This document is a syllabus for an English 1312 course titled "Research & Critical Writing" at UTEP. It outlines the major assignments, texts, policies, and schedule for the semester. Students will complete 4 essays of increasing length and complexity involving analysis, synthesis, and research. They will develop research and argumentation skills, maintain a blog, and present their research. The course aims to prepare students for successful college writing by developing skills in topics, arguments, research, and MLA format. Regular attendance and participation are expected, and assignments will be graded based on criteria provided for each.
This document outlines the syllabus for an English 1311 Expository English Composition course taught in the fall of 2006. It provides information on the course objectives, assignments including 4 papers, exams, and a final. It describes the required textbooks and lists the major assignments and their percentages towards the overall grade. Attendance policies and expectations for writing quality are also outlined. A course schedule provides details on topics and due dates to be covered during each of the 15 weeks.
This document provides the syllabus for an intermediate reading skills course held over the summer. The class focuses on developing vocabulary, comprehension of main ideas and details, study skills like outlining and summarizing, and critical reading strategies. Students will complete reading assignments, quizzes, a midterm, research project, and final exam. The course goals include expanding vocabulary, identifying elements of paragraphs, recognizing organizational patterns, developing study skills, and evaluating sources. The syllabus outlines the topics, assignments, schedule, policies and grading criteria for the course.
This document provides guidance on how to give a good presentation for a GCSE course. It recommends choosing an interesting subject you are knowledgeable about and structuring the presentation logically. Visual aids can help illustrate points if used appropriately. Brief notes on index cards are suggested to stay organized without reading a full script. Speakers should engage the audience, answer questions fully, and use feedback to improve future presentations.
This document provides the syllabus and policies for a composition course at Michigan Technological University. It outlines the course details including meeting times, instructor information, course description and objectives. It also details the assignments and their point values, which include responses, essays, and projects. Additionally, it outlines policies regarding attendance, late work, grading scale and professionalism. The course aims to help students improve their written, oral and visual communication skills through various drafting assignments.
This document is a syllabus for an English 102 college composition course taught in the fall of 2018. It provides information about the instructor, Victoria Arthur, as well as the course description, learning outcomes, assignments, deadlines, expectations, and grading policy. The course aims to improve students' skills in persuasive and expository writing. Major assignments include a rhetorical analysis, problem statement, annotated bibliography, critical conversation essay, and public statement document. Students will also complete regular process work to develop their major assignments. The syllabus outlines participation requirements and policies regarding plagiarism, disabilities, and grading.
This document is a syllabus for an introductory creative nonfiction writing course. It outlines the course objectives, which include learning techniques for crafting the truth through creative nonfiction writing. It details the assignments, which include daily journals, short exercises on objects, places and people, and short essays combining the exercises. It also includes a long workshop essay which students will write, receive feedback on, and revise. The syllabus provides grading criteria and policies on attendance, late work, and academic integrity. The schedule outlines the readings and assignments for each class meeting over the semester.
This document is a syllabus for an introductory creative nonfiction writing course. It outlines the course objectives, which include learning techniques used in creative nonfiction like character and scene development. It details the assignments, which include daily journals, short exercises on objects/places/people, short essays combining subjects, and a long workshop essay. Students will provide feedback on peers' work. The grade scale and policies are also outlined, including attendance, late work, plagiarism, and technology policies. The tentative course schedule lists the planned topics, readings, and due dates for each class.
This course syllabus outlines the details of a rhetoric and composition course, including objectives, assignments, grading, and policies. Students will examine communication practices and apply them to their own compositions in various modes. Major assignments include a rhetorical analysis essay, research process portfolio, researched argument essay, and multimodal project. The course aims to develop skills in persuasive writing, research, and information literacy. Regular responses and participation are required along with adherence to netiquette and attendance guidelines. Late or missing work impacts grades significantly.
This document outlines the syllabus for an English 1311 Expository English Composition course taught in the fall of 2006. It provides information on the course objectives, assignments including 4 papers, exams, and a final. It describes the required textbooks and lists the major assignments and their percentages towards the overall grade. Attendance policies and expectations for writing quality are also outlined. A course schedule provides details on topics and due dates to be covered during each of the 15 weeks.
This document provides the syllabus for an intermediate reading skills course held over the summer. The class focuses on developing vocabulary, comprehension of main ideas and details, study skills like outlining and summarizing, and critical reading strategies. Students will complete reading assignments, quizzes, a midterm, research project, and final exam. The course goals include expanding vocabulary, identifying elements of paragraphs, recognizing organizational patterns, developing study skills, and evaluating sources. The syllabus outlines the topics, assignments, schedule, policies and grading criteria for the course.
This document provides guidance on how to give a good presentation for a GCSE course. It recommends choosing an interesting subject you are knowledgeable about and structuring the presentation logically. Visual aids can help illustrate points if used appropriately. Brief notes on index cards are suggested to stay organized without reading a full script. Speakers should engage the audience, answer questions fully, and use feedback to improve future presentations.
This document provides the syllabus and policies for a composition course at Michigan Technological University. It outlines the course details including meeting times, instructor information, course description and objectives. It also details the assignments and their point values, which include responses, essays, and projects. Additionally, it outlines policies regarding attendance, late work, grading scale and professionalism. The course aims to help students improve their written, oral and visual communication skills through various drafting assignments.
This document is a syllabus for an English 102 college composition course taught in the fall of 2018. It provides information about the instructor, Victoria Arthur, as well as the course description, learning outcomes, assignments, deadlines, expectations, and grading policy. The course aims to improve students' skills in persuasive and expository writing. Major assignments include a rhetorical analysis, problem statement, annotated bibliography, critical conversation essay, and public statement document. Students will also complete regular process work to develop their major assignments. The syllabus outlines participation requirements and policies regarding plagiarism, disabilities, and grading.
This document is a syllabus for an introductory creative nonfiction writing course. It outlines the course objectives, which include learning techniques for crafting the truth through creative nonfiction writing. It details the assignments, which include daily journals, short exercises on objects, places and people, and short essays combining the exercises. It also includes a long workshop essay which students will write, receive feedback on, and revise. The syllabus provides grading criteria and policies on attendance, late work, and academic integrity. The schedule outlines the readings and assignments for each class meeting over the semester.
This document is a syllabus for an introductory creative nonfiction writing course. It outlines the course objectives, which include learning techniques used in creative nonfiction like character and scene development. It details the assignments, which include daily journals, short exercises on objects/places/people, short essays combining subjects, and a long workshop essay. Students will provide feedback on peers' work. The grade scale and policies are also outlined, including attendance, late work, plagiarism, and technology policies. The tentative course schedule lists the planned topics, readings, and due dates for each class.
This course syllabus outlines the details of a rhetoric and composition course, including objectives, assignments, grading, and policies. Students will examine communication practices and apply them to their own compositions in various modes. Major assignments include a rhetorical analysis essay, research process portfolio, researched argument essay, and multimodal project. The course aims to develop skills in persuasive writing, research, and information literacy. Regular responses and participation are required along with adherence to netiquette and attendance guidelines. Late or missing work impacts grades significantly.
Syllabus reading and eng 2012 2013 a color for blogkiaallen
This document provides an overview, tasks, policies, and requirements for an English/Reading class. The key points are:
1) The class will focus on integrating language arts skills through exploring various writing genres, reading literature, public speaking, grammar, vocabulary, and skills for standardized tests.
2) Tasks include creative writing, research projects, reading literature, presentations, grammar studies, and vocabulary building.
3) Classroom policies outline behavior rules and consequences, attendance policies, make-up work, testing procedures, and grading scales.
4) Requirements include maintaining a binder with class materials, supplies needed, assignment formatting guidelines, and plagiarism policies.
This document outlines the course description, requirements, schedule, and policies for a college composition course being taught to high school students. The course will introduce students to college-level writing through various essay types, including descriptive, narrative, persuasive, analytical, and a research paper. It lists the required texts, assignments, due dates, grading criteria, attendance policy, and provides a weekly schedule overviewing topics to be covered. The goal is to prepare students for university-level writing expectations.
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 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. 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 WebQuest is designed to teach 11th grade students about the literary genre of magical realism. Students will read descriptions of famous magical realism writers and their works. They will also read a short story from the genre. Students will then discuss the story in small groups and create a play demonstrating their understanding of magical realism's elements. The WebQuest provides guidance on the learning process, resources, evaluation criteria, and a conclusion that reviews what students have learned about magical realism.
This document provides information about an Honors Art History 2 course offered at Palm Beach State College. The 3-sentence summary is:
The course is a 3-credit lecture course that provides a comparative exploration of European and American art from the Late Gothic to early 20th Century periods, examining works critically in their formal qualities and cultural contexts. Students are expected to write a minimum of 2000 words, complete assignments individually and in groups, and will be evaluated based on tests, assignments, and group and individual projects. The Honors section encourages more active, analytical and comprehensive learning with an emphasis on critical thinking, leadership, cooperation and making connections across disciplines.
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 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.
Here are some common literacy codes teachers use when marking students' work:
- sp = spelling mistake
- punc = punctuation needed
- cap = capital letter needed
- !cap = capital letter not needed
- ss = new sentence needed
- para = new paragraph needed
- ? = expression unclear
- ^ = word(s) missing
The document provides information about Yahoo! HackU 2010 including a list of past winning hacks and technologies used. It encourages hackers to fix something they use daily or build something for themselves, focusing on mobile, video, social, local or geo applications. Ideas, sample hacks, and resources are given to help hackers be successful. The schedule and normal process for hacking are outlined as well.
If you want to build cool stuff and not just be a code monkey in a cubicle, then I recommend you start hacking today.
This is my intro talk for Yahoo's HackU program.
This document provides information about HackU, a 24-hour hack day event hosted by Yahoo where participants can build projects using various Yahoo technologies and APIs for prizes. It encourages attendees to come with project ideas and basic coding skills in PHP, JavaScript, and tools like YQL and YUI. The event will include talks on different hacking topics throughout the week leading up to the hack day on Friday where participants can get assistance in areas like Linux, web hosting, APIs, and more to implement their ideas.
This document discusses a Python library for parsing Hadoop Record files.
The library includes a parser that can parse Hadoop's Data Definition Language into generic Python data types. It outputs the data structure, but the user must transform it into a class structure.
The parsing library is only part of what is needed - a DDL translator is still needed to fully convert the data definition language into Python classes. Feedback is welcomed to improve the library.
This document is a syllabus for an English 1311 course taught in Fall 2007. It outlines the course goals, assignments, grading policy, and schedule. The major assignments include 4 projects of increasing length and complexity, as well as reflective, observation, and analysis essays. Projects involve questions of inquiry, academic research and argument, designing an interface, and an e-portfolio. The course aims to help students become successful college writers by developing skills in explanation, analysis, argumentation, and responding to typical assignments. Regular attendance and participation are required. Plagiarism will not be tolerated and can result in expulsion.
This document provides a detailed course syllabus for English 101 being taught in the fall of 2010 at Greenville Technical College. It outlines the course objectives, assignments, grading policies, schedule of topics and due dates. The major assignments include blog posts, a narrative essay, a rhetorical analysis essay, an annotated bibliography, and an argumentative research project with a visual component. Students will learn skills in writing, research, rhetoric, and documentation and be assessed through these assignments as well as quizzes, peer reviews and a final exam.
This document outlines the goals, requirements, policies, and grading for an English composition course. The goals are to develop abilities to understand and convey understanding of literature through reading, discussion, and writing essays. Requirements include participation, maintaining reading and assignments, five formal papers including some written in class, blog posts, and tests. The course will cover various short stories and novels through class discussion and assignments. Grading will be based on essays, blog posts, exams, and participation with the total points adding up to 1000. Various policies are outlined regarding submissions, attendance, conduct, late work, and use of student papers.
This document is the syllabus for an English 102 composition course taught by Professor Caitlyn Curran in spring 2017. The course aims to improve students' skills in persuasive and expository writing through assignments including a personal narrative, annotated bibliography, research paper, and letter to the editor remediation. Students will learn to analyze texts, conduct research, give and receive peer feedback, and communicate effectively for various audiences and disciplines. The syllabus outlines course goals, requirements, policies, grading scale and distribution of points for assignments and participation.
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 ...
Syllabus reading and eng 2012 2013 a color for blogkiaallen
This document provides an overview, tasks, policies, and requirements for an English/Reading class. The key points are:
1) The class will focus on integrating language arts skills through exploring various writing genres, reading literature, public speaking, grammar, vocabulary, and skills for standardized tests.
2) Tasks include creative writing, research projects, reading literature, presentations, grammar studies, and vocabulary building.
3) Classroom policies outline behavior rules and consequences, attendance policies, make-up work, testing procedures, and grading scales.
4) Requirements include maintaining a binder with class materials, supplies needed, assignment formatting guidelines, and plagiarism policies.
This document outlines the course description, requirements, schedule, and policies for a college composition course being taught to high school students. The course will introduce students to college-level writing through various essay types, including descriptive, narrative, persuasive, analytical, and a research paper. It lists the required texts, assignments, due dates, grading criteria, attendance policy, and provides a weekly schedule overviewing topics to be covered. The goal is to prepare students for university-level writing expectations.
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 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. 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 WebQuest is designed to teach 11th grade students about the literary genre of magical realism. Students will read descriptions of famous magical realism writers and their works. They will also read a short story from the genre. Students will then discuss the story in small groups and create a play demonstrating their understanding of magical realism's elements. The WebQuest provides guidance on the learning process, resources, evaluation criteria, and a conclusion that reviews what students have learned about magical realism.
This document provides information about an Honors Art History 2 course offered at Palm Beach State College. The 3-sentence summary is:
The course is a 3-credit lecture course that provides a comparative exploration of European and American art from the Late Gothic to early 20th Century periods, examining works critically in their formal qualities and cultural contexts. Students are expected to write a minimum of 2000 words, complete assignments individually and in groups, and will be evaluated based on tests, assignments, and group and individual projects. The Honors section encourages more active, analytical and comprehensive learning with an emphasis on critical thinking, leadership, cooperation and making connections across disciplines.
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 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.
Here are some common literacy codes teachers use when marking students' work:
- sp = spelling mistake
- punc = punctuation needed
- cap = capital letter needed
- !cap = capital letter not needed
- ss = new sentence needed
- para = new paragraph needed
- ? = expression unclear
- ^ = word(s) missing
The document provides information about Yahoo! HackU 2010 including a list of past winning hacks and technologies used. It encourages hackers to fix something they use daily or build something for themselves, focusing on mobile, video, social, local or geo applications. Ideas, sample hacks, and resources are given to help hackers be successful. The schedule and normal process for hacking are outlined as well.
If you want to build cool stuff and not just be a code monkey in a cubicle, then I recommend you start hacking today.
This is my intro talk for Yahoo's HackU program.
This document provides information about HackU, a 24-hour hack day event hosted by Yahoo where participants can build projects using various Yahoo technologies and APIs for prizes. It encourages attendees to come with project ideas and basic coding skills in PHP, JavaScript, and tools like YQL and YUI. The event will include talks on different hacking topics throughout the week leading up to the hack day on Friday where participants can get assistance in areas like Linux, web hosting, APIs, and more to implement their ideas.
This document discusses a Python library for parsing Hadoop Record files.
The library includes a parser that can parse Hadoop's Data Definition Language into generic Python data types. It outputs the data structure, but the user must transform it into a class structure.
The parsing library is only part of what is needed - a DDL translator is still needed to fully convert the data definition language into Python classes. Feedback is welcomed to improve the library.
This document is a syllabus for an English 1311 course taught in Fall 2007. It outlines the course goals, assignments, grading policy, and schedule. The major assignments include 4 projects of increasing length and complexity, as well as reflective, observation, and analysis essays. Projects involve questions of inquiry, academic research and argument, designing an interface, and an e-portfolio. The course aims to help students become successful college writers by developing skills in explanation, analysis, argumentation, and responding to typical assignments. Regular attendance and participation are required. Plagiarism will not be tolerated and can result in expulsion.
This document provides a detailed course syllabus for English 101 being taught in the fall of 2010 at Greenville Technical College. It outlines the course objectives, assignments, grading policies, schedule of topics and due dates. The major assignments include blog posts, a narrative essay, a rhetorical analysis essay, an annotated bibliography, and an argumentative research project with a visual component. Students will learn skills in writing, research, rhetoric, and documentation and be assessed through these assignments as well as quizzes, peer reviews and a final exam.
This document outlines the goals, requirements, policies, and grading for an English composition course. The goals are to develop abilities to understand and convey understanding of literature through reading, discussion, and writing essays. Requirements include participation, maintaining reading and assignments, five formal papers including some written in class, blog posts, and tests. The course will cover various short stories and novels through class discussion and assignments. Grading will be based on essays, blog posts, exams, and participation with the total points adding up to 1000. Various policies are outlined regarding submissions, attendance, conduct, late work, and use of student papers.
This document is the syllabus for an English 102 composition course taught by Professor Caitlyn Curran in spring 2017. The course aims to improve students' skills in persuasive and expository writing through assignments including a personal narrative, annotated bibliography, research paper, and letter to the editor remediation. Students will learn to analyze texts, conduct research, give and receive peer feedback, and communicate effectively for various audiences and disciplines. The syllabus outlines course goals, requirements, policies, grading scale and distribution of points for assignments and participation.
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 provides information about the English 3359: Technical Writing course taught by Professor Christie Daniels in the Fall 2008 semester. The course will be held on Mondays, Wednesdays, and Fridays from 10:30-11:20 AM in 313 Hudspeth Hall. Students will learn technical writing principles and produce various technical documents and projects throughout the semester. Assignments include individual papers and group instruction and research projects. The required text is Technical Communication Today by Richard Johnson-Sheehan. Attendance is mandatory, and the final exam will be on December 12, 2008 at 10:00 AM.
This document provides an orientation for an online English course. It outlines the course objectives, which focus on improving writing skills through assignments and feedback. It emphasizes that students need independence, discipline, and ability to follow directions to succeed in an online format. The document details assignment requirements, grading policies, technical requirements, instructor contact information, and important dates. It provides instructions for posting assignments, participating in discussion boards, and getting started on the first unit's work.
This document outlines the syllabus for an online English 111 course at Coastal Carolina Community College during the summer of 2021. It provides information about course objectives, required materials, assignments and grading. The key points are:
- The course aims to develop writing abilities through various genres and formats using a recursive writing process. Students will complete 3 essays and various other assignments worth 60% and 40% of the final grade, respectively.
- Students must have reliable internet access and basic computer/email skills to be successful. They are allowed 6 missed assignment deadlines before being disenrolled.
- Assignments include 3 essays, weekly journal reflections, tests, and a final exam. Essays may be revised once for
Syllabus English 1010 Expository Writing Instructor Dr.docxmattinsonjanel
Syllabus
English 1010: Expository Writing
Instructor: Dr. Wilt
Fall term, 2014
Contact information
Required texts & materials
Course goals & objectives
Basic approach
Assignments
Assessment and grades
Class participation
The University Writing Center
Online tools for checking English usage
Academic integrity
Students with disabilities
Lottery Scholarships
Academic calendar and Withdrawal deadlines
Questions
Instructor’s contact information
Office: AMG 107
Office hours:
W: 11:00—12:00; TR 10:30—12:30
plus extended virtual office hours via
D2L email
Email:
Phone:
TWilt
(“Email” in the blue banner headline →
“Compose”, sending to TWilt). Please use
only D2L email; do not try to contact me
via the general Pipeline email system.
D2L email is the surest, quickest way to
contact me. I check it practically every
day, often several times a day. Do not
expect replies to emails from Fri PM
through Sunday.
898-5565 (Email is usually a quicker
means of contacting me.)
Required texts and materials
• Bullock, R. The Norton Field Guide to Writing, 3rd ed. NY: Norton. 2013..
Course goals & objectives
The main goals of this course is to prepare students to write in English at a satisfactory level for university
work, to enhance students’ ability to think critically, and to encourage reflection on values in keeping with
MTSU’s mission statement
In keeping with these general goals, we will have these objectives as stated by the department for English
1010. Students will learn or improve their ability to
• generate a writing plan with informed writing objectives,
• draw writing content from experience, imagination, and outside resources,
• analyze & synthesize different kinds of texts and material,
• view writing as a process,
• analyze their writing strengths and weaknesses,
• develop a thesis clearly with a variety of supporting evidence, in different expository genres,
• adapt their writing to audience and purpose,
• integrate and document primary sources accurately,
• vary the structure and length of sentences and paragraphs,
• with grammatical competence and use conventional spelling.
Basic approach
Your written work throughout the semester will consist of
4-5 major essays or writing projects of various genres (70% of grade), length depending on the
project with a normal range of 1000-1200 words;
Daily assignments: quizzes, in-class work, outside work related to essays, etc. (30% of grade),
Tentative Schedule
Weeks Unit Focus Chapter in textbook
1-3 Reporting Information 9
4-6 Profile 16
7-9 Compare & Contrast 34-35
10-12 Evaluation 13
13-15 Résumés & Job Letters 19
More detailed schedules of classroom activities and assignments will be posted on your D2L homepage as
a News item. Students are responsible for checking the D2L course page regularly so that they can know
what the assignments are and when the ...
This document provides information about an English composition course titled EWRT 1B: Winter 2015. It outlines the course goals, requirements, texts, grading breakdown, policies, and logistics. The main goals are to develop students' ability to understand complex texts and convey that understanding through essays. Requirements include class participation, assignments, four formal papers, online posts, and tests. The grading is based on a 1000 point scale divided among essays, online posts, exams, and participation. Various policies cover essay submissions, attendance, conduct, late work, and revisions.
This document is a syllabus for an English 102 college composition course taught in fall 2020. It outlines the course description, learning outcomes, assignments, deadlines, expectations, and grading criteria. The course aims to improve students' skills in persuasive and expository writing. Major assignments include a rhetorical analysis, problem statement, annotated bibliography, critical conversation essay, and public statement. Students will also complete regular scaffolding assignments to develop their major papers. The course uses an online format due to COVID-19 and meets virtually on Mondays. Expectations include prepared and active participation in discussions as well as completing asynchronous weekly activities. The syllabus also reviews policies on civility, plagiarism, disabilities, and repeating the course
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A person who helps another person with their work.
Audience: The intended readers or listeners of a piece of writing or speech.
Bibliography: An alphabetical list of sources cited in a work.
Citation: A reference within a text to a published or unpublished source.
Conclusion: The final part of an essay that summarizes the main points and restates the thesis.
Database: An organized collection of electronic information that can be searched.
Documentation: The in-text citations and bibliographic entries that credit sources used.
Draft: A preliminary version of a piece of writing that is still being worked on.
Edit: To refine and improve a piece of writing by revising content and correcting
This document provides the course syllabus for English Composition II (ENG 102) taught in the fall of 2010 at Greenville Technical College. The key details include:
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This document provides information about an English 1A hybrid class. Key points:
- The class meets partially in-person and partially online, with homework assigned on Fridays to be completed before an online Monday session.
- The class website is an important resource, where students will post homework. Students must create a WordPress account to access the site.
- The goals of the course are to improve students' reading, writing, and analytical skills through assignments including five essays, website posts, tests, and workshops.
- Grades are based on a 1000 point system divided among various assignments, with letter grades corresponding to certain point ranges. Policies cover submission formats, attendance, conduct, and late work
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 provides an instructional package for ENG 100: Introduction to Composition. The course is designed to help students develop their writing and critical thinking skills through practicing five-paragraph essays and reviewing grammar. The goal is to prepare students for ENG 101 by ensuring they have mastered basic writing skills like paragraph structure. Students must earn a minimum grade of C and pass an exit exam to advance to ENG 101. The course covers writing essays, grammar, and completing assignments to assess students' proficiency in writing skills.
This document is the syllabus for an English 102 college writing course taught in the spring of 2017. The instructor is Jacob D. Wilson and the course will meet on Tuesdays and Thursdays at two different times. The goals of the course are to improve students' skills in persuasive and expository writing. By the end of the course, students should be able to analyze texts, present and support their own ideas, conduct research, give and receive feedback, and use proper formatting and citation. There are four major writing assignments, reflective journal entries, and requirements to pass including regular attendance, participation, submitting drafts on time, revising work based on feedback, and avoiding plagiarism. Meeting all the requirements listed in
This document provides an orientation for an online English course. It outlines the course objectives, which focus on improving writing skills through assignments and feedback. Students must be independent learners who can meet deadlines and follow instructions. The estimated weekly time commitment is 8-10 hours. Key dates and assignment requirements are reviewed, including writing assignments, discussion boards, and working with a writing group. Grading criteria and policies on late work and incompletes are also summarized.
The document discusses different views of user knowledge and competence. It critiques the idea of "dumbing down" technology for users, which portrays users as lacking knowledge. Instead, it identifies three aspects of user knowledge: user as practitioner, user as producer, and user as citizen. As a practitioner, a user applies technology toward goals, and has "cunning intelligence" in practical problem-solving. As a producer, a user helps design and maintain technology. As a citizen, a user contributes to and shares responsibility for technology in society.
The document discusses different views of technology, including a system-centered view where technology is designed by experts to achieve goals in a rational manner without user input. It also discusses a user-centered view where users actively participate in technology design and development through collaboration with developers. The user-centered approach allows users and developers to value each other's knowledge and share responsibilities for technology. Completing the user-centered approach requires considering the situational context and constraints.
This document provides an introduction to rhetorical concepts for analyzing arguments. It defines key terms related to invention, arrangement, style, and the rhetorical appeals of logos, pathos, and ethos. It also outlines different components of building an argument, including establishing ethos and pathos, and evaluating sources and reliability.
The document discusses the complexity of mundane, everyday experiences with technology from the perspective of users. It argues that users have their own situated knowledge about technology based on practical experience within certain contexts, which is often overlooked. While using technologies becomes unconscious over time, there is still richness in tales of mundane experiences that transform mere doing into living. The knowledge of practice should inform theory, rather than theory always dominating over practice.
This document provides information about an English 1311 course titled "Expository English Composition - Special Topic: Discourse, Morality, and Authority" taught at UTEP. The course aims to develop students' critical thinking and communication skills. It will cover various types of writing including writing to explore, explain, analyze, and convince/solve problems. Major assignments include a discourse community map, homepage, agency report, annotated bibliography, community problem report, rhetorical analysis, opinion piece, visual argument, presentations, blog, and e-portfolio. The course will utilize Blackboard and require computer/Internet access for technology-based work.
Christie Daniels teaches primarily at the University of Texas at El Paso. She positions her classroom as a space for inquiry where students are responsible for actively engaging with and interrogating the world. Her content focuses on rhetoric and writing studies, teaching students how to utilize discourse to interact with and change their environment. Technology is also emphasized to expose students to various writing contexts and teach them to be designers rather than just consumers of technology. With experience teaching diverse students, her student-centered classroom utilizes popular culture and new media to grasp complex ideas easily. Her overriding goal is to prepare students to analyze, communicate, and negotiate different situations through an interdisciplinary and metacognitive approach.
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Nehru employs several types of myth in his "Tryst with Destiny" speech to help unite India as a new nation. He uses the myths of temporal origins to mark India's birth at midnight, ancestry to portray Indians as one people, and a heroic age to reference India's past grandeur. However, he avoids using the myth of location/migration, likely because of the violence surrounding the country's partition. While Nehru strategically employs most myths to define India's identity, the omission of location/migration reflects the difficulties in constructing a unified narrative amid the country's recent history.
This document provides the syllabus for an upper level workplace writing and organizational communication course. It outlines the course description, objectives, key terms, assignments, grading policy, schedule, and instructor contact information. The course will take a rhetorical approach to examining workplaces and organizational communication. Students will investigate theories of language, rhetoric, and analysis and explore common workplace writing genres and practices through readings, case studies, and a final recommendation report project. The syllabus details major assignments, reading requirements, and due dates for the semester.
This document provides the syllabus for a workplace writing and organizational communication course taught in the spring of 2008. The course will examine the role of language and rhetoric in workplaces. Students will investigate theories of language, analyze workplace communication conventions, and complete projects applying course concepts. The syllabus outlines course objectives, key terms, required texts, assignments including exams, presentations and a final project. It also provides policies on attendance, late work, plagiarism and disabilities. A detailed schedule lists the topics and readings to be covered each class period.
This document provides the syllabus for an English 1312 course titled "Research and Critical Writing" which aims to develop students' critical thinking and communication skills. The course will focus on discourse communities, genres, rhetorical strategies, and the writing process. Students will complete various writing assignments including creating an e-portfolio website, analyzing discourse communities and genres, conducting research, and creating a documentary film.
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This document discusses the role of rhetoric, discourse, memory, and forgetting in the construction of national identities. It argues that nations are rhetorical constructs, formed through language rather than inherent qualities. Memory and forgetting play central roles, as collective identities are shaped by which past events are remembered or forgotten. Forgetting can be involuntary through state propaganda or voluntary to move beyond a violent past. Literature like Ondaatje's Anil's Ghost examines these issues by depicting characters confronting obscured histories and debating whether to remember or forget the past.
This document discusses the emergence of queer identity and community. It summarizes how queer identity developed differently than gay identity, with queer representing a more radical liberationist stance compared to the assimilationist aims of the gay movement. It then discusses how the TV show Queer as Folk was revolutionary in depicting openly the full lives and sexuality of queer individuals, in contrast to prior shows only showing safe depictions. The document introduces the main characters Brian and Justin, representing differing views of queer and gay, with their relationship struggles mirroring tensions in the LGBTQ community between assimilation and liberation.
1) Native American creation stories often blend the natural and supernatural and feature animals in central roles. Thought-Woman is a central figure who thinks things into existence.
2) Native American culture does not have the Western concept of the hero, rather leaders emerge when needed to play important roles.
3) Interpreting signs is vital in Native American culture for survival and stories, as characters who heed signs are often protected while those who ignore them face consequences.
4) Ceremonies serve to heal and integrate isolated individuals back into the community, addressing sickness that comes from alienation. They give life and meaning.
This document provides an overview of Christie Daniels' dissertation project focusing on how Western notions of good and evil have been used as mechanisms of hegemony and marginalization. The project examines this concept through a analysis of textual and visual representations of morality in literature, graphic novels, and film. It begins with a literature review on issues of power, visual rhetoric, and methodology. It then provides previews of the 5 chapters, which will analyze textual concepts of good and evil, depictions in graphic novels and their film adaptations, and how postmodernism remaps notions of morality. The overall aim is to explore how the ideological construct of evil has been used to propagate and exacerbate social inequalities.
This document discusses the film Little Miss Sunshine and how it portrays themes of queer identity and community. It notes that the film shows condemnation from the father towards the main character's queer identity, but also how the family forms a supportive community. The film also disturbs traditional roles by depicting the children as more mature than the parents. The document argues that popular films like this one impart important ideological messages through visuals, and deserve academic analysis to bring these messages to conscious awareness.
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This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
1312 Syllabus
1. Syllabus - English 1312 – Spring 2007
Research & Critical Writing
Christie Daniels
CRN – 22323/ MWF 10:30 A.M. – 11:20 A.M. / 230 UGLC
Office: Burges Hall 409
Office Hours MW 2:00-4:00PM; R 3:00-4:00PM and by appointment
Office Telephone: 747-6027
E-mail: cldaniels@utep.edu
Required Texts:
A Rhetoric of Argument, 3rd ed. Fahnestock and Secor (McGraw-Hill, 2004.) [FS]
A Guide to First-Year Composition, Tenth Edition (UTEP) [Guide]
Optional Texts:
MLA Handbook for Writers of Research Papers, Sixth Edition, (2003)
Major Writing Assignments and Grade Percentages:
Assignments
Paper #1 100 points
Paper #2 100 points
Paper #3 200 points
Annotated Bibliography for Paper #3 50 points
Paper #4 200 points
Proposal for Paper #4 50 points
Presentation on Paper #4 50 points
In-Class Essays, Short Assignments, Quizzes, Blog, Participation 250 points
Final Exam 100 points
-------------
Total 1100 points
Grading Scale
1100 – 990 points A
989 – 880 B
879 – 770 C
769 – 660 D
659 and below F
Attendance:
Regular attendance is required, and roll will be taken. Students will automatically be dropped from the class if they
2. miss 6 class meetings. A late arrival or early departure equals half an absence, unless cleared with the instructor
ahead of time. Missed in-class work may not be made up. Attendance on Peer Review days is mandatory. Peer Review
days count for 20% of the total points of the essay being worked on. If students are absent or arrive to class on Peer
Review Day without their three copies of their rough drafts (for group work) will be given an in-class assignment
and will lose credit toward the final grade on the essay.
Expected Behavior:
This is a college-level course. As such, disruptive behavior will not be tolerated. Visiting with a neighbor, reading or
doing homework for another class, allowing your cell phone or pager to ring, or making wisecracks or private jokes
in class constitutes a disruption; you will be asked to leave immediately and be marked absent for the day.
Grading:
Course work is graded according to criteria outlined on the Assignment Sheets distributed at the beginning of each
project. All papers and assignments are due at the beginning of class on the due date. Any late paper will
automatically lose 10 points off the grade each day it is late. If you are ill and cannot come to class on the day a paper
is due, contact the instructor and your finished paper should be emailed to the instructor via WEBCT prior to the
class time or given to a classmate to turn in for you. Homework assignments must be turned in by the next class after
the class period they are due in order to receive any credit. Likewise, papers and other major assignments must be
turned in
Students must take the Final Exam, and ALL assignments must be turned in to receive a passing grade for the course.
Do not come to the instructor at the end of the course and ask for extensions on missing work. Also, it is University
policy that any student who receives less than a C in English 1312 must retake the course. In addition, students who
earn below a C on the major research paper have not demonstrated proficiency in research writing and must retake
the course.
Course Goals:
ENG 1312 continues preparing students to be successful college writers. The Guide to First-Year Composition details
the specific skills that students will acquire and develop in ENG 1312. By the end of this course, students will be able
to find and narrow a topic; write an argumentative thesis statement; create logical arguments supporting and
opposing the thesis statement; use the rhetorical appeals of logos, pathos and ethos; conducting research; utilizing
MLA format.
Course Assignments:
Essay #1 – Analysis of an Argument. Students will analyze the argumentative strategies of a text (essay from the
text or elsewhere, newspaper editorial, magazine article, etc.), understanding the difference between summary and
analysis, They will look at different patterns of arguments; types of evidence; emotional, ethical, and logical appeals;
tone; and other important argumentative strategies. In their own essays, students incorporate and correctly cite
material from the texts they’re analyzing. Length: 3-4 pages
3. Essay #2 – Analysis and Synthesis of Arguments (Comparing Two Arguments). Students analyze the
argumentative strategies of two texts (essays from the text or elsewhere, newspaper editorials, magazine articles,
etc.), understanding the difference between summary and analysis. They will look at different patterns of arguments;
types of evidence; emotional, ethical, and logical appeals; tone; and other important argumentative strategies. In their
own essays, students incorporate and correctly cite material from the text they’re analyzing. Length: 4-5 pages.
Essay #3 – Researched Argument and PROPOSAL for Paper #3 Before writing this paper, students create a
PROPOSAL, which pinpoints and narrows their topic, establishes the precise focus and approach of the paper, and
describes planned research methods. Length: ¾ page. Once the PROPOSAL is approved by the instructor, students
develop an argument using the argumentative strategies they’ve studied. They practice analyzing their audience,
refining their tome, evaluating and incorporating sources, and using sources. Length: 4-5 pages.
Annotated Bibliography for Paper #3 – Students annotate sources for Paper #3. The emphasis here is on thorough,
substantive research. Students are required to locate different types of sources, including academic journal articles.
Sources should be as recent as possible. Particular focus is on library and internet research and correct
documentation. Page length: 2-3 pages.
Proposal for Paper #4 - Before writing this paper, students create a PROPOSAL, which pinpoints and narrows their
topic, establishes the precise focus and approach of the paper, and describes planned research methods. Length: ¾
page
Essay #4 – Researched Persuasive Paper. Once the PROPOSAL is approved by the instructor, students develop an
argument using the argumentative strategies they’ve studied. While the bulk of the research is from secondary
sources (books, articles), information from primary sources (Personal Interviews, Personal Research) is welcome. The
paper should be fairly directed toward a fairly specialized audience. Students need to take a position on an issue and
support that position using writing strategies and research acceptable to the audience. Length: 8-10 pages.
Presentations - Students will prepare and deliver to the class a 5 minute presentation on the topic of their research
from Paper #4.
In-Class Graded Writing - In preparation for essay exams in other classes, Eng 1312 provides students the
opportunity to practice extensive in-class writing. These short, impromptu essays will be evaluated and graded, with
specific feedback regarding suggestions for writing improvement.
Blog - All students will be required to keep a blog and write in it frequently. While not graded per se, blog entries
should be no shorter than a complete paragraph. Effort, originality and thorough blog entries will be rewarded.
Final Exam - The Final Exam will consist of an essay written on a topic given by the instructor
PLAGIARISM:
Stealing someone’s ideas or writing will not be tolerated. Suspected cases of plagiarism will be reported to the Dean
4. of Students.
Feel free to contact me anytime via e-mail (cldaniels@utep.edu) or come by my office during posted office hours.
Welcome to the class.
5. Syllabus - English 1312 – Spring 2007
Research & Critical Writing
Christie Daniels
CRN – 22323/ MWF 10:30 A.M. – 11:20 A.M. / 230 UGLC
Office: Burges Hall 409
Office Hours MW 2:00-4:00PM; R 3:00-4:00PM and by appointment
Office Telephone: 747-6027
E-mail: cldaniels@utep.edu
Week 1 Mon., Jan. 15 - Martin Luther King Jr. Holiday; NO CLASS
Wed., Jan. 17 - Course introduction; WEBCT/UTEP Email; Blog assignment; In-class essay #1;
Homework: Read Guide p. 135-140
Fri., Jan. 19 - Return and discussion of In-class Essay #1; Discussion of common errors;
Homework: Read Chapter 1 in FS
Week 2 Mon., Jan. 22 - Introduction to Essay #1 – Analysis of an Argument; Homework : Activity 1 on p. 11 in
FS
Wed., Jan. 24 - Homework : Activity 2 on p. 11 in FS; Read p. 151 -154 in Guide.
Fri., Jan. 26 - Essay #1 – Analysis of an Argument First Drafts Due for Peer Reviews (Bring 3
copies of RD and Guide) First draft day; Homework: Read Chapter 2 in FS
Week 3 Mon., Jan. 29 - Homework : ”For you to analyze” on p. 41 using McCaffrey article in FS.
Wed., Jan. 31 - Homework : Exercises 2.5 and 2.6 on p. 25 in FS; complete p. 161 in Guide using draft
Fri., Feb. 2 - Essay #1 – Analysis of an Argument Rough Drafts Due for Peer Reviews (Bring 3
copies of RD and Guide) ; Homework: Read Chapter 3 in FS
Week 4 Mon., Feb. 5 - Essay #1 – Analysis of an Argument Due; Homework : Exercise 3.1 from p. 55 in FS
Wed., Feb. 7 - Introduction to Essay #2 – Analysis and Synthesis of Arguments (Comparing Two
Arguments); Homework : Read Pitts column on pp. 75-76; Complete “For you to Write”
#2
Fri., Feb. 9 - Discussion of reading; group work; Homework: Read Chapter 4 in FS; Read 176-180 in
Guide
Week 5 Mon., Feb. 12 - Homework :Exercise 4.1 on p. 83 and Exercise 4.2 on p. 86 in FS
Wed., Feb. 14 - Homework :Activity 1 on p. 97 in FS
Fri., Feb. 16 - Essay #2 – Analysis and Synthesis of Arguments (Comparing Two
Arguments)Rough Drafts Due for Peer Reviews (Bring 3 copies of RD and Guide);
Homework: Read Chapter 5 in FS
Week 6 Mon., Feb. 19 - Fri., Feb. 23 Conferencing – NO CLASS;
6. Fri., Feb. 23 - Essay #2 – Analysis and Synthesis of Arguments (Comparing Two Arguments)Due;
Week 7 Mon., Feb. 26 - Introduction to Essay #3 – Researched Argument and PROPOSAL;
Homework :Exercise 5.1 (p. 108) and Exercise 5.2 (p. 114) in FS; read p. 183-85 in Guide
Wed., Feb. 28 - Homework :Exercise 5.3 (p. 117) and 5.4 (p. 119) in FS
Fri., Mar. 2- Discussion of readings; in-class writing; Homework: Read Chapter 6 in FS; complete
worksheet p. 187 Guide
Week 8 Mon., Mar. 5 - Homework :Exercise 6.1 (p. 139) and 6.2 (p. 142) in FS
Wed., Mar. 7- Paper #3- Researched Argument PROPOSAL DUE; Homework :Exercise 6.4 (p. 155),
Exercise 6.5 (p. 157), For you to write #1 (p. 168) in FS
Fri., Mar. 9 - Homework: Read Chapter 7 in FS; Read p. 199-202 in Guide
SPRING BREAK Mar. 12 - Mar. 16 – NO CLASS
Week 9 Mon., Mar. 19 - Annotated Bibliography for Paper #3 Due; Homework : For you to analyze 1-3 (p.
217) in FS
Wed., Mar . 21- Homework : For you to write #1 (p. 219) in FS
Fri., Mar. 23 - Paper #3- Researched Argument Rough Drafts Due – Peer Reviews; (Bring 3 copies
of RD and Guide); Homework: Read Chapter 8 in FS
Week 10 Mon., Mar. 26 - Homework :Exercise 8.2 (p. 241), Exercise 8.4 (p. 245) in FS
Wed., Mar. 28 - Homework :For you to write #2 (p. 263) in FS
Fri., Mar. 30 - Paper #3- Researched Argument Due; Homework: Read Chapter 9 in FS
Week 11 Mon., Apr. 2 - Introduction to Paper #4 - Researched Persuasive Paper; Homework :Exercise 9.4
(p. 302) in FS
Wed., Apr. 4 - Homework: Read Chapter 10 in FS; Read Guide p. 203-211
Fri., Apr. 6 - Good Friday – NO CLASSES
Week 12 Mon., Apr. 9 - Proposal for Paper #4 Due; Homework :Exercise 10.1 (p. 336), Exercise 10.2 (p. 341)
in FS
Wed., Apr. 11 - Homework : Exercise 10.4 (p. 349), Exercise 10.5 (p. 356), Exercise 10.6 (p. 360) in FS
Fri., Apr. 13 - Homework: Read Chapter 11 in FS
Week 13 Mon., Apr. 16 - Paper #4 - Researched Persuasive Paper Rough Drafts Due - Peer Reviews (Bring 3
copies of RD and Guide); Homework :Exercise 11.1 (p. 381) in FS
Wed., Apr. 18 - Student Presentations of Paper #4 argument
Fri., Apr. 20 - Student Presentations of Paper #4 argument
7. Week 14 Mon., Apr. 23 - Student Presentations of Paper #4 argument
Wed., Apr. 25 - Student Presentations of Paper #4 argument
Fri., Apr. 27 - Paper #4 - Researched Persuasive Paper Due
Week 15 Mon., Apr. 30 - Homework: work on blog entries
Wed., May 2 - Last day of class; evaluations; complete blog entries for grading by 11:00 PM.