Senior English and Fall 2026 Composition 101
Fall 2026 CM101 and English IV Syllabus
https://cloud.simplesyllabus.com/doc/qvoqowf33/Fall-2026-CM-101-HA31-ENGLISH-COMPOSITION-I?mode=view
English IV class members will follow a syllabus similar to the CCCC syllabus; however, class assignments will be modified in length and number of points assigned. Use of A.I. technology is listed separately from the CCCC class, but applies to both English IV and Composition classes.
A.I. Information for English Language Arts Classes
Using an Artificial Intelligence (A.I.) generator to produce an assignment in English/Language Arts is considered plagiarism because the content generated is the result of computer prompts, searches, and algorithms and not original student ideas. A.I. does not develop necessary analytical skills, interpretation, synthesis, critical thought processes, and writing skills required of students. I will often check questionable work for A.I.-generated materials, and I reserve the right to assign a zero for any assignments for which AI was used as a shortcut to avoid critical thinking, effective writing, and clear communication. This could be devastating to a student’s grade. While there may be times when A.I. use is appropriate, those “times” will require explicit instruction from the teacher. Do not assume it would be approved prior to discussion with your instructor. Also, other curricula might use A.I.-generated methods, but these same methods would be counterproductive in English/Language Arts where learning and building specific skills is paramount.
Depending on the assignment and the extent of A.I. usage, consequences could include the following:
Code of Conduct academic dishonesty points (See Student Handbook, page 12);
Phone call to parent(s) and resubmission of assignment in question;
Resubmission of the assignment with a percentage deduction of 25% or higher; or
A zero with no opportunity of reproducing the assignment.
Any A.I. usage approved by the instructor must be cited correctly.
Mary Strnad
Office Hours: 7:45-8:00 a.m. daily; planning period, 2:44-3:30; after school by appointment
Office Location
Hanover High School, Room 23
Hanover Public School phone (785) 337-2281; ext. 221
Preferred mode of contact: Email or in person
Communication Policy: Email questions to mstrnad@usd223.org or see me in person during the regular school day at times indicated above or to make an after-school appointment.
As an instructor, I have a mandatory reporting responsibility as a part of my role. It is my goal that you feel comfortable sharing information related to your life experiences in classroom discussions, in your written work, and in our one-on-one meetings. I will seek to keep the information you share private to the greatest extent possible. However, I am required to report information I receive regarding sexual misconduct or information about a crime that may have occurred during your time at Cloud County Community College.
Writing Matters
Subtitle: A Handbook for Writing and Research
ISBN: 978-1-260-86030-2
Authors: Howard, Rebecca Moore
Publisher: McGraw Hill, New York
Publication Date: 2022
Edition: Fourth Edition
Additional Information
CCCC offers materials through T-Books, but Hanover High School textbooks are provided by USD223 for concurrent CCCC and high school classes. Hanover students enrolled in CM101 should opt out of receiving T-Books or they risk a charge from the college's bookstore.
Hanover students will also utilize the following textbook (provided by USD223): Eschholz, Paul, Alfred Rosa, and Virginia Clark, eds. Language Awareness: Readings for College Writers, 11th Edition. Boston: Bedford, 2013.
This class will utilize lectures, in-class composition, hands-on work, problem-solving sessions and student led discussions.
Failure to complete the assigned readings will result in stifled discussions and loss of participation points. The class will be presented in both face-to-face and Google Meet formats, as needed, due to any medical or other unforeseen situations.
Exams in Composition 1 will be produced in essay format with considerable in-class productivity. Using time wisely will be instrumental in reaping the benefits of quality feedback from the instructor.
Students will compose a minimum of four (4) significant essays demonstrating audience awareness, analysis, interpretation, synthesis, and critique as well as control of writing mechanics and grammatical conventions.
Students will participate in guided peer review which requires substantive commenting, reflection on the comments of others, and thoughtful revision based on those comments and on instructor critique.
In addition to the four prescribed compositions, students will be required to complete essay and chapter readings, develop relevant understanding of literary content, mechanics, and grammar through grammar workbook use, thorough answers to stated questions, and in-class discussion.
All assignments are due at the beginning of the predetermined class. Rough drafts on peer editing days are due at the beginning of class. Late work will not generally be accepted. A student who knows in advance of an assignment due date that he/she may not meet must discuss the situation with the instructor BEFORE the assignment is due.
Grades will be determined by the number of points earned during the semester. Final grades will be evaluated on the following scale: 90-100% A, 80-89% B, 70-79% C, 60-69% D, and 0-59% F.
Course Policy – Attendance, preparedness, and informed participation are expected as part of the course requirements. Lack of participation could constitute increased written work to fulfill requirements.
Your instructor will normally respond within 2 business days and intends to grade student submissions within a week. This grading timeline is a goal; course and grading loads vary by instructor. All students will be expected to interact appropriately with each other for group assignments and peer editing. Students should expect to put a minimum of three hours of work per week into the class outside of school hours.
For this course, students are expected to demonstrate the skills associated with the course learning goals as described by the student learning outcomes below:
Employ conventions of format, structure, voice, tone, and level of formality to produce writing for specific purposes and audiences as required by various writing situations
Practice ethical means of creating their work while integrating their own ideas with those of others
Demonstrate an ability to fulfill standards of syntax, grammar, punctuation, and spelling for various rhetorical contexts
Apply flexible strategies for prewriting, developing, drafting, revising, editing, and proofreading
Critique their own and others' work
The learning outcomes detailed in this syllabus meet or exceed the learning outcomes specified in the Kansas Core Outcomes Project for this course as sanctioned by the Kansas Board of Regents to ensure transfer between Kansas colleges and universities. ENG1010
In class, students are assessed on their mastery of these outcomes using the learning management system. Student names will not be used when reporting results. Outcomes-based assessment is used to improve the instructional planning, design, and quality of student learning throughout the college
For this course, students are expected to demonstrate the skills associated with the college wide learning goals as described by the general education outcomes below:
GECm1: Recognize and apply appropriate communication conventions and strategies to a written or spoken discourse.
GECm2: Identify and evaluate the core elements of written or spoken discourses.
GECm3: Respond thoughtfully with evidence to complex situations using written or spoken forms.
GECm4: Ethically and coherently synthesize sources in written or spoken forms.
Artifacts of student work are collected from general education course and reviewed by a faculty committee to assess general education outcomes. Artifacts may also be reviewed by a professional outside the college. Student names will not be used when reviewing artifact nor reporting results. Outcomes-based assessment is used to improve the instructional planning, design, and quality of student learning throughout the college.
For this course, students are expected to demonstrate the skills associated with the college wide learning outcomes as described below.
ILO_CT1. Comprehend the implications of a topic or problem.
ILO_CT2. Locate and synthesize appropriate evidence.
ILO_CT3. Construct well-reasoned conclusions.
In class students are assessed on their mastery of these outcomes. Student names will not be used when reporting results. Outcomes-based assessment of the institutional learning outcomes is used to ensure we are meeting the mission of the college, following the guiding values and enhance instructional planning, design, and quality of student learning throughout the college
Click here for Cloud County Community College's online library.
Click here for tutoring and testing (proctoring) service in the Student Success Center.
TRIO Student Support Services program is a free program that provides assistance and support towards graduation and future career or academic plans for first-generation, low-income, and/or students with documented disabilities. Click here to apply for the TRIO program.
If you need technical support for your course, please contact ithelp@cloud.edu. For IT to serve you best please include in the email your name, college ID number, course you need assistance with, and the problem you are experiencing.
For a complete explanation of college policies, refer to the college website https://www.cloud.edu/about/board-of-trustees/policies/.
Students are expected to follow the Student Code of Conduct (College Policy Policy E1)
By submitting work as an assignment, students give instructors the right to submit their work to third-party AI and plagiarism detectors.
The full policy and procedures are available on the website (see Policy D17 and related Procedures). Below is a sampling of infractions of academic integrity, more details are in the procedures in the link.
It is imperative that each student does his/her own work. The following policy will apply to all students in class.
Cloud County Community College maintains established definitions of and procedures for guaranteeing academic integrity and honesty. The President or their designee has the authority to establish these procedures.
Students are expected to adhere to such standards of honesty in all areas of academic pursuit. Students who compromise the integrity of the classroom are subject to disciplinary action on the part of the College.
Cheating is providing or receiving unauthorized help on an assignment, quiz, or examination. Cheating in any form is prohibited.
Plagiarism is intentionally or unintentionally using another's words or ideas as one's own without crediting the source. Plagiarism in any form is prohibited.
Unauthorized Collaboration is using unapproved resources including other students' or instructors’. Unauthorized collaboration in any form is prohibited.
Falsification is acting to deceive or falsely represent. Forgery or alteration of any documents pertaining to an academic record or school-related work is prohibited.
Students who violate any proscribed acts must accept the consequences and/or penalties for their action. Infractions of these rules may result in action by the instructor and/or disciplinary body of the College.
Students accused of any violation of these standards may defend or contest such accusations through established academic procedures (see Policy D19). Students are assured of due process and the right to appeal against accusations or penalties.
Penalties for Infractions: Students who violate Academic Integrity Policies must accept the consequences and/or penalties for their actions. Infractions of these rules will result in action by the instructor and/or administration of the college.
An instructor may impose any of, but is not limited to, the following penalties:
Counsel the student on academic dishonesty and plagiarism
Ask the student to re-do the assignment.
Alter the grade or give zero points for the assignment.
Ask the student to withdraw from the class.
Give an “F” for the class.
Give an "XF" for a first or second violation of academic integrity in a class after conference with Division Dean or VPAA.
Repeated violations will be reported to the Division Dean and/or the Vice President for Academic Affairs. The Vice President or their designee may impose any of, but is not limited to, the following penalties:
Place the student on academic probation.
Suspend or expel the student from the institution.
Have an “XF” permanently placed on the student’s transcript indicating that the student failed the course because of violations of academic integrity.
CCCC Department: Communications and English
Department Chair: Dr. Julia Galm
Email: julia.galm@cloud.edu
Division: Humanities, Social Sciences, and Business
Division Dean: Brent Phillips
Email: bphillips@cloud.edu
Cloud County Community College has adopted a stepwise procedure for addressing any complaint or dispute related to academic matters (see Policy D19 and related Procedures). The first step is a discussion with the instructor. If the issue is not resolved, the student should contact the Division Dean. Students must initiate the grievance procedure within 10 days of the dispute.
Cloud County Community College is committed to providing equal access to students with documented disabilities through reasonable accommodations and services based on individual need. Any student who believes they may need an academic accommodation due to a disability should contact the Director of Student Accessibility and Mental Health Services by email aanderson@cloud.edu, by phone at 785-243-1435 ext. 261, or visit the office located in UG 308 on the Concordia campus.
Mental Health is as important as physical health for overall well-being. College students often experience stressful events that may interfere with academic success such as academic or financial stress, sleep problems, juggling responsibilities, life events, relationship concerns, or feelings of anxiety, hopelessness, or depression.
You may experience excessive sadness or worry, thoughts of death or self-harm, inability to concentrate, lack of motivation, or substance abuse. If you are struggling, you are strongly encouraged to seek support. Cloud County Community College believes in providing quality mental health to all students, on and off campus.
On Campus Therapist
Aubrey Anderson (aanderson@cloud.edu) Director of Student Accessibility and Mental Health Services is available to meet in person or virtually. Email to set up an appointment. All appointments are confidential.
Getting help is a smart and courageous thing to do -- for yourself and for those who care about you.
Cloud County Community College does not discriminate in admission to, access to, or treatment of, or employment in its services, programs, or activities on the basis of race, color, national origin, sex (including pregnancy, sexual orientation, or gender identity), religion, age, disability, or veteran status.
If you have questions, please contact the Section 504 Coordinator at 2221 Campus Drive, Concordia, KS 66901 or at (785) 243-1435, ext 251 or 800-729-5101 x251
Course Length: One Semester Course Schedule: This document/file covers the course schedule and what will be our primary focus in class.
Assignment Schedule August-December 2026
August 2026
Syllabus and Class Expectations
Chapter 1 "Writing Responsibly in the Information Age" with Q’s: Writing Matters
Pre- and Post-Reading: Plagiarism: "Plagiarism an Issue on Campus," p. 12-13; Chapter 2 "Planning Your Project," p. 14-34
Review of A.I. policy
Establishing and analyzing a purpose
Brainstorming, Freewriting, and Clustering Practice
Chapter 3 Organizing and Drafting Your Project, p. 35-50
Scratch (Informal) Outline Model, p. 42
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September 2026
Selection of non-fiction narratives: "A View from the Bridge" by Cherokee Paul McDonald; "What's in a Name?" by Henry Louis Gates, Jr.; "A Woman on the Street" by Jeannette Walls with questions for analysis on each; discussion
Original Non-Fiction Narrative Assignment (3-5 pages)
Thesis and Working Outline
September 11: Rough Draft Due for Peer Review
Individual Consultations with Instructor; Revisions
September 16: Final Draft Due
Parts of Speech Exercises
September 18-23: Three-Six-Nine Creative Narratives
CRITICAL LITERARY ANALYSIS/COMPOSITION UNIT
September 24: Literary Merit Definition with Examples
“The Writer as Reader” Chapter 2 from Literature for Composition
September 25: “Ripe Figs” by Kate Chopin;
Gaps and Indeterminacies; author review, non-fiction fig analogy; symbolism
September 28: Notice and Note Signposts
Cornell Note Taking Strategy
Preparation of Student-Led Conferences to be presented October 22 at P-T Conferences
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October 2026
Psychological Realism, Existentialism, and Early Feminist Theories
October 1: “Story of an Hour” by Kate Chopin w/Notice and Note strategy and analysis
October 5-9: Students select from the following examples of psychological realism with analysis of literary merit and critique of adherence to psych realism and either existentialism or early feminist theories:
The Guest” by Albert Camus
“The Heavenly Christmas Tree” by Fyodor Dostoyevsky
“The Chrysanthemums” by John Steinbeck
"A Christmas Memory" by Truman Capote
"The Yellow Wallpaper" by Charlotte Perkins Gilman
October 12: Individual author research and analysis of purpose
October 19: Literary Critical Analysis Outline due
October 26: First Draft Due; Peer Review, Consultation
October 30: Revisions Complete and Essay Due; final revisions to follow
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November 2026
Exploratory Argument
November 2-3: Exploring Argumentative Essay Topics
November 4-9: Research; Annotation; Highlighting; Organization of Outline
November 12: Outline Due
November 18: Composition Due for Peer Review, Suggestions, and Revisions
November 23: Exploratory Essay Due (5 valid sources, 5-page essay with MLA citations)
Academic Essay and Revision (CCCC Artifact)
November 27: Instructor Feedback on Exploratory Essay; revision of details; omission of unnecessary information; additional vetted research and critical analysis; organization and inclusion of new materials
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December 2026
December 1-2: Peer Review
December 4: Academic Essays Due
December 8-11: Instructor feedback and final revision begin
December 16: Artifact submissions to CCCC
Additional assignments at instructor's discretion
This course syllabus is subject to change due to time constraints and unforeseeable events.