This document outlines the syllabus for an English 1100 College Writing course taught by Professor Elizabeth Levine. It provides information about course materials, objectives, expectations, assignments and grading. The main assignments are four essays, each worth 15% of the final grade. Students will complete three drafts of each essay, incorporating peer and instructor feedback. A final portfolio worth 20% is also required, allowing students to revise three of the four essays. The portfolio includes a reflective letter examining the role of revision. Emphasis is placed on writing as a process and on using feedback and revision to improve writing skills over the course of the semester.
This document provides the syllabus for an English 1500 course titled "Experiences in Literature" with a theme of "Dysfunctional Families". The course will be taught in spring 2016 by Professor Levine and will meet on Tuesdays and Thursdays from 9:30-10:45 am. It will introduce students to critical reading, literary analysis, and academic writing through exploring a range of literature from different time periods, genres, and cultural contexts focused on the theme of dysfunctional families. Students will complete reading responses, two 4-6 page essays, a documented research essay, a presentation, and a final portfolio. Grading will be based on essays, class participation, assignments, a midterm, and the final portfolio
This document provides the syllabus for an English Composition I course. It outlines the course objectives, which include developing writing skills across different modes and genres. It lists the required textbooks and describes major assignments like 4 essays, journals, and a final portfolio. The syllabus also details policies on attendance, late work, academic integrity, and accommodating disabilities. A tentative schedule is provided that outlines the sequence of topics, readings and due dates for the semester.
This document provides the syllabus for an English Composition I course. It outlines the course objectives, assignments, schedule, policies, and required materials. Students will complete 4 essays, journals, and a final portfolio. The course aims to develop students' critical reading, writing, and research skills through various writing assignments and workshops. It will be held on Mondays, Wednesdays, and Thursdays and requires adherence to attendance and academic integrity policies.
This document provides an overview of the goals, requirements, policies, and grading for an English 1A course. The course aims to develop students' abilities to analyze texts, write essays with varying purposes and strategies, and practice writing as a process. Requirements include 5 papers, weekly posts to a class blog, and tests/quizzes. Students will be assessed on their writing process, analysis of diverse texts, argument development, and MLA citation. Grades are based on a 1000-point scale across assignments like essays, tests, and participation. Course policies address submission formats, attendance, conduct, and late work.
The lesson teaches students about transitions in writing by having them analyze a sample well-written paragraph, define different types of transitions, and complete a cloze activity where they choose appropriate transition words to connect ideas in a passage. The goal is for students to understand how transitions function to strengthen cohesion in writing by linking various components of a paragraph like evidence, analysis, and claims.
The document provides information and guidance for writing tutors in the UT Athletics Writing Program. It discusses the goals of the program, basics of writing tutoring, an overview of the RHE 306 course, the writing process, research, revision, editing, proofreading, dealing with plagiarism and academic integrity, working with reluctant writers, and addressing obstacles in tutoring sessions. Resources for tutors are also listed. The document aims to equip tutors to effectively help student-athletes improve their writing and independent writing skills.
The document provides information about an English Composition I course offered at a community college. The course is designed to develop students' college-level writing skills through intensive writing assignments and a process-oriented approach. Over the course of the semester, students will write essays of increasing complexity, learn research and citation skills, and practice timed writing. Student work will be evaluated based on demonstrated mastery of organization, development, and mechanics in their written work.
This document provides a course syllabus for Communications 101 at Moraine Valley Community College for the Fall 2015 semester. The course is taught by Matt Schering and meets Monday, Wednesday, and Friday from 7-7:50am in room D-231. Students will learn techniques for effective expository writing with a focus on organization, clarity, and adapting writing style for different audiences. Major assignments include an academic memoir, photo essay, rhetorical analysis, and annotated bibliography. Students will also complete minor assignments like discussion boards, in-class writing, and quizzes. The final exam will be scheduled later in the semester. Attendance, participation, and adherence to academic integrity policies are expected.
This document provides the syllabus for an English 1500 course titled "Experiences in Literature" with a theme of "Dysfunctional Families". The course will be taught in spring 2016 by Professor Levine and will meet on Tuesdays and Thursdays from 9:30-10:45 am. It will introduce students to critical reading, literary analysis, and academic writing through exploring a range of literature from different time periods, genres, and cultural contexts focused on the theme of dysfunctional families. Students will complete reading responses, two 4-6 page essays, a documented research essay, a presentation, and a final portfolio. Grading will be based on essays, class participation, assignments, a midterm, and the final portfolio
This document provides the syllabus for an English Composition I course. It outlines the course objectives, which include developing writing skills across different modes and genres. It lists the required textbooks and describes major assignments like 4 essays, journals, and a final portfolio. The syllabus also details policies on attendance, late work, academic integrity, and accommodating disabilities. A tentative schedule is provided that outlines the sequence of topics, readings and due dates for the semester.
This document provides the syllabus for an English Composition I course. It outlines the course objectives, assignments, schedule, policies, and required materials. Students will complete 4 essays, journals, and a final portfolio. The course aims to develop students' critical reading, writing, and research skills through various writing assignments and workshops. It will be held on Mondays, Wednesdays, and Thursdays and requires adherence to attendance and academic integrity policies.
This document provides an overview of the goals, requirements, policies, and grading for an English 1A course. The course aims to develop students' abilities to analyze texts, write essays with varying purposes and strategies, and practice writing as a process. Requirements include 5 papers, weekly posts to a class blog, and tests/quizzes. Students will be assessed on their writing process, analysis of diverse texts, argument development, and MLA citation. Grades are based on a 1000-point scale across assignments like essays, tests, and participation. Course policies address submission formats, attendance, conduct, and late work.
The lesson teaches students about transitions in writing by having them analyze a sample well-written paragraph, define different types of transitions, and complete a cloze activity where they choose appropriate transition words to connect ideas in a passage. The goal is for students to understand how transitions function to strengthen cohesion in writing by linking various components of a paragraph like evidence, analysis, and claims.
The document provides information and guidance for writing tutors in the UT Athletics Writing Program. It discusses the goals of the program, basics of writing tutoring, an overview of the RHE 306 course, the writing process, research, revision, editing, proofreading, dealing with plagiarism and academic integrity, working with reluctant writers, and addressing obstacles in tutoring sessions. Resources for tutors are also listed. The document aims to equip tutors to effectively help student-athletes improve their writing and independent writing skills.
The document provides information about an English Composition I course offered at a community college. The course is designed to develop students' college-level writing skills through intensive writing assignments and a process-oriented approach. Over the course of the semester, students will write essays of increasing complexity, learn research and citation skills, and practice timed writing. Student work will be evaluated based on demonstrated mastery of organization, development, and mechanics in their written work.
This document provides a course syllabus for Communications 101 at Moraine Valley Community College for the Fall 2015 semester. The course is taught by Matt Schering and meets Monday, Wednesday, and Friday from 7-7:50am in room D-231. Students will learn techniques for effective expository writing with a focus on organization, clarity, and adapting writing style for different audiences. Major assignments include an academic memoir, photo essay, rhetorical analysis, and annotated bibliography. Students will also complete minor assignments like discussion boards, in-class writing, and quizzes. The final exam will be scheduled later in the semester. Attendance, participation, and adherence to academic integrity policies are expected.
This document provides an overview of the goals, requirements, texts, grading, and policies for an English 1A course. The course aims to prepare students to analyze college texts and write papers. Key requirements include 5 formal papers, weekly posts to a class blog, and tests/quizzes. Grades are based on a 1000 point scale divided among essays, blog posts, tests, and other assignments. Course policies address issues like attendance, academic dishonesty, late work, and use of student papers. The primary texts are The St. Martin's Guide to Writing and The Hunger Games novel.
This document provides an overview of the goals, requirements, texts, grading, and policies for an English 1A course. The course aims to prepare students to analyze college texts and write papers. Key requirements include 5 formal papers, weekly posts to a class blog, and tests/quizzes. Grades are based on a 1000 point scale divided among essays, blog posts, tests, and other assignments. Course policies address issues like plagiarism, attendance, participation, workshops, and late work. The primary texts are The St. Martin's Guide to Writing and The Hunger Games novel.
This document provides the syllabus for a college writing course. It outlines the course description, goals, required texts and materials, assignments, grading scale, attendance policy, and weekly schedule. The main assignments include five writing projects of different genres like personal essays, reviews, proposals, and argumentative essays. Students will complete drafts, get peer feedback, and submit final versions. Other requirements are spontaneous writings, homework, presentations, vocabulary quizzes, and submitting a final portfolio. The course aims to develop students' expressive and persuasive writing and reading skills through practicing different techniques.
This document provides information about an English 2 transfer-level course. The course applies critical thinking skills to reading and writing, with a focus on argument and issues. Key goals include analyzing values and assumptions, gaining competence as a critical thinker, recognizing alternative perspectives, and practicing writing as a recursive process. Requirements include class participation, assignments, five formal papers including one in-class paper, website posts, and tests/quizzes. Grades are based on 1000 points from essays, homework, tests, and activities. Policies address essay submission, academic dishonesty, attendance, conduct, workshops, homework, quizzes, exams, late work, appointments, adding/dropping the course, and educational use of
This document provides information about an English 2 transfer-level course. The course applies critical thinking skills to reading and writing, with a focus on argument and issues. Key goals include analyzing values and assumptions, gaining competence as a critical thinker, and evaluating alternative perspectives. Students will summarize, analyze, and interpret ideas from texts. Requirements include class participation, assignments, five formal papers including one written in class, website posts, and tests. The grading system and policies on academic dishonesty, attendance, conduct, homework, quizzes, exams, late work, and use of student papers are also outlined.
This document provides information about an English 2 transfer-level course, including the course description, goals, requirements, policies, grading, and textbooks. The main goals of the course are to develop critical thinking skills through analyzing texts and arguments. Students will write five formal papers of varying lengths, complete homework posts online, and take tests and quizzes. Grades are calculated on a 1000-point scale based on essays, homework, tests, and participation. Course policies address academic integrity, attendance, conduct, late work, and use of student papers.
This document is a sample syllabus for a Chinese 401 course taught at the University of Wisconsin-Milwaukee in Fall 2016. The syllabus outlines the course objectives, which are to develop students' proficiency in Mandarin Chinese across four skills (listening, speaking, reading, writing) to an Advanced-low level according to ACTFL guidelines. It details requirements including weekly homework, blogs, tests, presentations and language activities. The course will cover 6 lessons from the textbook over 15 weeks, with assessments including participation, homework, quizzes, tests, and oral/written projects.
This document provides information about an English 2 transfer level course. It outlines the course description, goals, requirements, policies, grading scale, and textbook information. The main goals of the course are to develop critical thinking skills through analyzing texts and formulating arguments. Students will write approximately 6,000 words across 5 formal papers and complete regular homework assignments posted to the class website. Grades are calculated on a 1000 point scale based on essays, homework, tests, and participation. The document details policies on attendance, late work, and academic dishonesty.
This document provides the syllabus for the ENG 100: Introduction to College Reading and Writing course. The summary includes:
The course is designed to support students in their ENG 1301 class by strengthening writing drafts, understanding their writing process, and working on reading skills. Students will workshop drafts from ENG 1301 in small groups, complete reading responses, maintain a journal, and write a final 7+ page memoir on their writing process and improvement over the semester. The course requires regular attendance, participation in class activities and conferences, and completion of assigned readings and writings. It accounts for 30% of the grade in ENG 1301.
Syllabus of English Grammar and Composition C.ENG.101, Bachelor of English Ed...Dammar Singh Saud
Syllabus of English Grammar and Composition C.ENG.101, Bachelor of English Education Based on Semester System of Far Western University Darchula Multiple Campus
This document provides information about an English 2 course, including the course description, goals, requirements, grading, policies, and textbooks. The main goals of the course are to develop critical thinking skills through analyzing literature and arguments. Students will write 5 formal papers totaling around 6,000 words to be evaluated. Grades are based on essays, in-class writing, website posts, tests, and participation. The course uses an online platform and requires establishing a username to complete homework assignments. Various policies outline expectations for attendance, late work, and academic integrity.
This document provides an overview and sample materials for the Language Proficiency Assessment for Teachers (English Language) or LPATE. It includes descriptions and strategies for the four components - Reading, Writing, Listening and Speaking. Sample papers and answers are provided for each section to help candidates understand what is required. The document outlines the objective of the LPATE, describes the proficiency levels assessed, and provides performance descriptors for different skills. It aims to help candidates prepare for the assessment by understanding the format and criteria.
This document provides an overview of the EWRT 30 creative writing course. It introduces the instructor, Kim Palmore, and outlines the course objectives, requirements, student learning outcomes, grading policy, and class policies. The main goals of the course are for students to explore and refine their creative writing techniques through analyzing published works and receiving feedback on their own writing in multiple genres, including poetry, fiction, and drama. Students will complete writing assignments and projects, participate in class discussions, and compile a final portfolio of their best work to demonstrate their understanding of creative writing elements and skills.
This document provides information about an EWRT 1B course taught by Kim Palmore in winter 2014, including class times, goals, requirements, policies, and textbook information. The class aims to develop students' ability to understand and discuss complex texts and convey that understanding in essays. Students must write five formal papers, participate in class, complete homework and tests. The grading scale and point values for assignments are outlined. Academic honesty, attendance, and conduct policies are also summarized.
This document provides information about an English 2 transfer-level course. The course focuses on applying critical thinking skills to reading and writing argumentative and issue-oriented literature. Key goals include analyzing values and viewpoints, developing critical thinking, and practicing writing as a process. Requirements include class participation, assignments, five formal papers including one in-class, website posts, and tests. The grading scale is based on 1000 points from various assignments. Course policies address essay submissions, academic dishonesty, attendance, conduct, homework, quizzes, exams, late work, and appointments.
This document provides an overview of an English 2 transfer-level course. The course focuses on applying critical thinking skills to reading and analyzing argumentative and issue-oriented literature. Key goals include gaining competence as a critical thinker, recognizing alternative perspectives, and practicing writing as a recursive process. Students will write five formal papers and complete other assignments totaling approximately 6,000 words to be evaluated. Requirements include class participation, completing readings and assignments, meeting with the instructor, and contributing to an online class website. The grading scale and policies on attendance, academic dishonesty, late work, and use of student papers are also outlined.
This document provides an overview of an English 2 transfer-level course. The course focuses on applying critical thinking skills to reading and analyzing argumentative and issue-oriented literature. Key goals include gaining competence as a critical thinker, recognizing alternative perspectives, and practicing writing as a recursive process. Students will write five formal papers and complete other assignments totaling approximately 6,000 words to be evaluated. Requirements include class participation, completing readings and assignments, meeting with the instructor, and contributing to an online class website. The grading scale and policies on attendance, late work, and adding/dropping the course are also outlined.
The document discusses various methods for testing writing skills through composition tasks. It presents 7 types of composition tasks that can be used to test writing at different levels. These include tasks based on diaries, notes, letters, dialogues, graphs/diagrams, pictures, and shapes/forms. It also discusses approaches to scoring compositions, such as impression marking, analytical marking, and error counting. It emphasizes the importance of reliability in scoring and providing clear guidance and examples for test tasks.
This document provides information about an EWRT 1B course including the instructor's contact information, class times and office hours, course goals and requirements, grading scale, required texts, class policies on topics like attendance, late work, and academic honesty. The course will include five formal essays, website posts, exams, and participation. Grades are based on a 1000 point scale and are determined by scores on essays, exams, website posts and participation. Various policies are outlined regarding attendance, late work, academic honesty, and use of electronic devices in class.
This document provides information about the ENG160-10 Composition I course for the fall 2012 semester. Key details include:
- The course will be held on Tuesdays and Fridays from 9:25-10:40 am in LC 110.
- Required texts and materials are listed.
- The course focuses on developing writing, reading, and research skills.
- Students will write 4 essays of 3-4 pages each and complete other assignments.
- Attendance is required and excessive absences will impact grades.
- Students must submit a final portfolio to pass the course.
Audience engagement at News Corp VCCircle aims to grow its readership through new digital strategies. It seeks to enhance the reach and impact of its journalism by expanding its engaged audience. Key tasks include using data to inform decisions, pursuing digital-first strategies, conducting digital experiments, and constantly mapping new digital trends. Future plans include daily social media engagement, influencer management, newsletter campaigns, exploring new publishing platforms, and paid social media promotions to promote exclusive stories, op-eds, and newsletter subscriptions. The goal is to engage readers where they are online and expand the audience across various sectors like VC, TC and infrastructure.
The document lists various English words and their antonyms. It includes lists of antonyms, antonyms with prefixes, and homophones. The words are grouped into categories such as come/go, good/bad, above/below, and legal/illegal. Homophones include see/sea, rain/reign, ant/aunt, flu/flew, hour/our, write/right, no/know, and new/knew.
This document provides an overview of the goals, requirements, texts, grading, and policies for an English 1A course. The course aims to prepare students to analyze college texts and write papers. Key requirements include 5 formal papers, weekly posts to a class blog, and tests/quizzes. Grades are based on a 1000 point scale divided among essays, blog posts, tests, and other assignments. Course policies address issues like attendance, academic dishonesty, late work, and use of student papers. The primary texts are The St. Martin's Guide to Writing and The Hunger Games novel.
This document provides an overview of the goals, requirements, texts, grading, and policies for an English 1A course. The course aims to prepare students to analyze college texts and write papers. Key requirements include 5 formal papers, weekly posts to a class blog, and tests/quizzes. Grades are based on a 1000 point scale divided among essays, blog posts, tests, and other assignments. Course policies address issues like plagiarism, attendance, participation, workshops, and late work. The primary texts are The St. Martin's Guide to Writing and The Hunger Games novel.
This document provides the syllabus for a college writing course. It outlines the course description, goals, required texts and materials, assignments, grading scale, attendance policy, and weekly schedule. The main assignments include five writing projects of different genres like personal essays, reviews, proposals, and argumentative essays. Students will complete drafts, get peer feedback, and submit final versions. Other requirements are spontaneous writings, homework, presentations, vocabulary quizzes, and submitting a final portfolio. The course aims to develop students' expressive and persuasive writing and reading skills through practicing different techniques.
This document provides information about an English 2 transfer-level course. The course applies critical thinking skills to reading and writing, with a focus on argument and issues. Key goals include analyzing values and assumptions, gaining competence as a critical thinker, recognizing alternative perspectives, and practicing writing as a recursive process. Requirements include class participation, assignments, five formal papers including one in-class paper, website posts, and tests/quizzes. Grades are based on 1000 points from essays, homework, tests, and activities. Policies address essay submission, academic dishonesty, attendance, conduct, workshops, homework, quizzes, exams, late work, appointments, adding/dropping the course, and educational use of
This document provides information about an English 2 transfer-level course. The course applies critical thinking skills to reading and writing, with a focus on argument and issues. Key goals include analyzing values and assumptions, gaining competence as a critical thinker, and evaluating alternative perspectives. Students will summarize, analyze, and interpret ideas from texts. Requirements include class participation, assignments, five formal papers including one written in class, website posts, and tests. The grading system and policies on academic dishonesty, attendance, conduct, homework, quizzes, exams, late work, and use of student papers are also outlined.
This document provides information about an English 2 transfer-level course, including the course description, goals, requirements, policies, grading, and textbooks. The main goals of the course are to develop critical thinking skills through analyzing texts and arguments. Students will write five formal papers of varying lengths, complete homework posts online, and take tests and quizzes. Grades are calculated on a 1000-point scale based on essays, homework, tests, and participation. Course policies address academic integrity, attendance, conduct, late work, and use of student papers.
This document is a sample syllabus for a Chinese 401 course taught at the University of Wisconsin-Milwaukee in Fall 2016. The syllabus outlines the course objectives, which are to develop students' proficiency in Mandarin Chinese across four skills (listening, speaking, reading, writing) to an Advanced-low level according to ACTFL guidelines. It details requirements including weekly homework, blogs, tests, presentations and language activities. The course will cover 6 lessons from the textbook over 15 weeks, with assessments including participation, homework, quizzes, tests, and oral/written projects.
This document provides information about an English 2 transfer level course. It outlines the course description, goals, requirements, policies, grading scale, and textbook information. The main goals of the course are to develop critical thinking skills through analyzing texts and formulating arguments. Students will write approximately 6,000 words across 5 formal papers and complete regular homework assignments posted to the class website. Grades are calculated on a 1000 point scale based on essays, homework, tests, and participation. The document details policies on attendance, late work, and academic dishonesty.
This document provides the syllabus for the ENG 100: Introduction to College Reading and Writing course. The summary includes:
The course is designed to support students in their ENG 1301 class by strengthening writing drafts, understanding their writing process, and working on reading skills. Students will workshop drafts from ENG 1301 in small groups, complete reading responses, maintain a journal, and write a final 7+ page memoir on their writing process and improvement over the semester. The course requires regular attendance, participation in class activities and conferences, and completion of assigned readings and writings. It accounts for 30% of the grade in ENG 1301.
Syllabus of English Grammar and Composition C.ENG.101, Bachelor of English Ed...Dammar Singh Saud
Syllabus of English Grammar and Composition C.ENG.101, Bachelor of English Education Based on Semester System of Far Western University Darchula Multiple Campus
This document provides information about an English 2 course, including the course description, goals, requirements, grading, policies, and textbooks. The main goals of the course are to develop critical thinking skills through analyzing literature and arguments. Students will write 5 formal papers totaling around 6,000 words to be evaluated. Grades are based on essays, in-class writing, website posts, tests, and participation. The course uses an online platform and requires establishing a username to complete homework assignments. Various policies outline expectations for attendance, late work, and academic integrity.
This document provides an overview and sample materials for the Language Proficiency Assessment for Teachers (English Language) or LPATE. It includes descriptions and strategies for the four components - Reading, Writing, Listening and Speaking. Sample papers and answers are provided for each section to help candidates understand what is required. The document outlines the objective of the LPATE, describes the proficiency levels assessed, and provides performance descriptors for different skills. It aims to help candidates prepare for the assessment by understanding the format and criteria.
This document provides an overview of the EWRT 30 creative writing course. It introduces the instructor, Kim Palmore, and outlines the course objectives, requirements, student learning outcomes, grading policy, and class policies. The main goals of the course are for students to explore and refine their creative writing techniques through analyzing published works and receiving feedback on their own writing in multiple genres, including poetry, fiction, and drama. Students will complete writing assignments and projects, participate in class discussions, and compile a final portfolio of their best work to demonstrate their understanding of creative writing elements and skills.
This document provides information about an EWRT 1B course taught by Kim Palmore in winter 2014, including class times, goals, requirements, policies, and textbook information. The class aims to develop students' ability to understand and discuss complex texts and convey that understanding in essays. Students must write five formal papers, participate in class, complete homework and tests. The grading scale and point values for assignments are outlined. Academic honesty, attendance, and conduct policies are also summarized.
This document provides information about an English 2 transfer-level course. The course focuses on applying critical thinking skills to reading and writing argumentative and issue-oriented literature. Key goals include analyzing values and viewpoints, developing critical thinking, and practicing writing as a process. Requirements include class participation, assignments, five formal papers including one in-class, website posts, and tests. The grading scale is based on 1000 points from various assignments. Course policies address essay submissions, academic dishonesty, attendance, conduct, homework, quizzes, exams, late work, and appointments.
This document provides an overview of an English 2 transfer-level course. The course focuses on applying critical thinking skills to reading and analyzing argumentative and issue-oriented literature. Key goals include gaining competence as a critical thinker, recognizing alternative perspectives, and practicing writing as a recursive process. Students will write five formal papers and complete other assignments totaling approximately 6,000 words to be evaluated. Requirements include class participation, completing readings and assignments, meeting with the instructor, and contributing to an online class website. The grading scale and policies on attendance, academic dishonesty, late work, and use of student papers are also outlined.
This document provides an overview of an English 2 transfer-level course. The course focuses on applying critical thinking skills to reading and analyzing argumentative and issue-oriented literature. Key goals include gaining competence as a critical thinker, recognizing alternative perspectives, and practicing writing as a recursive process. Students will write five formal papers and complete other assignments totaling approximately 6,000 words to be evaluated. Requirements include class participation, completing readings and assignments, meeting with the instructor, and contributing to an online class website. The grading scale and policies on attendance, late work, and adding/dropping the course are also outlined.
The document discusses various methods for testing writing skills through composition tasks. It presents 7 types of composition tasks that can be used to test writing at different levels. These include tasks based on diaries, notes, letters, dialogues, graphs/diagrams, pictures, and shapes/forms. It also discusses approaches to scoring compositions, such as impression marking, analytical marking, and error counting. It emphasizes the importance of reliability in scoring and providing clear guidance and examples for test tasks.
This document provides information about an EWRT 1B course including the instructor's contact information, class times and office hours, course goals and requirements, grading scale, required texts, class policies on topics like attendance, late work, and academic honesty. The course will include five formal essays, website posts, exams, and participation. Grades are based on a 1000 point scale and are determined by scores on essays, exams, website posts and participation. Various policies are outlined regarding attendance, late work, academic honesty, and use of electronic devices in class.
This document provides information about the ENG160-10 Composition I course for the fall 2012 semester. Key details include:
- The course will be held on Tuesdays and Fridays from 9:25-10:40 am in LC 110.
- Required texts and materials are listed.
- The course focuses on developing writing, reading, and research skills.
- Students will write 4 essays of 3-4 pages each and complete other assignments.
- Attendance is required and excessive absences will impact grades.
- Students must submit a final portfolio to pass the course.
Audience engagement at News Corp VCCircle aims to grow its readership through new digital strategies. It seeks to enhance the reach and impact of its journalism by expanding its engaged audience. Key tasks include using data to inform decisions, pursuing digital-first strategies, conducting digital experiments, and constantly mapping new digital trends. Future plans include daily social media engagement, influencer management, newsletter campaigns, exploring new publishing platforms, and paid social media promotions to promote exclusive stories, op-eds, and newsletter subscriptions. The goal is to engage readers where they are online and expand the audience across various sectors like VC, TC and infrastructure.
The document lists various English words and their antonyms. It includes lists of antonyms, antonyms with prefixes, and homophones. The words are grouped into categories such as come/go, good/bad, above/below, and legal/illegal. Homophones include see/sea, rain/reign, ant/aunt, flu/flew, hour/our, write/right, no/know, and new/knew.
Este documento analisa a relação entre os ciclos econômicos e a indústria brasileira. Apresenta uma revisão da literatura sobre ciclos econômicos e sua análise no Brasil, discute a história e importância da indústria no país, e usa modelos econométricos para medir o impacto do ciclo industrial no produto nacional ao longo do tempo. Os resultados indicam que a indústria vem perdendo influência sobre o PIB desde a década de 1980, mas ainda pode promover crescimento através de
HERIDAS Y LESIONES
LESION
Una lesión es un daño que ocurre en el cuerpo. Es un término general que se refiere al daño causado por accidentes, caídas, golpes, quemaduras, armas y otras causas. En los Estados Unidos, todos los años millones de personas sufren de lesiones. Estas lesiones pueden ser menores o severas y poner en peligro la vida.
Youtube:
https://www.youtube.com/watch?v=mvOwCgPIPXg
This document summarizes a pedagogical study on students' perceptions of the SCIENCE 1A03 course over time. It provides results from 2014 when the course was first piloted, including that students most enjoyed the introductory lectures and mini-research investigations. It also shares new results from 2014 on students' positive impressions of the beneficial peer mentors. Preliminary findings are presented from focus groups in 2015, finding that the course influenced some students' level II decisions and that skills like teamwork transferred. The study aims to continue comparisons and gather perspectives from mentors, instructors, and follow up with students in later levels.
El documento describe los pasos para crear una aplicación en Android que incluye dos text views, dos edit texts, un spinner y un botón. El código agrega estos elementos a la interfaz y muestra un resultado final en un texto view.
Hristo Petkov is a Bulgarian national born in 1987. He has work experience in farming, customs, sales, and as an intern in a supermarket. He has a Bachelor's degree in Finance and a Master's degree in Economics from Ruhr University Bochum. He is proficient in English, German and Bulgarian with strong communication, customer service, and computer skills including Microsoft Office, statistical software, and ERP/CRM programs. He has completed certificates in microeconomics and organizational behavior.
Dharmendra Singh is an Assistant Hardware Design Engineer currently working at Securico Electronics India Ltd in Faridabad, Haryana. He has a diploma in Electronics and Communication from Sai Nath Engineering College. His work involves embedded hardware design using microcontrollers from manufacturers like Renessas and Microchip. He also has experience with software development using PIC microcontrollers and interfacing technologies like LCDs, sensors and communication protocols. Previously he worked for 7 months at Interface Micro System in Gurgaon.
IBM Vs Microsoft and the battle for the corporate cloud businessNancy Saini
IBM and Microsoft are battling for dominance in the corporate cloud business. While Microsoft overtook IBM in revenue last year, both companies are struggling with declining legacy businesses and are trying to transition to cloud-based services. However, IBM is still underperforming Microsoft, as every IBM division showed revenue declines in 2015, calling into question whether IBM is truly succeeding in its strategic shift or just cannibalizing existing business. The corporate cloud market is massive and competitive, favoring companies like Microsoft that can provide services at scale across public, private and hybrid models to support large corporate customers. For IBM to compete, it will need to provide significantly better service than Microsoft to justify its higher margin strategic imperatives.
This document provides an overview and objectives for a mentor initial training program at SMIC schools. It outlines that mentors will support both level 1 teachers, who are new to teaching, and level 2 teachers, who have more experience. Key responsibilities for mentors include providing classroom and transition support, meeting regularly with mentees, and completing summary of interaction logs. The training emphasizes the importance of effective communication and creating a nurturing relationship to improve teaching performance and retain promising teachers.
Michaela Belbin offers visual design services such as webpage design, magazine spreads, slide presentations, poster design, photography, and typography. She provides contact information and is interested in being part of client teams for visual needs. The document also includes a quote about the bond between a mother and child being the purest love.
The document provides guidance on writing the seven essential sections of a business plan: executive summary, business description, market strategies, competitive analysis, design and development plan, operations and management plan, and financial factors. It describes what should be included in each section, such as an overview of the industry and business in the business description section. The executive summary should clearly state what is being requested from the reader in no more than half a page.
This document provides information about an English Composition I course including the course details, required textbooks, instructor information, course objectives, writing requirements, policies, and schedule. The key points are:
1) The course meets Monday, Wednesday, and Friday in room HUM 301 from 4:30-5:45 PM. Required textbooks include A Good Fall by Ha Jin and Writing: A Manual for the Digital Age.
2) The instructor is Prof. Rigolino and their contact information is provided. The course objectives are to develop students' writing, critical thinking, research, and presentation skills.
3) Students will write 4 essays, complete in-class writings, journals, and homework. Class participation
This document provides information about the ENG160 Composition I course for fall 2012, including:
- Three section meeting times and locations.
- Required texts and materials.
- Course description and objectives focused on developing writing, thinking, and research skills.
- Assignments including four essays, journals, quizzes and a final portfolio.
- Grading breakdown, attendance policy, and procedures for submitting assignments and revisions.
This document provides information about the ENG160 Composition I course for the fall 2012 semester. It outlines the course sections, times, instructor contact information, required texts, course description and objectives. It also details the writing requirements, assignments, policies on attendance and plagiarism, and a tentative schedule. Students will complete 4 essays, journals, and a final portfolio to demonstrate their progress in developing writing skills.
This document outlines the details of the Composition I course, including:
- The course sections, times, locations, and instructor information.
- The required texts and a brief course description focusing on developing writing skills like critical reading, different writing styles, and the writing process.
- The grading breakdown, attendance policy, and portfolio requirements for passing the course.
- Writing assignment details, revision policies, and the academic integrity and disability accommodation policies.
This document provides information about an ENG160 Composition I course offered in fall 2012, including:
1) Course meeting times and locations for the three sections.
2) Contact information for the instructor, Prof. Rigolino, and a list of required texts.
3) An overview of the course objectives, writing requirements, grading breakdown, attendance policy, and portfolio requirements. Students must complete all assignments to pass the course.
This document outlines the details of the Composition I course, including:
1) Course meeting times and locations for the three sections
2) Required textbooks and materials
3) An overview of the course objectives to develop students' writing abilities
4) Requirements including four essays, in-class writings, and a final portfolio
5) Attendance policy stating that more than three absences will result in an automatic failing grade
This document provides information about WRIT 1110, a seminar in academic writing taught in fall 2019. The course focuses on developing students' reading, writing, and critical thinking skills for academic purposes. It includes 4 formal writing projects, reading responses, conferences, and workshops. Students will develop an ePortfolio reflecting on their writing and growth. The course aims to help students transfer their writing skills to new contexts. Attendance, participation, and completing all assignments are required to pass.
This document provides information about Writing 122: College Composition, a course offered in the fall of 2015. It outlines the course details, including meeting times and location, instructor information, course description and goals. The course focuses on developing argumentative essays through critical reading, discussion, and revision. Students will complete two essay cycles, each involving a draft, feedback, and final version. Additionally, students will write formal assignments related to developing their essays. The document details grading criteria, assignments, policies, and a tentative schedule. Upon completing the course, students should be able to write well-developed, logical essays that consider multiple perspectives.
This document outlines the syllabus for a two-week college writing course called Smart Start. The course will introduce students to college-level writing expectations and help them develop habits to succeed in their coursework. Students will complete daily writing assignments including blog posts, an essay, and emails. They will also read portions of the textbook Start Something That Matters. By the end of the course, students are expected to demonstrate responsibility, flexibility, self-reflection, self-advocacy, and proficiency with writing technologies. The course will be graded on a pass/fail basis.
Edward Anderson - combined sample syllabus and common addendumEdward Anderson
This document outlines the syllabus for an English Composition II course. The course objectives include analyzing, evaluating, and documenting various sources, as well as producing well-reasoned argumentative essays using appropriate research methods. Students will complete three major assignments responding to media and engage with computers, the internet, and social media in their work. To pass the course, students must maintain a passing average on all essays and complete a course notebook with two pages of notes for every class hour. Grading will be based on a scoring guide and focus on content over presentation. Regular attendance is required to pass.
This document outlines the syllabus for an English Composition I course at a college. It provides information about course sections, required texts, course description and objectives, assignments and grading, attendance policy, and a tentative schedule. The course aims to develop students' writing abilities in different rhetorical situations and modes through assignments such as essays, journals, and a final portfolio. Students will learn writing and revision processes as well as skills in areas like research, grammar, and computer literacy. Assignments include 3 essays, class work, quizzes or presentations, and a final portfolio. The course has strict attendance and no withdrawal/incomplete policies.
This document provides an overview of the goals, requirements, policies, and grading for an English 1A course. The course aims to develop students' abilities to analyze texts, write essays with clear theses and evidence, and develop a writing process. Requirements include 5 papers, tests, discussions, and keeping a class blog. Policies address attendance, late work, plagiarism, and use of electronics. Grades are based on essays, tests, discussions, and blog posts. Required texts are The St. Martin's Guide to Writing and The Hunger Games.
Welcome to Rhetoric and Composition 120, the second course in US.docxalanfhall8953
Welcome to Rhetoric and Composition 120, the second course in USF’s first-year college writing sequence! In this class you will further develop practices of critical reading and academic writing introduced in RHET 110 by writing essays of greater length in response to readings and discussions of greater complexity. You will gain further practice in developing ideas for your writing, drafting and revising, editing and proofreading, academic research, and scholarly documentation. You will do so by engaging in writing projects that require you to respond to a variety of challenging texts from a range of traditions, historical periods, and fields of study.
Texts:
Austin, Reading the World, 3rd edition (Norton)
Clines and Cobb, Research Writing Simplified, 8th edition (Pearson/Longman)
Strunk and White, The Elements of Style, 4th edition (Pearson)
Obtain these texts as soon as possible if you have not already (making sure to get correct editions). Supplementary texts and resources will be added on Canvas (look under “Pages” for “Supplementary Resources”).
Course Description: With a firm basis in the elements of rhetoric, critical reading, written argumentation, and library research established in RC 110, students in RC 120 learn to compose more ambitious arguments responding to and incorporating sources of greater number, length, complexity, and variety. In order to meet the demands of advanced academic discourse, students also (a) develop skills in critical analysis of challenging non-fiction prose texts from a range of disciplinary perspectives and subjects, with a particular focus on the linguistic and rhetorical strategies employed in these texts, and (b) conduct extensive library research in the process of planning and composing sophisticated academic papers. Students will also gain practice editing for stylistic fluency in accordance with conventions of advanced academic prose. Finally, students develop greater independence in formulating strategies for revision and expansion of written arguments.
Learning Outcomes:
Over the course of the term, you will develop capability in the following areas:
1) Critical analysis of academic discourse: Students critically analyze linguistic and rhetorical strategies used in long and complex texts from a variety of genres, subjects, and fields. [met primarily in essays #1 and #2, and in reading responses]
2) Integrating multiple academic sources: Students incorporate multiple texts of length and complexity within a unified argumentative essay, addressing connections and differences among them. [met primarily in essays #2 and #3]
3) Academic research: Students develop sophisticated research questions and compose substantial arguments in response to those questions, incorporating extensive independent library research and demonstrating mastery of standard academic documentation modes. [met in essay #3 and annotated bibliography]
4) Style: Students edit their own prose to achieve a clea.
English 1302.WC1 Composition II Fall 2014, Central Park.docxYASHU40
English 1302.WC1: Composition II
Fall 2014, Central Park Campus
Course Number: ENGL 1302
Course Title: Composition II
Instructor: Wendy Commons
Office: E221, Central Park Campus
Office Hours: Monday, 11:30 a.m.-12:30 p.m. online; 2:30-3:30 on-site
Tuesday, 1:00-2:15 p.m. on-site
Wednesday, 11:30 a.m.-12:45 p.m. on-site
Thursday, 1:00-1:30 p.m. on-site
Friday, 9:30-10:30 a.m. online
(Other times available by appointment)
Email: [email protected] (Preferred contact method; please allow 24-48 hours for response. Email
may not always be checked on weekends.)
Office Phone: 972-548-6823
Department office contact in case of emergencies: Office of Academic Affairs, B-122 F, 214.491.6270
“When asked, ‘How do you write?’ I invariably answer, ‘One word at a time.’” - Stephen King
Class Information: Section number WC1, Online, Central Park Campus
Special Considerations for Online Students: Because this class has no face-to-face component, your primary
method of receiving information will be through text. You must read all course materials thoroughly and carefully.
You also need to check course materials and email regularly (I’d suggest at least twice a week), which naturally
requires a computer with internet access. If you don’t have one at home, I highly recommend choosing a study
location where you can access one (library, home of a friend or relative, etc.) and planning to spend a lot of time
there over the course of the semester. We do not have a strict schedule in which everyone is expected to be online
at specific times, but all students are expected actively participate in class activities.
Technology Requirements: To successfully complete this course, students must have ready access to a computer
with internet access and access to Blackboard. Students should also know how to send emails, attach files to emails
and discussion board posts, and type and save documents in Microsoft Word or a similar word processing
program.
Netiquette: Part of your evaluation will include work done in online class environments (Blackboard and
TurnItIn.com). The activities in which you participate in our online class space should be conducted as if you were
in a classroom. Be courteous to your fellow students and to your instructor. In discussion board posts, emails, and
other online exchanges, I expect you to use the sort of written language I would see in an essay that you would turn
in for a grade: no IM-speak, no slang, no all-caps, no no-caps. I don’t have problems with the occasional emoticon,
but just make sure that everyone can understand the point you are trying to communicate.
Course Description: Intensive study of and practice in the strategies and techniques for developing research
based expository and persuasive texts. Emphasis on effective and ethical rhetorical inquiry, including primary and
secondary research methods; critical reading of verbal, v ...
This document outlines the syllabus for an online English 102 course titled "Writing About Place & Identity" taught during the summer of 2019. The course focuses on applying principles of expository and argumentative essay writing through exploring how one's environment shapes their life and identity. Major assignments include a personal narrative essay, annotated bibliography, exploratory research essay, and op-ed essay. The course aims to help students develop composition and research skills to communicate effectively for different audiences and contexts. It provides learning outcomes, assignment requirements and deadlines, grading policies, textbook information, and instructor contact details.
Page 1 of 5 In Search of a Voice and Other Adventures .docxbunyansaturnina
Page 1 of 5
In Search of a Voice and Other Adventures:
College Reading and Composition I--English 101-8218
Online Spring 2016 (8 weeks: 11 April-3 June)
H. Vishwanadha
e-mail: [email protected]
[email protected]
My voice restore for me
My mind restore for me
. . . . . . . .
It is finished in beauty
It is finished in beauty.
from the Navajo "Night Chant"
1. This course will focus on effective expository prose and critical reading--necessary survival
skills for your success in college and the professional world. In addition, we shall improve
our research skills through assignments in the library.
2. This class is taught entirely online and runs eight weeks from 11 April to 3 June. You are
expected to have a working computer with a reliable connection to the web via the
internet throughout the semester. Make sure you have installed on your computer the
necessary software to submit assignments in a format compatible with the ETUDES platform
and my computer (Word 2003 or later format or Rich Text Format for all documents). You
should become familiar with the ETUDES platform and other aspects of the online learning
environment. The home page of the online courses at myetudes.org is the main portal to gain
access to the course home page that has all the course materials. The web site also includes
helpful videos, FAQs, and other useful information to help orient you to the ETUDES
platform. Browse these sources as soon as possible. Take note of the Help Desk. For any
technical questions or problems, contact the Help Desk at 310.287.4305 or
[email protected] Regular participation in all online discussions is required.
Additional information about distance learning and online courses, visit
www.wlac.edu/online
3. Writing is a complex, enriching process. All of us should systematically go through the
prewriting/discovery, rough draft, and revision phases of the composing process. Rewriting is
the best form of writing. We shall continually revise our essays to make them informative,
thoughtful, and effective.
mailto:[email protected]
Page 2 of 5
4. The absolute TRUTH about composition according to Vishwanadha:
We write not just for grades and teachers but for real human beings.
We write not just correctly but effectively and gracefully.
We write not just to fill up paper but to inform and persuade.
Rewriting is the best form of writing.
5. Required texts:
a) A. Gawande. Complications. A Surgeon‟s Notes on an Imperfect Science. New York:
Picador, 2002.
b) S. Winchester. Professor and the Madman. New York: Harper Perennial, 2005.
c) A Pocket Style Manual. Ed. Diana Hacker. Boston: Bedford/St. Martin‟s, 2007.
d) A good desk dictionary.
1. Assignments:
Essays (about 4) 55%
Timed-writing assignments (about 6) 25%
Threaded discussions 15%
Journal (at least one entry a week) 5%
Carefully review the document titled “101Essa.
This document is the syllabus for an English 102 college writing course taught online during the summer of 2017. The instructor is Shannon Dryden and the course focuses on community awareness, critical thinking about one's environment and place within it, and effective written communication. Over the course of the semester, students will complete four major assignments exploring these themes, including an essay on sense of place, an annotated bibliography, a research-based response essay, and a public service announcement. Students will also participate in weekly discussion boards, maintain a writing journal, and provide peer reviews of classmates' work. The goal is for students to improve their skills in persuasive and expository writing across disciplines and beyond college.
This document provides the course syllabus for ENG 1301: College Reading and Writing at Texas A&M University-Commerce for Fall 2014. The course introduces students to writing as an extended process and prepares them for ENG 1302. It will emphasize close reading, summarizing, and analyzing expository texts. Major assignments include three essays, weekly discussion posts, a group presentation, and a photo essay. Students will learn rhetorical concepts and demonstrate academic writing skills. The course grade will be calculated based on completing all assignments, and policies around attendance and communication are outlined.
This document provides information about an English 1A course, including the instructor's contact details, course goals and requirements, assignments, grading scale, textbooks, and policies. The main goals of the course are to prepare students to analyze college texts and write college papers by developing skills such as reading analysis, essay writing, thesis development, and personal writing style. Students will complete four formal papers, online posts and discussions, and be assessed on their writing process, analysis of diverse texts, argument writing, and citation skills. The hybrid class meets twice a week in person and requires additional online work. Students are expected to adhere to academic honesty, attendance, and participation policies.
This document provides information about an Academic Writing course taught at the American University of Sharjah during the spring 2009 semester. It outlines the course description, objectives, assignments, assessments, policies, and schedule. The course is designed to help students master literacy skills for university through instruction and practice in reading and writing strategies. Students will complete essays, reading responses, and other assignments. Assessment will include essays, reading responses, quizzes, a midterm, and final exam. Attendance, participation, and following academic policies are required. The course meets multiple times per week over 15 weeks and covers topics like thesis statements, organization, grammar, and essay types.
1. Levine 1100- College Writing Fall 2015
1
ENG 1100-07 College Writing
Instructor: Elizabeth Levine, M.A., M.P.H., M.F.A. Candidate
Adjunct Office: Raubinger 210
Office hours Thursdays 12-1:45
Phone (973) 720-4519
English Dept. Atrium 242 (973) 720-2544 extension 3066
Levinee7@wpu.nj.edu
Fall Semester 2015
Tuesdays and Thursdays 8:00 a.m.-9:15 a.m.
Required Materials:
1. Text: The McGraw-Hill Reader: Issues across the Disciplines, Gilbert H. Muller,
Twelfth Edition. Students are encouraged to rent this textbook which can be returned to
the WPU library as a Used Book at the end of the semester.
2. Notebook for in class writing assignments and journal entries
3. A package of multi-colored highlighters
Bookmarked Websites:
OWL at Purdue University: https:/www/owl.english.purdue.edu/owl/resource
Colby, Bates and Bowdoin (CBB Archive) Plagiarism Self-Test
MLAhttp://owl.english.purdue.edu/owl/resource/747/01/
New York Times online edition www.nytimes.com
TheWeek online edition www.theweek.com
Course description:
Students will produce essays in a variety of rhetorical modes (such as argumentation or
exposition) and genres, using writing to explore ideas, observations and experiences.
Students will share their writing with their peers, receive feedback on drafts, and revise as
they progress through process-driven writing.
Course objectives:
To enable students to:
a. Understand fundamental standards of college writing
b. Develop expository essays exhibiting a coherent structure and, as appropriate,
integrating research
c. Discuss, revise and edit multiple drafts of an essay
d. Utilize feedback from instructors and classmates to develop their writing and their
writing process.
e. Use writing-to-learn strategies (such as journals, writing logs, brainstorming) to
develop their understanding of course content and to think critically about that
content
f. Understand and consider the importance of audience
Student learning outcomes:
2. Levine 1100- College Writing Fall 2015
2
By the completion of this course, students will:
a. Demonstrate fundamental standards of college writing.
b. Develop expository essays exhibiting a coherent structure and, as appropriate,
integrating research.
c. Develop revision and editing skills to be applied to multiple drafts of their essays
d. Apply feedback from instructors and classmates to develop their writing and their
writing process
e. Develop writing-to-learn strategies (such as brainstorming, free-writing, and
reading logs) to develop their understanding of course content and to think
critically about that content.
f. Identify effective writing strategies to address a variety of audiences
Purpose of Course
Why College Writing I (Course Objectives)
WPU offers two courses in college writing because faculty across disciplines, as well as
employers, understand that strong writing abilities are crucial to academic and
professional success. College writing is different from writing in high school.
In college, students are expected not only to have mastered formal techniques of
academic writing but also to have gained significant abilities in critical thinking.
Intellectual writing is marked by compelling inquiry and argumentation that is supported
by appropriate evidence and analysis. This intellectual inquiry forms a foundation for
academic success, work, and everyday life. Skills in writing and reading, allow students
to resolve issues in their communities and their daily lives. This is a writing course, and
as such, focuses on in-class writing exercises and the submission of a writing portfolio,
the goal of which is to emphasize the importance of the revision process in producing
college level essays that include analysis and research.
English 1100: Course Overview—What Is a Writing Workshop?
A workshop course is one in which the main activity is not listening to lecture
or participating in discussion. It's sharing drafts of your writing, discussing
these drafts, and revising them. You may have taken courses where a paper
is assigned, you write the paper, you turn the paper in, you get a grade, and
then you move on to the next paper. This is not one of those courses. In this
course, we will work on in-class writing assignments and multiple drafts of
different types of essays. You'll share these drafts with your classmates and
decide which ones you care enough about to work on further--to revise into
full-blown and finished essays. Instead of finishing one piece and then
moving on to the next, you might find yourself working on several pieces at
once, putting one essay aside for a while and then coming back to it later. It's
a messy process, but if you take it in the right spirit, it's also a creative
one. We'll work on four different essays over the semester, and you'll choose
two or three essays, depending on page length, to submit in a final portfolio
at the end of the semester. Your grade for the class will largely be
determined by the pieces in that final portfolio.
3. Levine 1100- College Writing Fall 2015
3
There is a strong emphasis on revision in this course. You will select some
projects for more extended work than others. By the time you choose pieces
which essays to submit for the final portfolio, they will have gone through an
extensive revision process. As a part of your final portfolio, you will be
expected to comment on this process and to point out how and why your
pieces have been revised over time.
Expectations
Course expectations are articulated below:
According to University Policy, in order to successfully complete and pass this course,
you must receive a minimum grade of a C. This is an English Department standard that I
cannot and will not change. Students must submit four essays (worth 15% each) and a
final portfolio (worth 20%). The portfolio is due at the end of the semester and includes
the opportunity to revise three of your four essays as an additional chance to improve
your writing and, therefore, potentially raise your final grade. So not only will you revise
each individual essay, you will also be given a final opportunity to review all of your
writing samples, select your strongest work, and revise again any outstanding weaknesses
in your essays that need improvement. The portfolio model also provides you with the
opportunity to look back on your writing process over the entire semester to better assess
your strengths as a writer and to continue to enhance your writing. You will be expected
to submit a Reflective Letter along with the portfolio that examines the role that revision
has played in your coursework. Details of the final portfolio will be provided as a
handout during the second half of the semester and we will work together as a group to
prepare for portfolio submission. The portfolio demonstrates your improvement as a
writer and is an opportunity to demonstrate that you have incorporated the lessons
learned from the revision process.
Writing is a process. This course emphasizes the role of revision for the four assigned
essays. Students will write three drafts for each paper: exploratory, middle and final draft.
Students receive feedback through peer review and that feedback is incorporated into a
middle or second draft. Your participation in this peer-review process is critical to your
success as writers and counts towards your class participation grade. I will review this
second draft and will look not only at the quality of your writing, but the quality of the
peer review that you have received on your essay. Peer review sheets must be handed in
with the second draft so that I can see the suggestions that were made by your peers and
whether or not you have incorporated their suggestions into your second draft. Their
comments will receive either a check, check plus, or check minus and will be calculated
into their class participation grade. I will return this second draft to you electronically
after I review your classmates’ suggestions, and the amount of work and effort you have
put in from the first draft to your second draft, with a focus on your ability to revise your
first draft. The final draft that you return to me that incorporates my feedback and
4. Levine 1100- College Writing Fall 2015
4
revisions is the version that will be graded, but your effort and progress on the second
draft will factor into your final grade.
Revision must always be a central part of the writing process for this course and in your
academic experience at WPU. The role of feedback and revision in the syllabus requires
that all students actively participate in the peer review process by reading and evaluating
each other’s first drafts. Based on the feedback you receive from three classmates, you
will then revise your first draft and submit your second draft to me electronically on
blackboard and as a hard copy with the peer review sheets. Part of this packet includes
the four peer revision sheets and a packet is considered incomplete without those
feedback forms. All changes between your first and second draft should be bolded so
that I can see the changes that you have made between drafts based on peer
feedback. Again, revisions between your second draft and final draft should be both
bolded and italicized so that I can see the additional changes that you have made as
you continue to revise. Final drafts are due in hard copy and include the original draft,
the second draft which incorporates peer edits, peer review sheets, and incorporates my
feedback. In other words, for each individual essay there are three drafts. Your final draft
will be graded and each individual essay is worth 15% of your final grade. I am looking
for consistent improvement across the drafts, one that integrates feedback and
demonstrates thorough and thoughtful revision.
Final portfolios will be collected on Tuesday, December 10th, in lieu of a final exam.
Your course section belongs to a portfolio review group. This group requires students to
submit a mid-term paper and an end-of-term portfolio to be reviewed by the teacher and
the portfolio review committee, which consists of other professors in the English
Department. The portfolio review group cancels the last week of class so that we can read
together during that week. Therefore, the last day of class will be December 10th, 2014
and the final exam week of classes is cancelled. Please plan in advance so that this
deadline is met, or you risk failing the class. Late portfolios will result in a lower overall
course grade for each day it is late.(Example: 1 day late, drops your grade from an A to
an A-, two days drops your grade from an A to a B, three days late drops your grade from
a B to a B-. Portfolios that are received four days late will automatically receive a C and
if your portfolio is submitted more than five days late you will fail the class with an N.
All four papers and the final portfolio must be submitted, in addition to your homework
assignments and journal entries, in order to receive a passing grade of C for the entire
course.
Course Requirements
Class participation, Writing Center Sessions, Home Work Assignments, Peer
Reviews, Discussion Board/In‐class work: 20%
3 Essays 60% of final grade; Each essay = 20%
Final Portfolio 20%
Explanation of Course Requirements
Class Participation: This is a baseline expectation for College Writing; students not
5. Levine 1100- College Writing Fall 2015
5
achieving in this area will have lowered grades. Class participation is twenty percent of
your final grade, and theoretically, for those of you who are not strong writers, it is an
opportunity to raise your overall grade through the following criteria: homework,
discussion board posting, peer review, volunteering in class.
Participation in small group work. Each class we will review two or three sample
essays from the chapter and students will present their analysis of these essays to the
larger group. You will be asked to either summarize or paraphrase the text, identify
rhetorical techniques chosen by the author, and respond to questions at the end of the
text. Students are expected to volunteer to present to the class, or serve as the writer for
the small group work. Failure to actively participate in this comprehension exercise
impacts your class participation grade. It is also inconsiderate to your fellow students
who actively participate.
In-class writing assignments are part of your class participation grade and are critical to
your success in the course. There is an in-class assignment every class. If you are absent,
it is your responsibility to make up the assignment and submit a hard copy for grading.
There will be an in class writing assignment in your journal every class. If you are
absent, this must be submitted as homework.
Peer-review is an integral part of this writing course. If you are absent during peer
review of your essay, you will be required to arrange for a tutoring appointment at
the writing center, where you can solicit feedback on your first draft, prior to
submitting a second draft. You will be required to submit documentation of your
writing center visit as proof of your attendance. When you participate in the peer review
process of another student’s essay, you will receive a grade.
As a reviewer of other students’ work, your written peer review sheets will be
graded with a check, check plus, or check minus. This is to reiterate how important
revision is to the final essay, and to demonstrate to me that you have provided substantive
feedback to your classmates regarding their work. Comments that are vague like “I like
this” or “This needs work”, without specifying what does or doesn’t work in the essay,
demonstrates that you have not taken your role as a reviewer seriously. This is your
opportunity to help your classmates receive a higher grade on their final draft; as such, it
should be approached with the same effort as you would put into your own work.
Attendance also counts towards your class participation grade; please see the
separate section on Attendance detailed below.
The Revision Process. Perhaps in your high school English class, you might simply
have written one draft of a paper and then received a grade on that one final
draft. But, given the requirements in 1100 for revision, how papers are graded is
both a little more complicated but at the same time recognizes the effort and
progress that is shown between drafts. Your progress on the different drafts
matters. If you demonstrate that you’ve read and understood the feedback from
your peers and your instructor, this improvement and engagement in the process of
6. Levine 1100- College Writing Fall 2015
6
revision and reflection matters in my assessment of your final grade. In this sense, I
find the revision process to be one of the fairest and most supportive methods of
grading that I have seen in any course, because your grade is determined by
progress rather than perfection.
Class participation. This is a category that is sometimes unclear to students. I
want to be very clear about how I decide how well a student has participated and
how you will know how you’re doing. I expect all students to speak in every class,
time permitting. I assign homework and it is graded with a check (85), check plus
(95) or check minus (75). If you do not submit the h.w. assignment, you will receive
a zero. I also will grade your peer review sheets to see how you have contributed to
the revision process. In-class writing assignments are graded the same way as
h.w. In other words, the five criteria that determine your class participation grade
are contributing to class discussion, your work as a peer reviewer on your
classmate’s work, in-class writing assignments, h.w. assignments and attendance. In-
class writing assignments will be graded quickly so you will have a handle on how
you are doing in this area. H.W. grades will be posted on blackboard when you turn
in your assignments electronically. Peer review forms will be graded and you will
also see these grades on blackboard. I will hold individual conferences which are
mandatory that will give you another opportunity to review how you are doing in
class participation. Lastly, I factor attendance into class participation. See
attendance policy below. The more you participate, the more you will learn, and the
higher your class participation grade will be.
Attendance
The 1100 Program standard is that more than 5 absences will result in failure of this
class. In-class writing, discussion, and occasional lectures provide information and
processes essential to understanding the texts and writing strong essays. It’s really
simple: you are either here or you are not. You cannot get credit for contributing to a
class discussion or activity if you are not here to participate. Additionally, you are
expected to come to class prepared for the day's work (readings completed, proper
number of drafts, etc.). If you arrive to class without the necessary materials to participate
and engage in the learning process, your attendance may not be counted for that day. If
there are severe circumstances, such as a prolonged illness or another serious situation,
please let me know as soon as possible and we can negotiate the situation with the Dean
of Students.
All Discussion Board and BB Collaborate Sessions will count towards your class
participation grade and attendance will be tracked. Since this is a hybrid class, you
will have the option of synchronized and asynchronized on-line sessions. You will
also be expectedto post to discussion board, either video, audio or written responses
to the weekly “journal entries.” You must save these submissions in order to submit
a final portfolio.
Students should expect to spend roughly eight to ten hours a week on the work assigned
7. Levine 1100- College Writing Fall 2015
7
in this class. In order to cover any emergencies—illness, family issues, for example, or
academic obligations for other classes such as field trips—students are allowed three
absences in College Writing: excuses are neither needed nor accepted. Every absence
thereafter, results in a half letter reduction of the final grade. For example, if you achieve
a B as your final grade but have an additional absence over the allowed limit, your final
grade becomes a B-. Any student who enters the classroom after class has begun will be
marked as late. Coming in to class late three times equals one
You are responsible for all assigned reading and writing. In each unit, you will be
responding to the text through written responses and other activities as well as responding
to peers through collaborative review. In-class writing exercises and Journal Entries are
required and count towards your class participation grade. These exercises will be graded
check, check plus or check minus.
Three Essays (20 % each) Each of these essays will develop an argument derived from a
student’s analysis of a combination of texts. Each essay will undergo revision and
rewriting, with the assistance of peer review and instructor feedback (quality of both
revision & peer review will be factored into the final grade for each essay). You will have
a choice of which essays you would like to submit for your final portfolio.
All essays will adhere to MLA format for research papers (including documentation),
which can be found on (Chapter 15: Writing a Research Paper, pages 775-780 in your
textbook, Issues across the Disciplines. See also OWL at Purdue University website.
http://owl.english.purdue.edu/owl/resource/747/01/
Your final grade for late essays will be lowered by half a grade per day, see explanation
above. Students will develop their own research project for the final paper and will write
an essay based on their findings. Students should consider the kinds of questions that our
class reader, Issues across the Disciplines, raises when developing topics. Students may
also use one essay from the text, though it may not be one of the essays assigned for
another unit. Units 15 and 16 will cover the Writing a Research Paper topic later in the
semester, but do not wait until then to think about possible topics for the project.
Remember to back up all written work throughout the semester and do not write over any
drafts.
Final Portfolio (20%) Details will follow later in the semester and appear under the Final
Portfolio Folder on Blackboard. Students will submit a portfolio of writing by December
10th, 2015. This will include a minimum of two revised essays for a total of ten pages of
revised work, not including the two page essay “Me as a writer”. I will provide a detailed
description of how to assemble and organize the portfolio. Important: save and carefully
label each piece of work as a separate data file for the Portfolio.
Plagiarism
William Paterson University values students’ honest efforts in the classroom and as
writers. Plagiarism is unacceptable according to WPU Academic Honor Code and this
class will educate you about what it is and how to avoid it. Should you choose to
plagiarize—turning in written work as your own that you have copied from some other
source, whether a website, print media, or even another student—I will submit your
8. Levine 1100- College Writing Fall 2015
8
plagiarized paper and the source materials from which you have plagiarized to the
English Department office and you will potentially face disciplinary action from the
University. I additionally reserve the right, when plagiarism is proven with
documentation, to fail you for the semester. Should you be accused of plagiarism, you
have the right to appeal the decision and also to request a meeting with your professor
and the College Writing program director, Dr. Chris Weaver. In an effort to avoid this
serious offense, you will be responsible for submitting the Colby, Bates and Bowdoin
(CBB Archive) Plagiarism Self-Test as a homework assignment. To learn more about
plagiarism and how you can avoid it, be certain to ask me about any aspects of the issue
that you do not understand.
Absence
o Talking to another while I am speaking or another student is speaking is blatantly
rude. Please do not do it.
o Do not pack up to leave before the class has ended.
Grades Your Final Portfolio is worth 20%, and 3 essays, one of which is a research paper
are 60% of your final grade. The remaining 20% is determined from class participation,
which includes homework, documented sessions at the Writing Center, blackboard
assignments, and peer review and/or class participation. Students must submit all essays
and portfolio in order to receive a passing Students must submit all major writing
assignments in order to pass the class. See Grading Rubric for descriptions of A, B, C,
D, and F essays.
Writing Center
Students are expected to take advantage of the services offered by the Writing Center,
located on the first floor of the Atrium Building. Trained writing consultants offer free
tutoring on all aspects of the writing process. Students must schedule one appointment
during the semester, which will count as a homework assignment under class
participation, but drop‐in help is also available. Please note: this is not a place to drop off
essays to get them fixed! I require confirmation of this appointment. I recommend that
you schedule these sessions between your second draft and final draft of your essays.
However, if you are having trouble organizing or starting your essay, and feel you can
benefit most from help in the beginning of the writing process you are welcome to access
the Center earlier in the composition process. Proof of this session will raise your grade
through class participation and will count in the final grade for this class. I give extra
credit for each documented visit to the writing center, except when you have missed peer
review and are mandated to go. In other words, if you voluntarily go to the Writing
Center for help with your first, second, and final draft, you would receive extra credit
three times. We will visit the Writing Center as a class and you will have the opportunity
to schedule an appointment and ask questions of the staff and tutors as to how they can
best help you in the drafting and revision process. I strongly encourage you to take
advantage of this free assistance, as it can only strengthen your writing, which ultimately
will raise your grade in the course.
Accommodations
9. Levine 1100- College Writing Fall 2015
9
If students need accommodations in the classroom to fully participate in this class, please
see me at the beginning of the semester to discuss your needs.
Internet/Web Expectations:
This course uses Blackboard (Bb) extensively for its course documents and online
assignments. You must have access to it as the syllabus, breakdown of assignments,
handouts, and supplemental links for this course will be posted there. You will get
various opportunities throughout each unit to work with Bb’s tools (discussion board,
blog, journal, etc.). All homework and drafts (first and/or second) for the course will be
submitted either through Bb or email. Final draft packets (due at the conclusion of each
unit) and the final portfolio (due during our final exam period) will be submitted in hard
copy.
**Important note about your WPU webmail account: You are responsible for checking
your account on a regular (daily) basis. All Bb announcements I make also generate
an email notice to you. Make sure that you regularly maintain your webmail account
(delete unnecessary mail to avoid a full inbox) in order to receive key class notices and/or
updates.
See BlackBoard for Discussion Board etiquette and assignments in case of class
cancelation or inclement weather.
Schedule of Reading & Writing Assignments
This schedule is subject to minor change. Please print a hard copy of this schedule and
bring to class each day.
Note: All readings are from our class text, unless otherwise noted. Abbreviation Key: Hw
= homework assignment; Bb = Blackboard; DT= discussion topic; ST = skill topic.
Homework writing assignments and essay topics are detailed at the end of the schedule.
Unless otherwise instructed, bring your writer’s journal and textbook to each class. All
homework assignments listed are due the day of class .I. Part I Reading and Writing
across the Disciplines
Week 1
January 21 , 2016
Chapter I: Reading and Responding to Texts:
Reading Critically, Writing as Process
First Day of Class
Overview of course goals and objectives of College Writing. Review of grading rubric
and plagiarism policies. Explanation of reading, writing, home-work assignments and
class participation criteria. Icebreaker intro and review of syllabus.
Journal Entry #1 Topic: Why Did You Chose WPU?
In class exercise: Read Peter Elbow’s essay Free Writing, p.105
10. Levine 1100- College Writing Fall 2015
10
H.W. Assignment:
Read: Chapter 1 Reading and Responding to Texts, pgs. 2-41
** Morton J. Adler, How to Mark a Book, pg.16 is particularly important
Read: Donald M. Murray, “The Maker’s Eye: Revising Your Own Manuscripts: pgs.100-
113
Week 2
January 26, 2016
Reading and Responding to Texts
Lecture: How to Write an Introductory Paragraph
ST: Summarizing, Paraphrasing
In class writing Assignment, Journal Entry #2
H.W. Assignment: Read: Chapter 1 pgs. 44-63;
p. 63 Synthesis: Connections for Critical Writing. Then write one-paragraph summaries
for each selection which must be submitted to blackboard under Unit 1 assignments
folder, HW1 before class Tuesday. September 8th
January 28th, 2016
Chapter 2 The Critical Writing: Process and Communication
Lecture: Developing a Thesis Statement
In Class Writing Assignment Journal Entry # 3
Essay topics will be distributed in class today.
Pre-writing and brainstorming for first draft of Essay #1
H.W. Assignment: Read: Chapter 2 pgs.64-104; (Leave Your Name at the Border,
Turning the Page on Disaster, Mother Tongue) (See bb handouts Essay #1 guidelines)
Answer the comprehension questions for all three essays and submit via blackboard as
HW2
Week 3
February 2, 2016
Chapter 3 Reading and Writing Effective Arguments
Lecture: Organization, Body and Concluding Paragraphs
Small Group Work: Networking p. 178
In class writing assignment Journal Entry #4
H.W. Assignment: Read: Chapter 3 pgs. 136-178;
Write: Essay 1First Draft: Submit electronically to blackboard under Unit folder 1:
Essays Bring: Three copies of your essay for peer review (this counts as part of your
H.W. Assignment and print two peer review forms (See Unit 1 BB, Handouts)
11. Levine 1100- College Writing Fall 2015
11
Week 4
Feb. 9, 2016
Print a copy of the peer review form (bb handouts, unit 1 peer review guidelines)
First draft due Tuesday Feb 9th, 2016. Peer critique in class.
Revision and Peer ReviewProcess
Introduction to the Workshop and Portfolio Model
Peer Critique/Review of Essay 1
Bring: Three copies of your essay for peer review. Submit First Essay Draft #1
electronically on blackboard in Essay Folder Unit 1 and bring hard copy for instructor
H.W. Assignment Revise first draft incorporating edits/critique from peer review
In class: In light of discussion and activities from peer critique and from your own
rereading and reflecting on the assigned essays, revise – rewrite – your essay for
submission of the second draft. Bring in a hard copy and also put an electronic copy
in the Assignments section of our Blackboard class community (if you have trouble
with Bb, e-mail it to me at __levinee7@wpu.nj.edue). Label the electronic copy of
your file LastnameFirstinitialEssay1RD2 (SmithJEssay1RD2). Be sure to include
your email, phone number, and student ID on the draft.
Please Note: the second draft will serve two purposes: assessment and learning. I
encourage you to schedule an appointment for the WPU Writing Center to improve your
writing skills and assist you with your final draft, earn extra credit and thus improve your
grade in College Writing. The second draft will be reviewed by me and returned to you
within a week with commentary to direct your further revision for the final draft of this
essay, which will be graded.
Homework Assignment: Revise first draft, demonstrating that you have incorporated
feedback from workshop; compile background documentation including visit to Writing
Center. Revise and submit second draft of Essay 1 via blackboard under Unit 1 Essay 1
Second draft Folder by Thursday, February 11th
Collect back up documentation of peer critique and revisions and demonstrate these
revisions using bold from first draft to second draft, illustrating that you have
incorporated the suggestions of your group and have fulfilled the assignment
requirements as per the revision checklist criteria. This documentation must be included
in the final draft or it is considered incomplete.
Instructor will review and provide edits/comments for the final draft submission due
Tuesday February 16th, 2016. Begin final draft once instructor comments are
received.
Feb. 11, 2016
Second draft due in hard copy today. Revisions are in highlight and proof
of documentation of Writing Center visit must be stapled to the essay.
12. Levine 1100- College Writing Fall 2015
12
II. Issues Across the Disciplines
Chapter 4 Education and Society
Discussion of readings:
In class: CNN Documentary The Ivory Tower
H.W. Assignment Read: Chapter 4, pgs. 180-227;
H.W. Assignment Submit final draft of Essay #1 via blackboard, incorporating instructor
and peer feedback and peer review sheets
Week 5
February 16, 2016
Chapter 5: Family Life and Gender Roles
Lecture Compare/Contrast in Argumentative Essays
In class: Free writing Journal Entry # 5
Discussion of readings
Final draft of essay 1 is due today Bring hard copy to class and submit to instructor at
the beginning of class... All changes from second to final draft should be highlighted
HW Read: pgs. 252-277 (DO NOT READ THE WHOLE CHAPTER!!!) Skip “Once
More to the Lake”, “Street Scenes”, “An American Childhood”, and “In Sable and
Dark Glasses
February 18, 2016
Monday Schedule NO CLASS!!!!!!!!!!!!!!!!!!!!!
Week 6
February 23, 2016
Chapter 6: History, Culture, and Civilization
In class: (Brainstorming for Essay # 2 topics )
Lecture: Different Styles of Essays
In class: Journal Entry # 6
13. Levine 1100- College Writing Fall 2015
13
Video:
HW Submit first draft of Essay 2 by Tuesday, March 1st, 2016
February 25, 2016
Chapter 7: Government, Politics and Social Justice
Small group work: Writing Effective Arguments
In class: Journal Entry # 7
H.W. Assignment Read: pgs. 322-371 SKIP “Is Texas America”, “Grant and Lee: A
Study in Contrasts” Choose one essay from this chapter that resonated with you and
answer all of the comprehension questions that follow the essay you have selected.
Submit as HW4 Come to class prepared to summarize the essay and the thesis statement
that the author makes. Submit first draft of essay 2 by Tuesday, March 1st
Chapter 8: Business and Economics
Lecture: Grammar Review
In class Journal Entry # 8
Read: pgs. 372-416. Choose one essay from this chapter that resonated with you and
answer all of the comprehension questions that follow the essay you have selected.
Come to class prepared to summarize the essay and the thesis statement that the author
makes. Post to blackboard in
Week 7
March 1 , 2016
Peer Review Essay 2 and bring 3 hard copies to class on Thursday for peer review.
Print peer review sheet, 2 copies
H.W. Assignment: Submit second draft of essay 2 by Thursday. March 3rd, 201
March 3, 2016
LIBRARY VISIT
H.W. Assignment: Prepare a Working Bibliography for Research Paper
Pre-writing and Brainstorming Essay 3. Essay 3 topic will be distributed in class today.
H.W. Second draft of essay 2 due on bb
Week 8
14. Levine 1100- College Writing Fall 2015
14
March 8th, 2016
Chapter 10: Literature and the Arts
H.W. Assignment: Read: pgs. 511-523; Chose one essay and write an introductory
paragraph/summary identifying the Author’s thesis statement. Bring a hard copy to class
for oral presentations and revisions Post to Blackboard as HW4
Living Writers Assignment distributed; select session to attend
Lecture:TBD
In class Journal Entry #9
Small group work
March 10th, 2016
Class Canceled Student conferences 12-1:45
H.W. Read: pgs. 486-503
. Week 9
March 13-March 19: SPRING BREAK
Week 10
March 22, 2016
Final Draft of Essay 2 due today in class. Bring hard copy with documentation of
writing center visit and peer review sheets. Post
Free writing and Brainstorming
Lecture:: The Four Phases of a Research Paper
HW: Read Chapter 15: Writing a Research Project
H.W. Assignment Read: pgs. 750-790
March 24, 2016
Chapter 16: A Research Project Casebook: Working with Sources across Media
In Class: Journal Entry # 10
HW: Write first draft of essay 3 and post to discussion board On Line Peer Review
March 25, 2016 Good Friday
15. Levine 1100- College Writing Fall 2015
15
March 27, Easter, University is closed
Week 11
March 29 Second draft of essay 3 is due today at start of class as hard copy. Post on BB
under Unit 3 Essay 2
On Line Peer Review
HYBRID CLASS
H.W. Assignment: Read: pgs. 791-825
March 31st, 2016
Lecture:
Review MLA Citations and MFA Bibliography
In Class: Journal Entry # 11
Week 12
April 5, 2016.
HYBRID CLASS
Student Conferences
April 7, 2016
ResearchPaper Guidelines and Best Practices
Lecture: Analysis of Sample Student Research Papers:
Group work: Sample papers
In class: Journal Entry # 12
Chapter 11: Philosophy, Ethics and Religion
HW Read: pgs. 544-576, Skip Plato;s “The Allegory of the Cave”,and Salman Rushdie’s
article “Not about Islam”;
16. Levine 1100- College Writing Fall 2015
16
In class Writing Assignment Journal Entry # 13
HW Assignment: Readthe “Terrifying Normalcy of AIDS”, Stephen Gould
Week 13
April 12, 2016
Final draft of essay 3 due today in class. Attach peer review sheets
documentation of writing center visit. All revisions should be in highlight
Chapter 12: Health and Medicine
Read: pgs. 592-643
In class Discussion on the following articles: “It’s Spreading, “Topic of Cancer”, and
“The Masked Marvel’s Last Toehold”
April 14, 2016
Student Presentations
In class Journal Entry 14
WEEK 14
April 19, 2016
Student Presentations
In class Journal Entry 15
April 21, 2016
Student Presentations
In Class Journal Entry 16
Week 15
April 26, 2016
Preparing a portfolio; reflecting on your writing
In- Portfolio requirements distributed and discussed (see also Bb: Final Portfolio
Review we will meet in the computer lab and devote the entire class period to
portfolio
In class: Development of portfolio Reflective Letter
April 28, 2016
17. Levine 1100- College Writing Fall 2015
17
Make up work/ In Class Essay/Peer Review in Pairs
”
Week 16
May 3, 2016
I WILL RESERVE A COMPUTER LAB AND YOU WILL HAVE TO SIGN
ATTENDANCE SHEET
Portfolio Computer Lab
IF YOUR FINAL PORTFOLIO IS COMPLETE (REVIEW CHECKLIST) THEN YOU
MAY LEAVE IT IN MY MAILBOX; IF NOT, YOU MUST COME TO CLASS ON
Thursday MAY 5 TO SUBMIT YOUR PORTFOLIO
May 5, 2016
Portfolio due: Thursday, May 5, 2016 Last Day of Class. I will be present in the
classroom to receive portfolios on the final day.
Final Portfolio Due: , LATE PORTFOLIOS WILL RECEIVE A LOWER GRADE; A HALF
POINT EACH DAY. LAST DAY THAT I WILL ACCEPT PORTFOLIOS: MAY 8 Journals are
due for collection.
May 8: Spring semester ends.
May 6-May 13: Exam period; May 13 Spring Semester Ends