This document outlines the course policies for ENGL 102-28, including deadlines, attendance policies, assignment requirements, grading procedures, and course etiquette. Key details include:
- There are 3 major writing assignments worth 225, 225, and 250 points respectively, along with daily homework assignments.
- Students can miss up to 4 classes without penalty but more than 4 unexcused absences will result in failing the course.
- Grading is based 70% on meeting course objectives for each assignment and 30% on individualized outcome, process, and product goals set by each student.
- One assignment can be revised for a replacement grade. Revisions are due one week after the original is returned
This document outlines the policies and requirements for an English 102 college writing course. It provides information on administrative deadlines, attendance policies, course assignments including three major writing projects, grading criteria, and policies on plagiarism and classroom etiquette. Students will complete daily writing assignments to develop their major projects, which will be graded based on meeting learning outcomes and self-assessed growth goals. Revisions of one major project are permitted. The course emphasizes developing skills in rhetoric, critical thinking, and writing in different genres.
This document is a syllabus for an English 102 college writing and rhetoric course. It outlines the course goals, which include improving skills in persuasive and expository writing, analyzing texts, developing central ideas, and conducting research. The course will focus on how environments affect identity through assignments analyzing place and identity, research on place and crisis, and a multi-genre project on a University of Idaho space. Requirements include major writing assignments, daily homework, class participation including Socratic discussions on Fridays, and journals. The syllabus provides policies on attendance, late work, technology use, and email communication with the instructor.
The document provides information about an online seminar for a course. It outlines the agenda for the first seminar, which includes introductions, a discussion of the syllabus and course expectations. It then provides details about various assignments for the course units, including research analyses, curriculum mapping, rubric writing, reflective journals, and a final curriculum review project. Guidelines and requirements are provided for each assignment.
This document provides the syllabus for an English 102 college writing and rhetoric course taught by Caitlin Hill. The course is designed to improve students' skills in persuasive and expository writing. It will focus on how environments affect people and what takes place within them. By the end of the course, students should be able to effectively write, analyze, present ideas, develop arguments, conduct research, revise, and provide feedback. There will be four major writing assignments, daily homework, journaling, and optional rough drafts. Students will be graded on a points system, with grades determined by performance on assignments, participation, and can negotiate aspects of assignment rubrics.
This course focuses on rhetorical style and its relationship to audience, purpose, and genre. Over the semester, students will analyze genres, practice writing in different styles across genres, and develop skills in giving and receiving feedback. Major assignments include writing in professional, literary, and public genres. Students will submit a final portfolio including revised work and a reflective statement. The goal is for students to understand style as rhetorical and leave the course with polished writing samples.
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.
The document provides information on developing rubrics to assess student performance. It discusses the key components of an effective rubric, including clearly defined criteria, gradations of quality across different achievement levels, and examples or models. It emphasizes making the rubric specific, measurable, and consistent. Tips for creating rubrics include looking at models, listing criteria, articulating different quality levels with descriptions, practicing on models, and revising based on feedback. The goal is for rubrics to provide clear expectations for students and allow for objective assessment.
Optional Activity Points (OAPs) are extra credit points students can earn in class. For every hour spent on optional extracurricular activities related to the class, students earn 5 OAPs. Students can earn up to 50 OAPs for 10 extra points or 100 OAPs for 20 extra points towards their grade. Suggested optional activities include taking the GRE, studying GRE materials, taking practice GRE tests, researching graduate schools, attending presentations, working on applications and personal statements.
This document outlines the policies and requirements for an English 102 college writing course. It provides information on administrative deadlines, attendance policies, course assignments including three major writing projects, grading criteria, and policies on plagiarism and classroom etiquette. Students will complete daily writing assignments to develop their major projects, which will be graded based on meeting learning outcomes and self-assessed growth goals. Revisions of one major project are permitted. The course emphasizes developing skills in rhetoric, critical thinking, and writing in different genres.
This document is a syllabus for an English 102 college writing and rhetoric course. It outlines the course goals, which include improving skills in persuasive and expository writing, analyzing texts, developing central ideas, and conducting research. The course will focus on how environments affect identity through assignments analyzing place and identity, research on place and crisis, and a multi-genre project on a University of Idaho space. Requirements include major writing assignments, daily homework, class participation including Socratic discussions on Fridays, and journals. The syllabus provides policies on attendance, late work, technology use, and email communication with the instructor.
The document provides information about an online seminar for a course. It outlines the agenda for the first seminar, which includes introductions, a discussion of the syllabus and course expectations. It then provides details about various assignments for the course units, including research analyses, curriculum mapping, rubric writing, reflective journals, and a final curriculum review project. Guidelines and requirements are provided for each assignment.
This document provides the syllabus for an English 102 college writing and rhetoric course taught by Caitlin Hill. The course is designed to improve students' skills in persuasive and expository writing. It will focus on how environments affect people and what takes place within them. By the end of the course, students should be able to effectively write, analyze, present ideas, develop arguments, conduct research, revise, and provide feedback. There will be four major writing assignments, daily homework, journaling, and optional rough drafts. Students will be graded on a points system, with grades determined by performance on assignments, participation, and can negotiate aspects of assignment rubrics.
This course focuses on rhetorical style and its relationship to audience, purpose, and genre. Over the semester, students will analyze genres, practice writing in different styles across genres, and develop skills in giving and receiving feedback. Major assignments include writing in professional, literary, and public genres. Students will submit a final portfolio including revised work and a reflective statement. The goal is for students to understand style as rhetorical and leave the course with polished writing samples.
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.
The document provides information on developing rubrics to assess student performance. It discusses the key components of an effective rubric, including clearly defined criteria, gradations of quality across different achievement levels, and examples or models. It emphasizes making the rubric specific, measurable, and consistent. Tips for creating rubrics include looking at models, listing criteria, articulating different quality levels with descriptions, practicing on models, and revising based on feedback. The goal is for rubrics to provide clear expectations for students and allow for objective assessment.
Optional Activity Points (OAPs) are extra credit points students can earn in class. For every hour spent on optional extracurricular activities related to the class, students earn 5 OAPs. Students can earn up to 50 OAPs for 10 extra points or 100 OAPs for 20 extra points towards their grade. Suggested optional activities include taking the GRE, studying GRE materials, taking practice GRE tests, researching graduate schools, attending presentations, working on applications and personal statements.
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 course examines how the judiciary is a political institution in the American system of government. Over the semester, topics will illustrate the political nature of courts at both the state and federal level, including the structure of courts and actors that participate in and affect outcomes. Students will analyze how civil and criminal cases proceed through different courts and the role of appellate courts. The goal is for students to understand how the judiciary is more than a legal institution and is fundamentally part of American politics. Students will complete reading assignments, write weekly syntheses and questions, and take a midterm and final exam.
This course focuses on investigating the rhetorical nature of style and how style is associated with audience, purpose, and genre. Students will analyze genres and practice different styles by writing about one topic across genres. The goal is for students to become adept at writing in different situations for various audiences. Over the semester, students will complete assignments building towards projects in various genres. A final portfolio including a revised project and reflective statement is required. Students will be evaluated on draft workshops, assignments, projects in different genres, and the final portfolio. The course aims to prepare students to effectively write for different audiences and purposes.
1. The document provides tips and strategies for preparing for and taking final exams, including creating a study schedule, using study techniques like concept mapping and intensive study sessions, managing anxiety, and strategies for different types of exam questions.
2. It emphasizes the importance of mastering all concepts, using resources like office hours, and aiming for 100% mastery of material through frequent reviews and practice tests.
3. The document outlines a study cycle of previewing material before class, actively listening in class, reviewing notes after class, and incorporating intensive study sessions to help retain information.
This document provides an overview and expectations for English 102, an introductory composition course. The course focuses on rhetoric and transactional writing to explore issues in the local community and connect them to broader societal issues. Major assignments include research papers and critical analyses. Students will develop their writing, research, and critical thinking skills. The course emphasizes revision, peer feedback, and meeting all deadlines. Regular attendance is required, and the instructor provides office hours for additional support. Academic honesty is strictly enforced, and the grading scale rewards excellence as well as satisfactory completion of course requirements.
This document provides information about Psy 200 Introductory Statistics including the instructor's contact information, required materials, course description and objectives, grading breakdown, and policies. The course will cover descriptive and inferential statistics through lectures, in-class labs, homework assignments, quizzes, and exams. Students will learn to conduct basic statistical analyses by hand and using SPSS software. The grading is based on in-class labs, quizzes, assignments, and exams. Students can also earn extra credit through optional assignments.
Edward Anderson - syllabus - Film & LiteratureEdward Anderson
This syllabus outlines the requirements for a film and literature course to be taught in the fall 2009 semester. The course will examine adaptations from text to film and consider both mediums as products of various influences, including each other, rather than judging a film based on its fidelity to the original text. Students will complete two essays and presentations, lead one class discussion, submit discussion questions for each class, and participate regularly. Assignments will be graded based on multiple domains including organization, content, and style. Students are expected to attend every class, submit all work on time in the proper format, and avoid plagiarism. Late or missed work will not be accepted without a documented emergency.
The document discusses establishing successful academic habits. It notes common myths that can undermine success, such as thinking one does not need to study hard or that cramming worked in the past. However, excellence requires developing habits like consistently meeting obligations and doing well repeatedly, not just occasionally. The document provides tips for time management, study skills, seeking help, and maintaining a growth mindset. Key recommendations include using a calendar to plan study and assignment times well in advance, actively studying course material, visiting professors or tutors when struggling, and setting specific academic goals.
This course focuses on investigating the rhetorical nature of style and its relationship to audience, purpose, and genre. Students will analyze genres and practice different styles by writing about one topic across genres. The goal is to prepare students to write for different audiences and situations. Over the semester, students will complete various writing assignments across genres, including a white paper, imitative essay, and open letter. They will also submit a final portfolio including a revised project and reflective statement. The course aims to help students explain the rhetorical nature of style and compose effectively in various genres using an appropriate style.
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.
This course focuses on investigating the rhetorical nature of style and its relationship to audience, purpose, and genre. Students will analyze genres and practice different styles by writing about one topic across genres. The goal is to prepare students to write for different audiences and situations. Throughout the semester, students will complete assignments leading to four major projects involving different genres. A final portfolio will include a revised project and reflective statement. Students will be evaluated on draft workshops, homework, quizzes, projects, and the final portfolio. The course aims to help students explain the rhetorical nature of style and compose effectively in various genres.
This document provides the syllabus for a Communication Studies 5 course. It outlines the course objectives, which include identifying communication models, understanding the symbolic nature of communication, and improving public speaking skills. The syllabus details required readings, contact information for the instructor, policies on attendance and late work, assignments including speeches and papers, and the grading breakdown. The course aims to provide students with fundamental communication concepts and practical experience through group activities and presentations.
This document provides an overview of a student workbook for a basic arithmetic course. It was created by three instructors at Scottsdale Community College. The workbook contains 12 lessons on topics like whole numbers, fractions, decimals, percents, ratios, and statistics. Each lesson includes a mini lesson, practice problems, and an assessment. The workbook is meant to lead students through understanding basic numerical concepts in a thoughtful and careful way. Users are encouraged to provide feedback to the authors.
The document discusses various skills and strategies for effective learning, including reading comprehension techniques like pre-reading, active reading, and post-reading; problem-solving strategies; organizing one's learning process through time management and prioritization; preparing for and taking tests; and making effective use of peer study groups. It provides guidance on topics like overcoming procrastination, seeking the right level of challenge, and using collaborative learning to enhance one's understanding of course material.
tutor2u Strong Foundations A Level Psychologytutor2u
Browse the student workshop booklet for our A Level Psychology Strong Foundations exam-skills and revision workshop. For more information on how to attend the A Level Psychology Strong Foundations workshops, please visit http://www.tutor2u.net/events/a-level-psychology-strong-foundations-workshops
The document outlines the process for conducting individual interviews with students. It provides guidance on preparing for initial and follow-up interviews, introducing oneself, explaining the process, creating a personal profile, discussing long-term and short-term goals, and selecting reading topics. The interviewer works to understand the student's interests and set specific, measurable goals to focus on over the next week or month.
This document is a syllabus for an English 102 college writing course taught by instructor Caitlin Hill. The course will focus on persuasive and expository writing, with a theme of how environments affect people and events. Students will complete four major writing assignments on personal narratives, annotated bibliographies, research essays, and analyses of University of Idaho places. There will also be daily homework assignments and journaling. Students will be graded on major assignments, homework, journals, participation, and can receive feedback on optional rough drafts. The course aims to improve students' writing skills for college and careers.
This document is a syllabus for an online English 102 course titled "College Writing and Rhetoric" taught during the summer of 2017. The course focuses on improving persuasive and expository writing skills. It will examine how environments affect identity and events through four major assignments. Students will complete daily writing assignments, weekly discussion posts, and have opportunities to receive feedback on rough drafts. The course will be delivered entirely online through the learning management system, with attendance tracked by engagement. Academic honesty is strictly enforced, and various policies around deadlines, grading, accommodations, and plagiarism are outlined.
This document provides an overview of the policies, expectations, and navigation for an English 102 course. It outlines 14 learning outcomes covering skills such as analyzing texts, conducting research, and providing peer feedback. It also details the assessment criteria and grading scale. The document reviews expectations for readings, assignments and deadlines. It provides guidance on course etiquette, plagiarism, communication with the instructor, and how to engage with major assignments, process assignments, discussion boards, and writing journals.
This document is the syllabus for an English 102 college writing course. It provides information about the instructor, course description and goals, required textbook, assignments and deadlines, grading policy, attendance policy, and plagiarism policy. The course will focus on developing skills in persuasive and expository writing through four major assignments centered around analyzing how environments affect people and events. Students will complete daily writing assignments, participate in class discussions, and submit drafts and revisions of their major papers. The course uses a point-based grading system and attendance is mandatory.
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 course examines how the judiciary is a political institution in the American system of government. Over the semester, topics will illustrate the political nature of courts at both the state and federal level, including the structure of courts and actors that participate in and affect outcomes. Students will analyze how civil and criminal cases proceed through different courts and the role of appellate courts. The goal is for students to understand how the judiciary is more than a legal institution and is fundamentally part of American politics. Students will complete reading assignments, write weekly syntheses and questions, and take a midterm and final exam.
This course focuses on investigating the rhetorical nature of style and how style is associated with audience, purpose, and genre. Students will analyze genres and practice different styles by writing about one topic across genres. The goal is for students to become adept at writing in different situations for various audiences. Over the semester, students will complete assignments building towards projects in various genres. A final portfolio including a revised project and reflective statement is required. Students will be evaluated on draft workshops, assignments, projects in different genres, and the final portfolio. The course aims to prepare students to effectively write for different audiences and purposes.
1. The document provides tips and strategies for preparing for and taking final exams, including creating a study schedule, using study techniques like concept mapping and intensive study sessions, managing anxiety, and strategies for different types of exam questions.
2. It emphasizes the importance of mastering all concepts, using resources like office hours, and aiming for 100% mastery of material through frequent reviews and practice tests.
3. The document outlines a study cycle of previewing material before class, actively listening in class, reviewing notes after class, and incorporating intensive study sessions to help retain information.
This document provides an overview and expectations for English 102, an introductory composition course. The course focuses on rhetoric and transactional writing to explore issues in the local community and connect them to broader societal issues. Major assignments include research papers and critical analyses. Students will develop their writing, research, and critical thinking skills. The course emphasizes revision, peer feedback, and meeting all deadlines. Regular attendance is required, and the instructor provides office hours for additional support. Academic honesty is strictly enforced, and the grading scale rewards excellence as well as satisfactory completion of course requirements.
This document provides information about Psy 200 Introductory Statistics including the instructor's contact information, required materials, course description and objectives, grading breakdown, and policies. The course will cover descriptive and inferential statistics through lectures, in-class labs, homework assignments, quizzes, and exams. Students will learn to conduct basic statistical analyses by hand and using SPSS software. The grading is based on in-class labs, quizzes, assignments, and exams. Students can also earn extra credit through optional assignments.
Edward Anderson - syllabus - Film & LiteratureEdward Anderson
This syllabus outlines the requirements for a film and literature course to be taught in the fall 2009 semester. The course will examine adaptations from text to film and consider both mediums as products of various influences, including each other, rather than judging a film based on its fidelity to the original text. Students will complete two essays and presentations, lead one class discussion, submit discussion questions for each class, and participate regularly. Assignments will be graded based on multiple domains including organization, content, and style. Students are expected to attend every class, submit all work on time in the proper format, and avoid plagiarism. Late or missed work will not be accepted without a documented emergency.
The document discusses establishing successful academic habits. It notes common myths that can undermine success, such as thinking one does not need to study hard or that cramming worked in the past. However, excellence requires developing habits like consistently meeting obligations and doing well repeatedly, not just occasionally. The document provides tips for time management, study skills, seeking help, and maintaining a growth mindset. Key recommendations include using a calendar to plan study and assignment times well in advance, actively studying course material, visiting professors or tutors when struggling, and setting specific academic goals.
This course focuses on investigating the rhetorical nature of style and its relationship to audience, purpose, and genre. Students will analyze genres and practice different styles by writing about one topic across genres. The goal is to prepare students to write for different audiences and situations. Over the semester, students will complete various writing assignments across genres, including a white paper, imitative essay, and open letter. They will also submit a final portfolio including a revised project and reflective statement. The course aims to help students explain the rhetorical nature of style and compose effectively in various genres using an appropriate style.
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.
This course focuses on investigating the rhetorical nature of style and its relationship to audience, purpose, and genre. Students will analyze genres and practice different styles by writing about one topic across genres. The goal is to prepare students to write for different audiences and situations. Throughout the semester, students will complete assignments leading to four major projects involving different genres. A final portfolio will include a revised project and reflective statement. Students will be evaluated on draft workshops, homework, quizzes, projects, and the final portfolio. The course aims to help students explain the rhetorical nature of style and compose effectively in various genres.
This document provides the syllabus for a Communication Studies 5 course. It outlines the course objectives, which include identifying communication models, understanding the symbolic nature of communication, and improving public speaking skills. The syllabus details required readings, contact information for the instructor, policies on attendance and late work, assignments including speeches and papers, and the grading breakdown. The course aims to provide students with fundamental communication concepts and practical experience through group activities and presentations.
This document provides an overview of a student workbook for a basic arithmetic course. It was created by three instructors at Scottsdale Community College. The workbook contains 12 lessons on topics like whole numbers, fractions, decimals, percents, ratios, and statistics. Each lesson includes a mini lesson, practice problems, and an assessment. The workbook is meant to lead students through understanding basic numerical concepts in a thoughtful and careful way. Users are encouraged to provide feedback to the authors.
The document discusses various skills and strategies for effective learning, including reading comprehension techniques like pre-reading, active reading, and post-reading; problem-solving strategies; organizing one's learning process through time management and prioritization; preparing for and taking tests; and making effective use of peer study groups. It provides guidance on topics like overcoming procrastination, seeking the right level of challenge, and using collaborative learning to enhance one's understanding of course material.
tutor2u Strong Foundations A Level Psychologytutor2u
Browse the student workshop booklet for our A Level Psychology Strong Foundations exam-skills and revision workshop. For more information on how to attend the A Level Psychology Strong Foundations workshops, please visit http://www.tutor2u.net/events/a-level-psychology-strong-foundations-workshops
The document outlines the process for conducting individual interviews with students. It provides guidance on preparing for initial and follow-up interviews, introducing oneself, explaining the process, creating a personal profile, discussing long-term and short-term goals, and selecting reading topics. The interviewer works to understand the student's interests and set specific, measurable goals to focus on over the next week or month.
This document is a syllabus for an English 102 college writing course taught by instructor Caitlin Hill. The course will focus on persuasive and expository writing, with a theme of how environments affect people and events. Students will complete four major writing assignments on personal narratives, annotated bibliographies, research essays, and analyses of University of Idaho places. There will also be daily homework assignments and journaling. Students will be graded on major assignments, homework, journals, participation, and can receive feedback on optional rough drafts. The course aims to improve students' writing skills for college and careers.
This document is a syllabus for an online English 102 course titled "College Writing and Rhetoric" taught during the summer of 2017. The course focuses on improving persuasive and expository writing skills. It will examine how environments affect identity and events through four major assignments. Students will complete daily writing assignments, weekly discussion posts, and have opportunities to receive feedback on rough drafts. The course will be delivered entirely online through the learning management system, with attendance tracked by engagement. Academic honesty is strictly enforced, and various policies around deadlines, grading, accommodations, and plagiarism are outlined.
This document provides an overview of the policies, expectations, and navigation for an English 102 course. It outlines 14 learning outcomes covering skills such as analyzing texts, conducting research, and providing peer feedback. It also details the assessment criteria and grading scale. The document reviews expectations for readings, assignments and deadlines. It provides guidance on course etiquette, plagiarism, communication with the instructor, and how to engage with major assignments, process assignments, discussion boards, and writing journals.
This document is the syllabus for an English 102 college writing course. It provides information about the instructor, course description and goals, required textbook, assignments and deadlines, grading policy, attendance policy, and plagiarism policy. The course will focus on developing skills in persuasive and expository writing through four major assignments centered around analyzing how environments affect people and events. Students will complete daily writing assignments, participate in class discussions, and submit drafts and revisions of their major papers. The course uses a point-based grading system and attendance is mandatory.
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
English 101-syllabus sec50-56-final_fall 2019Jamie Flathers
This document is a syllabus for an English 101 college composition course taught by Jaime Flathers in the fall of 2019. The syllabus outlines the course goals, assignments, grading policies, and communication guidelines. The major assignments include a personal narrative, research project on a problem, research on solutions to the problem, and an auto rhetorical analysis. The course uses a portfolio assessment where students submit revised drafts and receive feedback, but are not graded until the end of the semester. Regular attendance is required, and the course is part of a first-year living-learning community program.
This document provides information about the STUS 101: College Study Methods course for the fall 2015 semester. It outlines the instructor and contact information, course description and focus, schedule, textbooks, objectives, assessments including exams and assignments, grading policy, instructor availability, and expectations. The course is designed to help students develop effective study skills and habits through weekly assignments utilizing lecture, Blackboard, and Pearson's MyStudentSuccessLab. Students will be assessed on exams, assignments, module post-tests, and class participation, with the overall goal of helping them become better students.
This document provides information about the STUS 101: College Study Methods course taught online in the fall of 2015. The instructor is Jen Lund and the course focuses on developing effective study skills and habits. It is a 2-credit course that meets fully online over 16 weeks. Students will learn about time management, reading strategies, note-taking, test-taking, and more. Grades will be based on exams, assignments, online modules, and class participation. The course calendar outlines assignment due dates and students should expect to spend 4-6 hours per week on coursework outside of class meetings.
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 course syllabus outlines the requirements for a graduate school preparation course. Students must complete weekly assignments in verbal, quantitative, and graduate school preparation categories, and bring proofs of completion to the weekly meeting. Additional requirements include full-length practice GRE exams, a curriculum vitae, and vocabulary quizzes. Students can earn bonus points through optional extra work or high scores on GRE practice tests. The grading system is based on percentages in different assignment categories, with a minimum grade of an A required in each to receive an A for the course overall.
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.
This document provides information about a college study methods course titled STUS 101. It outlines the class meeting times, instructor details for Jen Lund, textbook and materials required, course objectives and outcomes, assignments including exams, journals and a final project, grading policies, expectations for attendance and assignments, and an initial course calendar and homework. The course is designed to help students develop effective study skills and prepare for success in college.
English 102 05 syllabus official--spring 2018InCruzBay
This document provides an overview of an English 102 college writing course, including logistical details, course goals and learning outcomes, assignments and grading policies. The course will focus on developing skills in persuasive and transactional writing through assignments such as a research paper, video presentation, and future planning essays. Students will learn to write for different audiences, synthesize information from various sources, and give/receive peer feedback on writing. The grading scale and policies on attendance, late work, plagiarism and disability accommodations are also outlined.
This document outlines a grading contract for a writing course that aims to shift the focus from grades to feedback and improvement. Under the contract, students are guaranteed a final grade of B if they meet basic requirements like attending class, completing assignments, and revising work in a final portfolio. To earn an A, students must exceed these standards by having strong engagement, fewer absences, and high quality writing in their revisions. The contract is designed to reduce anxiety about grades and encourage students to prioritize learning over points by making clear what is expected to attain different grade levels.
This document provides information about a college study methods course taught by instructor Jen Lund. The course is designed to help students develop effective study skills and techniques. It will be offered both online and in-person, meeting weekly. Grades will be based on exams, assignments completed through the online platform MyStudentSuccessLab, discussion boards, journals and a final project. Students are expected to spend 4-6 hours per week outside of class on coursework. Late assignments will not be accepted without documentation of an exceptional circumstance. The course aims to help students improve their reading, note-taking, time management and test-taking abilities.
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 provides information about a 3 credit hour dual enrollment General Psychology course taking place in the spring of 2015. The course will be held on Thursdays from 4-5pm at a local conference room. It will introduce students to the science of human behavior and mental processes through classroom instruction, online videos and assignments. Students' grades will be based on 5 exams, 10 weekly online assignments, attendance, and participation. The course schedule outlines the topics to be covered each week along with assigned readings and any online activities.
This course syllabus outlines a 3 credit hour course on Strategic Management taught over 17 weeks. The course will be taught by Ms. Mona Al-Otaibi on Sundays, Tuesdays, and Thursdays from 8-12 AM. Students are expected to read each textbook chapter before class and be prepared to discuss. Assessment will include attendance, pop quizzes, assignments, a group project, two midterms, and a final exam. The course covers strategic management concepts through case study analysis across 15 chapters outlined in the course schedule. Academic integrity and professional communication standards are enforced.
English 102 30 syllabus official--spring 2018InCruzBay
This document provides an overview of an English 102 college writing course, including information about the instructor, course description and goals, assignments, grading, policies, and textbook. The course will focus on developing skills in persuasive and expository writing by thinking about trends in the changing world. Students will complete 5 major assignments including essays, a research paper, video presentation, and a final assignment reflecting on their future. The course aims to improve students' abilities to write for different audiences, comprehend and analyze various texts, conduct research, and give/receive peer feedback.
This document provides the syllabus for a Business and Professional Writing course taught in Spring 2011. It outlines the following key details:
- Course information including instructor contact details, office hours, required textbooks
- Course description, goals, and learning objectives focused on developing professional communication skills
- Assignments including major writing projects, quizzes, readings, and a final exam project
- Grading scheme and policies including attendance, participation, and preparation requirements
Similar to Engl 102 28 fall 2018 course policies (20)
This document provides an overview of the "Self-Documentary" assignment. Students are asked to create a 5-7 minute film exploring a question they want or need answered about themselves, their family, or the world around them. They must include personal narratives and experiences related to the question through voiceovers, photos, or written text. Students are also required to interview at least one other person to gain additional perspectives. Films will be presented during the last two weeks of class, with presentations lasting 10 minutes for the film plus questions. Signups for presentation time slots will take place on April 17th.
This document provides an overview and instructions for an assignment to craft a hybrid collage essay focusing on an obsession or passion of the student's choosing. Students are asked to narrow their topic to a specific obsession/passion and consider its catalyst. They should write the essay in short vignettes/fragments that weave together to challenge the reader's understanding, similar to Maggie Nelson's book Bluets. The essay must include specific craft elements like references, etymological definitions, personal experiences, cultural references, addresses to the reader, and manifestations of the obsession/passion. It should attempt to imitate Nelson's tone while making it their own. The goal is for students to push beyond their obsession/passion and complicate
This project requires students to conduct a usability test of a product or website and write a technical white paper and screencast summarizing the results. For the test, students will observe themselves completing tasks to identify usability issues. The white paper will describe task results and analyze usability, while the screencast will demonstrate a specific finding. The goals are to evaluate ease of use and learn how to test and report on the user experience.
This document discusses user-centered design (UX) and usability testing (UT). UX considers users' needs, wants, and limitations when designing products. UT finds out if a product works for users. There are five components of usability - a product should be effective, efficient, engaging, error tolerant, and easy to learn. Types of usability tests include lab based testing, survey testing, and cognitive walkthroughs where an evaluator completes tasks to understand the user experience. For this project, students will design and conduct a cognitive walkthrough usability test.
1. The document outlines the steps to conduct a usability test, including deciding what to test, designing the test, conducting the test, and writing up the test findings.
2. Key steps in designing the test involve identifying users and test tasks, developing metrics to evaluate usability, and creating a data collection form.
3. Conducting the test involves playing the role of a new user, completing each task while collecting data, and taking screenshots to support findings.
This document provides guidelines for writing a technical white paper summarizing user experience (UX) test findings. It outlines the required structure, including a title page, table of contents, introduction, methodology, results, recommendations/conclusion, bibliography, and appendix. The methodology section should describe the tasks tested, test environment, and evaluation criteria. The results section needs clear descriptions of each task and visuals to support the findings. Recommendations should list suggestions for improving the product or website based on the results. The appendix must include the raw data collection forms. Overall, the white paper should present the test results and their implications in a clear, concise manner using the prescribed structure.
The document provides instructions for creating a screencast to demonstrate a usability test finding. It recommends writing a script that introduces the subject and purpose of the finding, focuses on 2-3 key points by walking the viewer through a feature or problem, and concludes in about 10 seconds. The screencast should capture the screen while narrating the script to clearly show the viewer a usable feature or usability problem found during user testing. Practicing with the script can help avoid rambling and ensure a clear presentation.
This document provides an overview of basic principles of graphic design for non-designers. It discusses Gestalt theories of visual perception, including the principles of proximity, closure, and similarity/anomaly. It also covers color theory concepts like color harmony, color wheels, and contrast. Specific color schemes like monochromatic, analogous, and complementary are explained. Guidelines are provided for using complementary colors and black backgrounds effectively. The document concludes with tips for combining different font styles like serif and sans serif fonts.
This document provides instructions for creating a mixed chart infographic, including choosing an audience and purpose, selecting a topic, writing an outline, creating a wireframe, and deciding on visual elements like charts and an isotype. The infographic must include at least three self-created charts, one visualized number, and one self-created isotype pictograph. Sources can be cited but no pre-existing visuals may be used except icons, which must be credited. Following these steps will help structure an informative data-driven infographic.
The document provides instructions for creating a screencast to justify design choices made in an infographic project. It outlines how to write a script focusing on the key points of connecting design choices to graphic design principles in 3 minutes or less. The script should have a 10-second introduction and conclusion and refer to specific parts of the infographic using the mouse cursor while narrating. Rambling and statements not related to principles should be avoided.
This document discusses the differences between technical definitions and technical descriptions. Technical definitions answer the questions "what is x?" and "what does it mean?" by naming and categorizing a term within specific contexts. Technical descriptions answer questions about how something works or what it is like by focusing narrowly on explaining a thing. Both use descriptive language but have different purposes based on the questions they aim to answer and the context. The goal is to help audiences make decisions or better understand how something impacts them.
This document provides guidance on creating an effective slidecast presentation in 3 steps or less:
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This document provides guidance on writing technical documentation for Deliverable 1. It begins with an introduction to the two types of technical documentation: user-oriented and project-oriented. The document instructs the reader to write project-oriented technical documentation for this assignment. It outlines four planning steps: 1) identify the context and choose to write an extended definition or technical description, 2) plan how to develop the definition or description, 3) plan the number of slides and their order, and 4) choose an organizing pattern. Several examples are given for each step. Common organizing patterns like sequential, chronological, and parts-to-whole are defined. Formatting guidelines are provided, instructing the writer to use a memo format and
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This document outlines the schedule and deliverables for Project 2 of an English technical writing course over 3 weeks. It details the readings, in-class activities, homework assignments, and due dates which include drafting technical documentation, conducting peer reviews, creating a slidecast presentation, and submitting all work by the final due date. Students will choose a technical topic, write definitions and descriptions, get peer feedback, and develop a slideshow and script to be reviewed by peers and submitted for grading.
This document outlines the schedule and assignments for Project 3 of an English 317 Technical Writing course. It provides the due dates and requirements for each step of the project from weeks 7 through 9. The project involves creating an infographic to visualize and explain statistical data, including drafting an outline and wireframe, peer reviewing classmates' work, creating the infographic, justifying the design choices in a screencast, and submitting all deliverables by the final due date of March 10.
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This document provides the schedule and requirements for Project 5 in an English technical writing course. It outlines that students must choose an internship, entry-level, or graduate program opportunity to use as the basis for a targeted resume or CV, cover letter, and e-portfolio website to be created over weeks 14 and 15 and due by April 28th. The schedule lists the daily in-class activities and assignments for each part of the project, including analyzing the opportunity, drafting documents, choosing a website builder, and populating the portfolio.
This document outlines the schedule and assignments for Project 1 of the ENGL 317 Technical Writing course over the first 3 weeks. It includes due dates for analyzing a writing sample, peer reviewing a memo report draft, creating and recording a podcast on a UI research topic, and submitting the final project deliverables which are a self-evaluation, podcast URL, and memo report. All homework and projects must be submitted by 11:59 PM on the listed due date.
Technical writing is difficult to define precisely due to definitions being either too broad or narrow. It involves problem-solving to interpret writing situations and choose effective solutions to meet dynamic needs. Understanding writing as problem-solving helps develop transferable skills like rhetorical tools that can be applied to new workplace contexts. Rhetoric originally meant persuading through language but is now often used pejoratively in politics involving distortions; however, a modern definition acknowledges rhetoric informs any language use to elicit responses from audiences for various purposes, which is the definition used in the course to help students communicate successfully professionally.
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Engl 102 28 fall 2018 course policies
1. ENGL 102-28 COURSE POLICIES Page 1 of 5
College Writing and Rhetoric
Fall 2018, TR 3:30-4:45, TLC 247
Instructor: Zachary Williamson
Email: zwilliamson@uidaho.edu
Office: Brink Hall 127
Hours: M&W 10:30-12:30; Tuesday 1:00-2:30 or by appointment*
Deadlines
Administrative Deadlines
The university has certain deadlines of which you need to be aware if you want to drop the course at some
point during the term.
Monday, August 27th – Last day to add the course WITH a late fee.
Friday, August 31st– Last day to drop the course without a grade of W.
Friday, October 26th– Last day to drop the course with a grade of W.
Class Deadlines
As the term progresses, you will be given 3 major writing assignments along with your daily writing and
reading work. All of these assignments have a firm deadline. All late assignments will receive a point
deduction of 10% per day late. If you find yourself needing extra time to work on a major assignment
because of a legitimate circumstance, you may request a single extension during the semester for a major
assignment. The extension will be agreed upon by both the student and the instructor, but the request
MUST be placed with me 24 hours before the deadline of the assignment.
Attendance
Attendance in English 102 is mandatory. You can miss up to four class meetings unexcused in this course
without a penalty. More than four unexcused absences for the semester is grounds for failing the
course. An excused absence is an official note specifying the days and reasons you were required to miss
class. Excused absences must be in writing from an official such as a doctor or a university instructor or
administrator (in the event of athletic events or field trips). You are responsible for making up all work you
miss due to absences.
Being in attendance means being physically present, awake, coherent, and fully prepared for class, with
the day’s assignments completed. If you do not meet all of these conditions, you will be marked absent for
the day.
Conferences
Throughout the semester, we will hold conferences in place of meeting in the classroom that week. If you
miss your conference time without rescheduling ahead of time, you will be marked absent for the entire
week, which will equal 2 absences. If the time you signed up for cannot work, please get in contact with
me before the meeting in order to reschedule.
Course Requirements
Major Writing Assignments
There will be three major writing assignments:
• Rhetorical Environments: Rhetorical and Narrative Research Project
• Identity Through Genre: Multi-Genre Project
• Exploratory Research: Research Documentary Project
2. ENGL 102-28 COURSE POLICIES Page 2 of 5
Daily Assignments/Homework
Free-writes: In this course, we will usually begin the day with a free-write in which you will choose a topic
to write about for about 7-10 minutes. There will also be opportunities to create your own free-write
prompts, which will be put up on the board throughout the semester.
Reading Responses: As a part of the prep work that you will be doing in each unit, there will be short
reading responses that correspond to our textbook and external texts. These responses will be graded
solely on completion, and will be due before class the day the readings are due. Late responses will not be
accepted.
For all major writing assignments, we will have smaller writing assignments that will help you generate
material for your major assignments in class. These assignments will be graded throughout the semester as
a part of your total grade.
Please note that the points that you lose for missing assignments add up quickly; i.e. you cannot pass the
course if you don’t do the homework assignments. These assignments are designed to help you complete
the major writing assignments and are in your best interests to develop better writing and projects. Please
be sure to take them seriously.
Grading
In this course, your work will be evaluated by providing evidence of meeting the course outcomes and
personal growth as a writer. Traditional assessments and evaluations of writing are incredibly problematic
due to the subjective and unscientific nature of assigning holistic scores to an individual’s writing. In order
to have more fair and just assessments, we will rely on outcome and growth based self-assessment and
negotiated contracts in place of traditional assessments.
In this course, passing grades will be assigned based on meeting the course objectives through completing
each major assignment, in addition to completing all of the required prep work (process points) in each
unit. 70% of the points for each major assignment will be based on providing evidence through your work
in meeting the required objectives for each assignment.
The remaining 30% of points for your major assignments will be based on meeting three categories:
Outcome-focused goals, Process-focused goals, and Product-focused goals. To receive credit for these
points, you will need to provide evidence and justify the ways you have grown within specified criteria you
have assigned for yourself beyond meeting the course outcomes. In this case, the goals you set for yourself
will be individualized in order to fit the unique needs of each student. In each unit, we will work as a class
to define and specify the possible individual criteria you will use in assessing your personalized growth and
goals.
At the end of each unit, you will complete a Rhetorical Reflection in which you will justify and explain
how your completed work provides evidence that you have met the course outcomes and your personal
goals within each assignment. Throughout each unit, I will provide constructive feedback to you in order
to guide you towards meeting both the outcomes of the course and the individual goals you have set for
yourself.
You will receive scores on all three of your major assignments and on all your daily assignments. All of
these scores will be posted on Blackboard under the My Grades link (on the left side).
I will recommend a F in the course if you fail to submit any major assignments.
3. ENGL 102-28 COURSE POLICIES Page 3 of 5
Revisions
In order to have as many opportunities for revision as possible, you may revise one of your major projects
at your discretion. Revisions will be due one week after the graded project is returned to you.
To submit a revision, you must complete the following steps:
1. Review the grade and feedback on your Rhetorical Reflection for the project you want to
revise. Using the feedback from me, create a plan for revision. Meet with me in my office during
office hours to discuss your revision plan. You must consult with me about a revision plan before
submitting any revisions of a major writing project.
2. Revise your project.
3. Update your Rhetorical Reflection by explaining how the revisions you have made meet the
outcomes relevant to the unit, in addition to the criteria for assessing your growth and goals as a
writer.
4. Attach a copy of the original Rhetorical Reflection (with my comments on it) to the end of your
revised project.
5. Submit your revised project to the appropriate assignment drop box on BbLearn.
Please note that revision grades will replace the original score completely; the final project (Unit 3:
Exploratory Research) cannot be revised due to time constraints.
Rhetorical
Environments
Process Points –
100
Rough Draft - 25 Final Project - 100 Points Possible:
225
Identity
through Genre
Process Points –
125
N/A Final Project - 100 Points Possible:
225
Exploratory
Research
Process Points –
100
Annotated
Bibliography – 50
Final Project - 100 Points Possible:
250
TOTAL POINTS: 700
If you withdraw from this course on or before Friday, August 31st, nothing will appear on your
transcript. If you stay registered for the course after that date, you will receive one of the following grades.
Only the first three are passing grades.
A
Represents achievement that is outstanding or superior relative to the level necessary to meet the
requirements of the course.
B
Represents achievement that is significantly above the level necessary to meet the requirements of the
course.
C
Represents achievement that meets the basic requirements in every respect. It signifies that the work meets
all of the outcomes for the course, but nothing more.
W
Stands for Withdrawal. This is the grade you will receive if you withdraw from the course after
Friday, August 31st but on or before Friday, October 26th. A W has no effect on your GPA,
but you can have only 20 W credits during your time as an undergraduate at UI (about six courses.
After Friday, October 26th, you can no longer withdraw from the course.
N Stands for No Credit. A grade of N has no effect on your GPA, but it does mean that you need to take
the course again. You will earn a grade of N if you do not meet all of the required outcomes, but you
4. ENGL 102-28 COURSE POLICIES Page 4 of 5
have done all the work for the course. You also must have made a good faith effort to complete all
the assignments. Handing in just any piece of writing just to avoid getting an F will not work.
F
Stands for Failure. A grade of F has a negative effect on your GPA. If you fail to hand in any major
writing assignment or do not make a good-faith effort to succeed at a major assignment, you will
automatically earn an F. If your average grade is an N but you did not complete one of the major
components of the course (one of the major papers of all of the homework assignments or drafts),
you will automatically earn an F in the course. There is no reason for receiving an F in this course,
unless you simply fail to submit the required work.
I
Stands for incomplete. Under very unusual circumstances you could be assigned an Incomplete in
the course if something happened to you within the last two weeks of the semester that made it
impossible to complete the course (a serious accident or illness that left you hospitalized and very
significant personal tragedy, etc.)
Course Etiquette
Classroom citizenship
The classroom is a learning community. Any behavior that disrupts this community will not be tolerated.
This includes speaking to other students while the instructor is talking, obvious sleeping, passing notes,
being rude or belligerent to the instructor or other students, etc. If you have a problem with anything in
the course, whether it is the course materials or the other members of the class, you may speak to me
about it privately after class or in my office hours.
Because of the personal nature of writing, I ask that you not only be respectful of other’s writing, but that
you contribute your voice in a positive and constructive manner to their work. Our goal as writers is to
grow, and each student has individualized needs as writers. We will be working frequently with other’s
work, so it is essential that you maintain a positive and constructive relationship with you peers and their
writing.
Technology
During class free-writes, any cell phone usage other than listening to music during the first 10 minutes of
class will result in an absence. There will be other times where cell phones, tablets, and laptops will be
allowed, but accessing devices during those times will be determined by the instructor.
Email etiquette
If you have questions about the course, your work, meeting times, etc., please don’t hesitate to contact me
at the address listed on the Blackboard home page. However, you should treat this as professional
correspondence: that is, it should have a greeting, complete sentences, and your name at the bottom. If
not, I may choose not to respond.
University of Idaho Classroom Learning Civility Clause
In any environment in which people gather to learn, it is essential that all members feel as free and safe as
possible in their participation. To this end, it is expected that everyone in this course will be treated with
mutual respect and civility, with an understanding that all of us (students, instructors, professors, guests,
and teaching assistants) will be respectful and civil to one another in discussion, in action, in teaching, and
in learning.
Should you feel our classroom interactions do not reflect an environment of civility and respect, you are
encouraged to meet with your instructor during office hours to discuss your concern. Additional resources
for expression of concern or requesting support include the Dean of Students office and staff (208-885-
5. ENGL 102-28 COURSE POLICIES Page 5 of 5
6757), the UI Counseling & Testing Center’s confidential services (208-885-6716), or the UI Office of
Human Rights, Access, & Inclusion (208-885-4285).
Center for Disability Access and Resources Reasonable Accommodations
Statement:
Reasonable accommodations are available for students who have documented temporary or
permanent disabilities. All accommodations must be approved through the Center for Disability
Access and Resources located in the Bruce M. Pitman Center, Suite 127 in order to notify your
instructor(s) as soon as possible regarding accommodation(s) needed for the course.
• Phone: 208-885‐6307
• Email: cdar@uidaho.edu
• Website: www.uidaho.edu/current-students/cdar
Policy on Plagiarism
At the University of Idaho, we assume you will do your own work and that you will work with your
instructor on improving writing that is your own. Plagiarism—using someone else’s ideas or words as
yours own without proper attribution--is a serious matter. The Council of Writing Program
Administrators defines plagiarism in the following way: “In an instructional setting, plagiarism occurs when a
writer deliberately uses someone else’s language, ideas, or other original (not common-knowledge) material without
acknowledging its source. This definition applies to texts published in print or on-line, to manuscripts, and to
the work of other student writers.” (From “Defining and Avoiding Plagiarism: The WPA Statement on
Best Practices,” http://wpacouncil.org/node/9).
Self Plagiarism:
Turning in work you have previously completed for another course—either an entire paper or significant
portions of it—can also be considered an unethical use of your own work and can be considered a form of
plagiarism worthy of reporting as an instance of academic dishonesty. When you need to use words or
ideas from another person—whether an idea, a song, a video, a picture, a powerful statement, a set of
facts, or an explanation—cite your source!