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Special Materials and Requirements:

This is a fully online class. We will not have any mandatory meetings. Students must have regular access to a computer with a stable internet connection. Students must also have access to a backup, in case of technical issues.  

Students should make use of their Google drives and Office 365, especially to save and back up major writing assignments.

Focus

Please note: This is a Co-Requisite course. Students must be enrolled in and attending ENGL 1301.

This is an individual lecture/lab-based course designed to prepare students for college credit level English and Reading Intensive classes providing exposure and practice in reading and writing expository, narrative, and persuasive texts. Because this course has the English Composition linked course, most of our readings and assignments will focus on assignments given in the ENGL course. This is designed to help you be successful in the English class while also preparing you for other reading and writing-intensive courses. The course integrates fundamental reading skills – comprehension, vocabulary, and rate with foundational skills in writing a variety of academic essays.  This course carries institutional credit but will not transfer and may not be used to meet degree requirements.

Course Goals and Learning Outcomes

· Locate explicit textual information, draw complex inferences, and describe, analyze, and evaluate the information within and across multiple texts of varying lengths.

· Comprehend and use vocabulary effectively in oral communication, reading, and writing.

· Identify and analyze the audience, purpose, and message across a variety of texts.

· Describe and apply insights gained from reading and writing a variety of texts.

· Compose a variety of texts that demonstrate reading comprehension, clear focus, logical development of ideas, and use of appropriate language that advance the writer’s purpose.

· Determine and use effective approaches and rhetorical strategies for given reading and writing situations.

· Generate ideas and gather information relevant to the topic and purpose, incorporating the ideas and words of other writers in student writing using established strategies.

· Evaluate relevance and quality of ideas and information in recognizing, formulating, and developing a claim.

· Develop and use effective reading and revision strategies to strengthen the writer’s ability to compose college-level writing assignments.

· Recognize and apply the conventions of Standard English in reading and writing.

Requirements & Assessment

Student success is measured by a variety of assessment techniques aligned with course goals and learning outcomes.

All work must be submitted on time. Technology issues are not cause for accepting late work. Students who find themselves experiencing major life emergencies should contact me by email prior to a deadline to discuss options regarding assignments.

Course Assessment: To earn a passing grade in this course, the student must have a C average or better on graded work and final self-evaluation paper.

· Daily Assignments: 80%

· Discussion Boards

· Assignments

· Lab Work, etc.

· Self-Evaluation Paper: 20%

 

Final Grade

A: 90-100%

B: 80-89%

C: 70-79%

F: below 70%

Special Note:  EXTRA CREDIT WILL NOT BE GIVEN UNDER ANY CIRCUMSTANCES.

Attendance Policy

Both the INRW 0399 and ENGL 1301 courses are linked together. You cannot drop one and keep the other. If one course is dropped, both courses will be dropped. Please keep in communication with BOTH instructors on any absences or concerns about the successful completion of either course. Students at TCCD are required to attend class and keep up with course assignments. Regular attendance is expected in all classes at TCC. Each faculty member keeps records of class attendance. For this online course, I will record attendance when assignments are due. If an assignment is not submitted, a student will be recorded as Absent. Logging in without submitting anything does not constitute sufficient academic activity. This does not mean you will be automatically dropped. It remains the responsibility of the student to drop the class if they feel it is in their best interest. Please contact me if you’re considering dropping the course, as there may be ways for you to pass the course. I generally do not drop students, though students who submit no assignments for the first two weeks of the course may be dropped.

Since attendance and participation are essential for student success, the following guidelines apply:

Term Summer	Number of Weeks Attendance Recorded	15% of class meetings	The student may be dropped after missing
5 weeks	5	1 week	2 weeks/assignments

If an assignment is missing for the week, a student will be marked absent. Students in a remote course missing a cumulative 15% of the course assignments, may be dropped at the discretion of their instructor. If you choose to withdraw from this class, it is your responsibility to contact Financial Aid and Counseling to see what the consequences of dropping a course might be.

Classroom Expectations

We are a community of learners who will listen to one another, acknowledge each other, and respect one another. We will not all agree; we will all get along. Students may not disrupt our open community of learning with disrespect, rude or assaultive language, personal attacks, or profanity. Our class will be a safe space for all learners, no matter what.

If you are having trouble logging in to your email or Canvas, please contact the Help Desk at 817-515-6411 or 817-515-8324. 

I strongly encourage you to develop true conversations in the Discussion Board. By this, I mean do not post only enough to meet the minimum word-count. This is your opportunity to debate and discuss with your classmates; it is also an opportunity to ask each other questions. I will be monitoring and participating in discussions and expect more participation than simply trying to meet your word-count obligation.

Academic Integrity Policy

TCC prohibits cheating, collusion, plagiarism, and self-plagiarism. The College definitions (according to the Student Handbook) are below. Our campus definition for self-plagiarism is the act of re-submitting or re-using work previously written and/or submitted for another course, or another section of the same course. Students cannot re-submit essays or other written works that have been turned in during previous semesters, regardless of whether that work was written for the same course. The penalty for self-plagiarism shall be the same as the penalty assigned by the instructor for other acts of academic dishonesty. Those penalties can include a failing grade on the assignment and a written report. Penalties for multiple academic integrity violations includes failing the course, additional documentation, and reporting the student to the department Assistant Dean or Dean.  

Tarrant County College Student Handbook Guidelines 

The term “Cheating” includes, but is not limited to: (1) use of any unauthorized assistance in taking quizzes, tests, or examinations; (2) use of sources beyond those authorized by the instructor in writing papers, preparing reports, solving problems, or carrying out other assignments; (3) the acquisition, without permission, of tests or other academic material belonging to a member of the College faculty or staff; or (4) engaging in any behavior specifically prohibited by a faculty member in the course syllabus. 

The term “Plagiarism” includes, but is not limited to, the use, by paraphrase or direct quotation, of the published or unpublished work of another person without full and clear acknowledgment. It also includes the unacknowledged use of materials prepared by another person or agency engaged in the selling of term papers or other academic material. 

Scholastic Penalties - The assignment of a failing grade on an assignment or examination or in a course by an instructor based on scholastic dishonesty including cheating, collusion, and plagiarism committed by a student. The instructor will submit a written report of the incident and of the planned action to the instructor’s dean. 

Questions and Asking for Help

If you ever feel confused or "behind" in the course, or if you ever feel like you're "not getting it," then email me (anytime!) and we can discuss your questions.

If you are having trouble or difficulty with the pace, material, expectations, personal matters, or anything else relevant, please communicate with me as soon as the trouble starts. I will work with you to create a plan for success.