllabus. Learners will be notified in writing of any changes in a timely fashion.

Legend  Applies to online students only. Faculty Information: [Online students may locate faculty information in Canvas.]

Faculty Dr. Blair Mackenzie

Office Location Online

Office Hours Mon-Wed 8-9 AM

Phone Number(s) 502-322-2089

Email Address [email protected]

Course Catalog Description: This course is designed to develop learners’ college writing skills with opportunities to improve sentence structure and grammar. Through readings, activities, discussions, and writing assignments, learners will practice identifying, analyzing, organizing, and constructing effective essays, while actively engaging in the writing process and developing critical thinking skills. Application of learning culminates in the development of an academic research paper.

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Textbooks & Resources: Required Textbook(s) N/A

Recommended Textbook(s) A recent college-level dictionary, such as The American heritage dictionary; and an affordable thesaurus. A paperback or online version will suffice.

Additional Information:

Student Portal https://my.galencollege.edu/

Galen Website www.galencollege.edu

Student Catalog For a current edition of the Student Catalog students may visit either the Galen website or the myGalen student portal.

Canvas 24/7 Help Line

For 24/7 technical support with Canvas, you can contact our Canvas Helpdesk: - If you are already logged in to Canvas, press the “Help” button on the

bottom left of the screen and make your selection (Phone, Support Ticket, Chat).

- If you are not logged in to Canvas, you can access the same support options with the following information: • By Telephone: (855) 680-0125 • By support ticket: http://help.instructure.com • By chat:

https://cases.canvaslms.com/liveagentchat?chattype=student • By email: [email protected]

Web-Enhanced Access

Courses are augmented on the web utilizing the Canvas Learning Management System. On the first day of class, students will be oriented to the learning system. Students will access the course syllabus and content through this network. https://classroom.galencollege.edu. This network will also provide access to student course grades, a means to submit assignments, and handouts the faculty may post for you.

Online Students

Online Classroom Access All Galen online courses use the Canvas learning management system to provide access to our online courses. The Galen Canvas website is https://classroom.galencollege.edu

Online Faculty Commitment

Online faculty share the same commitment and dedication to student success as our on-ground faculty. They must meet the same standards of preparation and educational experience as their on-ground counterparts. Online faculty are required to respond to distance education students’ requests within twenty-four (24) hours.

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General Education Competencies (GECs): 1. Social Competence – Learners will demonstrate an understanding of philosophies that represent the

current social, emotional, and behavioral attributes of society and individuals. 2. Communication – Learners will demonstrate an understanding of the views of others and communicate

in a professional manner. 3. Critical Thinking – Learners will demonstrate the ability to draw conclusions based on evidence and

consider prior knowledge, context, and perspectives in predicting implications or consequences. 4. Information Literacy – Learners will demonstrate the ability to identify, evaluate, and apply information

to accomplish a specific purpose. 5. Quantitative Literacy – Learners will demonstrate the ability to report, calculate, and analyze

quantitative data. 6. Scientific Literacy – Learners will gain the ability to read with understanding scientific content and

engage in a dialogue about scientific issues. Course Student Learning Outcomes (CSLOs): 1. Compose academic essays utilizing the steps of the writing process. (Bloom’s 3; GEC 2, 3) 2. Apply critical thinking throughout the research and writing process. (Bloom’s 3; GEC 2, 3) 3. Implement APA guidelines when composing academic essays and documenting source material. (Bloom’s

3; GEC 2) 4. Utilize standard writing conventions and academic style in expository, classification, and argumentative

essays. (Bloom’s 3; GEC 2) Course Requirements: Learners must achieve a minimum cumulative course average of at least 74% to meet the requirements and pass this course.

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Final Course Grade Determination & Assignment Schedule: [Online students may locate the Assignment schedule in Canvas.]

Theory – Written Assignments Weight Unit/Week Due Date Due

Essay 1: Expository Essay – Initial Submission

Unweighted 3 4/24/2019

Essay 1: Expository Essay – Final Submission 20% 4 5/1/2019

Essay 2: Classification Essay – Initial Submission

Unweighted 5 5/8/2019

Essay 2: Classification Essay – Final Submission 20% 6 5/15/2019

Essay 3: Argumentative Essay – Initial Submission

Unweighted 10 6/12/2019

Essay 3: Argumentative Essay – Final Submission 20% 11 6/19/2019

Punctuation, Grammar, APA Style Quizzes 10% As Assigned (2-11) As Assigned

Vocab Quizzes 10% As Assigned (2-11) As Assigned

Weekly Discussion* 20% Weekly Weekly

Total 100% *Discussion is defined as written online postings in an online course and may contribute up to, but not exceed, 20% of the course

grade.

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Academic Policies: All policies and procedures contained in the most recent edition of the Student Catalog apply to this course and are hereby incorporated by reference into this syllabus. Please refer to the Galen College of Nursing website and your campus at: http://www.galencollege.edu/campuses/ for the most recent edition of the Student Catalog. Students with Disabilities: Any student who wishes to request an accommodation may do so by contacting the campus Section 504/Title IX Coordinator. Information regarding accommodations for students with disabilities can be found in the Student Catalog, which is made available on the Galen College of Nursing website. On-Ground Course Attendance Policy: It is the student's responsibility to immediately notify the appropriate faculty if there is an unavoidable problem resulting in an absence. Make-Up Exam/Quiz Policy: Students are expected to take all exams and quizzes as scheduled. A student who will be late for or misses an exam or quiz is expected to notify faculty in advance. The number of make-up exams or quizzes per term may be limited. The make-up exam or quiz may be different in format from the originally administered version. The decision to offer a make-up exam or quiz will be at the discretion of the course faculty member in collaboration with the program director. The program director must approve any change in the scheduling of the last exam administered in the course. Written Assignments Policy: All assignments are expected to be submitted by the due date. Late assignments, without faculty consent, may result in a grade of “0.” Late assignments, with faculty consultation and consent, may result in a penalty of 5% per school day past due on written assignments. No assignments will be accepted after the official term end date. Weekly discussions or reflections will be penalized for lateness according to the rubric. Course/Faculty Evaluation: As part of Galen’s continued effort to offer courses of the highest quality and effectiveness, students will have the opportunity to evaluate this course as well as provide feedback on course faculty. Evaluations will be distributed to students prior to the end of the quarter. All evaluations are completely confidential and anonymous.

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Topical Outline: Any changes to this syllabus will be communicated to the student in writing.

Unit 1 Unit Student Learning Outcomes 1. Discuss the writing process and parts of an essay. 2. Identify the types and ramifications of plagiarism. 3. Identify APA page and manuscript style and formatting guidelines necessary for academic writing. 4. Identify standard academic writing conventions and style.

Theory Content Required Readings and Learning Activities

• Discuss the writing process and components of an essay. o Writing Process: Planning, Drafting, Revising, Proofreading, and

Publishing o Key Components of an Essay: Introductions, Thesis Statements, Body

Paragraphs, Topic Sentences, Transitions, and Conclusions • Identify the types and ramifications of plagiarism.

o Types: Direct, Self, Mosaic, Accidental o Paraphrasing and Avoiding Plagiarism o Ramifications at Galen College

• Identify standard academic writing conventions and style. o Concise Expression o Continuity in Writing

• Identify APA style and formatting guidelines rules necessary for academic writing. o Manuscript Overview o Page Formatting o Running Head o Title Page

• Refer to assigned Academic Writer as directed. • Respond four times on two different days to the discussion prompt. Other • Course Syllabus • APA Essay Template • Read course content for Week 1. • Read supplementary materials for Week 1.

Unit 2 Unit Student Learning Outcomes 1. Recognize the types and components of an expository essay. 2. Compose a thesis statement for the expository essay. 3. Identify how critical thinking is used throughout the writing process. 4. Detect common types of logical fallacies in research and writing. 5. Identify standard academic writing conventions and style.

Theory Content Required Readings and Learning Activities

• Recognize the types and components of an expository essay. o Introduction, Body, Conclusion

• Compose a thesis statement for the expository essay. o Tips for Composing a Thesis

• Read the expository prompt provided by the online faculty. • Post a thesis statement in discussion for the expository essay. • Respond four times on two different days to the discussion prompt.

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• Identify how critical thinking is used throughout the writing process. o Inductive and Deductive Reasoning o Critical Thinking Theories and Models

• Detect common types of logical fallacies in research and writing. o Hasty Generalization, Non Sequitur, False Analogy, Slippery Slope,

Appeal to Tradition, Begging the Question, Two Wrongs Make a Right, Ad Hominem, Faulty Emotional Appeal, Post Hoc Ergo Propter Hoc, False Dilemma, Straw Man, Ad Populum, Faulty Use of Authority, Red Herring

• Identify standard academic writing conventions and style. o Parts of Speech o Punctuation Review o Academic Vocabulary

Other • Do research on expository topic. • Read supplementary materials for Week 2. • Read course content for Week 2. • Complete Weekly Vocab Quiz and Grammar Quiz.

Unit 3 Unit Student Learning Outcomes 1. Apply the process of collaborative learning. 2. Identify the steps in the review and revision process. 3. Construct an expository essay. 4. Identify reliable and current academic sources. 5. Identify APA formatting for references and citations necessary for academic writing. 6. Identify standard academic writing conventions and style. 7. Recognize the organization of an essay. 8. Utilize standard academic writing conventions and style.

Theory Content Required Readings and Learning Activities

• Apply the process of collaborative learning. o Teamwork and Group Work o Peer Review

• Identify the steps in the review and revision process. o Revision o Editing o Proofing

• Identify reliable and current academic sources. o Finding Sources: What to Look For o Search Strategies: Basic Techniques o Finding Sources: How to Search o Research Planning

• Identify standard academic writing conventions and style. o Sentence Structure o Sentence Types o Academic Vocabulary

• Construct your expository essay. • Post first draft of expository essay for faculty’s review. • Respond four times on two different days to the discussion prompt. Other • Read course content for Week 3. • Read supplementary materials for Week 3. • Complete Weekly Vocab Quiz and Grammar Quiz.

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• Identify APA formatting for references and citations necessary for academic writing. o Citing References in Text o Direct Quotations and Paraphrasing o Secondary Sources

• Recognize the organization of an essay. o Introductory Paragraph o Thesis Statement o Supporting Paragraphs o Concluding Paragraph

Unit 4

Unit Student Learning Outcomes 1. Compose a thesis statement for the classification essay. 2. Apply the review and revision process to the expository essay. 3. Identify APA style and formatting guidelines rules necessary for academic writing. 4. Utilize standard academic writing conventions and style. 5. Identify reliable resources for academic writing.

Theory Content Required Readings and Learning Activities

• Compose a thesis statement for the classification essay. o Grouping Criteria o Classification Scheme o Phrasing the Thesis

• Apply the review and revision process to the expository essay. o Ways to Improve Writing o Self-Revision Process o Editing Checklist

• Identify APA style and formatting guidelines rules necessary for academic writing. o Paraphrasing o Summarizing o Quoting

• Utilize standard academic writing conventions and style. o Sentence Errors: Fragments o Sentence Errors: Run-ons & Comma Splices o Misplaced or Dangling Modifiers o Academic Vocabulary

• Identify reliable resources for academic writing. o Advanced Search Strategies o Organizing Sources

• Review, revise, and proof your expository essay and post a polished and professional final draft.

• Compose a thesis statement for the classification essay. • Utilize Grammarly to review and revise essays. • Respond four times on two different days to the discussion prompt. Other • Read course content for Week 4. • Read supplementary materials for Week 4. • Complete Weekly Vocab Quiz and Grammar Quiz.

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o Evaluating Sources o Evaluating Usefulness

Unit 5 Unit Student Learning Outcomes 1. Compose the classification essay. 2. Apply APA rules to all essays. 3. Utilize standard academic writing conventions and style. 4. Apply the writing process.

Theory Content Required Readings and Learning Activities

• Utilize standard academic writing conventions and style. o Pronoun-Antecedent Agreement o Subject Verb Agreement o Academic Vocabulary

• Apply the writing process. o Brainstorming

• Compose the classification essay. • Respond four times on two different days to the discussion prompt. • Utilize Grammarly to review and revise essays. Other • Read course content for Week 5. • Read supplementary materials for Week 5. • Complete Weekly Vocab Quiz and Grammar Quiz.

Unit 6 Unit Student Learning Outcomes 1. Recognize the components of an argumentative essay. 2. Apply the review and revision process to the classification essay. 3. Apply APA rules to all essays. 4. Utilize standard academic writing conventions and style. 5. Apply the writing process.

Theory Content Required Readings and Learning Activities

• Recognize the components of an argumentative essay. o Parts of an Argument o Claims, Counterclaims, Reasons, and Evidence

• Utilize standard academic writing conventions and style. o Passive Voice o Parallel Structure o Academic Vocabulary

• Apply the writing process. o Attention Grabber o Thesis Statement

• Review, revise, and proof your classification essay and post a polished and professional final draft of the classification essay.

• Utilize Grammarly to review and revise essays. • Other • Read supplementary materials for Week 6. • Read course content for Week 6. • Complete Weekly Vocab Quiz and Grammar Quiz.

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Unit 7 Unit Student Learning Outcomes 1. Identify the steps in the research process. 2. Identify the structure of an argument. 3. Recognize bias in research and writing. 4. Avoid bias in research and writing. 5. Compose a thesis statement for the argumentative essay. 6. Apply APA citation rules and formatting to all essays and references. 7. Utilize standard academic writing conventions and style.

Theory Content Required Readings and Learning Activities

• Identify the steps in the research process. o Types of Research o Information Sources o Information Categories

• Identify the structure of an argument. o Debatable Thesis o Clear Line of Reasoning o Evidence to Support Thesis and Line of Reasoning o Acknowledgement of the Opposition

• Recognize bias in research and writing. o Types of Bias o Controlling Bias

• Compose a thesis statement for the argumentative essay. o Types of Claims o Developing Claim o Supporting Claim

• Utilize standard academic writing conventions and style. o Academic Vocabulary

• Apply APA citation rules and formatting to all essays and references. o App or Software Reference o Audiovisual Material Reference o Blog Post Reference o Book Chapter Reference o Dissertation or Thesis Reference o Electronic Sources and Locator Information o Journal Article Reference

• Choose topic and position for argumentative essay. • Respond four times on two different days to the discussion prompt. Other • Read course content for Week 7. • Read supplementary materials for Week 7. • Complete Weekly Vocab Quiz and Grammar Quiz.

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Unit 8 Unit Student Learning Outcomes 1. Identify resources to compose an argumentative essay. 2. Utilize standard academic writing conventions and style. 3. Apply APA citation rules and formatting to all essays and references.

Theory Content Required Readings and Learning Activities

• Utilize standard academic writing conventions and style o Academic Vocabulary

• Apply APA citation rules and formatting to all essays and references. o Magazine Article Reference o Missing Reference Element o Newspaper Article Reference o Reference Elements o Reference Work and Reference Work Entry o Website Reference

• Respond four times on two different days to the discussion prompt. Other • Read supplementary materials for Week 8. • Read course content for Week 8. • Complete Weekly Vocab Quiz and Grammar Quiz.

Unit 9 Unit Student Learning Outcomes 1. Evaluate original thesis statement and revise as needed. 2. Integrate new research with existing knowledge base. 3. Construct an outline for the argumentative essay. 4. Evaluate resources for validity and support of argument. 5. Utilize standard academic writing conventions and style. 6. Apply APA citation rules and formatting to all essays and references.

Theory Content Required Readings and Learning Activities

• Construct an outline for the argumentative essay. o Overview of how to Create an Outline

• Utilize standard academic writing conventions and style. o Quotation Marks o Academic Vocabulary

• Evaluate resources for validity and support of argument. o Validity o Argument o Counterargument

• Share argumentative essay outline form in discussion. • Respond four times on two different days to the discussion prompt. Other • Read supplementary materials for Week 9. • Read course content for Week 9. • Complete Weekly Vocab Quiz and Grammar Quiz.

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Unit 10 Unit Student Learning Outcomes 1. Apply critical thinking to writing an argument and counterargument. 2. Demonstrate effective communication skills in argumentative essay. 3. Utilize standard academic writing conventions and style. 4. Apply APA citation rules and formatting to all essays and references. 5. Construct a PowerPoint presentation.

Theory Content Required Readings and Learning Activities

• Utilize standard academic writing conventions and style. o Slash o Parenthesis o Brackets o Academic Vocabulary

• Construct a PowerPoint presentation. o Creating a PowerPoint o PowerPoint Guidelines

• Post first draft of argumentative essay in the discussion. • Post first draft of argumentative essay for faculty review. • Respond four times on two different days to the discussion prompt. Other • Read course content for Week 10. • Read supplementary materials for Week 10. • Complete Weekly Vocab Quiz and Grammar Quiz.

Unit 11 Unit Student Learning Outcomes 1. Demonstrate effective verbal, visual, and written communication. 2. Demonstrate ability to express opinions with respect and lack of bias. 3. Formulate constructive criticism to peers. 4. Utilize standard academic writing conventions and style.

Theory Content Required Readings and Learning Activities

• Demonstrate ability to express opinions with respect and lack of bias. o Civil Discourse o Bias

• Formulate constructive criticism to peers. o Guidelines for Constructive Criticism

• Utilize standard academic writing conventions and style. o Academic Vocabulary

• Post PowerPoint of argumentative essay in discussion. • Post final draft of argumentative essay for faculty grading. • Respond four times on two different days to the discussion prompt. Other • Read course content for Week 11. • Read supplementary materials for Week 11. • Complete Weekly Vocab Quiz and Grammar Quiz.

Unit 12 No new USLOs

Theory Content Required Readings and Learning Activities

• Course Summation: Thoughts on Course Content and Outcomes • Post a reflection on course takeaways. • Ask final questions.

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Theory

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Weekly Discussion Guidelines: Active participation in the online portion of this class is a must. A large part of your final grade will be based on your online participation. You should be involved in frequent, value added discussion in the class in accordance with the specific requirements outlined by the course faculty in the course discussion forums. Comments such as "I agree" and "ditto" are not considered value added participation. Comments which advance the discussion contribute to meaningful participation. Please note that you will be evaluated on the quality and quantity of your participation in class. Weekly Discussion Grading Rubric: Participation in weekly class discussions will be evaluated using the criteria below.

Area of Focus Points Possible Points

Awarded Discussion Posts meet criteria for timeliness and frequency. 15

Interaction with classmates is present, thoughtful and complete. 15 All prompts within question/task are fully addressed and responses are on target. 20

Entries evidence critical appraisal of the task. 20

Reference to assigned weekly readings and content is present. 20 Language is appropriate with few grammatical errors and no informal English. 10

Total 100

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Essays Essay 1: For Essay 1, you will write an expository essay based on a prompt provided by your faculty. The final essay must contain at least 1000 words, be double-spaced, and be in 12-point Times New Roman font. APA formatting should be followed throughout the document. You should write in 3rd person. Your essay should have a clear thesis statement and a logical organization and structure.

Required Processes: For this essay, you will write a first draft, revise, and edit for a final draft. Aligning Course Competencies: This assignment develops the following course competencies, supporting learners’ ability to: 1) Prepare academic writings through the steps of the writing process, 2) Apply critical thinking to the revision and editing process, 3) Use APA guidelines when documenting source material, and 4) Use proper grammar and academic style in writing. Essay 2: For Essay 2, you will write a classification essay on a prompt provided by your faculty. The final essay must contain at least 1000 words, be double-spaced, and be in 12-point Times New Roman font. APA formatting should be followed throughout the document. You should write in 3rd person. Your essay should have a clear thesis statement and a logical organization and structure.

Required Processes: For this essay, you will write a first draft, revise, and edit for a final draft. Aligning Course Competencies: This assignment develops the following course competencies, supporting learners’ ability to: 1) Prepare academic writings through the steps of the writing process, 2) Apply critical thinking to the revision and editing process, 3) Use APA guidelines when documenting source material, and 4) Use proper grammar and academic style in writing. Essay 3: For Essay 3, you will write an argumentative essay based on a prompt provided by your faculty. The final essay must contain at least 1000 words, be double-spaced, and be in 12-point Times New Roman font. APA formatting should be followed throughout the document. You should write in 3rd person. Your essay will include five identifiable elements: a debatable thesis, a clear line of reasoning, supporting evidence (some from outside sources), a counterargument, and a rebuttal. Additionally, you will incorporate at least five credible outside sources into this paper to support your thesis and line of reasoning. APA citation, both in-text and on a References page, is required.

Required Processes: For this essay, you will conduct research on your topic, write a first draft, revise, and edit for a final draft. Aligning Course Competencies: This assignment develops the following course competencies, supporting learners’ ability to: 1) Prepare academic writings through the steps of the writing process, 2) Apply critical thinking to the revision and editing process, 3) Use APA guidelines when documenting source material, and 4) Use proper grammar and academic style in writing.

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Essay Grading Rubric: Criteria Highly Proficient 20 pts.

Acceptably Proficient 17.5 pts.

Minimally Proficient 14 pts.

Non-proficient 0 points

Thesis statement (20) Main idea; controlling idea; compelling CSLOs 1, 2

Precise, succinct thesis statement with obvious main idea and controlling idea; original and compelling.

Acceptable thesis statement has main idea and controlling idea, but may not be compelling or original. Slightly problematic.

Thesis statement is confusing or not immediately obvious. Missing main idea or controlling idea, but not both. Considerably problematic. AND/OR Thesis statement announces intention.

No thesis statement.

Body paragraphs (20) Unified; coherent; related to thesis; topic sentences; supporting sentences CSLOs 2,3, 4

All body paragraphs are unified and coherent; each body paragraph contains one distinct point; each body paragraph has a topic sentence that is directly related to the thesis; supporting sentences all relate to the topic sentence.

Body paragraphs are mostly unified and coherent; topic sentences are largely related to thesis, with one error at most; supporting sentences mostly related to the topic sentence, with no more than one error.

Body paragraphs are not wholly unified and/or coherent; topic sentences are mostly unrelated to thesis, with more than one error; supporting sentences mostly unrelated to the topic sentence, with more than one error. AND/OR Paper does not meet length requirement; short by no more than 150 words.

Body paragraphs are completely un-unified and incoherent; topic sentences are not related to thesis; supporting sentences not related to topic sentence. AND/OR Paper does not meet length requirement; short by more than 150 words.

Grammar, Spelling, and Mechanics (10) CSLOs 3,4

Minimal grammar, spelling, or mechanical errors (at most 2).

3 – 5 grammar, spelling or mechanical errors.

6 – 8 grammar, spelling, or mechanical errors.

9 or more grammar, spelling, or mechanical errors.

Length and Originality (10) CSLOs 3,4

Paper meets required word count. And/or Less than 10% direct quotes. 10pts

Paper is either 20% above or below the required word count. And/or More than 10% direct quotes. (0pts)

Style (20) Introductory and concluding paragraphs; sentence structure; transitional phrases; word choice; tone

Introductory and concluding paragraphs are compelling and creative; sentence structure is widely varied (simple sentences, compound sentences, complex sentences), exceptional use of transitional phrases, academic/elevated/creative

Introductory and concluding paragraphs are satisfactory; sentence structure is somewhat varied; satisfactory use of transitional phrases; mostly academic/elevated/creative word choice; mostly appropriate tone; some slang or

Introductory and concluding paragraphs are unsatisfactory; sentence structure is mostly unvaried; occasional use of transitional phrases; un-academic word choice; considerably slang or informal language; considerably problematic.

No introductory or concluding paragraphs; completely unvaried sentence structure, or sentences with so many structural mistakes as to render the sentences

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CSLOs 2, 3,4

word choice; appropriate tone; no slang or informal language.

informal language; slightly problematic.

AND/OR Use of first or second person. AND/OR Overuse of rhetorical questions.

illegible; wholly informal language. AND/OR Essay does not follow appropriate essay pattern.

Formatting (20) APA formatting guidelines CSLOs 3

No errors in formatting. 1 error in formatting. 2 errors in formatting. More than 2 errors in formatting.

*Plagiarism will result in a zero for the assignment; penalties may apply according to Written Assignment Policy.