FULLERTON COLLEGE FALL 2020

ENGLISH DEPARTMENT COURSE SYLLABUS

ENGLISH 103F:
CRITICAL REASONING &
WRITING
Professor: Darren Chiang-Schultheiss Office: Online
Email: darrencs@fullcoll.edu Office Hours: Drop-in virtual hours
Phone: (714) 798-3676 arranged by appt.

CRN # 11680 (ALPHA section) MW 9:30 A.M. - 11:35 A.M. Canvas/Video Conference
CRN # 14206 (BETA section) MW 11:45 A.M. - 1:50 P.M. Canvas/Video Conference

CRN # 12583 (GAMMA section) TTH 9:30 A.M. - 11:35 A.M. Canvas/Video Conference
CRN # 11685 (DELTA section) TTH 11:45 A.M. - 1:50 P.M. Canvas/Video Conference

Catalog Course Description:

• Units earned: 4 Units.
This course is designed to develop
• Class hours: 4 lecture. CAN ENGL 2.
critical thinking, reading, and writing
• Grading Options: Traditional or CR/NCR.
skills beyond the level achieved in
• Preparation Hours per week: 8 hours.
English 100F: College Writing.
• Prerequisites: Completion of English 100F: Col-
The course will focus on the develop-
lege Writing, English 100HF: Honors College
ment of logical reasoning and analyti-
Writing, English 101F, or an equivalent course with
cal and argumentative writing skills as
a grade of “C” or better.
well as information literacy. This
course fulfills the reading requirement
for graduation.
(CSU) (UC) (Degree Credit) AA GE,
CSU GE, IGETC.
Add Deadline: Drop Deadlines:
• without a “W” grade: Sunday, 7 Sept. 2020
• Friday, 28 Aug. 2020
• with a “W” grade: Sunday, 29 Nov. 2020

CRN # 11680 Wed., Dec. 21 from 9:30 a.m. – 11:35 a.m. (TBD)
Final Exam CRN # 14206 Wed., Dec. 21 from 11:45 a.m. – 1:50 p.m. (TBD)
Date and Time: CRN # 12583 Thur., Dec. 21 from 9:30 a.m. – 11:35 a.m. (TBD)
CRN # 11685 Thur., Dec. 21 from 11:45 p.m. – 1:50 p.m. (TBD)

Introduction:
English 103 is an intermediate composition course with an emphasis on logical reasoning, ana-
lytical, and argumentative writing skills. This course is designed to meet the CSU critical think-
ing requirement as well as the IGETC critical thinking/composition requirement. It will require

Critical Reasoning & Writing

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English 103F Syllabus—(Fall 2020) Chiang-Schultheiss 2

students to think, read, and write critically by reasoning inductively and deductively, by identify-
ing logical fallacies, and by analyzing and evaluating assumptions and arguments. Throughout
the semester we will attempt to explore the what, the why, and the how of critical thinking.
English 103 also will require students to look more closely and critically at their own writing and
the writing of others.

Moreover, this is a course in which your assumptions will be scrutinized, your beliefs questioned,
your opinions criticized, and your claims challenged. At times, this course may be mentally
painful, for it will likely ask you to think in ways and about topics you may not be accustomed
to. Nevertheless, the skills you acquire will make you not only a successful student, but also a
better-prepared citizen to participate in the marketplace of ideas in our democratic society.
This course promises to be an interesting but challenging 16 weeks during which your writing
will improve, your intellect will expand, and your life will be enriched. When this course is over,
you will also learn something about your learning style, valuable information that you will use
throughout your college career.

Course Objectives:
Upon completion of this course, you will be able to:

• Critically analyze, compare and evaluate a variety of complex college-level texts

• Analyze the basic elements of an argument, including the main claim, supporting reasons, and evi-
dence
• Identify a text's premises and assumptions in various social, historical, cultural, psychological or aes-
thetic contexts
• Locate, analyze, and interpret primary and secondary sources, and evaluate them for author's point
of view, potential bias, and the larger social and historical context
• Compose thesis-driven arguments to suit a variety of rhetorical situations, including interpretation,
evaluation and analysis, and support them with a variety of appropriate textual evidence and exam-
ples
• Support thesis-driven arguments by effectively incorporating relevant outside information from a va-
riety of perspectives and genres beyond the level of College Writing
• Analyze and employ some of the classical divisions of rhetorical appeal including ethos, logos, and
pathos
• Revise and edit essays for presentation so that they exhibit no disruptive errors in English grammar,
usage or punctuation
• Use style, diction and tone appropriate to the academic community and the purpose of the specific
writing task
• Generate counterarguments to the texts they are analyzing and refute anticipated counter-arguments
in their own essays
• Distinguish among facts, inferences, judgments and claims of policy
• Evaluate arguments for validity and soundness
• Evaluate evidence in a variety of forms, and draw reasonable conclusions from that evidence;
• Distinguish and use both deductive and inductive reasoning
• Demonstrate understanding of common formal and informal fallacies of language and thought
• Distinguish and use effectively both the denotative and connotative aspects of language
• Identify some of the deliberate abuses of rhetoric so that they can identify them in general occur-
rence and avoid them in their own writing

English 103F Student Learning Outcomes:

Students completing this course achieve the following outcomes as a result of their active learn-
ing in the course:

• Compose an essay that employs rhetorical strategies to persuade a skeptical audience.

• Compose an essay that synthesizes evidence and multiple perspectives to support a claim.
• Evaluate a written argument based upon its claim and support.
• Evaluate the credibility of a source in a written argument.

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Humanities Student Learning Outcomes:

In addition to the course objectives, the Humanities Division at Fullerton College has compiled
six learning outcomes it strives to achieve for all of its students who complete courses in our di-
vision. Students should be able to:

1. Use language skills effectively in reading, writing, listening, or speaking to achieve personal,
academic, or vocational goals.
2. Use critical thinking skills to examine information, events, and ideas from a broader perspec-
tive.
3. Recognize the significance of language and culture in human experience.
4. Apply principles of academic honesty and integrity.
5. Work cooperatively and collaboratively with others.
6. Use campus and/or community resources to participate actively in their own education.

Five Tips for Success:

1. Stay on top of your daily assigned work; don’t fall behind in the readings.
2. Prepare for every class by reading the assigned texts before class and by annotating your readings.
3. Attend every class, ask questions, and participate in an engaging way. It’s your class, and you’ve
invested money in your education.
4. Visit me during virtual office hours and take advantage of all the other free campus resources.
5. Stay in touch with other classmates and form a study group, either face-to-face or virtual.

Exchange names, phone numbers, email addresses with some of your classmates:

Name Phone Email

Grading Policy:
Your course grade is based upon how well you fulfill all your student responsibilities. Failing to
write one essay will suddenly drop your grade approximately one half to one full grade lower
than you were previously earning.

Grading Criteria for Final Semester Grade & How the Coursework is Weighted:

4 Essays (2@25 pts/ 2@30 pts/ 1@ 40 125 pts. (50%) A = 225 - 250 pts. (90 - 100%)
pts/ plus 5 pts each for 3 required WC visits)
Peer Critiques (4@10 pts) 40 pts. (16%) B = 200 - 224 pts. (80 - 89%)
Critical Responses (raw pts scaled) 25 pts. (10%) C = 175 - 199 pts. (70 - 79%)
Quizzes (raw pts scaled) 25 pts. (10%) D = 163 - 174 pts. (60 - 69%)
Class Participation 10 pts. (4%) F < 163 pts. (<60%)
Final Exam (Revision Assignment) 25 pts. (10%)
Course Totals 250 pts. (100%)

You must earn a minimum of 175 points (70%) to pass the course with a C- grade.

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REQUIRED TEXTS AND MATERIALS

Informed Arguments: A
Guide to Writing and
Research

ISBN: 9781319057442 ISBN: 9780451219053

Free New: $83.75

This textbook is made free The handbook and dictionary are required; however, if you already own
through the Open Education a handbook from another class that has the updated 2016 MLA docu-
Resources (OER). mentation standards, you may use that.

1. Pantuso, Terri, Sarah LeMire, and Kathy Anders, eds. Informed Arguments: A Guide to Writ-
ing and Research. Texas A&M U, 2019. https://acrl.ala.org/IS/wp-content/uploads/Informed-
Arguments.pdf.
2. The Green Berets. Directed by John Wayne and Ray Kellog, performances by John Wayne, David
Janssen, Jim Hutton, Alto Ray, George Takai, Jack Soo, and Irene Tsu, Warner Bros., 1968. Cur-
rently available to rent, purchase, or stream via subscription on YouTube, Redbox, Microsoft
Movies & TV, Google Play, Amazon, DIRECTV, FandangoNOW, FuboTV, and VUDU.
3. Platoon. Directed by Oliver Stone, performances by Charlie Sheen, Willem Dafoe, Tom Berenger,
Johnny Depp, Orion Picture, 1986. Currently available to rent, purchase, or stream via subscrip-
tion on YouTube, VUDU, Amazon, iTunes, DIRECTV, Redbox, FandangoNOW, Microsoft
Movies & TV, Google Play, and AMC.
4. Hacker, Diana, and Nancy Summers. A Writer’s Reference. 9th ed., Bedford/St. Martin’s, 2018.
ISBN: 9781319057442.
5. New American Webster Handy College Dictionary. ISBN: 9780451219053 or any other
good college dictionary such as The American Heritage, Webster’s Collegiate, or Random
House.
6. Supplemental readings, such as PDF files and lecture notes on Canvas.
7. Internet access, A personal email account, access to a computer, access to Canvas (via the In-
ternet), and an FCNet student account (recommended).

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English 103F Syllabus—(Fall 2020) Chiang-Schultheiss 5

REQUIRED COURSE WORK & STUDENT RESPONSIBILITIES

Time Obligation—8 Preparation Hours Per have questions. All essay assignments will re-
Week + 4 Classroom Hours Per Week: quire some level of incorporating and document-
For every course unit earned, the College expects ing outside sources into your writing so that you
you to spend at least 2 hours of your own time can practice the MLA (2016) manuscript format-
outside of class preparing. Thus, since this is a ting and documenting system that you learned
four-unit course, you are expected to spend a from English 100.
minimum of 8 hours of work outside of our class
each week this semester. Think of these as Peer Critique Workshops:
“prep” hours. Your 8 “prep” hours per week will For essays that we write, we will share our work
involve reading—lots of reading; planning, draft- in small workshop groups. The feedback you re-
ing, writing, revising, and editing your essays; ceive from your workshop group is an excellent
reviewing your notes from in-class lectures and way of "testing" whether your writing is effective.
class discussions; studying for quizzes; and con- Peer critiques are a required part of your partici-
ducting library research. If you find you are hav- pation in the course; attending them will contrib-
ing trouble keeping up with the schedule and the ute to your writing success and increase your
amount of writing, PLEASE, please talk to me be- chances of passing this course.
fore it is too late to find options. I will do my
best to help anyone who is struggling with the Critical Responses:
course, but understand that the solution may re- Since this is a skills-based course and as a way of
quire extra effort, time, and commitment on your helping you prepare for the essays, we will write
part. several short response pieces to various assigned
readings. These exercises are meant to sharpen
Canvas: your critical skills. Some of the activities will in-
This class uses a course management system volve small group work while others will invite
(CMS) tool called Canvas. It’s accessible through you to do individual responses.
your favorite Web browser, and it also has a
downloadable app that is supported on all mobile Writing Center:
platforms. All course materials, including your You are required to use the Writing Center for
primary textbook, will be distributed via Canvas, help on at least three (3) essays. Bring a pre-
such as supplemental readings, handouts, essay pared, typewritten draft so that your tutor can
assignments, supplemental lecture notes, and re- better assist you and bring at least a couple fo-
minders. So, it always is your responsibility to cused questions that you want to work on. Sub-
log in regularly to Canvas to check for postings. mit a digital Writing Center receipt via Canvas to
You likely will have other classes that use the get credit.
Canvas platform to distribute course-related ma-
terial. Turnitin.com Account:
All essays and other out-of-class assignments will
Essays: automatically be submitted to Turnitin.com.
We’ll be writing 4 essays of varying lengths You’ll be able to access this tool indirectly by log-
throughout the semester. You usually will have a ging in to Canvas.
choice of topics to write on for each essay assign-
ment. When we meet for peer critiques online, Quizzes:
your workshop draft must be word-pro- • We will routinely have online quizzes in Canvas cov-
cessed. I will provide a handout with more spe- ering assigned material for that day and any lecture
cifics on “document design and layout.” All work or reading material previously covered, so be sure
in this course must be original, and you may not that you are logged into class on time since these
submit writing assignments from another course. quizzes cannot be made up. These online quizzes
Assignments for other classes are course-specific often will take the form of short 5-question quizzes,
and will not satisfy the assignment's objectives for example, at the beginning of class to check that
for English 103 F. Ask me for clarification if you you completed the assigned reading for the day.

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English 103F Syllabus—(Fall 2020) Chiang-Schultheiss 6

• Anticipate that larger quizzes will be made available Absence Policy:

in Canvas and that you’ll have more time to take 1. You are allowed two (2) absences to use any
these. way you desire. Absences are neither excused
• These scores become a small part of your grade nor unexcused; they just are. When life inter-
venes uncontrollably, use an absence. (Author-
(see “Grade Criteria”); they are not detrimental
ized absences for campus-related activities do not
but should be taken seriously so that you are able count against you, but if you know you will be
to maintain the course grade you desire. They are missing a great deal of class, you should find an-
mainly meant to give you a sense of how well you other section that better fits your schedule.)
are studying and preparing for class on a daily and 2. As a courtesy, please contact me via email when
weekly basis. you know that you are going to be absent.
3. Remember, it is always your responsibility to find
Attendance Requirement: out what you missed.
Your attendance in the course is required for you
4. Three (3) tardies (10 minutes) are equivalent to 1
to pass. If your work schedule conflicts with your
absence. Be on time!
ability to arrive on time to class and login, you
should drop this course and find another class at 5. Upon your third (3rd) absence, however, I may
drop you from the course.
a better time.

(NOTE: If you are absent on the second class

meeting, you will be dropped from the course, so
be sure you attend all classes, especially during
the first couple weeks.)

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English 103F Syllabus—(Fall 2020) Chiang-Schultheiss 7

How should I use email for this course?

When you do email me, include the identifier words for your course in the subject line, followed by
a colon, and then your actual subject heading. Depending on what section you are enrolled in,
please follow the appropriate example below:

If your class is the: Email subject line example:

To: darrencs@fullcoll.edu
MW 9:30 a.m. section →
Subject: English 103 ALPHA: Essay 1 Question
To: darrencs@fullcoll.edu
MW 11:45 a.m. section →
Subject: English 103 BETA: Essay 1 Question
To: darrencs@fullcoll.edu
TTH 9:30 a.m. section →
Subject: English 103 GAMMA: Essay 1 Question
To: darrencs@fullcoll.edu
TTH 11:45 a.m. section →
Subject: English 103 DELTA: Essay 1 Question

The reason I ask you to include these key words is that my email client software filters my mail
and files it into a specific folder for your class, and if you do not use these key words, your mes-
sage will be marked for deletion and filed as spam.

Please keep these important points in mind when sending me email:

1. Treat emails—for college classes at least—as pro- writing conventions, like using capitalization and
fessional communications. Keep your audi- punctuation, will make readers question your
ence in mind. communication skills.
2. Always use the subject line correctly by insert- 7. Do not use text messaging conventions in
ing the keywords above for this course, and fol- email communications.
low them with additional key words that relate to 8. Edit your email. Poorly written prose, haphaz-
the body of the email message. It’s better to cre- ardly composed thoughts, and neglect of gram-
ate a new message with a relevant subject line mar and punctuation rules reflect on your overall
than to merely reply to my same message work in the course. If I cannot understand your
throughout the semester. message, I cannot respond to it!
3. Never send me email attachments with a blank 9. The more clearly written your email communica-
email message; I have no idea what to do with tions are, the more quickly I can respond to your
these and usually delete the mail message. messages.
4. Always write a note in the body of your email.
5. Always sign your name. A closing salutation All enrolled students will receive a test email from
signals to your reader that your message is com- me. Please be sure that the following email ad-
plete and that you didn’t accidentally press the dresses are on your “Approved Sender List”:
SEND button.
6. Though email is an informal communication me-
• darrencs@fullcoll.edu
dium, please observe standard rules of written
communication. Forgetting to follow standard • dchiangschultheiss@fullcoll.edu

After you receive this test email, send yourself a test email to check the From: line of your message. It must dis-
play your complete and correct name as listed on my course enrollment roster. If it is different, it will be
filtered as SPAM.
Next, send yourself a test message from all mobile devices you use. The To: line must, likewise, display your full
name correctly as it is listed on my course roster.
If your email profile settings have any problems, please fix them before replying to my test message. This will
alleviate a lot of unnecessary mail circulating between you and me during the first week of class.

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English 103F Syllabus—(Fall 2020) Chiang-Schultheiss 8

FREQUENTLY ASKED QUESTIONS ABOUT THE CLASS:

What are your expectations about classroom What’s your policy on plagiarism?
conduct and behavior? In one brief word: DON’T. It’s a form of academic
I expect everyone to attend class each day we meet dishonesty, and it is my biggest pet peeve. Plagia-
and come prepared to learn. Unlike high school rism involves willfully claiming work that was pro-
teachers, college professors assume you’ve com- duced by someone other than you. Please see the
pleted the assigned reading before you come to section below that is copied from the Fullerton Col-
class so that you can answer my questions, ask in- lege Catalog.
telligent questions, and offer your insights—all of
which contribute to your success as a learner. Can I leave the classroom at any time?
Yes. Although, have a really good reason. Use the
I assume everyone is mature enough to take his or restroom before or after class. If you need to leave
her own learning seriously. To that end, please re- the classroom for an emergency, minimize the dis-
spect classmates who have the same learning goals. ruption it creates.
Competing conversations while other students or I
am talking are distracting, rude, and disrespectful. How long should I keep graded work?
So, when your classmates or I am speaking, please Please save all your work until the end of the se-
give us the same attention and courtesy you would mester in case I make an error entering your grade
expect from us when you are talking. Please use or in the case of a grade dispute.
respectful language when talking (understanding
that you are in a public forum and have a diverse Do you allow make-up work?
audience); please raise your hand when you have a No.
question or a point to contribute.
Do you offer extra credit?
Are laptops, tablets, and cellphones allowed in You will have three opportunities to earn extra
class? credit:
Yes—as long as they are serving some educational 1. purchasing and bringing your textbooks to
value. However, texting is not permitted, nor is Fa- class on the second class meeting;
cebook chatting, using Twitter, or other similar 2. the late essay coupon explained below (read
apps. If your device becomes distracting to other the requirements carefully); and
students or to me, I'll collect it until class is over. 3. occasionally I’ll offer bonus points to individ-
uals in class to encourage reading and par-
Do you allow class lectures to be recorded? ticipation.
Unless you provide written need from Disability
Support Services (DSS), you may not make audio Do you accept late assignments?
recordings of class lectures. Video recordings are Never. But see the Late Essay Coupon Rules below.
strictly prohibited because you have not received
signed permission from your classmates.

Late Essay Coupon Rules:

• The coupon is valid only for one of the out-of-class • Fill out the coupon completely, with your name,
essay assignments and not for the final exam, any student ID, and the original due date.
research project components, or any other assign- • Submit the coupon by the first class after your es-
ments. say was due.
• The essay can be only one week late. • Essays that use the coupon will not receive com-
• The coupon is worth 10 extra credit points if you do ments, but you should schedule an office visit with
not use it and only if you complete all assigned me to go over any questions you might have about
work in the course. your grade.
• The coupon cannot be used as replacement credit • Some advice: Try to avoid using the late essay
for missing assignments. coupon for the first essay and save it for when you
• The coupon cannot be sold or transferred to other really need it. You never know what circumstance
students. (I keep a record of who has used the may pop up unexpectedly later in the semester.
coupon, so don’t get stuck buying a scalped cou-
pon!)

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English 103F Syllabus—(Fall 2020) Chiang-Schultheiss 9

OTHER RELEVANT COURSE discrimination, sexual harassment by anyone on

campus, or any other academic issues. You can
INFORMATION: read more about this information in the current
Fullerton College Catalog under the section called
Course Content Disclaimer: “Policies, Regulations, and Procedures.”
While I do not choose course content intending to
offend students, you may encounter print, elec- Fullerton College Catalog and Class Schedule:
tronic, or visual materials whose language or im- The Fullerton College Catalog and the Class Sched-
ages could offend you. In such a case, keep an ule contain a number of policies relating to students
open mind and consider why such language or im- that are important to you. Please be sure that you
ages are being used; the author may have a pur- have read these publications thoroughly. You may
pose. Bear in mind that this is college and that you purchase copies of these publications at the campus
inevitably will be exposed to ideas that are inher- bookstore, or you may read them online at the
ently controversial; as a responsible member of a Fullerton College website, www.fullcoll.edu.
democracy, you have a social obligation to nurture
your critical mind beyond its comfort zone of per- Staying in Contact:
sonal, safe ideas. If you encounter material that The best way to succeed in this course is to stay in
you consider unsuitable because you find it offen- touch with me. On the front of this syllabus, you
sive, please see me, and we will work together to will find my phone number and email address.
make other arrangements for assignments. When you have questions, contact me; when you
are confused or need some extra help, give me a
Mandatory Reporting: call, arrange for a virtual office visit, or send me
Because I am a district employee, the law requires email. My virtual office is always open, and I will do
me to report instances of sexual assault, harass- whatever I can to assist you throughout your se-
ment, misconduct, other violent acts that I encoun- mester at Fullerton College. So, make an effort to
ter in my teaching role. Should you ever have any contact me at least once to say “hello” or to ask
questions or concerns, please contact me, and I’ll about your grades, to get help, or just to chat. You
be certain that you are assisted with any of our will find that checking in for a little help on an as-
many campus resources available to our students. signment can really be an asset to your college ex-
perience on this campus
ADA Statement:
Fullerton College is committed to providing educa- Writing Center:
tional accommodations for students with disabilities The Writing Center, located in LLRC 808, is a re-
upon the timely request by the student to the in- source where students can receive help on their
structor. Verification of the disability must also be compositions. During the COVID-19 pandemic, the
provided. The Disability Support Services office Writing Center continues to provide online tutoring.
functions as a resource for students and faculty in Particularly, you can bring your essay to the Writing
the determination and provision of educational ac- Center and work on a specific skill, such as refining
commodations. Visit the Disability Services Remote a thesis, organizing your paragraphs, expanding
Office for more information (dss.fullcoll.edu). your ideas, or tightening your sentences just to
name a few. While the tutors will not “clean up” or
Wait Time for Late Instructors: “fix” your essay, they can assist you in spotting pat-
If, due to unforeseen emergencies, I do not inform terns of mistakes that you make so that you can
you of my potential tardiness for a virtual class ses- learn how to find and fix them yourself. Addition-
sion, you may leave after waiting for fifteen (15) ally, the Writing Center offers workshops in skill ar-
minutes, and you will not incur an absence or any eas such as punctuation rules, the writing process,
other penalty. developing your ideas with more details, sentence
fragments, and run-ons. To view this semester’s
hours of operation, please visit the hyperlink to the
Grievance Procedure: Writing Center:
Be aware of the grievance procedure at Fullerton https://academicsupport.fullcoll.edu/writing-center
College if you have been the victim of

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English 103F Syllabus—(Fall 2020) Chiang-Schultheiss 10

Essay Rubric

Below you will find the criteria for essay grades. The criteria qualitatively describe what each essay
grade looks like. Pick a grade that you want and aim for fulfilling the criteria.

A: This grade marks excellent work. It is unique and stands apart from other essays because
of its creativity and originality. An “A” paper will have a solid essay structure and an espe-
cially incisive thesis statement that guides and controls the essay and that is developed thor-
oughly in each paragraph. It will be aware of its audience and effectively invoke thought
within the reader. This essay will employ unified paragraphs, transitions, and clear topic sen-
tences. This essay will demonstrate adeptness at manipulating language in terms of well-
chosen, appropriate diction and a variety of sentence types. This essay has very few and mi-
nor errors. The paper is free of sentence boundary errors.

B: This grade marks good or above average work. A “B” paper will have a clear essay struc-
ture and a good thesis statement that is fully developed. It has a sense of audience in that it
anticipates questions or issues readers may raise. This essay will employ mostly unified para-
graphs, use transitions between most paragraphs, and contain topic sentences. This essay
will demonstrate an above average ability to use language in terms of diction and sentence
variety. Some errors may be in a “B” paper, but they are ones that do not seriously distract
the reader or confuse meaning. The paper may contain a couple sentence boundary errors.

C: This grade marks average work. Statistically this is where most essays rank. A “C” paper
will use an obvious essay structure, but only an adequate thesis statement that is partially
developed. This essay uses details, examples, or reasons, but they are not necessarily the
best-chosen kind to convey the writer’s thoughts convincingly or forcefully and therefore
weakly develop the thesis. This essay will struggle with language expression, and the diction
will not be mature. A few sentence errors will mar the paper, and it may contain sentence
boundary errors.

D: This grade marks below average work. A “D” paper will usually contain one or more of the
qualities in these criteria: the lack an obvious essay structure; a missing or ineffective thesis
statement; the essay’s main body is developed only partially. This essay usually lacks suffi-
cient details, examples, or reasons to fully develop the thesis. If it uses any to develop the
thesis, the paragraphs are not consistently developed and contain poor or no coherence. This
essay has severe problems with language expression, and the diction will be imprecise and
immature for college-level writing. Usually a third or more of the sentences will have errors
that mar the readability of the essay, and multiple sentence boundary errors will abound.

F: This grade marks failing college-level work. An “F” paper indicates one of the following:
either a complete misunderstanding of the assignment; insufficient time spent on an as-
signment so to produce unacceptable work at the college level; or plagiarism.

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Fullerton College Policy on Academic Honesty

(excerpted from the Fullerton College Catalog)

Students are expected to abide by ethical standards in preparing and presenting material which
demonstrates their level of knowledge and which is used to determine grades. Such standards are
founded on basic concepts of integrity and honesty. These include, but are not limited to, the fol-
lowing areas:

1. Students shall not plagiarize, which is defined as

A. stealing or passing off as one’s own the ideas or words of another, or
B. using a creative production without crediting the source.

The following cases constitute plagiarism:

• paraphrasing published material without acknowledging the source,

• making significant use of an idea or a particular arrangement of ideas, e.g., outlines,
• writing a paper after consultation with persons who provide suitable ideas and incor-
porating these ideas into the paper without acknowledgment, or
• submitting under one’s own name term papers or other reports which have been pre-
pared by others.

2. Students shall not cheat, which is defined as

A. using notes, aids, or the help of other students on tests or exams in ways other than
those expressly permitted by the instructor, or
B. misreporting or altering the data in laboratory or research projects involving the collec-
tion of data.

3. Students shall not furnish materials or information in order to enable another student to plagia-
rize or cheat.

Instructors may deal with academic dishonesty in one or more of the following ways:

1. Assign an appropriate academic penalty such as an oral reprimand or point reduction.

2. Assign an “F” on all or part of a particular paper, project, or exam.
3. Report to the appropriate administrators, with notification of same to the student(s), for discipli-
nary action by the College. Such a report will be accompanied by supporting evidence and docu-
mentation.

See "Student Conduct" for additional information.

Critical Reasoning & Writing—Online Synchronous

English 103F Syllabus—(Fall 2020) Chiang-Schultheiss 12

Acknowledgement of English 103 F Syllabus—Chiang-Schultheiss

(Student’s copy—Keep for your records)

My signature below indicates that I have received and read the syllabus for English 103 F and
that I understand the student responsibilities and requirements for completing and passing this
course. I also acknowledge the course policy on academic honesty, agree that all of my written
work will be submitted to Turnitin.com, and pledge not to submit any writing that I have pla-
giarized. Finally, I agree that my essays may be used anonymously in the future as examples
of student work or in textbook form.

/ /
Name (printed) Signature Date

----------8><----------------------------8><------------------------------8><-------------

Non-transferable Expiration: Dec 1, 2020

English 103 F-Chiang-Schultheiss
Late Essay Coupon

The bearer of this coupon is entitled to one late essay during the semester. The student may re-
deem one essay grade by submitting this coupon attached to any essay of choice not later than
one week after an essay deadline indicated on the Weekly Course Schedule. (Not valid for re-
placement points, research paper components, quizzes, or any other assignments.)

Student Name: Student ID:

Essay:

Student Signature: Original Due Date:

----------8><----------------------------8><------------------------------8><-------------

Acknowledgement of English 103 F Syllabus—Chiang-Schultheiss

(Instructor’s copy—Bring no later than 2nd class meeting)

My signature below indicates that I have received and read the syllabus for English 103 F and
that I understand the student responsibilities and requirements for completing and passing this
course. I also acknowledge the course policy on academic honesty, agree that all of my written
work will be submitted to Turnitin.com, and pledge not to submit any writing that I have pla-
giarized. Finally, I agree that my essays may be used anonymously in the future as examples
of student work or in textbook form.

/ /
Name (printed) Signature Date

Critical Reasoning & Writing—Online Synchronous