• SYLLABUS: Writing 121/122         2019-20

    Instructor: Mrs. Noteboom Columbia Gorge Community College

    400 E. Scenic Drive The Dalles, OR


    Class/Office Hours

    I teach Writing 121 1st, 3rd, 6th, and 7th periods. 

    I am not available during lunch or during my preps. 

    Do your “stop-by’s” between classes or before or after school.

    There is a Zero Period Writing Lab Tuesday-Friday; there is also an 8th period Writing Lab every B Day. 

    Email: nan.noteboom@hoodriver.k12.or.us Cell: (541) 490-0104 (I text!)  Voicemail: 386-4500 Ext. 4646

    Please join our class REMIND group: TEXT THIS:@wr121c to THIS: 81010 and  CHOOSE THIS: WR 121 Class of 2020


    Texts: Signs of Life in the USA  edited by Maasik and Solomon; published by Bedford/St. Martin’s; 

    Ninth Edition; copyright 2018; the ISBN is 978-1-319-05663-6

    You are responsible for purchasing your own textbook prior to September 27.  Do NOT buy older editions, but you are encouraged to buy used copies of it. Copies of the text will also be kept on reserve in the HRVHS library.  If students do not purchase the textbook, they are responsible for making copies of all pertinent pages prior to class.


    Other fees: You will pay a transcription fee to Columbia Gorge Community College, around $50 for Writing 121, and $50 for Writing 122.  You will earn four credits at CGCC per class; colleges have different policies for credit transfer - check with your school. We will register for the credits in November.  Do not bring any money until then.

    NOTE: Students enrolled in a sequence course must pass each semester with a minimum grade of “C” prior to enrolling in a subsequent level.



    In this course you will read, study, think about, discuss and write about a number of topics in order to become better readers, writers and thinkers.  The emphasis is on developing skills in analytical writing, critical thinking, and writing for an academic audience, that is, preparing you for the kind of writing you will be expected to do in various other college classes, not just English classes.  Students will compose essays, using a variety of strategies to present evidence in support of a thesis. Source analysis and documentation are introduced. We will spend some time initially working on college entrance and scholarship materials as well.  This is not a creative writing course. This not a literature course.



    Intended Outcomes

    Upon successful completion of this course, students will be able to:

    Read closely to determine a writer’s purpose and perspective.

    Write for a variety of clearly defined purposes, audiences and contexts.

    Write clear and coherent essays that demonstrate a logical development of ideas and incorporate evidence in support of a thesis.

    Research, evaluate and use information effectively and ethically to develop an informed position and encourage intellectual curiosity.

    Write and revise coherent essays using MLA format.

    Course Content (Themes, Concepts, Issues and Skills)

    Read closely to determine a writer’s purpose and perspective.

     Identify a writer’s opinion, position, or thesis.

    Distinguish between a factual report and an opinion piece.

    Reflect on points of view that may challenge one’s own perspective.

    Consider one’s own perspective in relation to other points of view.

    Formulate questions to explore the way that a variety of texts communicate meaning. 

    Engage in and value a respectful and free exchange of ideas.

    Practice active reading of college-level texts.

    Speak, read, respond, and listen reflectively.

    Begin to recognize self as part of a larger community.

    Appreciate and reflect on challenging points of view.

    Write for a variety of clearly defined purposes, audiences and contexts.  

    Identify the roles played by situation, purpose and audience in directing a writer’s choices.

    Assess an audience’s knowledge, assumptions, and attitudes, and respond appropriately in writing

    Practice writing for a variety of different audiences, with emphasis on writing for academic and professional audiences

    Analyze how a writer’s tone and voice influence audiences’ perception of

     the writer.

    Develop awareness of purpose in writing and rhetorical strategies to best accomplish that purpose.

    Identify different levels of formality through vocabulary, syntax, and other conventions, and the situations in which they are appropriate.

    Revise to incorporate feedback from readers and respond to readers’ needs

    Work through multiple drafts to refine purpose, context, and appropriate tone for audience. 

    Write clear and coherent essays that demonstrate a logical development of ideas and incorporate evidence in support of a thesis.

    Write focused, coherent, logically organized essays, using introductions, transitions, body paragraphs and conclusions.

    Practice writing essays using multiple organizational and rhetorical strategies that may include argument, narrative, description, and comparison.

    Develop a workable writing process.

    Work through multiple drafts to develop central ideas and effective supporting evidence.

    Practice use of grammatical conventions.

    Begin to locate, evaluate and use information effectively and ethically to develop an informed position and encourage intellectual curiosity.

    Use library resources, online databases and the internet to locate information and evidence

    Evaluate source materials for authority, currency, reliability, sound reasoning and validity of evidence.

    Demonstrate an ability to summarize, paraphrase and quote sources in a way that distinguishes the writer’s voice from that of his/her sources.

    Produce at least one essay that demonstrates an ability to synthesize sources in support of a thesis.

    Credit source material using a discipline-appropriate documentation style.

    Avoid plagiarism



    A final grade will be determined based on total points accumulated.  The curriculum is based on Oregon Content Standards, but rigor is based on Oregon University System expectations. Approximate point values:

    Final, graded essays 100 points In-class essays 50 points

    Daily assignments 10-15 points Final essays 100 points

    Peer review  20 points if  full-length

    Oral presentations 25-40 points

    Final Exam 100 points    Reading quizzes 10 points each

    Your final drafts of essays will receive a grade based on the college grading scale.  

    No extra credit will be offered in this class.  If you want the points, come to class, do the work, hand it in.



    Attendance is critical to succeeding in this class.  If you are to participate, you must be here. Participation implies positive participation, which means:

    * Being here on time, in mind and body.  Please stay home if you are sick or too tired to participate in class.

    * Actively participating in class discussion in a positive way, i.e., without interrupting others or simply ignoring the speaker.

    * Actively participating in all other aspects of class as well: lecture, film, group assignments.

    * If you miss class, your grades will suffer.  We do a graded assignment nearly every day; some things done 

       in class cannot be made up; and direct instruction given in class often cannot be duplicated on a handout. You may, however, attend  

       this class during a later section if one is available.

    If you will miss a class due to a field trip or athletic event, all work for that day is due prior to departure.  It will be considered late upon your return.  I will not “approve” of any absence unless all work is completed prior to departure.  This includes field trips and activity or athletic absences.  


    You will receive a lunchtime detention after the fourth tardy, and a discipline referral for all subsequent tardies.  If you are tardy and miss a quiz, you may not make it up. “Tardy” means not in the room by the time the bell rings. If you arrive late, take a seat outside until you can be admitted without disrupting the class. Warning: Reading quizzes cannot be made up. Plan to arrive on time, every day.



    You are expected to bring all materials to class each time.  When the final bell rings, please sit down and close any personal conversations.  Turn off your cellphone and put it in its pocket. Do your printing and make any necessary copies before class.  Go to the bathroom before class. Clean up after yourself.



    No late final essays will be accepted.  If you are in class, your essay is due.  If you are absent (excused), your essay is due immediately upon your return to class.  No explanation is due either way - either you turn in an essay on time or you get a zero.

    Late daily assignments are worth half credit. Daily assignments missed because of an excused absence must be made up within one class period; after this, they are worth half credit.

    Reading quizzes cannot be made up; approximately 10% of quiz grades will be dropped to accommodate a reasonable number of absences. Reading quizzes can be made up for anticipated absences, but ONLY IF DONE PRIOR TO THE CLASS MISSED.

    There may not be a chance to make up some oral presentations; accommodations will be made when possible.

    Be wary of computer error - this is not an acceptable excuse for a late essay.  



    Students are expected to be honest and ethical in their academic work. Academic dishonesty includes cheating and plagiarism. All work submitted in this course is to be your own new, original work written in response to the assignments. Consciously or unknowingly presenting the ideas or writing of others as your own will result in academic sanctions, including taking a zero ont he assignment, and optionally, suspension.



    Students caught cheating or plagiarizing in this class will be prosecuted to the fullest extent allowed by school policy.  At HRVHS, Academic dishonesty is broadly defined as any act that violates the expectations of the teacher in the production of classroom work, homework, or testing; or, misrepresenting another’s work as your own (plagiarizing). Students caught cheating or plagiarizing will lose credit for that assignment. Failure to correctly document research sources is considered plagiarism as well.



    Ask early, and use the form supplied to you. 

    I prefer not to write letters for students who are chronically tardy or for those who cheat in my class. Please don’t ask.



    Individuals needing accommodation under ADA should contact Shayna Dahl, Disability resources, at 541-506-6046 in a timely manner.



    Requests for accommodations must be made during the first week of the course by submitting in writing the dates of observances.



    CGCC is dedicated to building and fostering a global, positive learning environment where individual differences are welcomed, appreciated, and respected. CGCC respects the expression of diverse perspectives, abilities, interests, and backgrounds, understanding that they will strengthen our ability to collaborate effectively and to solve complex challenges. The college provides equal access to and opportunity in our academic programs and facilities.



    - College prep and the admissions/scholarship essay (3-4 weeks)

    sentences, diction, basic organization, editing and proofreading, audience, organizing, focus, 

    - Several essays of analysis/evaluation (6-8 weeks)

    paragraphing, advanced organization

    - Introduction to MLA format and research writing (3-4 weeks)