American Lit 1 Online, Spring 2013.pdf

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LIT210 section OL - ONLINE
American Literature 1: Colonial Period to the Civil War
Spring 2013
Instructor: Dr. Cari Keebaugh
Office: DB 367J
Office Hours: TBA (will be posted to ANGEL by the end of the first week of classes)
Office Phone: x5541
Email: ckeebaug@northshore.edu
Class Place & Time: Online
Gen Ed Description:
3 credits. Prerequisite: 6 credits of Freshman Composition
Students read, interpret, and discuss selected works from the Age of Exploration to
the Civil War. Among the authors whose works may be studied are Smith,
Bradstreet, Franklin, Wheatley, Douglass, Thoreau, Poe, Hawthorne, Whitman, and
Dickinson. Fulfills open, liberal arts, advanced literature, and humanities electives.
Technical Requirements: please visit
http://www.northshore.edu/distance/tech_requirements.html

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* While there are no formal technological prerequisites to this class, students must
be able to use a word processer and ANGEL adeptly.
* In addition, as 6 credits of Composition are required for this course, I assume that
you have working knowledge of proper MLA citation rules. You will be required
to do research and cite your sources in MLA format (both in-text parenthetical
citations and bibliographic entries) in your essays. We will NOT cover this material
in class, so if you are unfamiliar with or concerned about MLA citation rules, please
email me ASAP. There are also links under the "resources" tab in ANGEL that will
take you to the Purdue Writing Center and the EasyBib program, where you can
review the rules of MLA formatting or get help formatting your bibliography. When
in doubt, email me with questions/concerns before submitting your work to be graded!
Course Description:
In this online survey course, students will explore works of American authors
spanning from pre-colonialism to the Civil War. Specifically, this class will examine
the relevance of early American literature in today's society. Students will be asked
to analyze the various ways that early American literature informs our current
culture, such as in the form of iconic characters like Bugs Bunny (during a unit on
Native American trickster legends) to the way education systems have changed
(through a unit focusing on The New England Primer and "Dame" schools). Students
will also explore such topics as Gothic literature, early feminist pieces, abolitionist
writings, and the country's first best-selling genre, among other others.
This class will be reading-intensive, and students will be asked to respond to the
writings weekly in both journal entries and discussion posts. Three larger essay
assignments will serve to allow students to demonstrate their mastery and
understanding of the passages, as well as to explore their own interests within early
American literature.
While emphasis will be placed on the readings themselves, attention will be paid to
the context from which these works arose, authors’ biographies, recurring themes
and motifs, as well as on these texts’ influence on future American culture.
Required Reading:
All readings are available for free online. Links to required readings will be
provided each week. (Please use the links that I provide, not versions you find on
your own.)

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General Education Outcomes / Instructional Objectives:
By the end of the semester, students should be able to:
1) demonstrate a knowledge of major literary works and authors in America spanning
from Colonial writings to the Civil War,
2) demonstrate an awareness of the general cultural and social contexts out of which these
texts arose,
3) demonstrate an understanding of the major forms of literature popular during this time
period,
4) articulate, both verbally and in writing, interpretations of literature, specifically that in
America from Colonial writings to the start of the Civil War, and
5) identify and analyze the effects, influences, and lasting impressions that early American
literature has on contemporary society & culture
Teaching Procedures:
Our course will be divided into weekly units, or "modules." Each module contains
readings, some media resources (links to websites, videos, etc), and required
assignments. This information is all posted on the week's "learning guide," which
acts as a map for you to follow in order to do the week's work.
In each learning guide, your required readings (and other required media
resources, like websites or videos) are listed first. Then, you'll see a topics section
which will help define some key concepts that you'll be dealing with in that week's
readings. You'll see your learning objectives next, which let you know what things
you should have learned by the time you finish the module. The Instructor
Comments or "Making the Connection" section of your learning guide will offer
you some context and some background information that will make understanding
the weekly reading materials and resources easier. At the bottom of your weekly
learning guide, you'll see the assignments section, which tells you what you need to
do that week and when the work is due.
When you begin a new module each week, make sure to begin by reading over the
learning guide (all of it!). Then, do the required readings and resources. Once
you've finished reading/screening the readings and resources, move on to the
week's assignments. You will have three assignments most weeks: a reading quiz, a
journal entry, and a discussion post.
The reading quizzes will gauge whether you understood the main points of the
reading. Your reading journal, which you will submit once every three weeks, will
give you a place to respond to weekly prompts that will help you reflect critically on
the materials you worked with during that week. The weekly discussion posts are
designed to give you a place to discuss your findings and "ah-ha!" moments to your
classmates.

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Schedule:
This is not a self-guided course. We will be working as a class week-by-week. The
course is designed this way so that you have time to read, think about, ask
questions about, and thoroughly get your hands dirty with the readings. You will
also be talking with your classmates about the readings, so we all need to be doing
the same readings at about the same time.
Our course will be divided into weekly units, or "modules." A module is one week's
worth of work. Each module will last from Monday to Sunday.
More information on each module will be available on the weekly learning guide.
Every module will open on its scheduled Monday at 7am.
Here is a list of the modules we'll be covering this semester. Remember, a module is
one week's worth of work.
Module 1: Orientation (Tue, Jan 22 – Sun, Jan 27)
Assignments: Quiz due 1/24 at 11pm
Discussion Post due 1/24 at 11pm
Responses to Discussion Post due 1/27 at 11pm
Module 2: The New World I: Pre-Colonial American Writings and Their
Influence (1/28-2/3)
Journal Entry due 2/3 at 11pm
Module 3: The New World II: "Dealing with [and being dealt with by] the
Natives" - Captivity Narratives (2/4-2/10)
(Essay 1 assigned)
Module 4: Religious Fervor I: Children & Education (2/11-2/17)
(No journal entry - Work on essay 1)

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Module 5: Religious Fervor II: Salem in Literature (2/18-2/24)
Essay 1 due 2/24 at 11:59pm
Module 6: Puritan Poetry (2/25-3/3)
(Essay 2 assigned)
Module 7: Redefining the New World and Those In It I: Native Speeches (3/4-
3/10)
Module 8: Redefining the New World and Those In It II: Writing the
Revolution (3/11-3/17)
Spring Break: 3/18-3/22
Module 9: Antebellum Fairy Tales for American Readers I: Who Was Mother
Goose and Why Did Rip Winkle? (3/25-3/31)
Module 10: Antebellum Fairy Tales for American Readers II: Longfellow and
Cooper (4/1-4/7)

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Module 11: American Gothic I: “Why is Raven Like a Writing Desk?” – Poe
(4/8-4/14)
(Essay 3 assigned)
Module 12: American Gothic II: Hawthorne (4/15-4/21)
Module 13: Dealing with Issues I: Slavery (4/22-4/28)
Module 14: Dealing with Issues II: Poetry in Transition (4/29-5/5)
Module 15: Course wrap-up (5/6-5/10)
Assignments: Discussion Post due 5/9
Assignments:
Please note the following standard requirements for all assignments:
If you attach a file, make sure the file name has no spaces. Also, submit your work as .DOC,
.DOCX, or .RTF files only. (I do not accept .ODT or .WPS files.)
Please make sure to adhere to the word count requirements; if you fall under the required
word count, you will fail the assignment in question. Note, however, that achieving the word
count does not guarantee a passing grade. When in doubt, remember that I’m looking for quality
over quantity.
I will read up to (and no more than) half an essay before it is due; please take advantage of that
offer! I am also happy to help with brainstorming, drafting, research, etc – please feel free to
contact me for help.

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I will not answer questions about essay guidelines from 24 hours before an essay is due to the
due date. That means you can’t wait until the last minute to ask me questions, so don’t wait
until the last minute to begin an assignment.
To receive credit for assignments, you must submit your work to ANGEL. Failure to submit
to ANGEL will result in a “0” on the assignment. I will not accept work submitted to me via
email or any method other than in the proper place in ANGEL.
Plagiarized essays will result in a minimum penalty of a zero on the assignment and a maximum
penalty of a failing grade for the course. You will also be turned in to the Dean of Students for
violating the academic honesty code. When in doubt, ASK!
There are no exams. Your final grade will be derived from your grades on the weekly reading
quizzes, the discussion posts, the journal entries, and the three essays. All work can be done at
home: there will be no on-site tests or exams.
Weekly Reading Quizzes
The reading quizzes will gauge whether you understood the main points of the
reading each week. Questions will be derived from all of the required materials
(readings and resources) assigned for the week, and the quizzes will be 10 questions
long. You can only take the quiz once and it will be timed, so be sure that you’ve
explored ALL of this units readings and resources BEFORE you open the quiz!
Quizzes will always close/be due on Thursdays at 11pm. The quiz will always be
available in the week's folder; click on "lessons," then the appropriate module, to
access the link to the quiz. When you’ve finished the quiz, you will receive your
grade immediately.
Weekly Reading Journal
Your reading journal, which you will submit Sundays by 11pm, will give you a
“safe place” to respond to weekly prompts that will help you reflect critically on the
materials you worked with during that week. Only you and I will be able to access
your weekly journal entries. Each journal entry will be worth 25 points. Generally,
weeks that you have an essay due, you will not have a journal entry requirement.
Criteria:
1. Mentions at least 3 specific points from the article or reading. (6 points)
2. Relation of new information to old information learned in the course to date. (5
point)
3. Discussion at a critical level, not just recitation of facts from the article. (10 points)
4. Length of entry approximately 2 word processing pages (500-600 words). (4
points)
Note: Discussion at a critical level means discussing things such as your opinion of
the point mentioned, why you hold that opinion, what you see wrong with the
point mentioned, how you see the point consistent/inconsistent with what you

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have learned so far, implications for the future, consistencies/inconsistencies
within the article or reading itself, and so forth. In other words, critiquing an article
means analyzing the good and/or bad aspects of the article and justifying your
analysis. Do not just tell me what the article or reading states...I already know this.
Another note: Plagiarizing will automatically earn you a failing grade on the
assignment. A second infraction will result in failing in the course. No exceptions.
I will grade your journal entry within two weeks of your submission.
Weekly Discussion Posts
The weekly discussion posts are designed to give you a place to discuss your
findings and "ah-ha!" moments with your classmates. You will be required to post
an original response to the prompt, respond to other classmates (at least three each
week), and respond to at least two of the replies you receive to your own post. Each
weekly discussion post will be worth 10 points.
Original posts are always due Thursdays by 11pm.
Your responses to three classmates' posts are always due by 11pm Sunday.
Criteria:
Original Posting (7 points):
You will be graded on a “check, check plus, check minus” system.
A “check plus” (full credit, 7 points) will be given to responses that:
1. mention at least 2 specific points from the article or reading,
2. relate new information to old information learned in the course to date,
3. discuss the readings at a critical level (see definition above), not just recite of facts
from the article, and
4. are approximately 1 word processing page (200-300 words).
A “check” (roughly half credit, 4 points) will be given to responses that fail to
meet one of more requirement(s) above.
A “check minus” (1 point) means that you posted something, but you obviously
didn’t try very hard. These are generally short, choppy, and not very thoughtful
or critical.
You will receive a 0 for not posting or for posting a response that doesn’t address
the prompt I’ve provided for the week.

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Reply to Others' Postings (3 points):
You will receive one point for each response you reply to. Try to engage your fellow
classmates in discussion about their posts. If you agree with someone, say why. If
you disagree, (respectfully) offer a different opinion. Try to write approx. 100 words
in each response.
Remember: Plagiarizing will automatically earn you a failing grade on the
assignment. A second infraction will result in failing in the course. No exceptions.
I will not respond to every post every week; instead, I will offer guiding comments
and questions to a few students every week. I want the discussions to be you
discussing the text with your classmates, not me lecturing you online (how boring!)
about what the texts mean. You will be expected to do that on your own with your
classmates’ help. To see how you’re doing on your posts, please see the gradebook.
Essays:
You will have an essay due every five weeks. Make sure to read all of the instructions before
you begin writing.
Do not wait until the last minute to begin writing, as these essays require you to critically
engage with the readings you do throughout the semester. In other words, working on the
essays will take time, so plan ahead accordingly.
I am happy to help you as you brainstorm, outline, and draft your essay, so please feel free to
contact me at any time during the writing process.
Plagiarizing will automatically earn you a failing grade on the essay. A second infraction will
result in failing in the course. No exceptions. ("I don't remember how to do MLA" or "I wasn't
taught MLA" are not valid excuses. If either of these statements describes you, you need to
email me BEFORE any of the essays are due for a crash-course in MLA formatting.)
Don't spend much time summarizing or re-telling the stories. Remind your reader of the
important plot points or pieces of dialogue that support your point, but assume that your
readers have read the stories and the philosophers. Remember to never be condescending to
your readers, but also make sure to supply enough information so that they will 1) understand
and 2) agree with your point.
(You may NOT use Wikipedia, Shmoops, Cliffnotes, Sparknotes, GradeSaver, etc. Using any such
site as a source will guarantee that your essay earns no higher than a C-.)
This is an essay and should be written as such. Introduction, conclusion and body paragraphs
are expected. I expect to read details and examples from the authors to back up your claims.
Failure to include relevant details, examples, and evidence will result in a failing grade. When
in doubt, ask me!
Essays that do not meet the minimum word counts and/or source requirements will be
returned ungraded. Essays that do not contain a bibliography where required will earn failing
grades.

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I will give you feedback on your essay within two weeks of submission. If you submit early,
you’re more likely to receive feedback sooner than that.
Essay 1 (due week 5, 2/24)
The Puritans often saw spiritual meanings in their experiences, which helped them
find significance even in minor events. Writings that tried to incorporate such
symbolism - usually alongside a healthy dose of self-flagellation ("I'm not worthy!")
- are called "jeremiads." Captivity narratives, such as Mary Rowlandson's, can often
also be classified as jeremiads. Why do you think that's the case? Why would the
captivity narrative be such a popular genre among Puritan colonists? Is there a
modern-day equivalent of the captivity narrative? Or, is the captivity narrative still
popular more or less as it was in colonial America? Why/why not?
Please answer all these questions in your essay. Also, make certain to use evidence from
the primary texts to support your views. The essay must flow, so I strongly suggest that
you outline before you begin drafting. For example:
I. Introduction
II. Captivity narratives are also jeremiads because…
a. Offer proof
b. Don’t forget specific examples!
III. This type of literature is popular because…
a. Offer proof
IV. This type of literature is still popular in the works of (or isn’t as popular
as….)
a. Offer proof
V. Conclusion
a. Address the “so-what?” question? Why should your reader be concerned
about this issue? Or, how does this issue impact the average American
reader?
Although I recommend answering the questions in order (so that the essay flows),
you do not have to if you find a better way of organizing your essay. Remember to
use transition and topic sentences. Do not use subheadings in your essay. Make sure
that you have strong introduction, body, and concluding sections.
This essay must be at least 4 pages (1200 words) long. There is no maximum or
upper limit. You must use at least three readings from the class to help you prove
your points. You do not have to include outside sources. All citations (including
quotations and paraphrasing) should conform to MLA formatting rules for in-text

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citations, and you need to include an MLA-formatted bibliography at the end of
your essay. The bibliography does NOT count towards the word/page count.
In this essay, you will explore how early Americans used literature to define
themselves and their world - specifically in this case, childhood. Discuss early
literature for children, including the New England Primer and the texts we’ve read
more recently this semester, like Irving’s. What do these texts presuppose about
childhood and children? What values do these texts champion? What seem to be the
fears each text guards against? How do these texts represent both the importance
and difficulty of learning cultural values and behavior in colonial America? Now,
compare the works that we've studied so far to some contemporary children's books
- do current books serve the same function as early American works for children?
Are the same values being promoted?
Again, as you did in Essay 1, make sure to answer all these questions in your essay.
Use evidence from the primary texts to support your views. The essay must flow, so I
strongly suggest that you outline before you begin drafting. Although I recommend
answering the questions in order (so that the essay flows), you do not have to if you
find a better way of organizing your essay. Remember to use transition and topic
sentences. Do not use subheadings in your essay. Make sure that you have strong
introduction, body, and concluding sections.
upper limit. You must use at least three readings from the class and one from
outside class (a contemporary example) to help you prove your points. All citations
(including quotations and paraphrasing) should conform to MLA formatting rules
for in-text citations, and you need to include an MLA-formatted bibliography at
the end of your essay. The bibliography does NOT count towards the word/page
count.
In later works of early American writing, gothic sensibilities become commonplace
– Hawthorne writes of a gloomy old building that imposes its character upon all
who dwell within it, Poe writes of nightmares and madmen, and even Dickinson
and Whitman deal (often ambiguously) with death in their poetry. In this essay, first
discuss what defines a work as “gothic.”Now, think about the fact that American
gothic writing tends to question and analyze rather than offer helpful answers.
What facets of nineteenth-century life do you think these gothic texts are trying to
question/undermine? What aspects of early American literature (think back to
Puritan literature) do you see these texts drawing on? In what way(s)? Who are the
inheritors of the gothic mode today? Do they share similar concerns with the

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original gothic writers, or are their concerns new to the twentieth and twenty-first
centuries?
As usual, answer all these questions in your essay. Use evidence from the primary texts
to support your views. The essay must flow, so I strongly suggest that you outline
before you begin drafting. Although I recommend answering the questions in order
(so that the essay flows), you do not have to if you find a better way of organizing
your essay. Remember to use transition and topic sentences. Do not use
subheadings in your essay. Make sure that you have strong introduction, body, and
concluding sections.
upper limit. You must use at least four readings from the class, one from outside
class (of your own choosing), and one scholarly source to help you prove your
points. (You may NOT use Wikipedia, Shmoops, Cliffnotes, Sparknotes, GradeSaver, etc.
Using any such site as a source will guarantee that your essay earns no higher than a C-.)
All citations (including quotations and paraphrasing) should conform to MLA
formatting rules for in-text citations, and you need to include an MLA-formatted
bibliography at the end of your essay. The bibliography does NOT count towards
the word/page count.
Grading:
Your final grade will be a percentage of 1200 possible points. The breakdown is as
follows:
Reading Quizzes (14 @ 10 points each) ..…………………………… 140 points
Discussion Posts (14 @ 10 each) ...…….……………………………... 140 points
Journal Entries (8 @ 25 each) …………………………………………. 200 points
Essay 1 ………………………………………………………………….. 200 points
Essay 2 ………………………………………………………………….. 250 points
Essay 3 ………………………………………………………………….. 270 points
Grading:
Grade
A
A-
B+
B
B-
C+
C
C-
D+
D
D-
F
Quality Points
4.0
3.7
3.3
3.0
2.7
2.3
2.0
1.7
1.3
1.0
0.7
0
Raw Score*
93-100
90-92
87-89
83-86
80-82
77-79
73-76
70-72
67-69
63-66
60-62
Below 60

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*Note: Grades that fall above the half-point will be rounded up, grades that fall
below the half-point will be rounded down. For example, if you earn 1110 points,
that comes out to 92.5 (divide your total points by the total possible – in this case,
1110 / 1200 – in order to determine your percentage), which would round up to
93%. If you were to earn 1070 points, that calculates to an 89.2, which would round
down to an 89%. ONLY GRADES .5% AND HIGHER WILL BE ROUNDED UP. I
round only by the tenth of a point (so 89.49 is still an 89%).
If you have a grade grievance, please come speak with me before filing an official
grievance with the college. Most issues with grades can be worked out one-on-one.
However, if the circumstances dictate that you do need to file with the college,
please see the student handbook for procedures and forms.
Policies:
Who to ask for help:
For course questions (content-related, questions about assignments, etc), it’s best to
email me. Please give me 24 hours to respond to your question. If you haven’t heard
back from me within 48 hours, assume that I haven’t received your message and
write to me again.
You can call me at my office number, but please know that I check my email MUCH
more often than my voicemail messages.
If you are having general technical problems, please contact the NSCC Helpdesk at
helpdesk@northshore.edu or 978-762-4167. Also, please let me know if you’re
having technical problems so I will be aware.
If you aren’t very comfortable with computers, you can always work in the NSCC
computer labs. The main labs are always supervised, so someone can help you if
you run into technical trouble.
If you have questions about ANGEL, please click on the Help button on the left side
of the screen in ANGEL. The Help button looks like a question mark (?). You can
also contact the ANGEL Helpdesk at angel@northshore.edu for help with ANGEL.
Assignment Policies:
I always suggest that you try to turn all assignments early. To receive credit for
your work, you must submit electronically to the proper place (discussion forum
or inbox, depending on the assignment). Failure to submit an electronic copy on
ANGEL will result in a “0” on the assignment – no exceptions. I do not accept
work via email or GoogleDocs. Sign in to ANGEL early to be sure you can easily

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access the system. (Please note that emailing me via ANGEL does not count as
submitting an assignment – you must submit the assignment to the proper inbox.)
The deadline for each assignment is listed on the Calendar, in your weekly learning
guide, and in the syllabus.
As interactions and learning can only take place if work is submitted in a timely
fashion, late work will be accepted only during emergency situations. I reserve
the right to determine whether or not your situation qualifies as an emergency.
(Note that ANGEL crashing five minutes before the due date is NOT an
emergency.)
Note that your work may be run through anti-plagiarism software (such as
TurnItIn) upon submission. Should a case of plagiarism arise, reports generated by
such software will constitute proof of plagiarism.
Avoid slang and personalized language in your posts, journals, and essays.
When working on the essays, email me with a draft of written text in advance if you
would like some feedback on your writing. I will read up to half an essay before
it’s due, and I’d be happy to help you with sections or specific problems - just email
me.
All essay assignments should be double-spaced, Times New Roman font (12 pt.),
with 1” margins, and all work should be submitted electronically to the proper
inbox in ANGEL.
Please pay careful attention to the page counts; if you are under the required page
count, you will be asked to rewrite the assignment. If you do not, you will then
automatically receive a failing grade. (Note that the length assigned is determined
by the difficulty of the task at hand). On the other hand, turning in extra pages of
"fluff" will not boost your grade, and simply meeting the page requirement with
poor content does not guarantee a passing grade. I’m looking for quality over
quantity, in other words.
Paper Maintenance Responsibilities
Please note that I will not accept any excuses about lost work, puppy (or cat or
parakeet or komodo dragon or python…)-eaten homework, computer meltdowns
or crashes, ANGEL crashes, etc. It is your responsibility to back up and save your
work. Buy yourself a good flash drive. Email essays to yourself. Use your freezer if
you have to. DO NOT wait until the last minute to submit work!

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Students are responsible for maintaining duplicate copies of all work submitted in
this course and retaining all returned, graded work until the semester is over.
Should the need arise for a resubmission of papers or a review of graded papers, it
is the student’s responsibility to have and to make available this material.
Extra Help:
If you feel that you need additional help beyond the classroom and my office hours,
help is available. Please visit one of the Tutoring Centers, Student Support, or email
Tom Mahoney, Coordinator of Learning Resources, at thmahone@northshore.edu.
Plagiarism and Cheating:
It is expected that the work you submit in all of your courses is your own. To that
end, ANGEL is integrated with Turnitin.com, an online anti-plagiarism system.
Plagiarism is a “disciplinary offense” as defined by the student handbook. The
handbook states of plagiarism that it:
Includes, but is not limited to, the use, by paraphrase or direct quotation, of the
published or unpublished work of another person without full and clear
acknowledgement. It also includes the unacknowledged use of materials
prepared by another person or agency engaged in the selling of term papers or
other academic materials. This would also include material that is obtained
from the computer.
Plagiarism - using the words, data, or ideas of another as one’s own, without
properly acknowledging their source including those taken from the World
Wide Web/Internet. Students should consult a handbook on college writing
for guidelines on proper documentation procedures in the various academic
disciplines (MLA, APA, etc.). In addition to action taken relative to the specific
course, the course instructor may bring any matter related to academic honesty
to the Vice President for Academic Affairs for consideration of further
disciplinary action. The Vice President will review the case and determine if
further action is to be taken. Disciplinary action may be appealed by the
affected student(s). A full description of the student grievance procedure is
available in the Office of the Vice President for Student and Enrollment
Services as well as in the Student Handbook.
Note that cases of plagiarism will be officially and permanently logged with the
college. Also, note that you CANNOT submit work for this class that you already
submitted for credit in another class (for example, you can’t hand in an essay to me
that you wrote for 1101, a history class, music appreciation, etc). Turning in work
that you have already received credit for counts as plagiarism.

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As freshman composition is a prerequisite to this course, the mechanics of properly
citing sources will not be covered. (If you are concerned about your ability to cite
properly, please come see me during office hours so we can review the appropriate
materials.) Incorrect use of sources is academic dishonesty and will result in the failure of
that assignment as the minimum punishment; a second infraction will result in failure
of the course. This policy holds for all work, including journal entries, discussion
posts, and essays.
When in doubt, ask me. I always prefer to work with students on their citations
before an assignment is due rather than fail them because of plagiarism.
Withdrawal:
If you stop attending but do not officially withdraw, you will receive a grade of F. I
do not withdraw students automatically if they stop coming; if, for whatever
reason, you need to drop the class, make sure to do so. Do not assume that I will
drop the class for you.
Disability Statement:
North Shore Community College welcomes students with disabilities to engage in
an interactive, collaborative partnership with Disability Services and faculty in
order to meet your educational and academic needs. If you have a disability-related
need for reasonable academic accommodations in this course and have not yet met
with a Disability Counselor, please www.northshore.edu/disability and follow the
outlined procedure to request services.
If Disability Services has formally approved you for an academic accommodation in
this class, please present me with your “Faculty Notice of Academic
Accommodations” during the first week of the semester (you can email it me, if
that’s easier) so that we can address you specific needs as early as possible.
Extra Help:
If you are having trouble keeping up with the course material, or if you simply
don't understand it, please email me or come to my office to see me. Remember, this
is what I do for a living, not because I have to but because I love doing it. Seeing me
for help or emailing me is not an inconvenience!
The ‘Net Clause
It is your responsibility to check ANGEL often for updates, announcements, grades,
etc. (I would recommend at least once a day.) It is also your responsibility to check
your email often - I will ONLY email you at the address you have provided to the
ANGEL system (which is most likely the email USERNAME@northshore.edu). If
you do not check the ANGEL webpage and/or do not check your NSCC email, any
information you miss or assignments you fail to do will result in a failing grade for

17
that assignment; the excuses “I forgot to check ANGEL” and/or “I have not checked
my North Shore email in a while” will not be accepted and late policies will apply.

American Lit 1 Online, Spring 2013.pdf

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American Lit 1 Online, Spring 2013.pdf