Pacing Calendar


    Course Plan Dual Credit English III:

    Intensive study of and practice in writing processes, from invention and researching to drafting, revising, and editing, both individually and collaboratively. Emphasis on effective rhetorical choices, including audience, purpose, arrangement, and style. Focus on writing the academic essay as a vehicle for learning, communicating, and critical analysis. This course fulfills the Communication foundational component area of the core and addresses the following required objectives: Critical Thinking, Communication, Teamwork, and Personal Responsibility.


    Demonstrate College Readiness through appropriate placement scores and/or completion of developmental sequence in English and/or Reading.

    Course Goals and Learning Objective: 

    English 1301 emphasizes training in reading and writing skills. This course requires essays based on provocative and critical readings. A student must earn a passing grade in English 1301 before enrolling in English 1302.

    Outcomes:    11th TEKS  &

    1. Demonstrate knowledge of individual and collaborative writing processes. 
    2. Develop ideas with appropriate support and attribution.
    3. Write in a style appropriate to the audience and purpose. 
    4. Read, reflect, and respond critically to a variety of texts. 
    5. Use Standard American English in academic essays.


    • Johnson-Sheehan, Richard, and Charles Paine. Writing Today . Fourth ed., Pearson, 2019.
    • Kennedy, X. J., and Dana Gioia. Literature An Introduction to Fiction, Poetry, Drama, and Writing. Thirteenth ed., Pearson, 2016.
    • Additional Readings in Google Classroom and or Northeast Lakeview CANVAS system and teacher handouts. 


    The weight of each component will be determined by the instructor and stated in his/her course outline. The following scale will be used in assigning grades (unless stated otherwise):

    A: 90% - 100%

    B: 80% - 89%

    C: 70% - 79%

    D: 61%-69% SCUC requires an average above 70 to remain in Dual Credit 

    F: Below 60%

    Performance Measurements:

      1. Summative: grades counting 75% of the average and are essays.
      2. Formative: grades counting 25% of the average and are quizzes, online discussions, journal writing, and class participation.
      3. Final exam: each semester ends with a final exam. Because this is a dual credit course, students earn college credit for each semester but high school credit for the year. The grade earned is the same for the College and High School transcripts.

    Grade Expectations:

    1. If a student ends any semester with a grade below 70, he/she will be removed from all dual credit courses and will not receive college credit for English Composition I. The student will then be moved into a regular English course, not an AP course. 
    2. If a student passes the first semester with a grade higher than a 69, he/she will receive college credit for English Composition I and advance to English Composition II in the second semester. If the student fails the second semester, he/she will not receive college credit for English Composition II and will not be permitted to take any dual credit courses the following year.

    Essays and Format:  

    Students will write five formal essays per semester as well as a Research Paper, a Common Assignment, OLRN and a presentation. Topics will come from the readings. Due dates are provided in the course calendar. ALL essays are to be typed in MLA format and saved and/or uploaded in 3 places: 

    Google Docs


    Late essays and Summative assignments will NOT be accepted

    Formative Grades may be turned in 1 day late for 30 points off

    All final drafts are to be submitted to by midnight of the due date.

    Early Alert Progress: Dual Credit students who are in danger of failing will receive a progress report every 3 weeks. All students have 24 hour access to each respective school’s online gradebook.

    Dual Credit Faculty at the high school locations will provide a report that will be sent to the department chair and inform students of the alert and set up appointments with their At-Risk students.

    Midterm Grade: All students will receive a midterm grade for all Communications and Learning classes. Midterm grades are posted during the middle of the term and are immediately available for view. To view the midterm grade, go to the My Page tab within ACES. At the bottom of the page is where you can view midterm (or final) grades.

    Final Grades: Final Grades are posted the Monday after the last day of final exams. Students can view the final grade the Wednesday after finals week. To view the midterm grade, go to the My Page tab within ACES. At the bottom of the page is where you can view final) grades.

    Satisfactory Academic Progress (SAP) Policy: To continue to receive financial aid, students must satisfy the SAP Policy:

    Maintain a cumulative 2.00 GPA

    Maintain a cumulative 67% completion rate on all coursework attempted at Alamo Colleges. Completion grades are A, B, C, or D. Non-completion grades are W, WF, F, I, or IP.

    Do not exceed 150% of the published length of the student’s degree plan. Students have up to 99 attempted hours of coursework, including transferred credits, to complete an associate’s degree.

    For more information, see the NLC website: 

    Fall Semester Course Outline

    Unit One:  Narrative Memoir Essay and Intro. to American Lit. Beginning- Transcendentalism

    For this unit, students will begin reading works by colonial and transcendental writers, followed by selections from Literature: An Introduction to Fiction, Poetry, Drama, and Writing and Writing Today Chapter 1 & 6 . Consider the possible readings:  “I Haven’t Been Back Since,” and  excerpt of Narrative of the Life of Frederick Douglass. Through these selections, students will investigate elements from effective narrative essays in preparation of creating their fully processed narrative memoir essay. Students will be able to include in their narrative essay such features as dialogue, sensory detail, pacing, flashback, characterization, and setting.

    Unit Two: Profile Essay- Civil War Readings

    Write a Profile Essay that is an analytical, thought provoking portrait of a person or place, or of an activity that brings people together.  Use Chapter 7 Writing Today to access how to write detailed information, A Clear Logical Organization, Writer’s Role, & Perspective on the subject. Decide whether your role as author will be that of a Spectator or Participant. Consider youtube profiles like: Mike Rowe’s Dirty Jobs, and excerpts from Incidents in the Life of a slave girl.  Additional NLC readings: Is Google Making us Stupid?, Should Gamers be Prosecuted for Virtual Stealing?   

    Unit Three: Argument Writing and Annotated Bibliography

    Write an essay arguing a controversial position:  Start by learning more about the issue and the debate surrounding it, and then take a position.  Present the issue so readers recognize that it merits their attention, and develop a well-supported argument that will confirm, challenge, or change your readers’ views.  Use Chapters 15 & 12 as models for Bibliography research and Argument papers based upon this research.  Consider similar readings to, Children Need to Play, Not Compete”  &  “Why Privacy Matters Even if you Have ‘Nothing to Hide’” TedTalk: 

    Also consider using: Tone, Humor, Litotes, Pathos - like Mark Twain and Harriet Beecher Stowe included in their fiction.  And look to Martin Luther King Junior’s superior use of argument in his ‘Letter from Birmingham Jail’. Additional NLC readings may include “Wikipedia as a Site of Knowledge Production” & “Consumer Reports/Best and Worst Fast Food Restaurants in America,” and “Working at McDonald’s,” “Changing the Face of Poverty”. Employ the instructions given in the St. Martin’s Guide Chapter 6 for writing an effective argument. Use the MLA heading and header. You do need a clear thesis statement, and you should write a well-organized argument that is a minimum of 1200 words, separated into paragraphs, and double-spaced. 

    Unit Four: Common Assignment with Northeast Lakeview College

    Evaluation Essay and Crucible (Drama)

    After viewing the play in class, write an essay evaluation over The Crucible (1996) film.  Examine your subject closely, and make a  judgement about it.  Give reasons for judgment that are based on widely recognized criteria or standards for evaluation for a subject like yours.  Support your reasons with examples and other details primarily from your subject.  

    Employ instructions given in the Writing Today Chapter 8 p. 350-363 for writing an effective evaluation.  

    Use the MLA heading and header.  You need to have a thesis statement, and you should write a well-organized essay that is a minimum of 1200 words, separated into paragraphs, and double-spaced.  Embedded citations should be followed with the parenthetical documentation. Notice how the setting and props establish the world of the film.  Lighting helps create mood and guides the audience’s attention.  Notice the composition - camera angles and movement, and the placement of characters and objects within the frame.  Watch the actors’ facial expressions and body language.  Consider the actors’ costumes and make-up.  Use your Viewing Guide to help organize and write your film evaluation- Your thesis should declare how the aspects of filming helped tell the story. 

    Additional NLC reading(s): “Well Behaved Women Seldom Make History”

    Unit Five: American Naturalism/ Realism- Readings Genre Novel Study & Creative Writing

    Use Chapter 9 from Writing Today for models and expectations for Literary Analysis.  Models include:  speed That Kills:  The Role of Technology in Kate Chopin’s ‘The Story of an Hour’ pg 120 and Reading Response Prompt for ‘We Wear the Mask’ pg 129 and Emotion in ‘The Story of an Hour pg 134.  Readings from American Realists can include, but not limited to: “Occurrence at Owl Creek,” “Story of an Hour,” “The Yellow Wallpaper,” My Antonia or other short story or novel studies. 

    Unit Six: Research

    In this unit, students will produce a fully processed research Annotated Bibliography, having read and summarized secondary sources on a self-selected, approved topic. Students will also learn to implement the appropriate citation style for their topic for the assignment. Students should utilize the Northeast Lakeview College online library databases located at