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Karl J. Sherlock
Associate Professor, English
Email: karl.sherlock@gcccd.edu
Office Hours: 558A (inside Bldg. 52)
Phone: 619-644-7871

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Policies and Guidelines

Policies sphere

The information on this page outlines the rules, policies, guidelines and expectations of students while they are registered in this class. As such, it establishes a contract by which obligations to the course demands and codes of conduct must be honored. Please refer to it whenever you have a question course procedures and feel free to reference it whenever you would like to speak to me about these.

© 2018 Karl Sherlock

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ABOUT THE COURSE

English 120: College Composition and Reading is a 3.0 credit course and holds a prerequisite of “CR” ("Pass" credit) or a grade of “C” or greater in English 110 or 117, or assessment recommendation for English 120. This course is designed to help you successfully undertake writing projects that have the depth and complexity of college-level work. At the center of this course will be close and careful analysis of texts. Through critical reading and responsive thinking, students will develop skill sets that include understanding of what texts say or argue, and recognition of methods writers employ to develop their agendas. This, in turn, should inspire and guide you in your own writing and research project. To demonstrate your critical work with the texts we will read, you will be asked to write and revise papers in which you address complex questions effectively, use source materials thoughtfully, employ reference and citation protocols accurately, and make sound decisions about structure, cohesion, and conventions of correctness. By the end of the semester, you should be the kind of reader and writer who is well prepared to take on sophisticated academic research, whether in Advanced Composition or in your other college courses where writing and research are required.

  

STUDENT LEARNING OUTCOMES (SLOs)

Students will:

  1. Demonstrate knowledge of important rhetorical concepts such as audience, purpose, genre, and context.
  2. Identify and analyze rhetorical and organizational strategies from a variety of texts and employ appropriate strategies to compose thesis-driven essays.
  3. Construct logically developed essays that synthesize, integrate, and contextualize multiple outside sources (through quotations, paraphrasing, and summary) with their own voice, analysis, or position, using appropriate documentation.
FINAL COURSE GRADES

Plus/Minus [+/-] grading will not be used for the final grades in this course. They will, however, be used to grade individual assignments. College students are sometimes confounded by how grades are determined in courses like English 120, or are rankled by the differences among instructors in their attitudes about grading composition. Unlike science and math classes, where a straightforward grading rubric often relies on a percentage of correctly answered questions, composition and developmental writing are evaluated by a more subjective set of criteria. Emphasis is placed on progress along the way, rather than the completion of tasks. Consequently, there are no grade curves in this course. The most important standards for determining your course grade are acknowledged signs of improvement and a clear demonstration that you have taken the steps to improve your own work. (See "Writing Standards" for more information.) Nonetheless, the following criteria determine your overall grade for this section of English 120:

  1. 15% Assignment #1Take-Home Essay †
  2. 15% Involvement*
  3. 15% Assignment #2 Take-Home Essay †
  4. 25% Research Essay Assignment
  5. 15% Assignment #3 Take-Home Essay †
  6. 15% Final Examination

*Involvement is defined as regular attendance that is distinguished by discussion contributions, peer editing efforts, conference preparation, classroom activities, and quizzes; please be mindful that students who have more than two non-emergency absences may be dropped from the course.
 
†Each Assignment is graded according to three major criteria, each of which carries a percentage of the assignment's overall letter grade. The overall letter grade, however, is not an average of the three scores. Furthermore, these essays are developed in stages, including working drafts, each of which contributes to the score received.

 

BOOKS

Required Texts
The following two textbooks are pertinent to your required reading and your written assignments, and you cannot participate in the course without them.
 
Patterns For College WritingKirszner, Laurie G, and Stephen R. Mandell. 
Patterns For College Writing: A Rhetorical Reader and Guide. 
13th edition.
Boston: Bedfords/St. Martins, 2014. 
ISBN: 9781457666520. 

 
Writers ReferenceHacker, Diana and Nancy Sommers
A Writer's Reference
8th edition. 
Boston: Bedfords/St. Martins, 2015. 
ISBN: 9781457666766. 

Tone HandbookA Handbook of Tone and Usage. 2nd ed.
San Diego: Karl Sherlock/Grossmont College, 2014.
Website: http://www.grossmont.edu/people/karl-sherlock/handbook-usage-tone/default.aspx

This web resource is free of charge and available as a PDF download. In addition to required reading assignments, frequent references will be made to it as part of your instruction in this class. Please bookmark the website and download the PDF.
 
Reference guides such as A Writer's Reference are widely available from many different on-line sources and in the reference section of most libraries, including the LRC at Grossmont College. Relying on borrowed copies, however, does not guarantee that you'll necessarily have access to the books when you want or need it. You should make plans to acquire all the physical textbooks for this course within the first few weeks at the absolute latest. A copy of Patterns For College Reading will be placed on reserve in the LRC (library) for the first thirty days of the course. After that time, if you have not acquired this textbook in particular, or you haven't found a suitable alternative to acquiring it (such as bringing Xeroxes of the assigned readings to class), I will ask you to reconcile yourself to the likelihood that you will not succeed in the class. The required textbooks are a non-negotiable demand for your enrollment in this course.
 
Requiring the Use of Texts
Like many college courses, this section of English 120 is not strictly a textbook-driven course: classroom lectures will not always be a simple matter of regurgitating material from the textbook or reviewing homework reading assignments. Students sometimes misinterpret the fact that we don't discuss every page of their reading assignments to mean the reading—or worse, the books, themselves!—are not important. This is a dangerously mistaken assumption. Classroom lectures may focus on objectives selected from the reading, but the completion of all reading assignments is necessary to follow along with classroom lectures and to complete the writing assignments successfully. Typically, we will not be conducting lecture out of reference books such as A Writer's Reference or the MLA Handbook, and you may not need to bring these to class each day--your syllabus will indicate when you should. Nonetheless, failure to keep up with the reading assignments will be evident in your classroom performance, in your lack of comprehension of the material we are discussing, and in your deficiencies of composition when it comes time to evaluate your essay assignments.
 
Alternatives
Grossmont College's campus bookstore, Barnes & Noble, now offers two useful options to those who whose financial difficulty may prevent them from purchasing textbooks for this course: etextbooks and textbook rentals. Because the physical presence of the textbook is needed for many of the class lectures, etextbooks may be somewhat impractical for those not prepared to carry a laptop to class each time. Textbook rentals provide students a "rent to own" option. The campus bookstore cautions, however, that the purchase of used versions of textbooks remains the most economical solution over time, provided that a buy-back option is available at the end of the semester. If you would like to investigation these alternative solutions further, please visit the Grossmont College Barnes and Noble Bookstore on-line at http://www.grossmont.bncollege.com.

 

ADDING

Please see "Absence During the First Two Weeks" (below) for additional important information about being added or dropped from the class.

Priority Wait Listed Students:

If your name is on a Priority Wait List, contingent upon vacancies (up until the end of the second week), you will be issued an Add Code for immediate use. The order of names appearing on the Priority Wait List will be given the strictest adherence, but if your attendance during the first week is irregular, you will be passed over for consideration to the course altogether.

Crashers:

In the event openings become available during the first 2 weeks, priority will be given to those on the Wait List first, and then to ad hoc enrollment (i.e., "Crashers"). However, if a crasher's attendance during the first two weeks is irregular, he or she will be passed over for consideration altogether. District policy states that, after the first two weeks, a crasher may not remain in the classroom without have been added to the class officially.

 

WITHDRAWING

If you elect not to continue with the class during the first two weeks and you stop showing up for class, your name will be added to an official Census Drop Roster. After the first two weeks, however, it is the student's responsibility to process an official drop from course, and to do so before the withdrawal deadline (usually the Friday of Week 12 during a sixteen week semester).

ABSENCE DURING THE FIRST TWO WEEKS
Registered Students:

If you've been lucky or prudent enough to register early, your enrollment does not guarantee your secure place in the class will be held if you do not attend. It is every registered student's responsibility to see that he or she can attend every session, including the first. No special consideration will be made for prior commitments or schedule conflicts, including work schedules, sporting events or training schedules, vacations and travel arrangements, transportation problems, child care, healthcare appointments, or any similar excuse short of a documented medical emergency or bereavement. Registered students with recorded absence during the first two weeks of the course will be dropped to make room for Wait-Listed students. No exceptions.

Wait-Listed Students:

As seats become available during the first two weeks, Wait-Listed students will be given a chance to receive a non-transferrable "Add" Code. Wait-Listed students will be given priority over dropped, deleted, and ad hoc students (crashers), and Wait-List priority rank will be honored at all times. The same criteria for attendance and commitment as Registered students will apply: Wait-Listed students who miss one ore more classes during the first two weeks will be stripped of rank, deleted from the Wait-List, and not reconsidered.

Crashers:

Crashing is, unfortunately, the least dependable method of registering for a class, regardless of whether you have good reason to do so. All students who submit their names to a "Crash List" and who subsequently fail to attend the class during the first two weeks will be deleted from the Crash List without reconsideration. Crashers cannot be assured a seat in this course, nor can they negotiate to take the place of a Registered or Wait-Listed student who may be planning to drop. No transaction can occur without receipt of a unique "Add" Code from the instructor. For these reasons, Crashers are strongly advised to be flexible by enrolling in any open section of English 120 (or a comparable course) that will take them, regardless of day or time, and to adjust their work and/or social schedules to accommodate their academic schedule.

 

ABSENCE AND TARDINESS DURING THE SEMESTER

Assuming you have dutifully attended all sessions during the first two weeks, you are expected to attend all remaining scheduled sessions of this course, and to be on time. Tardy arrival and premature departure are noted, and two incidences of these are equivalent to one absence. Excessive unexcused absences (three) are sufficient grounds to be dropped from the course, after which time re-admittance will not be considered. 

Unexcused Random Absence

Unexcused random absences are those that happen without warning or explanation. They're capricious from the point of view of a teacher. I am by no means suggesting that you won't perhaps one day have a good personal reason to miss class. However, they are still "personal" reasons and as such cannot be considered excused; they should be reasons that, to you, are good enough to accept the consequences of your actions. Some examples: you're too tired or too blue to attend; you have to collect someone at the airport; you forgot to bring your books so you felt too unprepared; you couldn't afford your trolley fare; you scheduled a dental appointment; your cousin is marrying in Toledo and you have to fly out because you're in the wedding party; your sister's in labor; you've got a project for another class scheduled during the same time as this one; you weren't feeling well at school so you left; you just need a personal day so you played hookie. 

Unexcused Absence and Tardiness

Pattern absence and tardiness indicate a fundamental conflict either with the course's schedule meeting time or with your commitment to participating in the class. It's in your best interest to resolve such conflicts if you wish to remain in the course. Examples: your boss keeps scheduling you during the class time; you cannot find childcare during the hours of the class; you schedule routine appointments during class time; your obligations to another class at this or another college interfere; your ride to school is guilty of any of the above; your bus doesn't get you to campus until ten minutes after class has begun; you can't find parking on campus. In these examples either a pattern of behavior is responsible or a conflict of interest interferes; either way, it is completely up to a student to resolve these issues so that a proper commitment to the class can be made. Otherwise, it is recommended that another section of the course, with a different day or time, be considered. 

Excused Absence

Excusable absences are determined as unavoidable and serious, and which are chiefly owed to documented emergencies, such as car accidents, hospital visits, court appearances and subpoenas, funerals, jury duty, and religious or federal holidays. 

Exam Conflicts

Please note, since Grossmont College instructors aren't permitted to schedule lectures or exams outside the officially scheduled period for their courses, no such conflict should occur with your Engl. 120 course unless you are taking two GC classes at the same time. If you are taking courses at another campus, look ahead to the final examination schedule to check whether there may be a conflict. 

Notify me: If you had to be absent, or you expect to be absent or you realize you will be tardy, it is in your best interest to e-mail me or talk with me privately about the matter. Documenting your own absence in this way demonstrates you are trying to be responsible and committed to the course. If you didn't expect to be late to class (because, for instance, a traffic jam occurred), you should always come to class anyway. It's better to come in late than not attend at all. As a courtesy to me, and any other instructor placed in the same position, please do not e-mail a request to write you with a summary of everything you missed on a day you were absent. I provide all of my resources and a detailed course outline on the course website that describes what you will have missed if you are absent. Please use your syllabus in the spirit with which it is intended. You are always welcome, however, to come see me during my office hours and review this material together.

WRITING STANDARDS
Working Drafts Defined:

This course, like most writing courses, places an emphasis on the work in progress (i.e., the working draft). Working drafts are distinguished from rough drafts and pre-writing in that they are reasonably complete; they attempt to develop the thesis to its argumentative or analytical conclusion. Consequently, they must represent second or even third substantive revisions. Do not submit a working draft in a two-pocket folder. Please staple it, instead. Working drafts will NOT be graded, but completion of all drafts is a course requirement. If you have not produced the required number of drafts, have been remiss with respect to peer editing, or have failed to submit any of the drafts and comments with your final draft, your grade on the final draft will suffer. While the drafts are not graded formally, my advice and the advice of your classmates will give you a fair amount of guidance, which you will then apply toward revision. If you are confused or uncertain about any remarks or advice, whether they be from me or your classmates, don't hesitate to speak with me after class or during my office hour.

"Readability" and Standards:

Because this course focuses, not only on developing content worthy of college-level writing, but document style and citation methods required in college essays, I do not accept handwritten work. All writing (except for in-class writing) must, therefore, BE PRINTED on plain white 81/2 x 11" typing paper, and conform to M.L.A. style for essays and research papers. Choose a clear, readable and appropriately sized font in black ink. Proper document design will be discussed at some point in the course. Furthermore, a computer may be very helpful because you will be expected to do revisions of your essays. If you do not have access to word processing, investigate those that the college may make available to you. In any event, the same standards of style apply for any draft produced by word processor: no carelessly ripped edges, no barely-readable print (letter quality would be best), no runaway margins, and so on. Remember, word processing is designed to help you construct a letter-perfect text before you print it! Submit each document, draft or otherwise, as though you were proud of its polished form.

  

CONFERENCING

Instead of peer evaluation exercises during class time, I prefer one-on-one conferences in my office to discuss your topics and writing needs privately and specifically. Conferences will be held during designated weeks on your course outline and are required in the same way class attendance is required: they are scheduled during class hours (or, in lieu of class hours, during office hours for those who can attend). Your Involvement grade depends in part on how well prepared you are for these conferences, and you are expected to come with completed working drafts of written work for discussion and examination: not ideas for topics, or thesis statements you have not yet put into writing. BEWARE of this! Furthermore, there is no need to be hurtful in any comments I may offer about your work, which in all cases, regardless of tone, are meant to be helpful in their criticism. In short, do not take the gesture of conferencing and discussing the strengths and shortcomings of your writing as something personal.

  

PENALTIES FOR LATE AND MISSING WORK
Lateness

All assignments must be completed by the due date and submitted by the beginning of the class period unless otherwise indicated. Except with proof of medical emergencies and serious crises, late assignments will not be excused from penalty. For each day an assignment is late (excluding weekends), its final grade will incur a reduction by one-third of a letter grade. (For example, if you submitted writing that deserved a B+, but you submitted it four days after the due date, it would receive a C.) Extensions and make-up exams will not be offered, so please avoid late and missed work.

Missing Work

Because developmental writing depends on revision and editing, peer editing, outlines, and/or working drafts are required components of each assignment. For each of these that is missing from the final two-pocket folder, the score on the final draft will be reduced by one-third letter grade (e.g., if your final draft had earned a "C+" and you did not attend the peer editing session where you were expected to submit a working draft with required outline, then your final grade after penalties are applied would be "D"). Note: If you simply forgot to submit these developmental components and drafts, but you did actually complete them, you will be given a fair chance to resubmit them without affecting the grade on the final draft.

 

PLAGIARISM

Here is one of the college's official statements on Academic Integrity:

Cheating and plagiarism (using as one's own ideas writings, materials, or images of someone else without acknowledgement or permission) can result in any one of a variety of sanctions. Such penalties may range from an adjusted grade on the particular exam, paper, project, or assignment (all of which may lead to a failing grade in the course) to, under certain conditions, suspension or expulsion from a class, program or the college. For further clarification and information on these issues, please consult with your instructor or contact the office of the Associate Dean of Student Affairs. 

"Plagiarism," therefore, means stealing the written or intellectual property of another person or agency, whether or not an actual copyright protects it. If you copy and paste more than three consecutive words of text [words that form a phrase or more] from an electronic source and do not put it in quotation marks, you have plagiarized. If you summarize an outside source of information or ideas without giving credit to that source, this too is plagiarism.* Plagiarism under any circumstances is taken very, very seriously. In a course dedicated to improving your own ability to express ideas effectively, relying on someone else's writing is not merely a betrayal of academic integrity, but is also a betrayal of my efforts, the efforts of the Writing Center tutors, and the efforts of your class peers to help you grow as a writer. Plagiarism is the ultimate show of disrespect, and my response to it will be understandably severe. In short, if you are caught in the willful act of plagiarism, this means immediate failure of the assignment and an official report on record with the Assistant Dean of Student Affairs. Subsequent complaints of dishonesty may result in your expulsion from the college. I urge you to download the college's PDF about Academic Fraud as well as review the Course Catalog for "Academic Integrity" (p. 19) and "Student Code of Conduct" (p. 29). 

NOTE: If you submit writing that you have personally completed for another course or for an English 098 course from a previous semester, this is not considered plagiarism, but it will still be returned to you with "No Grade" under the condition that if nothing is subsequently submitted to take its place, then a failing grade will be recorded.

 

CLASSROOM BEHAVIOR

Smoking and chewing of tobacco are prohibited on the Grossmont College campus. Violent or aggressive behavior, including harassment, is also cause for intervention from campus police. Though I encourage a more informal, freely discursive environment in the classroom during the scheduled class time, suffice it to say that I frown upon any activity distracting or inconsiderate to your colleagues and teacher. Face it: I’m a middle-aged man in dubious health with some hearing difficulty and mobility problems: I take any obstructive behavior such as talking over me, causing me to be unable to hear or be heard, or making me walk around unnecessarily, to be disrespectful. Your undivided attention and total involvement in the activities related to the course are a must. (Disruptive classroom behavior is outlined on page 4 of the Grossmont-Cuyamaca Community College District Student Discipline Procedure Handbook.) I trust you to exercise good judgment in this matter, but the following are what I consider to be serious behavioral issues that, if they persist after the first friendly warning, could lead to a two-day suspension from the class, during which time attendance or completion of required work would be forbidden. Please take these seriously!

  1. Unpreparedness: Your preparedness is measured not only in having completed the assigned readings, but in attending class with the proper textbooks, a notebook and a writing instrument. You will be expected to take notes. Coming to class without textbooks or completed homework will be “consequenced” with dismissal from the class for that day only because this behavior is disruptive to prepared students and the class agenda, particularly when it forces students to double- or triple-up to examine passages from the textbook. Something to bear in mind: In a college classroom where your peers are paying their own way for their education and every dollar represents life energies expended for it, it's not fair to exploit their diligence. Occasionally, everyone leaves a book behind by mistake, but if a student habitually attends class without the assigned readings, this will be treated as a problem behavior

  2. Lack of Involvement: Your full attention is requested while sitting in the classroom. I realize that things happen in our daily life that cause our attention to wander and make it difficult to stay in the spirit of our activities. These are not behavioral problems. Rather, behaving intentionally in a way that ignores the demands of the class can be passively disruptive. Sitting in class and doing nothing is a typical example of this problem. You're expected to keep an open notebook and take notes. Additionally, because the failure to obtain the required texts for the course often leads to a lack of involvement, this too could merit your dismissal from the course. Furthermore, please do not bring any other reading materials and activities than those assigned for any given class day. For example, do not engage in homework for other classes or any other activity that doesn't relate to the class topic at hand. (Please review further guidelines under "TEXTS" concerning the purchase and bringing of required texts to the class.)

  3. Unrelated Activities:campus policies forbid "romantic interludes" in the classroom. We have nothing against simple displays of affection between people, but sexually motivated behavior--especially if it takes the place of proper attention during the class time--is not permitted. Other activities not permitted during class time: sleeping; reading; doing homework; any activity unrelated to the course and its immediate classroom topics. When the computer-assisted instruction is utilized, students should not engage in personal activities, such as internet surfing and e-mail; computers accessed during class time must at all times be used for academic purposes relevant to the course agendas.

  4. Eating:You may bring bottled water to class, but any other beverages, particularly hot beverages in tipsy cups, should be finished before entering the classroom. Food, likewise, should not be brought into the classroom. Throat lozenges and breath mints are fine, but candy and chewing gum--the destination of which is so often the underside of a desk or chair--are definitely a no-go. Be sure to check below your seats before adjourning, to look for any forgotten water bottles (or textbooks and notebooks!).

  5. Immature Behavior:I am more than delighted to hear anything you have to say which is pertinent to the class discussion, and I invite you to ask any and all questions you need answered; however, use of class time for private conversations, especially disruptive ones, cannot be tolerated, whether or not they are openly spoken, involve lip reading or sign language, or are conducted through the exchange of notes or texting. (See also "8. Electronic devices.") I have notable difficulty hearing what students are saying to me from the back of the room if there other ambient voices competing with them (even if they're loud whispers), and I ask as favor and a courtesy that you avoid this behavior. Thanks.

  6. Disruptive Movements:Tardiness and early departure (see "Absence and Tardiness"), and random stepping in and out of the classroom throughout the period is frowned upon. I prefer no tardiness if possible, but I also no that delays sometimes happen outside of our control. If you must enter the classroom a little bit late (five or ten minutes), this is preferred over not coming at all. Simply find a seat nearest the door instead of crossing in front of me; if you plan to exit the classroom during the class time, likewise, seat yourself near the door, and inform me of this at the start of the class so that I do not think you are leaving suddenly due to illness or offense. Sometimes classroom doors bang loudly when students let them slam behind them. It's hard to know when that will happen, but just try to be considerately aware of that possibility. We try to take a break about midway through the class period. Please make every effort to limit your snacks and restroom visits to the break, or wait until before or after the class, but raise your hand or approach me privately if you need to leave the classroom briefly--just so that I understand your intentions. If you excuse yourself from the classroom, please make sure your departure is brief and that you make every reasonable attempt to return to the class immediately afterward. Leaving the classroom to eat, go the bookstore, chat with friends, or to take a stroll is not appropriate, and unduly long absences from the classroom will be treated like any other behavioral problem.

  7. Lurking: Persons not enrolled in this course may not be allowed to visit the class unless they are college employees or receive permission from me to sit in the class.

  8. Holding Court: This describes anyone monopolizing class discussions or assuming a dictatorial stance. Nothing pleases me more than to hear enthusiastic responses and impassioned discussion in the classroom; for the sake of courtesy to other students, however, and to allow everyone an equitable chance to share in that enthusiasm, try not to interrupt or drown out other students while they are speaking. Exercise self-restraint and prudence, or simply raise your hand.

  9. Insensitivity: Since effective writing often is accomplished through an understanding of one's audience, try to acquire some practice at it here. This course contains reading and raises topics that might be of a sensitive nature to some students. However, the classroom environment keeps sacred the discourse community among students-this is paramount to your college experience. Therefore, try to show some degree of comity and sensitivity to other students, and keep an open mind to the free exchange of ideas when sensitive or controversial topics are discussed. Rude, insensitive, or bigoted behavior directed at me or other students will also not be tolerated in the classroom. Pejorative comments about any individual or any classification of people, whether or not such comments are intended to offend, will not be permitted and may result in ejection of the student(s) from the class. Examples include misogyny (promoting hatred or violence against women), racial and cultural slurs, insults against LGBT groups or individuals (remarks, off-handed or deliberate against lesbian, gay, bisexual or transgendered people), and disparaging comments about body shape. weight, or other matters of physical appearance. Also, If you feel you have been treated inconsiderately by another student (or, god forbid, by me!), please talk to me. Your good opinion is important, and any misunderstandings affecting your participation in the class should always be discussed.

  10. Cell Phone Protocols:Unless you are an established medical caregiver, or you have discussed in advance the necessity for an active cellular device during class time, you must turn off your cell phone before entering the class and not make, send or receive calls and transmissions during classroom activities. If you must take a call because of an emergency to which you have alerted me at the beginning of the class, please step outside to take the call in privacy and return within two minutes. TEXTING OF ANY KIND IS EXPRESSLY FORBIDDEN. (No, seriously. It's REALLY, REALLY forbidden!) If you are caught texting and you persist after I have asked you to stop, you will likely be dismissed from the class and lose attendance credit for that day. If you need to use your phone to access the internet for purposes relating to this class (accessing the course website or assignments; looking up a definition; researching a topic relevant to the classroom discussion; etc.), please raise your hand and request this privilege first. Under no circumstances will cell phones or other electronic devices be permitted during examinations and quizzes.

  11. Other Electronic Devices:Laptop computers and other portable electronic devices, such as iPads, iPods, and Blackberries, have an ambivalent place in today's classroom setting. These devices serve, both, an instructional purpose and an entertainment purpose. Guess which one is acceptable in the classroom? If you are using an electronic device to take notes, record class lectures, or otherwise augment your learning experience, I will do no less than encourage you to continue. However, if you are trying to distract me, yourself, or classmates from the instructional activities--watching videos, listening to music, playing games, surfing the internet, logging into Facebook, Twitter, etc,--you will be given one warning; if your behavior persists after I have asked you to stop, you will likely be dismissed from the class and lose attendance credit for that day. As with cell phones, it would be a simple and easy matter of raising your hand and politely requesting to use your electronic device for a purpose relevant to our classroom activities and instructions. Anything else will be treated with the same sanctions as other behavioral problems in the classroom.

 

SPECIAL ACCOMMODATIONS

Students with disabilities who may need accommodations are encouraged to notify the instructor and contact ARC the Accessibility Resource Center (a.k.a., Disabled Student Services & Programs) early in the semester so that reasonable accommodations may be implemented as soon as possible.

Students may contact the ARC in person in Room 60-120 or by phone at 619-644-7112 (voice) or 619-644-7119 (TTY for deaf).

 

TUTORING and EXTRA CREDIT

You have one "extra credit" opportunity to take one and only one graded assignment back to the Writing Center for additional revision, then resubmit it to me for another grade that will replace your old grade on that assignment. Note: This one-time opportunity must be taken advantage of by the last date of instruction during the semester--before the date of the Final Examination; furthermore, you must submit it with proof that you have enlisted the support of a Writing Center tutor. (In most cases, this is a yellow slip.)

Your handbook and your textbook should always be your first resort so that you at least acquire the vocabulary to discuss your writing needs with a tutor or with your instructor. Under no circumstances should these services be used to take the place of my counsel on such matters as assignment interpretation and content development. Do not seek tutorial assistance simply for the services of proofreading or E.S.L. corrections. Campus writing counselors will be glad to help you with thesis development, paragraph development, sentence development and other problems of grammar, with personal attention and computer assisted instruction. 

Tutoring Services

http://www.grossmont.edu/student-services/tutoring/
Room 70-202 (Tech Mall/LRC 2nd fl.)
Contact Lucy Price: (619) 644-7387

Learning Assistance Center Specialist
Cynthia Koether
(619) 644-7516 

English Department Learning Skills Coordinator
Cathy Harvey
(619) 644-7494 

Reading Center
Room 545
(619) 644-7464

 

English Writing Center (EWC)
Spring 2015 Hours
by Appt. only:
Monday -Thursday 8:00 a.m. - 8:00 p.m.
Friday 9:00 a.m. - 3:00 p.m.
 
CHANGES TO COURSE OUTLINE

Your instructor reserves the right to change writing and reading assignments in the interest of refining your instruction, or to change dates and lesson plans to accommodate otherwise unscheduled literary opportunities such as guest authors, live theatre, readings and workshops. Any such changes will ordinarily be announced in advance and noted on the on-line course outline. Additionally, should your instructor need to cancel a class session, changes to the course outline and calendar will be made to accommodate all of the course objectives.

 

ONE FINAL NOTE

To do well in this course, try to practice your study skills, not only by employing them but by studying them as well: analyze what it is you do to be a successful and effective student, and look for opportunities to improve your methods whenever possible. In the classroom, keep an open mind to our discussions and apply them to your writing and your way of thinking about your topics and your growth as a writer. Most of all, keep up with your assigned reading and written assignments, and participate. Not bringing your books to class is the surest way of denying yourself the advantage of participation; furthermore, it demonstrates to the your instructor and your peers the likelihood that you have not prepared your homework. If you are having trouble, either with the lessons or with the pace of the course, please don't hesitate to speak with me or to set up a meeting if possible. USE MY OFFICE HOUR! It's there for you, and I'm only too happy to use it to help you in any way I can. To an end, welcome to the class. It will be a pleasure teaching you this semester.

 

Last Updated: 12/25/2017

Contact

Karl J. Sherlock
Associate Professor, English
Email: karl.sherlock@gcccd.edu
Office Hours: 558A (inside Bldg. 52)
Phone: 619-644-7871

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  • Grossmont
  • Cuyamaca
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