(507) 477-3235 9 Sixth Ave SE, Hayfield, MN 55940

Laura Hoebing

High School English Teacher

Composition I/II

  Hayfield High School

9 Sixth Ave SE, Hayfield, MN 55940

                         COURSE SYLLABUS

1900 8th Ave NW, Austin, MN 55912



COURSE TITLE:  English Composition I 1101

TERM: Fall 2023


CREDITS:  3                                                            

INSTRUCTOR:  Mrs. Laura Hoebing                          

PHONE: (507) 671-1580                                                                    

E-MAIL:  lhoebing@hayfield.k12.mn.us

Meet the Instructor

My name is Laura Hoebing, and I have been teaching at Hayfield High School since my teaching career began in 2013. I have been teaching our college-level classes since 2017. I completed my bachelor’s degree in English Education from Concordia College in Moorhead, MN in 2013, and I earned my Master’s degree in English from Bowling Green State University in Bowling Green, OH in 2017. I live on a farm in the Hayfield area with my husband and our two children. One of my main goals in this course is to help build students’ confidence in their writing as well as their ability to succeed in college. I am excited to share this class with you and I applaud your decision to pursue college credits in high school!


Course Description: (from the course catalog)

This is an introductory college writing course designed to help students develop effective writing skills for college level work. Students learn to generate ideas and organize them into unified, coherent essays. Methods of instruction vary, but most sections combine individual conferences and peer review with regular class meetings. Prerequisites: A grade of C or higher in ENGL 0960 or appropriate placement score.

MnTC (Goals 1/CM and Goal 2/CT); (3 Cr – 3 lect., 0 lab)


Major Content Areas

  • Rhetorical Modes
    • Argument and persuasion
    • Illustration and exemplification
    • Cause and effect
    • Classification
    • Comparison and contrast
    • Description
    • Process analysis
    • Narration
  • Thesis Statements
    • Inclusion of value claim or argument
    • Specificity
    • Succinct suggestion of organization or plan
  • Essay Construction
    • Introduction paragraphs
    • Body paragraphs
    • Conclusion paragraphs
  • Transitions
    • Organization
  • Analysis
    • Sustained focus on a variety of texts (including written, visual, and aural texts)
    • Concise reinforcement
  • Grammar and Sentence Structure
  • Documentation
    • Proper use of sources
    • Basic documenting skills
    • Paraphrasing
    • Summarizing
    • Quoting
    • Understanding plagiarism

Institutional Learning Outcomes:

This course addresses the following Riverland Institutional Learning Outcome(s): (check all that apply)

  • ILO 1: critical thinking (Core Theme Goal 2)
  • ILO 2: awareness of the larger global community (Core Theme Goal 7 or Goal 8)
  • ILO 3: ethical, engaged citizenship (Core Theme Goal 9 or Goal 10)
  • ILO 4: communication and collaboration (Discipline Goal 1 and by any learning outcome(s) involving communication or collaboration)


Goals, Objectives, and Outcomes from the Master Course Outcomes

The following table was developed to ensure our course has Minnesota Transfer credit and is accomplishing the objectives transferable classes cover, showing our class is specifically accountable to the Minnesota Transfer Credit goals and objectives.

Goal Objectives

Students will be able to


The student will successfully

Evidence of Outcomes

Specific to our class 

MnTC Goal 1a understand/demonstrate the writing and speaking processes through invention, organization, drafting, revision, editing, and presentation. compose clearly focused essays and oral responses or presentations based on draft work which displays invention, organization, drafting, revision, and editing. All summative writing assessments
MnTC Goal 1d select appropriate communication choices for specific audiences. identify both the audience and purpose for essays and choose dictions and styles to successfully persuade, inform, or entertain. Argumentative Essay
MnTC Goal 1f use authority, point-of-view, and individual voice and style in their writing and speaking. provide evidence-based ideas in discussions with peer review groups or the instructor which explain the manner in which the writing displays authority, point of view, and individual voice and style. Peer editing, sample essay critique
MnTC Goal 1g employ syntax and usage appropriate to academic disciplines and the professional world. proofread all final drafts and edit to academic and professional standards. Writer’s conferences, progress checks
MnTC Goal 2a gather factual information and apply it to a given problem in a manner that is relevant, clear, comprehensive, and conscious of possible bias in the information selected. employ prewriting strategies to explore and discover original topics and relevant content for each writing assignment. Brainstorming, thesis statement drafts, outlines
MnTC Goal 2b imagine and seek out a variety of possible goals, assumptions, interpretations or perspectives which can give alternative meanings or solutions to given situations or problems. adapt several rhetorical modes, e.g., argumentation, illustration and exemplification, and cause and effect, to multiple purposes and audiences. Argumentative essay
MnTC Goal 2c analyze the logical connections among the facts, goals, and implicit assumptions relevant to a problem or claim; generate and evaluate implications that follow from them. compose clear, concise, coherent, and unified essays that include theses that are supported with adequate and relevant examples illustrations, and other details. Argumentative and informative essays
CS understand the writing process through invention, organization, drafting, revision, editing, and presentation. compose clearly focused essays that are evaluated based on draft work which displays invention, organization, drafting, revision, and editing. Writer’s conferences and progress checks
CS challenge and encourage their writing voice. provide evidence-based ideas in discussions with peer review groups or the instructor which explain the manner in which the writing displays authority, point of view, and individual voice and style. Peer review, writer’s conferences
CS demonstrate academic integrity. demonstrate basic documentation skills while paraphrasing, summarizing, and quoting essays, other written work, and presentations. Argumentative Essay

Technology Expectations

Please bring your laptop (fully charged or with a charger) to class every day. I will provide a variety of resources and readings via Moodle and/or Teams. I may send out announcements via Teams or school email, especially if I will be absent or school is cancelled due to weather. Please check your email frequently, particularly in these instances.



None, selected readings will be provided via Moodle



Summative Assessments – 75% of course grade

  • Essay #1 – Personal Narrative
  • Essay #2 – Descriptive Essay
  • Essay #3 – Comparison Essay
  • Essay #4 – Informative Essay
  • Essay #5 – Argument Essay

All summative papers must be completed to pass the course. Papers are expected to be in MLA format and meet the minimum expectations listed on each assignment sheet/grading rubric. Failure to meet minimum expectations may result in less than 50% credit.


Formative assignments (25% of course grade)

  • Drafts
  • Peer editing
  • Writer’s workshop tasks
  • Grammar exercises
  • Informal writing assignments
  • Reflections
  • Skill quizzes


Attendance Policy:

Attendance is mandatory and will be taken at the beginning of each class.  Excessive absences will affect your final grade in the course. Absence from class does not preclude you from due dates, nor do computer problems. Excused absences must be discussed with the instructor beforehand so arrangements can be made.


Grading Scale:

100% – 94% = A
93% – 90% = A-

89% – 87% = B+
86% – 84% = B
83% – 80% = B-
79% – 77% = C+
76% – 74% = C
73% – 70% = C-
69% – 67% =D+
66% – 64% = D
63% – 60% = D-

59% or less = F

Late/Incomplete Work and Retakes

Late or incomplete work will be graded according to the HHS Grading for Learning policy. Formative work may be completed for 90% up until the related summative assessment, then 50% for 5 days after the summative assessment. Summative assessments may be turned in for 90% credit within 5 days of the due date, then 50% for the remainder of the quarter.

If a student wishes to redo a project, it must be a completely new version of the assignment, meaning students must choose a different topic and write a completely new paper. Redos must be completed within 5 school days of receiving feedback/grade publication of the original project.

Time Management and Work Expectations:

It is vital to attend class. While you will not be directly graded based on attendance, you will miss important instruction and discussion that cannot be made up outside of class. It is also important to set aside time to complete your work outside of class. Since this is a 3-credit class, we are expected to meet for approximately 3 hours per week (4 class sessions) I will build some work time into our schedule with our remaining class period each week (either a set day or time spread out in each class). However, a good rule of thumb for college level classes is that for every hour of time in class, you will have approximately 2 hours of homework. Some students will need more time than this and some will need less, and some weeks may be more work-heavy than others, but students should be prepared to put in significant time outside of class. Due dates will be provided well in advance, and assignments are due at the beginning of the class period unless otherwise noted.

Online Etiquette

I am hopeful we can avoid distance learning situations this year, but in any case please keep these guidelines in mind for video calls and email communication:

  • Test your internet connection and settings before the meeting starts
  • Be on time and present
  • Mute yourself when not speaking and be prepared to unmute yourself to speak
  • Have your camera on and yourself in the frame (unless you have a valid reason not to do so and have communicated with me beforehand)
  • Present yourself as you would in school (appropriate behavior and dress)
  • Try to limit distractions (TV, family members, pets, music, friends, etc.) Please let me know if you have a distracting situation you cannot control (a sibling you must watch, etc.)


Plagiarism and Academic Integrity
Conduct by a single student or a group of students that unreasonably restricts others’ freedoms and interferes with the college mission of promoting student learning is subject to regulation and/or sanction by the college. Plagiarism and other academic or student misconduct will result in disciplinary action.  Individuals are expected to show honesty in meeting their academic obligations. Examples of violating conduct include using a paper or a portion of paper that has been completed for another class and submitting the same written text for both classes. This is called Self-Plagiarism and isn’t acceptable. Students need permission from both instructors if they would like to use any portion of a previously written assignment for another class. Self-Plagiarism can be a little confusing for students, so if you have any questions, please ask. Obviously using another person’s writing and crediting it as your own or not giving the actual writer credit for his or her work is also Plagiarism and is not acceptable. Probable sanctions include, but are not limited to the following: failure of the course and expulsion from school. Students must provide evidence of significant invention and revision if requested to do so. The Student Code of Conduct can be found at https://www.riverland.edu/about-riverland/policies-and-procedures/student-code-of-conduct-policy-procedure/.



Riverland Community College, a proud member of the Minnesota State, is an affirmative action, equal opportunity educator and employer.  This information will be made available in alternative formats such as braille, large print, or audio upon advanced request by calling 507-433-0600 (TDD 800-627-3529).

Students who have a disability, which might affect their performance in class, are asked to notify the instructor within FIVE days of beginning of the semester if appropriate accommodations are to be made.


Harassment on the basis of race, sex, color, creed, religion, age national origin, disability, marital status, status with regard to public assistance, or sexual orientation is prohibited.  See page 43 of your Student Handbook for further information.  The instructor reserves the right to ask students in violation of this policy to leave the class.  Repeated offenses may result (at minimum) in failing the course.



Riverland is dedicated to assisting veterans and eligible family members in achieving their educational goals efficiently.  Active duty and reserve/guard military members should advise their instructor of all regularly scheduled military appointments and duties that conflict with schedule course requirements.  Instructs will make every effort to work with the student to identify adjusted timelines.  If you are a veteran, please contact the Veterans Services Office.

ACADEMIC OR OTHER DIFFICULTIES:  If at any time during the semester you are having academic difficulties or are thinking about withdrawing from the course, please contact the instructor immediately.  If you are having personal difficulties or problems preventing you from being successful, contact the Riverland counselors by email at counselors@riverland.edu or call 1-507-433-0600 to schedule a counseling appointment.


Course Coding Information: Course Code H/Class Maximum 30; Letter Grade
Revision date: 04/05/16AASC
Approval date: 04/20/16

*Riverland Community College Disciplines MnTC Goal Number
Communication (CM) 1
Natural Sciences (NS) 3
Mathematics/Logical Reasoning (MA) 4
History and the Social & Behavioral Sciences (SS) 5
Humanities and Fine Arts (HU) 6
**Riverland Community College Core Themes MnTC Goal Number
Critical Thinking (CT) 2
Human Diversity (HD) 7
Global Perspective (GP) 8
Ethical and Civic Responsibility (EC) 9
People and the Environment (PE) 10

Course material, testing requirements and grading subject to change at the discretion of the instructor.