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 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 information about an English 1A course, including the instructor's contact details, course goals and requirements, assignments, grading scale, textbooks, and policies. The main goals of the course are to prepare students to analyze college texts and write college papers by developing skills such as reading analysis, essay writing, thesis development, and personal writing style. Students will complete four formal papers, online posts and discussions, and be assessed on their writing process, analysis of diverse texts, argument writing, and citation skills. The hybrid class meets twice a week in person and requires additional online work. Students are expected to adhere to academic honesty, attendance, and participation policies.
This document provides information about an 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 an overview of an English 2 transfer-level course. The course focuses on applying critical thinking skills to reading and analyzing argumentative and issue-oriented literature. Key goals include gaining competence as a critical thinker, recognizing alternative perspectives, and practicing writing as a recursive process. Students will write five formal papers and complete other assignments totaling approximately 6,000 words to be evaluated. Requirements include class participation, completing readings and assignments, meeting with the instructor, and contributing to an online class website. The grading scale and policies on attendance, late work, and adding/dropping the course are also outlined.
This document provides an overview of an English 2 transfer-level course. The course focuses on applying critical thinking skills to reading and analyzing argumentative and issue-oriented literature. Key goals include gaining competence as a critical thinker, recognizing alternative perspectives, and practicing writing as a recursive process. Students will write five formal papers and complete other assignments totaling approximately 6,000 words to be evaluated. Requirements include class participation, completing readings and assignments, meeting with the instructor, and contributing to an online class website. The grading scale and policies on attendance, academic dishonesty, late work, and use of student papers are also outlined.
This document provides an overview of an English 2 transfer-level course. The course focuses on applying critical thinking skills to reading and analyzing argumentative and issue-oriented literature. Key goals include gaining competence as a critical thinker, recognizing alternative perspectives, and practicing writing as a recursive process. Students will write five formal papers and complete other assignments totaling approximately 6,000 words to be evaluated. Requirements include class participation, completing readings and assignments, meeting with the instructor, and contributing to an online class website. The grading scale and policies on attendance, late work, and adding/dropping the course are also outlined.
This document provides information about an English 2 transfer-level course. The course focuses on applying critical thinking skills to reading and writing argumentative and issue-oriented literature. Key goals include analyzing values and viewpoints, developing critical thinking, and practicing writing as a process. Requirements include class participation, assignments, five formal papers including one in-class, website posts, and tests. The grading scale is based on 1000 points from various assignments. Course policies address essay submissions, academic dishonesty, attendance, conduct, homework, quizzes, exams, late work, and appointments.
This document provides information about an English 1A course, including the instructor's contact details, course goals and requirements, assignments, grading scale, and policies. The main goals of the course are to prepare students to analyze college texts and write college papers by developing skills such as reading analysis, essay writing, thesis development, and personal writing style. Students will complete four formal papers, online posts and discussions, and be assessed on their writing process, analysis of diverse texts, argument writing with evidence, and documenting sources. The hybrid course involves both in-class and online work. Students must establish accounts to engage with online course materials and assignments.
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 information about an English 1A course, including the instructor's contact details, course goals and requirements, assignments, grading scale, textbooks, and policies. The main goals of the course are to prepare students to analyze college texts and write college papers by developing skills such as reading analysis, essay writing, thesis development, and personal writing style. Students will complete four formal papers, online posts and discussions, and be assessed on their writing process, analysis of diverse texts, argument writing, and citation skills. The hybrid class meets twice a week in person and requires additional online work. Students are expected to adhere to academic honesty, attendance, and participation policies.
This document provides information about an 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 an overview of an English 2 transfer-level course. The course focuses on applying critical thinking skills to reading and analyzing argumentative and issue-oriented literature. Key goals include gaining competence as a critical thinker, recognizing alternative perspectives, and practicing writing as a recursive process. Students will write five formal papers and complete other assignments totaling approximately 6,000 words to be evaluated. Requirements include class participation, completing readings and assignments, meeting with the instructor, and contributing to an online class website. The grading scale and policies on attendance, late work, and adding/dropping the course are also outlined.
This document provides an overview of an English 2 transfer-level course. The course focuses on applying critical thinking skills to reading and analyzing argumentative and issue-oriented literature. Key goals include gaining competence as a critical thinker, recognizing alternative perspectives, and practicing writing as a recursive process. Students will write five formal papers and complete other assignments totaling approximately 6,000 words to be evaluated. Requirements include class participation, completing readings and assignments, meeting with the instructor, and contributing to an online class website. The grading scale and policies on attendance, academic dishonesty, late work, and use of student papers are also outlined.
This document provides an overview of an English 2 transfer-level course. The course focuses on applying critical thinking skills to reading and analyzing argumentative and issue-oriented literature. Key goals include gaining competence as a critical thinker, recognizing alternative perspectives, and practicing writing as a recursive process. Students will write five formal papers and complete other assignments totaling approximately 6,000 words to be evaluated. Requirements include class participation, completing readings and assignments, meeting with the instructor, and contributing to an online class website. The grading scale and policies on attendance, late work, and adding/dropping the course are also outlined.
This document provides information about an English 2 transfer-level course. The course focuses on applying critical thinking skills to reading and writing argumentative and issue-oriented literature. Key goals include analyzing values and viewpoints, developing critical thinking, and practicing writing as a process. Requirements include class participation, assignments, five formal papers including one in-class, website posts, and tests. The grading scale is based on 1000 points from various assignments. Course policies address essay submissions, academic dishonesty, attendance, conduct, homework, quizzes, exams, late work, and appointments.
This document provides information about an English 1A course, including the instructor's contact details, course goals and requirements, assignments, grading scale, and policies. The main goals of the course are to prepare students to analyze college texts and write college papers by developing skills such as reading analysis, essay writing, thesis development, and personal writing style. Students will complete four formal papers, online posts and discussions, and be assessed on their writing process, analysis of diverse texts, argument writing with evidence, and documenting sources. The hybrid course involves both in-class and online work. Students must establish accounts to engage with online course materials and assignments.
This document provides information about an English 1A hybrid class. It summarizes that the class will meet both in person and online, with assignments due on Fridays to be completed before the next class meeting on Monday. It also outlines the course goals of improving reading, writing, and critical analysis skills. Key requirements include active participation, five essays, blog posts, tests and quizzes. The grading scale and policies on attendance, late work, and academic dishonesty are also summarized.
This document provides information about an English 2 transfer-level course. The course applies critical thinking skills to reading and writing, with a focus on argument and issues. Key goals include analyzing values and assumptions, gaining competence as a critical thinker, recognizing alternative perspectives, and practicing writing as a recursive process. Requirements include class participation, assignments, five formal papers including one in-class paper, website posts, and tests/quizzes. Grades are based on 1000 points from essays, homework, tests, and activities. Policies address essay submission, academic dishonesty, attendance, conduct, workshops, homework, quizzes, exams, late work, appointments, adding/dropping the course, and educational use of
This document provides information about an English 2 transfer-level course, 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 an introduction to the facilitator, Courtney King, and an overview of the ELI 184 Online writing course. Courtney has taught writing and ESL courses for several years and is pursuing a Master's in TESOL. The course focuses on four writing genres: expository, summary/response, cause/effect, and argumentative. Students will write formal papers in each genre as well as complete timed writings, quizzes on grammar and APA style, error logs, and discussion board posts. Academic integrity, late work, and communication policies are also outlined.
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
English 103 Online Course OverviewEnglish 103 is a course on cri.docxkhanpaulita
English 103 Online: Course Overview
English 103 is a course on critical thinking and writing. Throughout the semester, we will consider various "perspectives on argument," and you will be required to present a detailed and effective argument on a specific issue of your choice. As a class, we will also discuss various controversial issues, and you will be asked to present your position on these subjects as well.
Each week, on Monday at 12:00AM, a new “Lesson” plan will post to our course site. The lessons will usually present a brief overview of the assigned readings for the week. Following the chapter overview, there will be a set of assignments or activities to complete. You will have until Sunday, 11:59PM, to submit assignments for each week's lesson. On a typical week, students will read a chapter from Perspectives on Argument. There will be a timed reading quiz for each chapter (10-15 points each) and a discussion forum. The “course overview” below outlines the requirements for this section of English 103 online in more detail: Mandatory Essays:
Students will write a total of four formal essays for this course: Essay 1 (an Issue Proposal=50 points), Essay 2 (an Exploratory Paper=100 points), Essay 3 (a Position Paper=100 points) and Essay 4 (the Research Project=200 points). For your first essay (the Issue Proposal), you will be asked to select an issue for your final research project, and that issue will be the focus of ALL FOUR essays. Each assignment will build towards the final essay and will be incorporated into your research paper. All of the essays must be written to pass English 103.
Research Paper:
Once a student selects an issue (in week two) for the research project, s/he will not be permitted to change topics. The research paper, must address the selected issue, and it must meet the minimum requirements for that assignment (in terms of page number and number/type of sources as well as documentation skills). If a student fails to submit any of the required essays, or if his/her research paper does not meet the minimum requirements outlined, s/he will not be eligible for a passing grade in English 103—regardless of his/her point total in the class.A failing grade is the consequence of plagiarism. English 100 is a prerequisite for this course, and students are expected to understand what constitutes plagiarism and how to avoid it. Chapters 11-12 on the research project will offer a review on this topic, but if you have any questions, you should ask prior to submitting your work. The consequences for plagiarism are severe. A plagiarized essay will receive a score of 0, and it will be sent (along with an “incident report”) to the Dean of Humanities. This report will become a part of the student's permanent record at the college. Because all of the essays must be submitted to pass English 103, a student who receives a 0 for plagiarism will not be eligible to pass English 103. All of your writing for this class mus.
This document provides an overview of the goals, requirements, policies, and grading for an English 1A course. The main points are:
1. The course aims to develop students' analytical reading and college-level writing skills through analyzing texts, generating essay ideas, supporting theses, and practicing writing as a process.
2. Students must actively participate in class discussions, complete online coursework, write four formal papers, and contribute posts to the class website.
3. The class meets weekly with additional online content, and students are graded based on essays, website posts, activities, and participation. Academic honesty is strictly enforced.
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
This document provides information about an English 1A course, including the course goals, requirements, texts, grading structure, and policies. The main goals of the course are to develop skills in reading analysis, essay writing, thesis development, organization of ideas, and developing a personal writing style. Students will complete four formal papers, online posts, and be assessed on writing as a process, analyzing diverse texts, developing arguments with evidence, and documenting sources. The class meets twice a week in person and requires additional online work. Grades are based on essays, posts, activities, and participation. Various policies outline expectations for submissions, attendance, conduct, workshops, quizzes, and late work.
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 participation, completing assignments, five formal papers including some written in class, website posts, and tests/quizzes. The grading system and policies around attendance, conduct, late work, and adding/dropping the course are also outlined.
This document provides an overview of the goals, requirements, policies, and grading for an English 1A course. The main goals of the course are to develop skills in reading analysis, essay writing, and online discussion. Students will write 4 formal papers and complete online posts and discussions. The class meets weekly for 2 hours and 15 minutes, with additional online work. Students will be assessed on writing skills, text analysis, argumentation, and citation format. Grades are based on essays, online posts, workshops, and participation. The policies outline expectations for attendance, conduct, late work, and more.
This document provides an overview of the English 1A course taught by Kim Palmore. The goals of the course are to prepare students to analyze college texts and write college papers by developing skills such as reading comprehension, thesis development, organization, and writing style. Requirements include attendance, keeping up with assignments, five formal papers, meetings with the instructor, blog posts, and tests/quizzes. Required texts are The St. Martin's Guide to Writing and The Hunger Games. Grades are based on essays, blog posts, tests, participation, and writing workshops. Course policies address plagiarism, attendance, conduct, late work, and use of student papers.
This document provides an overview of the goals, requirements, texts, grading, and policies for an English 1A course. The goals of the course are to prepare students to analyze college texts and write college papers by developing skills such as reading comprehension, thesis development, organization, and writing process. Requirements include papers, tests, discussions, and keeping up with assignments. Grades are based on essays, tests, posts, and participation. Policies address plagiarism, attendance, conduct, workshops, quizzes, tests, late work, adding/dropping, and use of student papers.
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 provides an overview of the goals, requirements, policies, and grading for an English 1A course. The main goals of the course are to develop skills in reading analysis, essay writing, and developing a personal writing style. Students will complete four formal papers, online posts, and workshops. The class meets twice a week in person and requires additional online work. Grades are based on essays, online posts, participation, and workshops. The document outlines policies on attendance, late work, and academic integrity.
This document is the syllabus for an English 102 college writing course taught online during the summer of 2017. The instructor is Shannon Dryden and the course focuses on community awareness, critical thinking about one's environment and place within it, and effective written communication. Over the course of the semester, students will complete four major assignments exploring these themes, including an essay on sense of place, an annotated bibliography, a research-based response essay, and a public service announcement. Students will also participate in weekly discussion boards, maintain a writing journal, and provide peer reviews of classmates' work. The goal is for students to improve their skills in persuasive and expository writing across disciplines and beyond college.
This document provides the 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 an overview of the goals, requirements, policies, and grading for an English 1A course. The course aims to help students analyze college texts and write papers. Key requirements include active online participation, four formal papers, and blog posts. The grading is based on 1000 points across assignments, participation, and papers. Policies address academic honesty, attendance, conduct, workshops, and late work. The instructor and meeting information is also included.
This document provides an overview of the goals, requirements, policies, and grading for an English 1A course. The course aims to help students analyze college texts and write papers. Key requirements include active online participation, four formal papers, and keeping up with readings and assignments. The grading is based on 850 points from essays, website posts, quizzes, and participation. Policies address academic honesty, attendance, conduct, late work, and use of student papers.
April 19, 2018 Course #Title MATU-203 – Introduction.docxYASHU40
April 19, 2018
Course #/Title: MATU-203 – Introduction to Statistics
Assignment Title: Final Class Project
Week Assessment Occurs: Week 8
Total Points for Assignment: 200 points
Criteria
EXEMPLARY
PROFICIENT
DEVELOPING
EMERGING
NOT COMPLETE
Part 1
Collection of Data
36-40
The paper fulfills all
instructions for Part 1. All
questions are thoroughly
answered and answers
demonstrate excellent
understanding of all topics.
30-35
One or two of the
required elements for
Part 1 is missing,
incomplete or
underdeveloped. Most
questions are
thoroughly answered
and answers
demonstrate good
understanding of all
topics.
20-29
Three required elements
for Part 1 are missing,
incomplete or
underdeveloped. Some
questions are thoroughly
answered but some lack
detail, and answers
demonstrate good
understanding of most,
but not all, topics.
1-19
Four or more required elements
for Part 1 are missing,
incomplete or underdeveloped.
Most questions are not
thoroughly answered and most
answers demonstrate poor
understanding of most topics.
0
Part 1 is missing from
submission, or its
contents are not a
response to the
assignment directions,
or the attempt is
confusing or incorrect
to the point of being
inadequate.
Part 2
Organization of
Data
36-40
The paper fulfills all
instructions for Part 2. All
data and statistics are
presented clearly and are
correct. All graphs are
presented correctly and
clearly with proper labeling.
All questions are thoroughly
answered and answers
demonstrate excellent
understanding of all topics.
30-35
One or two of the
required elements for
Part 2 is missing,
incomplete or
underdeveloped. Most
data and statistics are
presented mostly
clearly and are mostly
correct. Most graphs
are presented correctly
and clearly with proper
labeling. Most
questions are
thoroughly answered
20-29
Three required elements
for Part 2 are missing,
incomplete or
underdeveloped. Some
data and statistics are
presented somewhat
clearly and are somewhat
correct. Some graphs are
presented correctly and
clearly with somewhat
proper labeling. Some
questions are thoroughly
answered but some lack
detail, and answers
1-19
Four or more required elements
for Part 2 are missing,
incomplete or underdeveloped.
Most data and statistics are not
presented clearly or are not
correct. Most graphs are not
presented correctly and/or
clearly and/or don’t have proper
labeling. Most questions are not
thoroughly answered and most
answers demonstrate poor
understanding of most topics.
0
Part 2 is missing from
submission, or its
contents are not a
response to the
assignment directions,
or the attempt is
confusing or incorrect
to the point of being
inadequate.
April 19, 2018
and answers
demonstrate good
understanding of all
topics.
demonstrate good
understanding of most,
but not al.
APUS Assignment Rubric Undergraduate Level
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNING
LEVEL
1
POINTS
FOCUS/THESIS
Student exhibits a clear understanding of the assignment. Work is clearly defined to help guide the reader throughout the assignment. Student builds upon the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment
Student exhibits a basic understanding of the intended assignment, but the formatting and grammar is not supported throughout the assignment. The reader may have some difficulty in seeing linkages between thoughts. Student has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Assignment instructions were not followed. Student’s writing is weak in the inclusion of supporting facts or statements. Paper includes more than 25% quotes, which renders it unoriginal.
4
SUBJECT KNOWLEDGE
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
4
CRITICAL THINKING
Student demonstrates a higher-level of critical thinking necessary for undergraduate level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or world views in the assignment
Student exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Assignment demonstrates the student’s above average use of relating concepts by using a variety of factors. Overall, student provides ade.
More Related Content
Similar to English 1302.WC1 Composition II Fall 2014, Central Park.docx
This document provides information about an English 1A hybrid class. It summarizes that the class will meet both in person and online, with assignments due on Fridays to be completed before the next class meeting on Monday. It also outlines the course goals of improving reading, writing, and critical analysis skills. Key requirements include active participation, five essays, blog posts, tests and quizzes. The grading scale and policies on attendance, late work, and academic dishonesty are also summarized.
This document provides information about an English 2 transfer-level course. The course applies critical thinking skills to reading and writing, with a focus on argument and issues. Key goals include analyzing values and assumptions, gaining competence as a critical thinker, recognizing alternative perspectives, and practicing writing as a recursive process. Requirements include class participation, assignments, five formal papers including one in-class paper, website posts, and tests/quizzes. Grades are based on 1000 points from essays, homework, tests, and activities. Policies address essay submission, academic dishonesty, attendance, conduct, workshops, homework, quizzes, exams, late work, appointments, adding/dropping the course, and educational use of
This document provides information about an English 2 transfer-level course, 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 an introduction to the facilitator, Courtney King, and an overview of the ELI 184 Online writing course. Courtney has taught writing and ESL courses for several years and is pursuing a Master's in TESOL. The course focuses on four writing genres: expository, summary/response, cause/effect, and argumentative. Students will write formal papers in each genre as well as complete timed writings, quizzes on grammar and APA style, error logs, and discussion board posts. Academic integrity, late work, and communication policies are also outlined.
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
English 103 Online Course OverviewEnglish 103 is a course on cri.docxkhanpaulita
English 103 Online: Course Overview
English 103 is a course on critical thinking and writing. Throughout the semester, we will consider various "perspectives on argument," and you will be required to present a detailed and effective argument on a specific issue of your choice. As a class, we will also discuss various controversial issues, and you will be asked to present your position on these subjects as well.
Each week, on Monday at 12:00AM, a new “Lesson” plan will post to our course site. The lessons will usually present a brief overview of the assigned readings for the week. Following the chapter overview, there will be a set of assignments or activities to complete. You will have until Sunday, 11:59PM, to submit assignments for each week's lesson. On a typical week, students will read a chapter from Perspectives on Argument. There will be a timed reading quiz for each chapter (10-15 points each) and a discussion forum. The “course overview” below outlines the requirements for this section of English 103 online in more detail: Mandatory Essays:
Students will write a total of four formal essays for this course: Essay 1 (an Issue Proposal=50 points), Essay 2 (an Exploratory Paper=100 points), Essay 3 (a Position Paper=100 points) and Essay 4 (the Research Project=200 points). For your first essay (the Issue Proposal), you will be asked to select an issue for your final research project, and that issue will be the focus of ALL FOUR essays. Each assignment will build towards the final essay and will be incorporated into your research paper. All of the essays must be written to pass English 103.
Research Paper:
Once a student selects an issue (in week two) for the research project, s/he will not be permitted to change topics. The research paper, must address the selected issue, and it must meet the minimum requirements for that assignment (in terms of page number and number/type of sources as well as documentation skills). If a student fails to submit any of the required essays, or if his/her research paper does not meet the minimum requirements outlined, s/he will not be eligible for a passing grade in English 103—regardless of his/her point total in the class.A failing grade is the consequence of plagiarism. English 100 is a prerequisite for this course, and students are expected to understand what constitutes plagiarism and how to avoid it. Chapters 11-12 on the research project will offer a review on this topic, but if you have any questions, you should ask prior to submitting your work. The consequences for plagiarism are severe. A plagiarized essay will receive a score of 0, and it will be sent (along with an “incident report”) to the Dean of Humanities. This report will become a part of the student's permanent record at the college. Because all of the essays must be submitted to pass English 103, a student who receives a 0 for plagiarism will not be eligible to pass English 103. All of your writing for this class mus.
This document provides an overview of the goals, requirements, policies, and grading for an English 1A course. The main points are:
1. The course aims to develop students' analytical reading and college-level writing skills through analyzing texts, generating essay ideas, supporting theses, and practicing writing as a process.
2. Students must actively participate in class discussions, complete online coursework, write four formal papers, and contribute posts to the class website.
3. The class meets weekly with additional online content, and students are graded based on essays, website posts, activities, and participation. Academic honesty is strictly enforced.
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
This document provides information about an English 1A course, including the course goals, requirements, texts, grading structure, and policies. The main goals of the course are to develop skills in reading analysis, essay writing, thesis development, organization of ideas, and developing a personal writing style. Students will complete four formal papers, online posts, and be assessed on writing as a process, analyzing diverse texts, developing arguments with evidence, and documenting sources. The class meets twice a week in person and requires additional online work. Grades are based on essays, posts, activities, and participation. Various policies outline expectations for submissions, attendance, conduct, workshops, quizzes, and late work.
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 participation, completing assignments, five formal papers including some written in class, website posts, and tests/quizzes. The grading system and policies around attendance, conduct, late work, and adding/dropping the course are also outlined.
This document provides an overview of the goals, requirements, policies, and grading for an English 1A course. The main goals of the course are to develop skills in reading analysis, essay writing, and online discussion. Students will write 4 formal papers and complete online posts and discussions. The class meets weekly for 2 hours and 15 minutes, with additional online work. Students will be assessed on writing skills, text analysis, argumentation, and citation format. Grades are based on essays, online posts, workshops, and participation. The policies outline expectations for attendance, conduct, late work, and more.
This document provides an overview of the English 1A course taught by Kim Palmore. The goals of the course are to prepare students to analyze college texts and write college papers by developing skills such as reading comprehension, thesis development, organization, and writing style. Requirements include attendance, keeping up with assignments, five formal papers, meetings with the instructor, blog posts, and tests/quizzes. Required texts are The St. Martin's Guide to Writing and The Hunger Games. Grades are based on essays, blog posts, tests, participation, and writing workshops. Course policies address plagiarism, attendance, conduct, late work, and use of student papers.
This document provides an overview of the goals, requirements, texts, grading, and policies for an English 1A course. The goals of the course are to prepare students to analyze college texts and write college papers by developing skills such as reading comprehension, thesis development, organization, and writing process. Requirements include papers, tests, discussions, and keeping up with assignments. Grades are based on essays, tests, posts, and participation. Policies address plagiarism, attendance, conduct, workshops, quizzes, tests, late work, adding/dropping, and use of student papers.
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 provides an overview of the goals, requirements, policies, and grading for an English 1A course. The main goals of the course are to develop skills in reading analysis, essay writing, and developing a personal writing style. Students will complete four formal papers, online posts, and workshops. The class meets twice a week in person and requires additional online work. Grades are based on essays, online posts, participation, and workshops. The document outlines policies on attendance, late work, and academic integrity.
This document is the syllabus for an English 102 college writing course taught online during the summer of 2017. The instructor is Shannon Dryden and the course focuses on community awareness, critical thinking about one's environment and place within it, and effective written communication. Over the course of the semester, students will complete four major assignments exploring these themes, including an essay on sense of place, an annotated bibliography, a research-based response essay, and a public service announcement. Students will also participate in weekly discussion boards, maintain a writing journal, and provide peer reviews of classmates' work. The goal is for students to improve their skills in persuasive and expository writing across disciplines and beyond college.
This document provides the 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 an overview of the goals, requirements, policies, and grading for an English 1A course. The course aims to help students analyze college texts and write papers. Key requirements include active online participation, four formal papers, and blog posts. The grading is based on 1000 points across assignments, participation, and papers. Policies address academic honesty, attendance, conduct, workshops, and late work. The instructor and meeting information is also included.
This document provides an overview of the goals, requirements, policies, and grading for an English 1A course. The course aims to help students analyze college texts and write papers. Key requirements include active online participation, four formal papers, and keeping up with readings and assignments. The grading is based on 850 points from essays, website posts, quizzes, and participation. Policies address academic honesty, attendance, conduct, late work, and use of student papers.
Similar to English 1302.WC1 Composition II Fall 2014, Central Park.docx (20)
April 19, 2018 Course #Title MATU-203 – Introduction.docxYASHU40
April 19, 2018
Course #/Title: MATU-203 – Introduction to Statistics
Assignment Title: Final Class Project
Week Assessment Occurs: Week 8
Total Points for Assignment: 200 points
Criteria
EXEMPLARY
PROFICIENT
DEVELOPING
EMERGING
NOT COMPLETE
Part 1
Collection of Data
36-40
The paper fulfills all
instructions for Part 1. All
questions are thoroughly
answered and answers
demonstrate excellent
understanding of all topics.
30-35
One or two of the
required elements for
Part 1 is missing,
incomplete or
underdeveloped. Most
questions are
thoroughly answered
and answers
demonstrate good
understanding of all
topics.
20-29
Three required elements
for Part 1 are missing,
incomplete or
underdeveloped. Some
questions are thoroughly
answered but some lack
detail, and answers
demonstrate good
understanding of most,
but not all, topics.
1-19
Four or more required elements
for Part 1 are missing,
incomplete or underdeveloped.
Most questions are not
thoroughly answered and most
answers demonstrate poor
understanding of most topics.
0
Part 1 is missing from
submission, or its
contents are not a
response to the
assignment directions,
or the attempt is
confusing or incorrect
to the point of being
inadequate.
Part 2
Organization of
Data
36-40
The paper fulfills all
instructions for Part 2. All
data and statistics are
presented clearly and are
correct. All graphs are
presented correctly and
clearly with proper labeling.
All questions are thoroughly
answered and answers
demonstrate excellent
understanding of all topics.
30-35
One or two of the
required elements for
Part 2 is missing,
incomplete or
underdeveloped. Most
data and statistics are
presented mostly
clearly and are mostly
correct. Most graphs
are presented correctly
and clearly with proper
labeling. Most
questions are
thoroughly answered
20-29
Three required elements
for Part 2 are missing,
incomplete or
underdeveloped. Some
data and statistics are
presented somewhat
clearly and are somewhat
correct. Some graphs are
presented correctly and
clearly with somewhat
proper labeling. Some
questions are thoroughly
answered but some lack
detail, and answers
1-19
Four or more required elements
for Part 2 are missing,
incomplete or underdeveloped.
Most data and statistics are not
presented clearly or are not
correct. Most graphs are not
presented correctly and/or
clearly and/or don’t have proper
labeling. Most questions are not
thoroughly answered and most
answers demonstrate poor
understanding of most topics.
0
Part 2 is missing from
submission, or its
contents are not a
response to the
assignment directions,
or the attempt is
confusing or incorrect
to the point of being
inadequate.
April 19, 2018
and answers
demonstrate good
understanding of all
topics.
demonstrate good
understanding of most,
but not al.
APUS Assignment Rubric Undergraduate Level
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNING
LEVEL
1
POINTS
FOCUS/THESIS
Student exhibits a clear understanding of the assignment. Work is clearly defined to help guide the reader throughout the assignment. Student builds upon the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment
Student exhibits a basic understanding of the intended assignment, but the formatting and grammar is not supported throughout the assignment. The reader may have some difficulty in seeing linkages between thoughts. Student has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Assignment instructions were not followed. Student’s writing is weak in the inclusion of supporting facts or statements. Paper includes more than 25% quotes, which renders it unoriginal.
4
SUBJECT KNOWLEDGE
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
4
CRITICAL THINKING
Student demonstrates a higher-level of critical thinking necessary for undergraduate level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or world views in the assignment
Student exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Assignment demonstrates the student’s above average use of relating concepts by using a variety of factors. Overall, student provides ade.
Appropriate TopicsThe Research Report, select one of the fo.docxYASHU40
Appropriate Topics:
The Research Report, select one of the following research areas:
i) 5G Networks
ii) Serverless Computing
iii) Blockchain
iv) 3D Printing
vii) Artificial Intelligence
viii) Internet of Things (IoT)
ix) Medical Technology
Introduction
Literature Review
Methodology Specifics (comparative analysis)
Findings and Results
Conclusion and Future Recommendations
References - APA
Appendices
Your
paper is to have a title page, introduction, well defined literature review(body), findings, conclusion, and reference pages. The paper must be at least 2,500 words.
Use
graphs, charts, tables or figures.
The research paper must be at least 2,500 words supported by evidence (citations from
peer-reviewed sources).
Note: the research should be thorough and exhaustive.
A minimum of five
(5) peer-reviewed journal citations
are required.
Formatting should be double-spaced, one-inch boarders, no extra space for headings, no
extra white space, no more than two levels of heading, page numbers, front and back
matter). Extra white space use to enhance page count will negatively affect student grade.
The research paper
must only
include materials derived solely from peer reviewed
journals or peer reviewed conference proceedings. Newspapers, websites (URLs),
magazines, technical journals, hearsay, personal opinions, and white papers
are NOT
acceptable citations.
All images, tables, figures are to be included in the appendices and
IS NOT
included in the 15-page requirement. This means appendices are not included in the 15 pages requirement.
A total of at least 15 full pages is required (no extra whitespace).
Formatting Details
Margins
The left-hand margin must be 1inches (4 cm.). Margins at the right, top, and bottom of the page
should be 1.0 inch. (See exception for chapter title pages below.) The Research Report text may
be left-aligned (leaving a ragged right edge) or may be both left- and right-aligned (justified).
Line Spacing
Double-spacing is required for most of the text in documents submitted during the Research
Report process.
Paragraph Spacing
The text of the document is double-spaced. There should be no extra spaces between paragraphs
in sections, however, indent the first line of each paragraphs five spaces.
Page Numbering
All pages should have page numbers in Arabic numerals in the upper right-hand corner.
Type Style
The body text, the student should use 12-point Times New Roman. Text for the cover page may
be larger but should not exceed 14-point size. Text for the chapter title text should be 14-point
size. Be consistent in the use of typefaces throughout the document. Do not use a compressed
typeface or any settings on the word processor that would decrease the spacing between letters or
words. Sans serif typefaces such as Helvetica or Arial may be used for relatively short blocks of
text such as chapter headings and captions but should be avoided in long passages of text as the.
Archaic sapiens, Neandertals and the Last 10,000 YearsWhat.docxYASHU40
Archaic sapiens, Neandertals and the Last 10,000 Years
What physical and cultural adaptations allowed the genus
Homo
to migrate throughout the world? Did these adaptations help or harm
Homo
?
Once
Homo
migrated, what happened to the different species within this genus? Why is there only one species that is in the
Homo
genus? What is the evidence to support your claim?
.
Applying Evidence-Based Practice”Population groups with differe.docxYASHU40
Evidence-based practice guidelines should be applied when managing illnesses for patient populations that are at risk due to cultural, religious or ethnic differences. These population groups may exhibit different illness behaviors and beliefs. Guidelines should be applied across all ages to properly manage illnesses for at-risk patient populations with consideration for cultural factors that influence health behaviors.
Applying Learning Theory to LifePrior to beginning work on t.docxYASHU40
Applying Learning Theory to Life
Prior to beginning work on this activity read all of the required reading, review the content from weeks one through three, visit the website
http://selfdeterminationtheory.org (Links to an external site.)
, and review the Instructor Guidance. This week you will be discussing the multiple perspectives about how we learn, based on your developing knowledge about learning theory, and how it affects your own ability to perform at desired levels.
Required elements:
Explain behaviorism, cognitivism, constructivism, and humanism as applied to learning.
Suggested template
.
Summarizes at least two sub-theories/ideologies within each framework.
Examples include:
From behaviorism
associative learning, classical conditioning, operant Conditioning, conditioning, extinction, and ratio/interval schedules
From cognitivism
schema theory, memory development, elaboration theory (i.e. Bloom’s taxonomy), cognitive load theory, and social learning/cognitive theory.
From constructivism (conceptions of knowledge are derived from the process of constructing individual interpretations of one’s experiences)
cognitive constructivism, dialectical (social) constructivism, zone of proximal development, and discovery learning
From humanism
motivational theories of learning (i.e. self-determination theory, Maslow’s hierarchy of needs), experiential learning, and Steiner pedagogy or Waldorf education.
List and briefly explain a minimum of two theoretically supported strategies, that we have learned about during the past weeks, that you think would most help you to increase
your own
learning success.
List and briefly explain a minimum of two theoretically supported strategies, that we have learned about during the past weeks, that you think would most help someone in your personal or professional circle.
Apply basic methods of psychological research skills to this content by synthesizing supporting evidence from at least three scholarly sources from the Ashford University Library that defend the strategies you have chosen.
The Applying Learning Theory to Life paper
Must be seven to eight double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the
Ashford Writing Center (Links to an external site.)
.
Must include a separate title page with the following:
Title of [paper, project, etc.]
Student’s name
Course name and number
Instructor’s name
Date submitted
Must use headings and sub-headings.
See example. (Links to an external site.)
Must use appropriate research methods (e.g. use of the Ashford library) and skeptical inquiry (
http://www.criticalthinking.org/ (Links to an external site.)
).to support the content inclusions.
Must begin with an introductory paragraph that introduces what you will be outlining in your paper.
Must end with a conclusion that reaffirms the learn.
Apply the Symbolic Interaction Perspective to ImmigrationD.docxYASHU40
Apply the
Symbolic Interaction Perspective
to Immigration
Define the symbolic interaction perspective
How do symbols through words contribute to the perception of immigrants in a negative way?
What do
some
Americans fear when it comes to immigration or immigrants?
.
April is a fourth grader with a language impairment, but no physical.docxYASHU40
April is a fourth grader with a language impairment, but no physical impairment. Her performance on norm-referenced measures is 1.5 standard deviations below the mean for her chronological age. April has good decoding skills, but has difficulty with reading comprehension, semantics, and morphological processing. One accommodation that is prescribed in the IEP is the use of visual cues to support comprehension when learning new skills. She lacks organizational skills for writing and struggles with word choice. She receives services from a speech and language pathologist who is working with her on understanding word parts, vocabulary, and multiple meanings of words. You instruct April in a resource classroom with five other fourth grade students who also struggle with reading and written expression.
Communication goals in IEP:
April will identify at least five key content vocabulary words from an assigned reading using text with Mayer-Johnson symbols in Proloquo2go software and text to speech software with 90% accuracy over 10 consecutive trials.
April will write a definition for up to five key content vocabulary words from an assigned reading with 90% accuracy on a rubric over 10 consecutive trials.
April will use up to five key content vocabulary words in written sentences that use the word correctly in context, and include correct spelling, punctuation, and grammar with 90% accuracy over 10 consecutive trials.
Part 1: 3 Day Unit Plan
Use the “3 Day Unit Plan Template” to complete this assignment.
Create an English language arts (ELA) unit plan for your resource classroom based on Arizona or your state's ELA fourth grade literacy standards specific to vocabulary acquisition and use. Includethe following in the unit plan:
Strategies to enhance students’ language development and communication skills in the Multiple Means of Representation section.
Strategies and technologies that encourage student engagement and the development of critical thinking and problem-solving skills in the Multiple Means of Engagement section.
Using details from the case study, address April’s needs in the Differentiation sections of the Multiple Means of Representation, Multiple Means of Engagement, and Multiple Means of Expression.
Specifically, incorporate the following into the unit plan to meet April’s needs:
The use of the AAC systems and assistive technologies planned in April’s goal to support her communication and learning.
Differentiated formative and summative assessments that measure April’s progress on the IEP goals in Part 1.
Part 2: Rationale
Provide a 250-500 word rationale that explains:
Why the instructional choices specifically meet April’s needs.
How the selected augmentative and alternative communication systems assistive technology used in the lesson plan is appropriate for meeting April’s needs.
Support your work with 2-3 scholarly resources.
This assignment uses a rubric. Review the rubric prior to beginning the .
Approximately 1000 words.Synthesizing the theories (you do not.docxYASHU40
Approximately 1000 words.
Synthesizing the theories (you do not need to draw from ALL the theories/readings), use at least three readings to develop your own view that describes and understands the relationship between technology and society. In developing your view, take the most important and persuasive parts of the existing theories and explain them. In the end, be sure to clearly articulate and define the relationship between technology and society: which has more power or control? How do they relate to one another?
Journal of Communication ISSN 0021-9916
O R I G I N A L A R T I C L E
The Social Life of Wireless Urban Spaces:
Internet Use, Social Networks, and the Public
Realm
Keith N. Hampton, Oren Livio, & Lauren Sessions Goulet
Annenberg School for Communication, University of Pennsylvania, Philadelphia, PA 19104, USA
This study explores the role of urban public spaces for democratic and social engagement.
It examines the impact of wireless Internet use on urban public spaces, Internet users, and
others who inhabit these spaces. Through observations of 7 parks, plazas, and markets in 4
North American cities, and surveys of wireless Internet users in those sites, we explore how
this new technology is related to processes of social interaction, privatism, and democratic
engagement. Findings reveal that Internet use within public spaces affords interactions with
existing acquaintances that are more diverse than those associated with mobile phone use.
However, the level of colocated social diversity to which Internet users are exposed is less
than that of most users of these spaces. Yet, online activities in public spaces do contribute
to broader participation in the public sphere. Internet connectivity within public spaces
may contribute to higher overall levels of democratic and social engagement than what is
afforded by exposure within similar spaces free of Internet connectivity.
doi:10.1111/j.1460-2466.2010.01510.x
Internet access in public parks, plazas, markets, and streets has been made possible
through the proliferation of broadband wireless Internet in the form of municipal
and community wi-fi (e.g., NYC Wireless) and advanced mobile phone networks
(e.g., 3G). The experience of wireless Internet use in the public realm contrasts with
traditional wired Internet use, which is confined primarily to the private realm of the
home and the parochial realm of the workplace. An extensive literature has addressed
the influence of Internet use on the composition of people’s social networks
(Hampton, Sessions, & Her, in press), their engagement in political, voluntary, and
other organizational activities (Boulianne, 2009), and their interactions within home
and workplaces (Bakardjieva, 2005; Quan-Haase & Wellman, 2006). But, Internet
use in the public realm has remained relatively unexplored. This type of use carries
with it significant implications for urban planning, the structure of community, and
the nature of democracy.
Inte.
Approaches to Forecasting Policy Outcomes Please respond to th.docxYASHU40
"Approaches to Forecasting Policy Outcomes" Please respond to the following:
Provide a real or hypothetical public policy issue and select an appropriate criterion for policy prescription to use in deciding a policy's (a) effectiveness, (b) efficiency, (c) adequacy, (d) equity, (e) responsiveness, and (f) appropriateness. Provide at least two reasons why you selected the criterion.
.
Apply the course concepts of the dark side of self-esteem and .docxYASHU40
Apply the course concepts of the
dark side of self-esteem
and
moral hypocrisy
to this type of behavior. What do you conclude about people who behave in such a way? Hint: Explicitly use each concept by name and also give a one sentence definition of it before explaining how the concepts apply to these people.
.
Apply information from the Aquifer Case Study to answer the foll.docxYASHU40
Apply information from the Aquifer Case Study to answer the following discussion questions:
Discuss the Mrs. Gomez’s history that would be pertinent to her difficulty sleeping. Include chief complaint, HPI, Social, Family and Past medical history that would be important to know.
Describe the physical exam and diagnostic tools to be used for Mrs. Gomez. Are there any additional you would have liked to be included that were not?
Please list 3 differential diagnoses for Mrs. Gomez and explain why you chose them. What was your final diagnosis and how did you make the determination?
What plan of care will Mrs. Gomez be given at this visit, include drug therapy and treatments; what is the patient education and follow-up?
THe example is uplaod
.
Apply appropriate elements of the U.S. legal system and the U.S. Con.docxYASHU40
Apply appropriate elements of the U.S. legal system and the U.S. Constitution to business scenarios for impacting decisions in authentic situation
Apply concepts of ethics, morality, and civil and criminal law to business scenarios for informed corporate decision makingAnalyze the basic elements of a contract and a quasi-contract for their application to commercial and real estate scenarios
Differentiate between the various types of business organizations for informing rights and responsibilities
.
APA format Analysis of the Culture using a Culturally Competent.docxYASHU40
APA format
"Analysis of the Culture using a Culturally Competent Model"
1. Use "giger and davidhizar transcultural assessment model" to evaluate the jewish population.
2. Explain the model.
3. Apply this model to the jewish cultural group.
4. Using this model, develop a plan of care at it relates to culturally diverse needs of this cultural group (jewish).
· Include 2-3 highest priority health care needs.
· Use an interdisciplinary approach including community resources, governmental organizations, non-for-profit organizations, outreach centers, religious organizations and hospital provided community activities and professional associations like nursing and health care associations.
Identify other Health Care Professionals that should be included in your plan (interdisciplinary)
NOTE: use the background information from the attachment below for the jewish population in nursing titled "assignment culture part 1"
.
APA less than 10 similarityWeek 7 Discussion Question Chapter.docxYASHU40
APA less than 10 % similarity
Week 7 Discussion Question: Chapter 29, Mental Health Disorders
Part One
: Hypochondriasis can be a problem for older adults. What situations contribute to hypochondriasis and what interventions can nurses provide that will address this problem in older adults?
.
APPLE 13Business Analytics Plan for BIAM300Author Miguel .docxYASHU40
APPLE 13
Business Analytics Plan for BIAM300
Author: Miguel Canales
Date: March 16, 2020
SECTION 1: Company Background and Strategy
Organization Name
Apple Inc.
1.2. LexisNexis Dossier
Strategic Positioning Diagram
Product Innovation
Explanation of Product Innovation Positioning
In Apple Company, the main aspect behind its growth is product innovation. The main two factors for the success of Apple Company is creating ideas as well as testing their products. Without the several innovations that the company implement the company will still grow since it has loyal customers that use their existing products. The organizations might not consist new clients, so that they can get new clients they need to develop new ideas. Development and research are the main key performance indicator that are advantage to the company. Carrying out research to find out what kind of products the clients need and providing the exact products that people need is what improve the organization strategic position. Researching on what type of products the market need will assist Apple Company to develop products needed by their customers. Assessing the company additional Key Performance Indicator under the current innovation is what offers advantages to the organization (Elmansy, 2016).
SMART Objective for Strategic Positioning
The most relevant section in product innovation is the testing of the products. Ensuring that products and that the products are operating properly is an important factor for the organization business to improve. The technology is the main strategy is the main performance indicator that assist to meet their objectives. Coming up with a state product art to maintain their clients happiness and ensure that they expect for the company to come up with new and well improved products. Through coming up with technology that is easy and dependable to utilize will be an advantage to the organization all the products need to be made with the inclusion of the client and what the client will require. Having the clients to test the company products is also an important thing that the company should practice (Elmansy, 2016).
Customer Intimacy
Explanation of Customer Intimacy Positioning
Another necessary section of Apple organization is the client intimacy. Customer intimacy is mostly concerned on the understanding of client problems. It is important that the Apple Company understand the client wants before the clients, either to be a new product or to be an improved product. Apple Company is organizing their products in the need of client’s need. Since Apple Company have more loyal clients, it is an evidence that the company offer relevant products to their clients. Tracking the client’s incidents as the key performance indicators that is utilize in this region. The Apple Company provides several way to offer assistances to the clients when there is an issue with some of their products.
SMART Objective for Customer Intimacy
What assist Apple organizat.
APAless than 10 similarityWeek 4 Discussion Question .docxYASHU40
APA
less than 10 % similarity
Week 4 Discussion Question: Chapter 13, Comfort and Pain Management
With the realization that pain is highly prevalent among older adults, please answer the following questions:
Part Two
: What is the prevalence of pain in older adults? How will you, as a nurse, be more aware of
pain issues related to older adults and what will the nurse incorporate into practice to alleviate these
issues?
.
APA Style [Sources, included] single-spaced, one to two-page paper r.docxYASHU40
APA Style [Sources, included] single-spaced, one to two-page paper responding to the prompt: What should be the primary roles of higher education institutions in our society?
Include:
Knowledge enterprise, research, continuing our democracy, and Source of expertise as primary roles.
.
Application Case Siemens Builds a Strategy-Oriented HR System.docxYASHU40
Application Case Siemens Builds a Strategy-Oriented HR System
Siemens is a 150-year-old German company, but it’s not the company it was even a few years ago. Until recently, Siemens focused on producing electrical products. Today the firm has diversified into software, engineering, and services. It is also global, with more than 400,000 employees working in 190 countries. In other words, Siemens became a world leader by pursuing a corporate strategy that emphasized diversifying into high-tech products and services, and doing so on a global basis.
With a corporate strategy like that, human resource management plays a big role at Siemens. Sophisticated engineering and services require more focus on employee selection, training, and compensation than in the average firm, and globalization requires delivering these services globally. Siemens sums up the basic themes of its HR strategy in several points. These include:
A living company is a learning company.
The high-tech nature of Siemens’ business means that employees must be able to learn on a continuing basis. Siemens uses its system of combined classroom and hands-on apprenticeship training around the world to help facilitate this. It also offers employees extensive continuing education and management development.
Global teamwork is the key to developing and using all the potential of the firm’s human resources.
Because it is so important for employees throughout Siemens to feel free to work together and interact, employees have to understand the whole Siemens process not just bits and pieces. To support this, Siemens provides extensive training and development. It also ensures that all employees feel they’re part of a strong, unifying corporate identity. For example, HR uses cross-border, cross-cultural experiences as prerequisites for career advances.
A climate of mutual respect is the basis of all relationships—within the company and with society.
Siemens contends that the wealth of nationalities, cultures, languages, and outlooks represented by its employees is one of its most valuable assets. It therefore engages in numerous HR activities aimed at building openness, transparency, and fairness, and supporting diversity.
Assignment Content
Read
“Application Case: Siemens Builds a Strategy-Oriented HR System” in Ch. 3 of
Human Resource Management
.
Write
350- to 700-word response to the following after reading the case:
Identify examples of at least four strategically required organizational outcomes, and four required workforce competencies and behaviors for Siemens, based on the information in this case.
Identify at least four strategically relevant HR policies and activities that Siemens has instituted to help human resource management contribute to achieving Siemens’ strategic goals.
Discuss the following regarding Siemens' strategic goals:
What overall goals does Siemens want to achieve?
What must Siemens do operationally to achieve its goals?
What empl.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Azure Interview Questions and Answers PDF By ScholarHat
English 1302.WC1 Composition II Fall 2014, Central Park.docx
1. 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.)
2. 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
3. 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, visual,
and multimedia texts; systematic evaluation,
4. synthesis, and documentation of information sources; and
critical thinking about evidence and conclusions. Lab
required.
Course Credit Hours: 3
Lecture Hours: 3
Lab Hour: 1
Course Format: Lectures, class discussion, small group
discussions, computer-assisted instruction, audio/visual
materials, personal conferences, lab assignments, in-class
writings/responses.
Prerequisite: ENGL 1301
Course Resources:
They Say, I Say: The Moves that Matter in Academic Writing,
3rd edition, by Gerald Graff and Cathy Birkenstein.
ISBN: 0393935841.
Good Reasons with Contemporary Arguments and Handbook by
Lester Faigley and Jack Selzer, with MyWritingLab
5. (access card package). ISBN: 9780321902634.
Supplies:
1. Access to the Internet for using Blackboard and for turning in
assignments.
2. An active Collin email (Cougarmail) address. Please note that
all emails to the professor must be sent via
your Collin email due to the college’s privacy policies.
Student Learning Outcomes:
� State-mandated Outcomes: Upon successful completion of
this course, students will:
1. Demonstrate knowledge of individual and collaborative
research processes. (Teamwork)
2. Develop ideas and synthesize primary and secondary sources
within focused academic arguments,
including one or more research-based essays. (Communication
Skills)
3. Analyze, interpret, and evaluate a variety of texts for the
ethical and logical uses of evidence. (Critical
Thinking)
4. Write in a style that clearly communicates meaning, builds
credibility, and inspires belief or action.
(Communication Skills)
5. Apply the conventions of style manuals for specific academic
disciplines (e.g., APA, CMS, MLA, etc.).
6. � Additional Collin Outcome: Upon successful completion of
this course, students should be able to do the
following:
1. Demonstrate personal responsibility through the ethical use
of intellectual property. (Personal
Responsibility)
Method of Evaluation: This class is set up to give you every
possible advantage toward making a decent grade.
Completion of all assignments is vital to your success in my
class; any student who does not complete all major
essays will not be eligible to pass. A passing grade in this class
constitutes an average of 60 or better. As your
instructor, I also reserve the right to require tutoring through
the Writing Center or Online Writing Lab for
students I feel need extra help completing and/or revising their
assignments. For more information about the
Writing Centers and the OWL, please visit
http://www.collin.edu/writingcenter.
Your final grades will be determined as follows:
� Essay #1 (Summary and Response Essay): 10%
� Essay #2 (Annotated Bibliography): 15%
� Essay #3 (Researched Argument Essay): 15%
� Essay #4 (Reflective Essay): 10%
� MLA Exam: 20% (10% from exam, 10% from proper
documentation in Essay #3)
� Lab Assignments: 15%
7. � Participation and Professionalism: 15%
I will use the following grade scale to determine final grades:
� A = 90-100
� B = 80-89
� C = 70-79
� D = 60-69
� F = all grades under 60
Essays will usually be graded within two weeks of the due date.
I will provide feedback for your graded material
either through Turnitin.com or via email.
Lab Component: The lab component is an integral part of this
writing course. Over the course of the semester, you
will need to complete a combination of selections from the list
below. This lab work is not the same as regular daily
coursework that you must complete to stay on track in the class;
it is, instead, designed as additional writing-
focused activities that will help improve your writing
throughout the term. During the semester, you will need to
track and provide evidence of completing these lab requirements
outside of class.
For this course, you are required to complete 16 units of lab
work. All students will be required to complete a
minimum of sixteen grammar-based quizzes (passing with a 70
8. or better) in MyWritingLab by the middle of the
semester; this will count as eight of the 16 required lab units.
For the remaining eight lab units, which will be due
later in the semester, you may do any combination of the
assignments below:
� Writing Center visit for Essay 1, 2, and/or 3: 2 lab units.
Each Collin College campus has a writing
center. I encourage you to use this complementary service to get
assistance with your essays and other
writing assignments. You must work on an assignment for this
class to receive lab credit for your visit,
which must be completed before the assignment’s due date. If
you cannot get to campus, you may also send
your paper to the Online Writing Lab (or OWL), but be aware
that the turnaround time for the OWL can be
up to 5 days (meaning you should send your essay to them at
least that many days before it is due). If you
visit a Writing Center, ask your tutor for documentation of your
visit; if you submit to the OWL, you should
forward the reply they send you to me at [email protected] For
more information about the college’s
writing centers and the OWL, visit
www.collin.edu/writingcenter.
� Reflection on Essay Writing for Essays 1, 2, and/or 3: 1 lab
unit each. For each of these essays, write a
9. 300-word reflection over the essay writing process. You should
focus on what you learned while
completing the essay, whether it be something directly related
to writing (“I learned I have a difficult time
making my paragraphs flow together”) or something related to
your learning style or personality as a
student (“I learned that, for me, waiting until the last minute to
complete a writing assignment is not a
good idea” or “I found out that I had better luck remembering
what I’d read when I wrote annotations after
each research session”). You should also identify what you
think you did well in the essay and what you
hope to improve in future assignments. You will have one week
after receiving your graded essay to submit
your reflection.
� Attend a Writing Center Workshop (1 lab unit each): The
Writing Center also hosts occasional
workshops on each campus, which you may attend for lab
credit. These workshops cover topics like MLA
documentation, research, and argumentative writing. If you
attend a workshop, please send me a brief
summary (at least 200 words) of what you learned and how this
information will be applied in your writing
for this class.
10. � MyWritingLab Grammar Quizzes: half a lab unit each. At the
beginning of the semester, everyone will
complete a diagnostic test in MyWritingLab intended to show
you which aspects of your writing need work.
MyWritingLab will design a personalized study plan for you
based on the results of this test. Completing the
quizzes recommended by MyWritingLab (and reading some of
the accompanying resources) should help
you improve your writing on the sentence level. You must get a
score of 70 or better on a quiz in order to
receive credit. You won’t need to submit anything for these
labs; MyWritingLab will track your progress for
me.
Due Dates: Assignments for this class, including essays and
discussion posts, will be due Sundays before midnight
unless otherwise noted on the course calendar and/or in the
assignment’s instructions.
Make-up or Late Work: In this class, all of your assignments
will be submitted electronically. Assignments
submitted the day after the due date will receive an automatic
twenty-point deduction and will not receive my
comments; after that, they will not be accepted at all. To avoid
complications due to technical problems, you should
avoid waiting until the last possible minute to submit your
assignments. If turnitin.com is down, you may email
11. your essay to me before the due date and time in order to
receive full credit.
Parachute Clause: I will waive the twenty-point deduction for
late work on one assignment per student per
semester. Points will be added back to the assignment grade at
the end of the semester.
Online Discussion or Collaborative Activities: All discussion
and collaborative activities must be submitted in a
timely manner. Discussion posts must include substantive
comments, including at least one response to other
posts. (Avoid posts that don’t really add to the conversation,
like “I agree” or “good point” – elaborate your
thoughts more clearly.) Maintain a collegial tone appropriate for
class discussion, and never resort to insults, slurs,
or inappropriate language. Don’t plagiarize; if you include
information from an outside source in your post, let us
know where you found it. Discussion and collaborative
activities will be evaluated based on timely submission,
substantive contribution to the conversation, and proper tone,
including appropriate grammar and syntax. Please
see the course netiquette statement for more details.
12. Delivery Method of Feedback and Graded Material: All grades
and feedback will be posted via Turnitin.com or
Blackboard, usually within two weeks of the due date.
Contacting Your Professor: Your main means of contacting me
will be via email. Due to the college’s privacy
policies, all emails sent to me at [email protected] MUST be
sent from your official college email
(Cougarmail); otherwise, I may not be able to respond. Emails
will usually be returned within two to three days. Be
sure to include your full name in the text of each email
submission, and always write the course and section
number in the subject box of your email - example: ENGL
1302.WC1.
Attendance Policy: Students are expected to check their college
email accounts and Blackboard discussion forums
at least twice per week.
Withdrawal Policy: See the current Collin Registration Guide
for last day to withdraw. Last day for withdrawal is
October 17th. Should you choose to withdraw from this class,
you must see the Registrar’s Office for the proper
paperwork. Students who do not formally withdraw will receive
a performance grade.
13. Collin College Academic Policies: See the current Collin
Student Handbook.
Americans with Disabilities Act Statement: Collin College will
adhere to all applicable federal, state and local
laws, regulations and guidelines with respect to providing
reasonable accommodations as required to afford equal
educational opportunity. It is the student’s responsibility to
contact the ACCESS office, SCC-D140 or 972.881.5898
(V/TTD: 972.881.5950) to arrange for appropriate
accommodations. See the current Collin Student Handbook for
additional information.
Professor’s Requirements and Behavior Expectations:
1. All essays are to be submitted in accordance with the MLA
documentation style. Be sure that you use 12-
point font, include a heading, and set all of your margins to 1”.
For additional information, consult your
textbook, handbook, or the MLA style manual.
2. Peer reviews will be done for most, if not all, of the major
assignments you will be completing in this class.
These conferences are not optional and must be completed in
order to receive full credit for the
assignment. Each student is allowed to make up one missed peer
review per semester by visiting the
Writing Center or submitting his or her essay to the Online
14. Writing Lab before the essay’s due date.
3. This course stresses writing as a process, and if you fail to
complete part of the process, you fail to complete
the assignment. Therefore, assigned pre-writing activities must
be submitted on time in order for
your essay to receive full credit.
4. In this class, any cases of plagiarism will automatically be
reported to the College’s Dean of Students.
I reserve the right to refuse future work from students who are
caught plagiarizing; thus, students caught
plagiarizing may not receive a passing grade. Plagiarism is
unacceptable in college-level courses and is
therefore grounds for failing. Students should also avoid
submitting work from other/previous classes for a
grade in this class. See Collin College’s plagiarism policy
below for more details.
Incomplete: Students prevented from completing the course
because of extenuating circumstances may qualify for
a grade of Incomplete if the student has attended regularly,
completed 80% of the course work, and is present to
sign the Incomplete Contract. (See the College Catalog about
Incomplete Grades and Contracts.)
15. 7-2.2 Scholastic Dishonesty: Every member of the Collin
College community is expected to maintain the highest
standards of academic integrity. Collin College may initiate
disciplinary proceedings against a student accused of
scholastic dishonesty. While specific examples are listed
below, this is not an exhaustive list and scholastic
dishonesty may encompass other conduct, including any conduct
through electronic or computerized means.
Scholastic dishonesty shall involve, but is not limited to, one or
more of the following acts:
General Scholastic Dishonesty includes, but is not limited to,
statements, acts, or omissions related to
applications for enrollment, credit or class work, research,
and/or the award of a degree; falsifying academic
records; using annotated texts or teacher’s editions; using
information about exams posted on the Internet or in
any electronic medium; leaving a test site without authority;
failing to secure test materials; and/or submitting
work that is not one’s own. All work submitted for credit is
expected to be the student’s own work. Students are
expected to record honestly and accurately the results of all
their research. Falsification of research results
includes misrepresentations, distortions, or omissions in data or
reports on research.
16. Plagiarism is the use of an author’s words or ideas as if they
were one’s own without giving credit to the source,
including, but not limited to, failure to acknowledge a direct
quotation. In the preparation of all papers and other
written work, students must distinguish their own ideas and
knowledge from information derived from other
sources. The term “sources” includes not only published
primary and secondary materials, but also information
and opinions gained directly from other people. Whenever
ideas or facts are derived from a source, the source
must be indicated by the student.
Cheating is the willful giving or receiving of information in an
unauthorized manner during an examination or to
complete an assignment; collaborating with another student
during an examination without authority; using,
buying, selling, soliciting, stealing, or otherwise obtaining
course assignments and/or examination questions in
advance; unauthorized copying computer or Internet files; using
someone else’s work for assignments as if it were
one’s own; submitting or resubmitting an assignment (in whole
or in part) for more than one (1) class or
institution without permission from the professor(s); or any
other dishonest means of attempting to fulfill the
requirements of a course.
17. Collusion is intentionally or unintentionally aiding or
attempting to aid another in an act of scholastic dishonesty,
including but not limited to, failing to secure academic work;
providing a paper or project to another student;
providing an inappropriate level of assistance or unauthorized
collaboration; communicating answers to a
classmate about an examination or any other course assignment;
removing tests or answer sheets from a test site;
and allowing a classmate to copy answers.
In cases where an incident report has been filed for alleged
violation of scholastic dishonesty, the faculty member
is requested to delay posting a grade for the academic work in
question until the case is final. Students found
responsible for scholastic dishonesty offenses will receive an
authorized disciplinary penalty or penalties from the
Dean of Student Development Office. The student may also
receive an academic penalty in the course where the
scholastic dishonesty took place. The faculty member will
determine the appropriate academic penalty.
Instructor clarification: MANY CASES OF PLAGIARISM ARE
THE RESULT OF CARELESS DOCUMENTATION OR
FAULTY NOTETAKING. Unfortunately, the reader who finds
the error, not knowing the writer's intent, can only
18. assume the plagiarism is intentional. Intentional or not,
plagiarism in any paper will still carry serious penalties.
You can avoid plagiarizing if you remember that when you
quote, use quotation marks; when you paraphrase, use
only your own words. IN EITHER CASE, YOU MUST
DOCUMENT.
Many students overreact when they learn what plagiarism
means. They either assume that they should not use any
sources (thus avoiding the problem entirely), or they assume
they should document every word they have written.
Both reactions are in error, for good writing involves the
synthesis of your own ideas with the ideas of others.
Documentation serves the purpose of clearly indicating which
ideas are yours and which are those of other writers.
If you are in doubt about that dividing line, ask your instructor
or the Writing Center tutors for guidance.
Plagiarism, because it is a form of theft, burglary, kidnapping,
or dishonesty that interferes with the goals of
education, must carry severe penalties. The English
Department's policy is that an assignment containing
plagiarized material receives an automatic "F."
19. In this class, any cases of plagiarism will automatically be
reported to the College’s Dean of Students, and penalties
for plagiarism may range from receiving a zero for the
plagiarized assignment to failing the class, depending on the
circumstances. I consider submitting work from other/previous
classes without permission from me
plagiarism.
Writing Workshops for Students: Several Writing Workshops
will be held each semester to address specific
areas of the writing and research process. These workshops
address topics such as sentence structure, MLA
documentation, writing a literary analysis, essay organization,
ESL issues, how to spot and correct common writing
errors, etc.
Writing Workshops for Students: Several Writing Workshops
will be held each semester to address specific
areas of the writing and research process. These workshops
address topics such as sentence structure, MLA
documentation, writing a literary analysis, essay organization,
ESL issues, how to spot and correct common writing
errors, etc.
20. Grading Standards: To unify grading, I will be using the
following guidelines.
I. EXCELLENT/SUPERIOR (A/B)
a. Note: Although “A” and “B” papers possess many of the same
features, the style, originality, and level of
excellence of the “A” paper are exceptional.
b. Preparation: The student adapts his or her thinking to the
form and requirements of the assignments,
developing the paper through preliminary outlines and drafts.
c. Contents: The paper contains a significant and central idea
clearly defined and supported with concrete,
substantial, and consistently relevant detail. The superior paper
displays freshness and originality of
perception; it moves through its ideas with inevitability organic
to its central idea.
d. Development: The paper engages attention and interest at the
beginning, progresses by ordered and
necessary stages, and ends with a non-repetitive conclusion.
Development is economical, original, well
proportioned, and emphatic; paragraphs are coherent, unified,
and properly developed; and transitional
expressions are both logical and effectively placed.
e. Sentence Structure: Sentences are unified, coherent, forceful,
and varied to promote a lively and interesting
21. rhythm.
f. Diction: The language is distinctive, fresh, economical, and
precise; usage is rarely incorrect.
g. Grammar and Punctuation: Correct grammar, punctuation,
spelling, and mechanics reflect clear and
effective thinking.
h. Appearance: The student has carefully proofread and
correctly documented the paper. The student will type
out-of-class papers using standard 10- or 12-font size on
standard white paper using 1” margins and double
spacing throughout (no triple spacing between paragraphs).
II. AVERAGE (C)
a. The “C” paper is clear, competent, and controlled, but its
style and originality are undistinguished.
b. Preparation: The paper contains evidence of at least one
preliminary draft. The student has clearly and
competently adapted the topic and content to the assignment.
c. Content: The central idea is apparent but too general,
familiar, or limited. Although supported with concrete
detail, such detail may be occasionally repetitious, irrelevant,
and/or sketchy.
d. Development: The plan of the paper is recognizable but not
developed and/or consistently fulfilled.
Development may be disproportionate or exhibit inappropriate
emphasis. Transitions are clear but too
abrupt, mechanical, and/or monotonous. The paragraphs are
unified, coherent, and usually well developed.
22. e. Sentence Structure: The sentences are competent, but many
lack force, variation in structure, and/or
effective rhythm.
f. Diction: The language is appropriate to the paper’s purpose,
subject, and audience; it is not overly formal,
abstract, or colloquial. Errors in usage are infrequent.
g. Grammar and Punctuation: Deviations from standard
grammar, punctuation, spelling, or mechanics
damage the paper’s clarity and effectiveness.
h. Appearance: The “C” paper conforms to the guidelines
established for the superior paper.
III. UNSATISFACTORY (D-F)
a. Although “D” and “F” papers may share the same faults (such
as inadequate development or absence of a
discernible thesis), the “F” paper exhibits an obvious
breakdown in style and structure.
b. Preparation: The student’s ideas do not relate to the specific
assignment, and the paper suggests scant
evidence of a preliminary draft.
c. Content: The central idea is missing, confused, superficial, or
unsupported by concrete and relevant detail.
Content is obvious, contradictory, and/or aimless.
d. Development: The essay lacks clear and orderly stages and
further fails to emphasize and support the
central idea. Paragraphs are typographical rather than structural;
transitions between paragraphs are
23. missing, unclear, ineffective, or rudimentary.
e. Sentence Structure: Sentences are incoherent, incomplete,
fused, monotonous, rudimentary, and/or
redundant, thus thwarting the intended meaning.
f. Diction: The level of language is inappropriate to the subject;
errors in usage are frequent.
g. Grammar and Punctuation: Frequent mistakes in basic
grammar, spelling, and punctuation obscure the
writer’s ideas.
h. Appearance: An illegible presentation is always a liability.
i. Plagiarism: Collin College faculty do not tolerate plagiarism.
A paper containing plagiarism will earn a failing
grade.
24. Tentative Course Calendar
GR = Good Reasons with Contemporary Arguments; TSIS =
They Say, I Say
� Week 1: August 25-31
� Read through the information in the Orientation folder in
Blackboard
� Introduce yourself in the Week 1 discussion forum
� Week 2: September 1-7
� September 1: Labor Day; campuses closed
� Read Chapters 1 (“Making Effective Arguments”) and 2
(“Reading Arguments”) in GR
� Read the introduction and Chapter 1 (“They Say”) of TSIS
� Complete grammar diagnostic in MyWritingLab
� Complete Week 2 discussion posts
25. � Week 3: September 8-14
� Read Chapters 2 (“Her Point Is”), 3 (“As He Himself Puts
It”), and 4 (“Yes/No/Okay, But”) in TSIS
� Read Chapter 6 (“Analyzing Written Arguments”) in GR
� Complete Week 3 assignments in MyWritingLab
� Complete Week 3 discussion posts
� Choose an essay from GR to analyze for Essay 1 (requires
instructor approval)
� Week 4: September 15-21
� Read Chapter 5 (“And Yet”) in TSIS
� Read Chapters 4 (“Drafting and Revising Arguments”) and
20 (“Documenting sources in MLA
Style”) in GR
� Complete Week 4 discussion posts
� Complete assignments in MyWritingLab
� Post draft for peer review before midnight on Thursday
� Week 5: September 22-28
� Complete assignments in MyWritingLab
� Post completed peer reviews before midnight on Tuesday
� Essay 1 (Summary and Response) due Sunday before
midnight via Turnitin.com
� Week 6: September 29-October 5
� Read Chapters 3 (“Finding Arguments”) and 16 (“Planning
Research”) in GR
� Read Chapter 6 (“Skeptics May Object”) in TSIS
� Complete assignments in MyWritingLab
� MLA Exam Review due Sunday before midnight
26. � Week 7: October 6-12
� Read Chapters 7 (“So What? Who Cares?”), 8 (“As a
Result”), and 10 (“But Don’t Get Me Wrong”) in
TSIS
� Complete assignments in MyWritingLab
� Post draft for peer review before midnight on Thursday
� MLA Exam due Sunday before midnight
� Week 8: October 13-19
� October 17: Last day to withdraw
� Read Chapter 13 (“Analyze This”) in TSIS
� Complete assignments in MyWritingLab
� Post completed peer reviews before midnight on Tuesday
� Essay 2 (Annotated Bibliography) due Sunday before
midnight via Turnitin.com
� Week 9: October 20-26
� Read Chapter 19 (“Writing the Research Project”) in GR
� Go through Chapters 8 (“Definition Arguments”), 9 (“Causal
Arguments”), 10 (“Evaluation
Arguments”), and 13 (“Proposal Arguments”) in GR as needed
for help designing your argument in
Essay 3
� Complete assignments in MyWritingLab
27. � Week 10: October 27-November 2
� Go through Chapters 8 (“Definition Arguments”), 9 (“Causal
Arguments”), 10 (“Evaluation
Arguments”), and 13 (“Proposal Arguments”) in GR as needed
for help designing your argument in
Essay 3
� Complete discussion posts in Blackboard
� Complete assignments in MyWritingLab
� Post draft for peer review before midnight on Thursday
� Week 11: November 3-9
� Post completed peer reviews before midnight on Tuesday
� Essay 3 (Researched Argument) due Sunday before midnight
via Turnitin.com
� Week 12: November 10-16
� Read Chapter 11 (“Narrative Arguments”) in GR
� Week 13: November 17-23
� Read Chapter 12 (“What’s Motivating This Writer?”) in TSIS
� Week 14: November 24-30
� All lab units due Wednesday before midnight
� November 26-30: All campuses closed for Thanksgiving
holiday
� Week 15: December 1-7
28. � Essay 4 (Reflection) due Wednesday before midnight via
Turnitin.com
� Week 16: December 8-14 (Final Exam Week)
� Complete online survey in Blackboard
Note: All dates and assignments listed here are tentative and
subject to change. Students are responsible for
recognizing and following any alterations made to this schedule.