UHD Composition Program

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English 1300/130A At
The University of Houston-Downtown

Developmental writing is a challenging course for any instructor. Instructors preparing students to write for university success need to understand the exigencies faced by students' unfamiliarity with academic life. These exigencies may include limited proficiency in English, diagnosed or undiagnosed learning disabilities, and doubts about their ability to succeed as college students. We encourage instructors to listen closely to their students. This close attention to their voices will help you make your classroom a productive site for intellectual engagement. The information on this website should help you design your course so that it is consistent with successful principles and practices in the field of developmental writing. The course description, outcomes, pedagogical options and strategies, and the policy and procedures document for part-time instructors all provide specific information on classroom approaches. Of course, if you have any questions or concerns, be sure and talk with the Director of Composition and with your Composition colleagues.

Links on this page:

Course Description and Requirements
Catalogue Description
Course Outcomes
Explanation of Outcomes with Pedagogical Options and Strategies
Common Course Procedures
Attendance Policy
Developmental Satisfactory Progress Policy
Final Exam Grading Criteria
Resources for 1300/130A
      Mid-term Review Forms
      Strategies for Teaching Timed Writing
      Sample Essays
Expectations for 1301

The following course description is written for students, but it contains important information for the instructor as well. Feel free to use it as a handout in your class, if you wish.

Course Description and Requirements
English 1300/130A

English 1300/130A is an introductory writing course designed to prepare you for English 1301. It provides an introduction to college-level writing and reading processes, including strategies for brainstorming, drafting, revising, and editing thesis-driven essays. You'll review the basic components of essay writing (argument, audience analysis, development, and organization), and you'll practice the close reading and critical thinking college will demand of you. You'll also review points of grammar and punctuation and learn to edit for run-on sentences, sentence fragments, verb usage, and pronoun confusion. You'll need to demonstrate success in all of these areas in order to move on to English 1301, and you may need to repeat the course as necessary. You'll receive both group and individual instruction.

You'll write about six essays, each of approximately 500-1000 words. At least two of them will be written in class. In addition, you'll be responsible for homework reading and writing, and you should plan, several times over the course of the semester, to conference with your instructor outside of class or to work with a tutor in the Writing Center . Students in all sections of English 1300/130A take a common final exam, which is an in-class essay. .

Many students ask about the differences between English 1300 and English 130A. These are two tracks of the same course. The difference is simply one of emphasis. English 130A is for non-native speakers of English and thus emphasizes things like idiom, reading fluency, article use, and verb tenses. So if you hear the rumor that you have to take 1300 after 130A, ignore it; they are the same course. Students place in English 1300/130A based on the scores on their entrance exam, the Accuplacer score. They place in 130A sections based on their LOEP (Levels of English Proficiency) score, which is part of the entrance exams. .

Your grade in English 1300/130A will be an A, B, or C, IP (In Progress), W (Withdrawn), or F (Failure). An A, B, or C means that you may enroll in English 1301. IP acknowledges your good faith efforts and achievement but requires another semester of English 1300/130A. W indicates that you were unable to complete the course due to external reasons (lengthy illness, job interference, or family emergency) and you withdrew yourself from the course by going to advising and getting your instructor's permission to withdraw. Failure indicates lack of a good faith effort, including excessive absence and not turning in assignments. Instructors arrive at these grades by evaluating each student's last three essays and final exam essay.

English 1300/130A is non-credit bearing, which means that it does not contribute 3 hours to the approximately 120 you'll need to complete a degree. The grade you receive will not affect your grade point average, but the skills you learn will, in large part, determine the grades you'll earn in your credit-bearing courses.

Catalogue description: Placement examination is required. Introduction to the writing process, including such elements as awareness of audience, prewriting, organization strategies, revising and editing to conform to the major conventions of standard written English.

Course Outcomes for English 1300/130A

Upon completion of the Composition sequence, successful students will be able to read clearly and critically, manage their writing process, and produce thesis-driven, text-based essays

1. Reading clearly and critically:

• Comprehend, evaluate, and synthesize ideas from academic text

2. Manage their writing process:

• Practice flexible and recursive strategies such as invention, drafting, revising, editing, and proofreading.

3. Produce thesis-driven text-bassed essays:

Explanation of Course Outcomes with Pedagogical Options and Strategies

1. Read clearly and critically

OUTCOME:

RATIONALE:

• Reading and writing are inextricably linked and most 1300 students have not had opportunities for reading and writing in the complex intellectual contexts that college-level work requires.
• Reading a variety of texts exposes students to a variety of writing styles, argumentative strategies, and human experiences that will provide more depth for undertaking intellectual work and for developing analytic and critical thinking skills.
• Connecting the writing process to the reading process allows students to understand the importance of writing as a mode of learning and thinking, as well as to practice in writing the rhetorical strategies that they discover in reading.
• Discussion of readings in both large and small groups gives students the opportunity to practice analysis and interpretation, expand vocabulary, identify meaning, and troubleshoot problem areas with peers and with the instructor.

PEDAGOGICAL OPTIONS AND STRATEGIES:

· Instructors can assess and students can self-assess the reading strategies that they already use and understand.

· Instructors can provide students with a variety of texts and with access to texts from a broad range of academic disciplines. Texts should not be limited to textbook-type readings, but can include academic texts (readings across the disciplines, including mathematics and the sciences); imaginative writing (fiction, poetry, creative non-fiction, autobiography, etc); journalism; popular media culture; the World Wide Web; and so forth.

· Instructors can provide specific strategies for gaining access to difficult texts so that students are encouraged to challenge and improve their reading abilities (which also can include time management strategies for reading difficult texts). These strategies may include annotating, summarizing, note-taking, arguing with/against the text, etc. Central to these strategies is the notion of an active, not passive, involvement with the text.

RATIONALE:

• In order to develop an intellectual understanding of writing as a process, students need to recognize that writing involves more than following rote instructions or completing an assignment the night (or class period) before a formal paper is due.

• Students can write a self-assessment cover letter for formal papers that documents the writing process that they undertook to develop and complete their papers.
  
• Instructors can provide students with opportunities for free writing (to develop what Peter Elbow calls a "free writing muscle") on a daily or weekly basis so that students come to understand the relationship between free writing (generating a substantial amount of written text) and the other steps of the writing process.
  
• Instructors can provide students with opportunities to practice each stage (including invention, drafting, revising, editing, and proof reading) of the writing process with formal and informal, large and small group, in and out-of-class, graded and ungraded writing activities. Significant practice with the writing process can be linked to developing time management skills for completing a formal essay or other writing project.
  
• Instructors can provide students with opportunities for individual instruction in each stage of the writing process (in class, through office hours, via e-mail, and/or in specially assigned conferences)
  
• Instructors should introduce students to the Writing Center as a place to gain further practice and assistance with each step of the writing process. Instructors may urge some students to take the Developing Writers Seminar to meet with tutors on a weekly basis.

3. Produce thesis-driven text-bassed essays:

OUTCOME

PEDAGOGICAL OPTIONS AND STRATEGIES:

• Instructors can assess what students already know regarding how to write an academic essay as described above, and provide students with the opportunities to expand and strengthen those strategies (which also can include test-taking strategies for the English 1300 exit essay exam, state-mandated tests, and the Writing Proficiency Exam,).
  
• Instructors can provide students with a variety of opportunities to demonstrate their knowledge of how to write an academic essay by means of an exit essay exam, final formal paper, and/or culminating portfolio.

• Instructors can provide students with a variety of opportunities (through whole-class discussion, small group work, individual instruction, and lecture as necessary) to practice and understand the component parts of an academic essay, including the argumentative essay with a clear thesis with introduction, supporting evidence, and a satisfying ending.

• · Instructors can provide a variety of opportunities for students (through whole-class discussion, small group work, individual instruction, and lecture as necessary) to respond to a variety of rhetorical situations with use of evidence appropriate to audience and purpose; to practice and understand integrating ideas from one or two texts with appropriate documentation; and to practice and understand how and why to avoid plagiarism.

• Instructors should provide students with a variety of opportunities to learn a basic understanding of the component parts and boundaries of sentences and paragraphs. Avoid rote drilling of grammar exercises. Opportunities to work on grammar and style concerns generally will come from the students' own writing as well as from texts of experienced writers. Examples of student writing can be collected and workshopped in class; the instructor can provide examples of his or her own writing to be examined and critiqued; individual or small-group conferences can be held on specific grammar and style issues; style exercises in sentence combining and imitation can be developed. These are just some of the many ways to productively address sentence-level concerns without grammar drills.

COMMON COURSE PROCEDURES

Developmental English at UHD is guided by numerous collective endeavors. What follows is the schedule of essays and events in which all developmental English instructors participate during the two long semesters. During summer school, instructors work individually; however, they are encouraged to consult with the Director of Composition in the preparation of the final exam as well as in any other aspects of the course as needed.

First class day:
In your mailbox you will find copies of a focus essay exam to give to your students. The purpose of this essay is two fold: it will give you an idea of your students' strengths and weaknesses; it will also allow you to make sure that all of your students actually belong in your class. Explain to the students the dual purposes of the essay so they take it very seriously. Because placement tests are terribly fallible, you will sometimes have students who belong in English 1301 or 130A. Please read the focus essays immediately , so that students needing replacement do not lose more than one or two class periods in their new course. Leave the essay of students you wish to be considered for replacement in Sara Farris' mailbox. She will read the essay and contact the student to work out another course placement, if needed.

First Month of classes:

Academic Advising will contact you early in the semester to arrange a time to come and speak with your class. The purpose of the visit is to try and familiarize students with the range of services offered in Academic Advising and to encourage students to use advising for help during the semester.

Mid-term review:
Approximately five weeks into the semester, you will receive a memo reminding you of the mid-term review. This review consists of individual conferences with students. Below you will find sample forms to help you give structure to your conferences. One is a form that you can fill out and give to students to help them understand their progress. The other is to help the student reflect on his/her progress. The purpose of the review is to give students an opportunity to assess their progress and identify areas to improve. You may also wish to refer some students to Advising for help on time management, financial aid, etc. The Advising Referral Form found here (provide link to it ) will tell students who, specifically, is their advisor.

Final examination:
By the tenth week you will receive notice of which essay(s) will be the focus of the final examination. By the twelfth week you will be provided with a practice final exam question to help you prepare your students. This practice final may be used in various ways. Some instructors discuss it in class and talk about the kind of approaches one takes to an in-class essay. You might wish to assign this practice final as the last graded essay before the final. You may also use it as a take-home essay that asks students to spend two and a half hours on it. There are many ways to use this practice final. The final essay is an in-class essay held from 9AM to 11:30AM on the first reading day, which is the day after the last day of classes. Your class will be assigned a room and given a memo with directions for the examination. Instructors proctor their own students. At noon instructors gather for lunch and a collective grading session. Two other instructors will read and grade your students' essays. However, it is your responsibility to make the final grade determination based on your students' last three essays.

Grades:
A student must receive at least a "C" to pass; however, no grade is figured into the student's GPA . The grades are A*, B*, C*, IP, and F. An IP is for those students who have attended class and done the work of the course, but who are not ready for English 1301. An F is for those students who have not completed the requirements of the course. The asterisk denotes a developmental course.

ENGLISH 1300/130A ATTENDANCE POLICY

1. Attendance will be taken on a daily basis, starting with week 3 of long terms or day 4 of summer sessions. If a student misses the equivalent of more than 6 hours of class, the instructor will notify the Director of Composition in the English department office and the student will be automatically assigned a course grade of "F," to be preprinted on the final grade sheet. Also, a "HOLD" will be placed on the student's academic record. The student must subsequently see an academic adviser to have the "HOLD" removed.

2. A student may petition to be reinstated after being assigned an automatic "F" by submitting a Request for Reinstatement form together with documentation explaining his or her absences. This form can be obtained in the English Department office, S-1045. This request must be delivered to the chair of the English Department. The student must also notify the instructor and give him or her a copy of the petition. Both the student and the instructor will be notified of the final decision of the chair. The student should continue to come to class and participate in all activities (including quizzes and tests) until a decision is reached. If the student's request is denied, the student may continue attending class at the instructor's discretion, however, the student's final course grade of "F" cannot be altered.

3. Students who are attending class regularly, but still not passing the course, are strongly encouraged to continue attending class and to participate in all activities (including quizzes/tests/final exam), as this will assist in preparing the student for the next semester. If the student makes this effort, a grade of "IP" will be assigned.

4. A student who does not attempt the final exam will receive a grade of "F" for the course.

Abbreviated Version of Attendance Policy

ATTENDANCE POLICY

•  If you miss more than four class periods, you will automatically receive an “F” for the course.

•  Permission to continue in the course may be granted in extraordinary circumstances. Contact Dr. Sara Farris, Director of Composition, to see if you may be eligible for such consideration. Her email is farriss@uhd.edu, office is S-1045, and phone number is 713-221-8415. You must continue to attend class until your request has been approved or denied.

•  A student who does not take the Final Examination will receive an “F” in the course.

INSTRUCTOR INITIATED

AUTOMATIC GRADE ASSIGNMENT

OF "F" FOR ENGLISH 1300/130A

This form is to be completed by instructors for students who miss the equivalent of more than 6 hours of class in English 1300 or 130A. Please submit the form to the Director of Composition for processing and, if possible, notify the student of your action. Please be aware that this form may not be processed immediately, and it may take a few weeks for a "HOLD" to be placed on his or her academic record. Please make a copy of this form for your own records; the original will stay with the Composition Program.

Student Name: ______________________________________

Student ID: _________________________________________

Class Hours Missed: ____________

Instructor Name: ____________________________________

CRN: ____________

Signed: ____________________________ Date: __________

FOR ENGLISH DEPARTMENT USE:

Date Processed: __________

REQUEST FOR REINSTATEMENT FORM

FOR ENGLISH 1300/130A

A student must submit this petition to request reinstatement after being assigned an automatic "F" in English 1300 or 130A due to excessive absences. This petition must be delivered to the Director of Composition (S-1045). The student must also notify the instructor and give him or her a copy of the petition. Both the student and the instructor will be notified of the final decision made by the English Department Chairperson. The student should continue to come to class and participate in all activities (including quizzes and tests) until a decision is reached. If the student's request is denied, the student may continue attending class at the instructor's discretion, however, the student's final course grade of "F" cannot be altered.

Student Name: ______________________________________

Student ID: _________________________________________

Student Address: ____________________________________

___________________________________________________

Student Phone: ______________________________________

Student E-mail: ______________________________________

Instructor Name: ____________________________________

CRN: ____________

Explanation of Absences (must attach documentation if available):

Signed: ____________________________ Date: __________

FOR ENGLISH OFFICE USE ONLY

Date Received: __________ Date Reviewed: __________

Chair's Comments:  

Chair's Signature:__________________________________

Developmental Satisfactory Progress Policy

Academic Notice

If you earn an IP (In Progress) in this course, you will be placed on Academic Notice (AN) and may not enroll for more than 12 semester credit hours the next semester. If you receive two or more IPs in different developmental courses in the same semester, you may not enroll in more than nine semester credit hours the next semester.

If you earn one F (or four IPs over four semesters) in this course, you will be placed on Developmental Probation (DP). Students on DP status may not enroll for more than 9 semester credit hours. Also, students on DP status are required to enroll in an extra course to help you pass the class in which you received the F.

Developmental Academic Suspension

If you earn two Fs (or a fifth IP) in the same developmental course you will be placed on Developmental Suspension (DS), which means that you cannot enroll for one semester. Students on DS must reapply for readmission to UHD before they may enroll.

Appeal Process

If you believe an exception should be made for you, you must write out the reasons why and give them to your academic advisor. The Dean of University College will make the final decision.

Grading Criteria For The Final Examination Essay

English 1300 and 130A instructors use the final examination to determine whether students have learned the necessary writing skills to move on to English 1301. For this reason, all English 1300/130A students are iven the same final examination, and all instructors grade these essays using the same grading standards, or criteria. The following order of the criteria reflects the weight and importance of them. The first four criteria are the most important ones. The final three are very important, but weaknesses in one or more of these areas, depending on the strengths of the first four criteria, will not necessarily result in a failing grade.

• · respond to the assigned topic, which instructors call the writing prompt. No matter how well-written an essay, it will fail if it does not answer the question.
• · present a clear thesis, or main idea. The thesis should be stated in the introduction and supported throughout the body paragraphs of the essay. · have body paragraphs that are developed. This development may include quotations, paraphrases, and/or references to the assigned essay, personal experience, specific examples, and/or vivid description.
• · be relatively free of major grammatical errors, such as subject-verb agreement errors, sentence fragments, run-on sentences, comma splices, missing verb endings, and problems with plural nouns.

Secondary Criteria

• · have a developed introduction that announces the thesis statement.
• · have a body that is organized into appropriate, unified paragraphs containing clear and specific topic sentences. Each topic sentence should announce the specific point or idea that its paragraph will develop and how that idea relates to the thesis of the entire essay.
• · have a conclusion that wraps up the essay. The conclusion should bring together the main points discussed in the essay.

Instructor Resources for English 1300/130A

In the future, we hope to have sample assignments, handouts, and syllabi for you to use. In the meantime, the following resources should prove valuable. The forms for the mid-term review are standard for our department. The first one is a self-assessment for your students; the second one is an assessment to be filled out by you and discussed in the mid-term conference. The discussion of strategies for teaching the imed-writing assignment should help you and your students prepare for state-mandated tests, UHD's Junior Writing Proficiency Exam, in-class essay exams in other courses as well as our own final exam in this course. Sample Essays are provided for you to use in whatever way they seem helpful. The piece entitled, "Expectations for English 1301" might serve as a useful focus for an end-of-the-semester discussion.

Mid-Term Review

1. List the things that you, your peer reviewers, and your instructor think you do well as a writer.

2. How important are these strong points to passing English 1300/130A and doing well in English 1301?

3. List the weak points in your writing -- things that you, your peer reviewers, and your instructor think you need to improve upon.

4. How likely is it that these errors will keep you from passing English l300/l30A? .

5. What strategies will help you address these problems? .

6. Outline a short-term plan for addressing one of your weaknesses, to be completed this week. (For example, plan to visit the Writing Center to address a particular problem, or pick a chapter from the handbook and work through the exercises.)

7. Outline a long-term plan that addresses all of your weaknesses for the reminder of the semester. .

The following form should be used in your midterm student conferences

II. Attendance, Punctuality, and Preparation for the course:
    Regularly attended the class     ______
    Come to class on time     ______
    Read and understood the assigned reading     ______
    Turned in Assignments on time     ______
    Contributed productively to class activities     ______

III. Efforts in Improving Your Writing:
    Sought help at the Writing Center when needed     __________

IV. ____ You may be contacted by an advisor from the University College to talk with you further ut the progress you are making in your classes.

V. Self Evaluation: Discuss your strengths and weaknesses are as a writer, and what strategies can be used to help you succeed in this class.

A LIST OF STRATEGIES FOR TEACHING THE TIMED ESSAY

· Impromptu wring assignments throughout the semester. These assignments can be later used as drafts for more fully developed and revised essays. While this type of writing does not necessarily meet the TASP/THEA challenge of being faced with a completely unfamiliar topic, it does acclimate students to the process of timed writing exercises.

· Teach the 5 paragraph model as a sort of "anti-christ" that can be used effectively for specific contexts and audiences.

· Build a lab component into your course that is specifically designed to address timed essay writing. · Discuss general test-taking strategies in your class. · Discuss test-taking strategies specific to timed essays.

Some students in your class will have experience with timed essays. Allow them to discuss their experiences.

Sample English 1300/130A Final Exam Essays
Passing Final Examination Essay #1
By Richard Ramos

Homelessness in our cities has been rapidly increasing throughout the years. Throughout these years, cities, communities as well as nonprofit organizations have developed ways to help and decrease the large amnt of homeless people in our cities. Some people in our society prefer to give charity to the individual as opposed to a charity. I would have to disagree with those individuals. In my opinion, giving to a charitable organization has been found to be a better way of providing to the homeless because of the fact that you know the organization will help a large amount of people as opposed to the individual, because you know the money will be used in a positive way instead of drugs or alcohol, and because the organization does not allow the person giving the money to discriminate who the charity is going to. In this essay I will give supporting facts to my opinion on why it is better to give to a charitable organization as opposed to the individual.

First of all, the reason why I think it is more effective to give to a charity is because you know the money will help a large amount of people, instead of giving to one person and having that person spend the moneyin one day. For example, if you give your donation to an organization, they may use the money to either build a shelter for the homeless, buy large amounts of food to feed families, or provide people with clothes which would assist a person for more than one day. When a person gives charity to an individual you are only providing for one person. That person that is asking for money is most likely going to keep it for themselves, not share it with anyone else and may spend it all in one day.

Most homeless people that I have seen out in the streets either use drugs or drink alcohol. When you give money to an individual, you will never know what the money will be used for. You will always have the doubt of whether the money was used in a good way or to support someone's habit. Another reason why I think it is better to give to an organization is because you know the money will be used in a positive way. I ave never heard of a charitable organization providing the homeless with alcohol and drugs. An organization will provide a homeless person with either food, shelter or clothing.

Third of all, a charitable organization does not allow the individual to discriminate who the charity will go to. For example, If I was walking down the street and there were two old homeless men of different races and I only had enough for one, I would most likely give it to the man of my race. That is called discrimination. But if one were to give the charity to an organization one would not know whether it was going to a white, black, or Hispanic person.

In conclusion, through many ways of being able to help and decrease homelessness in our cities, in my opinion, a charitable organization is a better way. Not only because it helps more than one person and it does not discriminate but because you know the charity is being used in a positive and creative way. Passing Final Exam Essay #2 By David Flores

Last year about 40,000 people were reported to be homeless in Houston . This year the numbers increase steadily. Though the homeless tend to be ignored by society, the answer to this problem is not through ignorance. If you had a choice to help the homeless, would it be to help an individual homeless person or to donate to a charity for the homeless? I would prefer to donate to a charity because when you donate, you're not only helping one person but many. This and other reasons are why I choose to donate to a local charity rather than helping just one individual homeless person.

One of the benefits the homeless get when you support a charity is that your donation dramatically increases the number of homeless people who will get proper meals. Did you know when you make a contribution to se types of charities, you're helping more than you think? A charitable organization can provide a nourishing meal for 40 cents. This includes a meat, two vegetables, and a non?alcoholic drink. Charities 'know where to bargain shop,' especially when donations increase. Through daily discounts from markets and food drives the donations increase from concerned citizens. These people know how to help the homeless indeed. When more and more people give money to charities, the greater the numbers of food purchases and discounts occur.

Another reason why I'd rather support charities is that these organizations provide shelters for the homeless. Church organizations, community shelters, and private charities are a few of the charitable organizations that provide shelters for the homeless. Through charity profits these groups can spend money wisely by building larger shelters for the homeless, including shelters for the women and children that are homeless and shelters or men to provide a home and to help them find jobs. Shelters rely on the help of charities, so when people give money to charities, more homeless people receive direct aid in the form of a safe and clean place to sleep.

My final reason for charity support is that charitable organizations provide medical care for the homeless. Rather than just helping one person receive medical attention, you help a large amount of homeless people get the medical care they need. I like knowing that charitable organizations take the money I give them and provide medical help for the homeless. Almost 30% of all homeless people are disabled or sick and these people need medical help bad. Some of these people need it every day. I'm glad to say that charitable organizations help the homeless in a positive way by providing medicine, vitamins, vaccinations, and physical examinations. A big plus goes to all the organizations and charities who work hard to help the homeless live easier. This is why I prefer helping and donating to charities rather than just an individual person. Since we choose not to take a homeless person into our own home, we should help the organizations who can. These people make it a priority to supply food, shelter, and medical help to the homeless. How can charitable organizations help the homeless without our support? Think about it. Then help the homeless by writing a check to your local charity.

In Progress Final Examination Essay #1

In the world today there is a problem called poverty. In the United States there is always a homeless person on a street corner downtown. Homeless people aren't born poor, they want to. I believe that I would not help the homeless people. I wouldn't help a homeless person out because they are lazy. More than half the citizens go to work every morning, they don't live on the streets. The homeless people wouldn't be poor if they would keep a steady job, they need to help themselves. If you lose your job find another one.

Another reason why I wouldn't help the homeless people is because there is too much help. All these great charities and some of them choose not to go to. At some charities they make it like paradise for the homeless they have swimming pools, food, television, a nice bed, all of this is free. To many of them take advantage of this charity.

The last thing I would like to say is that the homeless people don't care about themselves, about their ountry. If they did care, they would try to get on their feet and make it like the rest of us. If they did care about themselves they giving up in what they believe in. When losing shouldn't give up. Look for another one, because living on the street. There is nothing on the street except violence and crime, people shouldn't live on the street.

I think that I would not help the homeless people cause of the fact, that there is to much help and they over use it. When giving a helping hand to a homeless person that tend to take your arm. They are not bad people, they are just lazy and don't has a care in the world. They need to quit thinking about themselves and start think as a person who belongs in society. If it were up to me I wouldn't have that many institutes to help out the homeless, I don't think it's right.

In Progress Final Examination Essay #2

If I could help one homeless person, why not give a little more and help a whole group? Helping the charitable organization would be like help a family. When you contributed to the organization, you knew where your money going to help feed a hungry mouth, clothe a body, or bathe dirty skin. When you give to one individual, how much progress did you think itwill do? That's why I would rather give money to a charitable organization than to a homeless individual.

First of all, the homeless person might not use the money very wisely. The individual may used the money on beer and cigarettes. The individual may not try to find somewhere nice to rest his head. The charitable organization would give him food, a bath, clothes, and somewhere comfortable to rest his head.

The charitable organization may provide people with helping, and health care for longer than money would last on hand. They may be able to keep help you with food and supply you with health care products like soap, water, towels, toothbrush, and toothpaste. The money in the homeless person's hands lasted about a day and a half. When you could turn that day and a half into a week and a half

If you gave the money to the charitable organization, it will continue to grow and help more homeless people. When they really need it. Giving money to homeless person would not help to resolve the problem of homelessness. Because there are a lot more homeless people in this world that need help. More than just one.

What to Expect in English 1301

When you enrolled in English 1300 or 130A, you took an extremely important step. You began to lay the foundation for a successful education and career. And as you know, things that grow and develop over time -- trees, children, and university degrees, for example -- grow best when the foundation is strong and secure. All of your lower-division courses are part of that foundation, and all three of the English composition courses you will take are an especiallyimportant element in the development of your own particular foundation. While you may have no plans to major in English, your success in English composition will have an especially big impact on your success in all your future courses. The connection is obvious, but worth remembering: no matter how brilliant your ideas, if you cannot communicate them clearly and correctly, those fabulous thoughts will remain lost and unappreciated in the world of low grades and unfulfilling education experiences.

One of the biggest differences between English 1300/130A and 1301 is the decreased focus on sentence construction. For example, you will spend much less time in class working on grammar or punctuation. Your instructor will assume that you know the basic conventions of correct writing. One of the most important things you can do as a student in English 1300/130A is to master whatever sentence-level problems you ay have. Do not be left behind! Imagine trying to write a six-page essay that requires things like counter-arguments, rhetorical appeals, and the use of outside sources (all things you will learn in English 1301) while you continue to struggle with comma splices and subject/verb agreement. It is not a pretty sight. Learn those basic rules now.

Another difference between English 1300/130A and 1301 is that English 1301 is a graded, credit-bearing course. This means that you will begin to develop a grade point average that will determine much in your career as a student. Because jobs, financial aid, and career-making honors consider a student's GPA, it is important to take your grades seriously from the start. In English 1301, you start developing that grade from the first day of class. Each homework assignment develops your capacity as a writer; therefore, each one is important to developing the grade you want.

In my experience as an instructor of English 1301 and 1302, students who have taken English 1300/130A are often successful in their other composition courses because they do the following:

Take action. A laid-back attitude may help some situations in life, but in education it is a sure way to fail. You must be prepared to take action in a variety of ways. You must ask questions in and out of class. You must go to the Writing Center , which, by the way, is free. You must follow through with an assignment no matter how tired or frustrated you become. You are the only person who can make yourself succeed. Take action to get the help and support you need and deserve.

Act like a serious student. This means that you must get to class, on time, every day, with your homework completed. Like most other skills, learning to write for academic audiences requires many steps. If you miss a step, the possibility of falling on your face dramatically increases. Follow each step and the limb will be significantly smoother.

In English 1301, you will be asked to write a series of approximately six essays that build on your argumentative writing skills. These essays will be longer essays that what you typically write in 1300/130A. They will require you to learn new writing strategies that, in turn, will allow you to create more complex essays. The entire composition sequence is challenging; however, if you act like a serious student as you take action to build your educational foundation, you will succeed.