Welcome to English 101
Instructor Contact Info
Instructor: Ashley Jean Granillo
Pronouns: She/Her
Email: Ashley.Granillo@canyons.edu
Office Hours: M/W – 10:10am-
10:40am, or email to schedule an
appointment
Office Location: UCEN 3rd Floor
Lounge
Required Textbooks
They Say/ I Say 4th Edition:
ISBN: 978-0-393-66405-89
They Can’t Kill Us, Until They Kill Us
ISBN: 978-1937512651
Course Website
coc.instructure.com
Download Canvas Student App
College Composition
Units: 4
Term: Fall 2019
Class: M/W 8AM – 10:05 AM
Section Number: #46636
Class Location: UCEN 310
Dear Student,
You’re dreading this class, aren’t you?
Most students, whether they are returning after twenty years or
just graduated high school a few months ago, hate English. It’s all about
grammar and stifling your individual self, isn’t it? You read books you
hated, and had to write papers how your teacher wanted you to write
them. There was an unlimited amount of these seemingly impossible
expectations that you couldn’t fulfill because you knew you were a
terrible writer. However, in this class, we will be adapting a growth
mindset in our approach to the study and practice of composition, which
simply means: learning writing as a process, not a fixed skill.
Contrary to popular belief, composition writing isn’t meant to
take your voice away and make it unoriginal. It’s quite the opposite. In
this class, we will learn how to creatively infuse your original ideas and
compose arguments for a better America––whatever that means to you.
Using a variety of templates, we will find your unique voice. This class
was developed as a means to help you become, not just a better writer,
but also a well-informed individual. Therefore, my only real
expectations of you are: keep an open mind and try.
If you listen to others, especially as we cover sensitive topics,
with maturity and the willingness to learn, your writing will thrive. If
you treat writing as a process and art form, then you will succeed. Just
know that your writing can’t get better if you choose not to participate,
or complete the following assignments. I wish I could grade you for just
showing up to class, but college does not work like that. It takes
diligence and patience to grow. Your growth solely depends on you; I’m
merely a facilitator, giving you all of the “hacks” I learned as a young,
dyslexic writer. There will be many hurdles ahead, but I am here to help
you every step of the way J
Sincerely,
Prof. G.
 Required Materials
• Reliable Internet Access
a. COC Email
b. Canvas Access
• Composition Notebook
• Loose Leaf Paper
Pens/Highlighters
• Sticky Tabs/Flags
Library Database Access
Username: peanut
Password: butter
Accommodations
As an instructor with a learning
disability, I understand that the
rigor of college may not always
meet or accommodate your needs.
Therefore, I welcome you to
speak with me about any concerns
you may have regarding your
disability. Additionally, in order
to legally provide you with proper
accommodations, you must visit
the DSPS center. See below:
Students with disabilities –
whether physical, learning, or
psychiatric – in need of
accommodations must contact the
Disabled Student Program and
Services (DSPS) as soon as
possible.
Accommodations cannot be
provided by the instructor until
they are notified by DSPS.
Please call (661) 362-3341, or
visit the DSPS location: Seco
Hall, Room 103
Prerequisite: Successful completion of ESL 100 OR direct placement
into Engl 101 as determined by the COC assessment process.
Catalog Description:
Builds critical reading and expository writing skills through the
analysis and evaluation of college-level texts and the composition of
well-organized, full-length essays containing properly documented
evidence.
Student Learning Outcomes:
1. Analyze and critically evaluate college-level texts for rhetorical
and genre strategies.
2. Compose persuasive, well-organized, grammatically correct
essays, synthesizing properly documented and relevant
evidence to develop and support a unified thesis.
Course Objectives:
1. Analyze and critically evaluate written and visual texts for
rhetorical strategies such as ethos, logos, and pathos, among others
2. Demonstrate responsibility for the reading process by applying
active and critical reading strategies to analyze the meaning of texts
3. Analyze and critically evaluate a variety of college-level texts,
including a book-length argument or complete literary work
4. Demonstrate responsibility for the writing process and rhetorical
context
5. Conduct research and critically evaluate appropriate source
materials
6. Create a thesis statement to structure the essay as a whole
7. Organize and structure essays in an effective manner
8. Support arguments by selecting, analyzing, and synthesizing
evidence such as relevant detail, anecdotes, and well-integrated
summaries, paraphrases, and quotations
9. Implement the conventions of standard written English while using
a variety of sentence structures
10. Apply MLA style and citation format
11. Compose effective short essays in timed-writing situations
12. Reflect on reading and writing practices in order to improve work
habits and skills
IMPORTANT DATES
Add/Drop without a W (semester-long classes): September 1, 2019
Withdrawal deadline (for semester-long classes): November 9, 2019
Technology & Media Policies
EMAIL
Use your COC email only; I
cannot legally answer emails from
personal accounts.
In the body of the email include:
- A greeting
- Your name
- Class
- Question
- A signature
CANVAS SUBMISSIONS
Please check Canvas on a DAILY
basis for updates. This is where
you will be submitting the
majority of your assignments.
LAPTOPS/TABLETS
Must be in AIRPLANE MODE,
and used for notetaking or to
access textbooks. Chat features
and social media are prohibited.
CELL PHONES
Should be TURNED OFF or
SILENCED during class time.
v First Offense: Warning
v Second Offense: Asked to
leave class
v Third Offense: Report to
Dean of Student Services
RECORDINGS
Are PROHIBITED. This means
you may not post pictures or
videos to social media, or upload
voice recordings to the Internet.
Course Policies:
v Attendance: Actively participating in class will determine your
success for this course; absences are detrimental to your overall
grade.
o If you miss THREE (3) classes, you will be dropped from
the course.
Ø However, if you have a planned absence, be sure to check the
class schedule (below) to see what assignments are due and
contact me in advanced so that I can make proper
accommodations.
Ø Similarly, in the event of an emergency, contact me
immediately, and not a few weeks after the event has occurred.
Ø Tardies: Many students commute to the SCV and therefore,
have some issues with transportation. In the event that your
train, bus, or ride is late, contact me as soon as possible to let
me know you're on your way! Otherwise, arriving late disrupts
the flow of learning and is a distraction to your peers.
Ø Late Work/Exam Policy: Late papers will be refused, or accepted
depending upon the circumstance and penalized at my discretion.
the instructor. Also, please be aware that technical difficulties can
arise at any time. A technical error is not an excuse for missing
an assignment. Therefore, please do all of your assignments in
advanced, and not the day before it is due.
Ø Revision Policy: If you receive a “D” or “F” on their first or
second paper, I will require that the student resubmit a revision
with the guidance of a TLC tutor.
o Revisions are strictly for essay assignments.
Ø Academic Conduct: I expect your complete honesty at all times,
and for each assignment. You cannot grow from claiming another
individual’s work. Similarly, you cannot grow from recycling your
own work and using it for our class. Plagiarism is not tolerated in
any classroom campus wide.
Please refer to the “Academic Integrity and Plagiarism Statement”
(attached) for further information.
 Assignments:
Grades
Your final grade will be v Essay #1 – Rhetorical Analysis (4 pages)
determined by the following v Essay #2 – Musical Artist Critique (5 pages)
assignments and assessments: v Essay #3 – Missing Chapter (5 pages)
v Essay #4 – Playlist Project (6 pages)
Assignments Points
Essay 1: 150 pts Essay prompts and specific requirements to be distributed throughout
Rhetorical the semester (see calendar).
Analysis
Essay 2: Artist 150 pts v 20 Reading Logs (5 points each)
Critique Composition notebook is required. Please use the reading log template
Essay 3: Missing 200 pts (after calendar) to format pages.
Chapter
Essay 4: Playlist 100 pts v Writing Diagnostic (50 points)
Project
ePortfolio 100 pts Will be utilized as a means to diagnose a student’s particular strengths
Reading 100 pts and weaknesses.**
Journals
v GLA Packet (10 points GLA)
Writing 50 pts
Requires that the student visit the TLC and complete a GLA packet. GLA
Diagnostic
handouts should be submitted in person.
GLA Packet 50 pts
Midterm 50 pts
v Midterm – Rhetorical Analysis
Final 50 pts
Must be taken in class on the correct date (see calendar).
Total Points
Possible = 1,000pts v Final – Reflective
Must be taken in class on the correct date (see calendar).
Grading Scale
Non-Credit Course**
Your final grades will be Students who do not pass the writing diagnostic (Week 2), will
processed through the following receive a letter of referral for an English non-credit course. This course
will be offered as a means of extra support to help you be more
points table:
successful in English 101.

A 900pts – 1000pts EXTRA CREDIT

B 800pts – 899pts
C 700pts – 799pts
D 600pts– 699pts
F 0pts – 599pts
Students can participate in Celebrating the Humanities workshops, or
any Creative Writing workshops put on by the TLC throughout the
duration of the semester. In order to receive full credit, students must
write a thoughtful two-page (2) reflection regarding the experience.
Extra credit is limited to one response per unit and must be submitted
via Canvas.
Tentative Class Schedule: (Subject to change at the instructor’s discretion)

Week Class Work Homework

Week 1: Monday: - Review syllabus
08/19 Syllabus Kahoot - Purchase textbooks
Introduction Game
08/21 Wednesday: - Purchase textbooks and
SMART Goal Setting bring BOTH to class on
Time Management Monday 08/26 J
Note-Taking Skills (Canvas Navigation and
Technology)
Week 2 Monday: Reading (Graff et. al):
08/26 Writing Diagnostic Assigned (due 09/01) - Chapter 1-3
Musical Warm-Up
In-Class Reading (Abdurraqib) Reading Logs (Abdurraqib):
Reading Log Formatting Practice - RL #1: “Chance the
Rapper”
- RL #2: “A Night in Bruce
Springsteen’s America”

Canvas:
- Writing Diagnostic (09/01)

08/28 Wednesday: Reading (Graff et. al):

- Chapter 4-5
Reading Group Session 1 (Graff et. al)
à Summary and Quotations Activity Reading Logs (Abdurraqib):
___ - RL #3: “Carly Rae Jepsen
Loves You Back”
Reading Group Session 2 (Abdurraqib) - RL #4: “ScHoolboy Q…”
à Rhetoric Seminar - RL #5: “The Weekend…”

Canvas:
- Writing Diagnostic 09/01

Week 3 Monday: - Complete readings and

09/02 LABOR DAY – NO SCHOOL! reading logs from last week!

09/04 Wednesday: Reading (Graff et. al):

ESSAY #1 ASSIGNED (due 09/22) - Chapter 6-7
Reading Group Session 1(Abdurraqib)
à Rhetoric Seminar
___
Reading Group Session 2 (Graff et. al)
à 3 Responses to Abdurraqib
à Distinguishing What You Say Activity
Week 4 Monday: Reading (Graff et. al):
09/09 Essay Diagnostic Reflection - Chapter 8-9
Writing:
Thesis Development Workshop - Revise Thesis
à Structure and “So what?” - Create Alphanumeric
Outline (Canvas)
Introduction Paragraph Workshop
Canvas:
- Outline due 09/10

09/11 Wednesday: Writing:

- Revise Outline
Essay Structure and Body Paragraph Discussion
Canvas:
Outline Workshops - Half Draft (2 pages) due
09/15
- Print and bring to class!

Week 5 Monday: Writing:

09/16 Instructor Demo - Revise Draft
à Emphasis on Thesis Development and Essay
Structure Canvas:
- Complete rough draft due
Grammar and Sentence Variation Workshop 09/18
- Print and bring to class!
Conclusion Paragraph Workshop

09/18 Wednesday: Writing:

TLC Tutor Visit - Meet with a TLC Tutor
(Required)
GLAs DUE
Canvas:
Instructor Demo - Essay #1 due 09/22
à Emphasis on Evidence and Cohesiveness

Expert Group Rotations

Week 6 Monday: Reading Logs (Abdurraqib):
09/23 - RL #6: “…Surviving Punk
ESSAY #2 ASSIGNED Rock”
- RL #7: “…The Great
Musical Warm-Up (List Problematic Artists) Suburban Narrative”

Video: Aziz Ansari’s, Right Now

Debate
09/25 Wednesday: Reading Logs (Abdurraqib):
Musical Warm-Up: FBR Bands from the 2000s - RL #8: “All Our Friends
Are Famous”
Discussion of Emo Culture in 2000s (Playlist) - RL #9: “…The Loneliest
Boy in Town”
Reading Group Session (Abdurraqib) -RL #10: “Searching for A
à Evaluation | Genre Study: Is Emo Problematic? New Kind of Optimism”
For Who?

Week 7 Monday: Reading Logs (Abdurraqib):

09/30 - RL #11: “Death Becomes
Library Database Research Presentation You”
- RL #12: “Fall Out Boy
Reading Group Session (Abdurraqib) Forever”
à Evaluation Seminar | Compare and Contrast to - RL #13: “Defiance…”
Current Problematic Nostalgia (10-Year Reunion
Tours) Research:
- Fall Out Boy & My
Chemical Romance
10/02 Wednesday: Writing:
- Create a thesis and outline
Fall Out Boy vs. My Chemical Romance for Essay #2
à Stage Rhetoric/Performance
à Lyrical and Musical Composition Research:
à Problematic Headlines - Bring related articles to
class
Debate of the Bands!
Canvas:
- Outline due 10/06

Week 8 Monday: Writing:

10/07 - Half Draft Essay #2 (3
Peer Review Outlines pages)

CRAAP Evaluation Articles

10/09 Wednesday: Writing:

- Half Draft Essay #2 (3
MIDTERM pages)
Be on time and have all of your materials on
your person Canvas:
- Half Draft due 10/13
Week 9 Monday: Writing:
10/14 - Complete Draft Essay #2 (3
Midterm Grade Reflection pages)

Writing Diagnostic Reflection Canvas:

- Complete Draft due 10/15
Peer Review

10/16 Wednesday: Canvas:

TLC Tutor - Essay #2 due 10/20

Instructor Demo
à Emphasis on original argumentation and
rhetorical strategies

Expert Groups
Week Monday: Reading Logs (Abdurraqib):
10 ESSAY #3 ASSIGNED - RL #14: “Ric Flair…””
- RL #15: “It Rained in
10/21 Parody Game: Abdurraqib’s Rhetoric Ohio…”

In-Class Reading

10/23 Wednesday: Reading Logs (Abdurraqib):

- RL #16: “Michael Jackson
Abdurraqib Writing Style Reflection Kissing Whitney…”
- RL #17: “Black Life On
Reading Group Session Film”
à Capturing the Human Experience through
Words and Style
Week Monday: Reading Logs (Abdurraqib):
11 - RL #18: “Tell ‘Em All…”
10/28 Library Research Presentation - RL #19: “…Ballad of Baton
Rouge”
Reading Group Session - RL #20: “ Rumours…”
à Capturing the Human Experience (Style)
10/30 Wednesday: Writing:
-Outline for Essay #3
Reading Logs Due
Research:
Reading Group Session -Bring 3 articles to class
à What’s Missing from these selections?
Canvas:
Brainstorming Session for Essay #3 - Outline for Essay #3 due
11/03
Week Monday: Writing:
12 -Half Draft (3 pages)
CRAAP Evaluation of Research Articles
11/04 Canvas:
Peer Review Outlines - Half draft due 11/05

11/06 Wednesday: Writing:

Instructor Demo -Complete Draft
à Originality of writing and argumentation
Canvas:
Peer Review Groups - Complete draft due 11/12

Week Monday: Canvas:

13 VETERAN’S DAY – NO CLASS J - Complete draft due 11/12
11/11
11/13 Wednesday: Canvas:
TLC Tutor - Essay #3 due 11/17

Instructor Demo

Expert Groups
Week Monday: Writing:
14 FINAL PROJECT ASSIGNED - Draft a pitch

11/18 Watch Songland’s “Mackelmore” Playlist:

- Compile a playlist for your
In-Class Reading (Abdurraqib) pitch

Discussion
àWriting About the Human Experience through
Music and Your Words

11/20 Wednesday: Writing:

- Draft an Outline

Peer Review Pitches Research:

(Pitch to Entire Class and Instructor) - 3 articles of the
artist/music/social issue
Reflect: Critiques
Canvas:
- Outline due 11/24
Week Monday: Writing:
15 - Half Draft (3 pages)
11/25 Revisit Pitches and Compare to Outline
Research and Playlist:
CRAAP Evaluation of Articles and Relevance - Refine

Canvas:
- Half Draft due 11/26
11/27 Wednesday: Writing:
TLC Tutor - Complete Draft + Research

Peer Review Half Draft Research and Playlist:

- Solidify

Canvas:
- Complete draft due 12/01
Week Monday: Canvas:
16 - Essay #4 due 12/03
Expert Group Rotations (Insert playlist link in
12/02 comment section)
12/04 Wednesday:
FINAL EXAM
TIME GOAL:

START TIME:

END TIME:
READING LOG #: –––––

BEFORE READING
Write the following information down in this order.
Title of Article:
Based on the title alone, what do you know about the subject matter?
Write down your predictions: What will this article cover?

Make a list for each.

External Distractions (What is physically distracting you?):
Internal Distractions (What thought(s) are interfering with your concentration?):

DURING READING
Practice annotations using these methods.
• Circle words that are new to you, and that you do not understand.
• Write the main idea of each paragraph next to it in the margins. Try to use one word or a short
phrase to summarize these points.
• Highlight passages that demonstrate ethos (yellow), pathos (pink), logos (green).

AFTER READING

Answer the following questions using complete sentences in your composition notebook.
1. What is the author’s motivation for writing this piece? (8 complete sentences)
2. What rhetorical strategies did the author employ to make for a compelling argument? Provide
citations for each example. (8 complete sentences)
3. Although you may disagree with the argument, pretend that you do, and list the qualities that you
found most compelling. (8 complete sentences)
4. Although you may agree with the thesis, write a counterargument. (8-10 complete sentences)
 GUIDED LEARNING ACTIVITIES (GLA) PACKAGES

Directions: Students must select ONE PACKAGE and complete within the first 4-weeks of the
semester for 50 points. All GLAs can be completed at the Valencia or Canyon Country TLC. For
hours, please visit: http://www.canyons.edu/Offices/TLC/Pages/default.aspx#

Advice: If you are new to the college experience, you should select Package Two. However, you
get to decide which set of skills you wish to improve upon and select accordingly.

Package 1: For students who have to write an essay:

• Essay Structure 1
• MLA 1
• Online Research
• Prewriting
• Revision Strategies
• Thesis Development

Package 2: For students who are new to college:

• Annotation
• Note Taking
• Online Research
• Test Taking Strategies
• Time Management

Package 3: For students with a research project:

• Avoiding Plagiarism
• MLA 1 and 2 OR APA 1 and 2 (we also have handouts available to support other citation
styles)
• Online Research
• Reading Strategies 1
• Summarizing

Package 4: For supporting critical reading:

• Annotation
• Drawing Inferences
• Prereading
• Reading Strategies 1 and 2
• Vocabulary Building

Package 5: For finals week:

• Preparing for Finals
• Stress Management
• Test Taking Strategies
• Time Management
• Timed Writing