This document provides the syllabus for an English 102 college writing course titled "Writing About Place & Identity" taught in the spring 2019 semester. The course focuses on applying principles of expository and argumentative writing through exploring how one's environment shapes their life and identity. Major assignments include personal narratives, annotated bibliographies, research essays, and op-eds. The syllabus outlines learning outcomes, assignments, policies, and grading criteria.
This document is a syllabus for an English 208 personal and exploratory writing course. It outlines the course objectives, which include becoming familiar with different types of personal writing and learning to effectively share personal experiences with others. It describes assignments such as personal essays. It provides policies such as technology requirements, accepted file formats, and academic honesty. The course aims to help students delve into their own experiences and communicate them to others through personal writing.
This document provides information about an EWRT 1B course including the instructor's contact information, class times and office hours, course goals and requirements, grading scale, required texts, class policies on topics like attendance, late work, and academic honesty. The course will include five formal essays, website posts, exams, and participation. Grades are based on a 1000 point scale and are determined by scores on essays, exams, website posts and participation. Various policies are outlined regarding attendance, late work, academic honesty, and use of electronic devices in class.
This document provides information about an EWRT 1B course taught by Kim Palmore in winter 2014, including class times, goals, requirements, policies, and textbook information. The class aims to develop students' ability to understand and discuss complex texts and convey that understanding in essays. Students must write five formal papers, participate in class, complete homework and tests. The grading scale and point values for assignments are outlined. Academic honesty, attendance, and conduct policies are also summarized.
This document provides an overview of an academic development presentation on writing basics. It includes an agenda with sections on language, writing, representing information, introductions, plagiarism and referencing. The presentation aims to introduce resources and strategies to help students develop their writing abilities. It encourages exploring language and terminology from one's discipline. A video on writing introductions is referenced. The document lists writing center contact details and consultation options to assist with writing.
This document provides information about a Communication as Critical Inquiry course. It introduces the instructor Caleb Malik and provides details about classroom location and meeting times. Required texts and materials are listed, including an ebook, spiral workbook, and supplementary packet. Course goals focus on developing communication competencies. The teaching philosophy emphasizes the importance of communication skills. Major assignments include speeches, tests, and a portfolio. Attendance policies, electronics policies, and late work policies are outlined.
English 102 online syllabus spring 2021ScottDorsch
This document is the syllabus for an online English 102 course taught by Professor Scott Dorsch in Spring 2021. It outlines the course goals, learning outcomes, required textbook, policies, and resources. The key points are:
1) The course aims to improve students' skills in persuasive and expository writing through assignments that guide the development of major essays.
2) Students must dedicate 8-10 hours per week to be successful, keeping up with deadlines by scheduling regular weekly work.
3) The required textbook is available through the campus bookstore, and all work will be submitted through the online course site.
4) Academic honesty is strictly enforced, and students are responsible for ensuring their
This is the webinar for August 22. Central Topics of Webinar #2
• Multi-modal Writing + Writing Workshop [time to write]
• Guest speaker at beginning of webinar (first ten minutes): Dr. Raúl Alberto Mora, who will speak on the topic of multi-modal literacies as well as video and multi-modal literacies.
• Time to write!
• Recap of key assignments and tips
This document provides information about an Oral and Interpersonal Communication course. It outlines the course's focus on developing speaking, listening, and communication skills through presentations and group activities. It introduces the instructor, Tara Ptasnik, and describes assignments, grading, resources for students, and expectations for success in the course. Students will analyze communication situations, apply listening and conflict resolution skills, and give presentations on topics like the job search and communicating in different cultures. The course aims to prepare students to communicate effectively in professional contexts.
This document is a syllabus for an English 208 personal and exploratory writing course. It outlines the course objectives, which include becoming familiar with different types of personal writing and learning to effectively share personal experiences with others. It describes assignments such as personal essays. It provides policies such as technology requirements, accepted file formats, and academic honesty. The course aims to help students delve into their own experiences and communicate them to others through personal writing.
This document provides information about an EWRT 1B course including the instructor's contact information, class times and office hours, course goals and requirements, grading scale, required texts, class policies on topics like attendance, late work, and academic honesty. The course will include five formal essays, website posts, exams, and participation. Grades are based on a 1000 point scale and are determined by scores on essays, exams, website posts and participation. Various policies are outlined regarding attendance, late work, academic honesty, and use of electronic devices in class.
This document provides information about an EWRT 1B course taught by Kim Palmore in winter 2014, including class times, goals, requirements, policies, and textbook information. The class aims to develop students' ability to understand and discuss complex texts and convey that understanding in essays. Students must write five formal papers, participate in class, complete homework and tests. The grading scale and point values for assignments are outlined. Academic honesty, attendance, and conduct policies are also summarized.
This document provides an overview of an academic development presentation on writing basics. It includes an agenda with sections on language, writing, representing information, introductions, plagiarism and referencing. The presentation aims to introduce resources and strategies to help students develop their writing abilities. It encourages exploring language and terminology from one's discipline. A video on writing introductions is referenced. The document lists writing center contact details and consultation options to assist with writing.
This document provides information about a Communication as Critical Inquiry course. It introduces the instructor Caleb Malik and provides details about classroom location and meeting times. Required texts and materials are listed, including an ebook, spiral workbook, and supplementary packet. Course goals focus on developing communication competencies. The teaching philosophy emphasizes the importance of communication skills. Major assignments include speeches, tests, and a portfolio. Attendance policies, electronics policies, and late work policies are outlined.
English 102 online syllabus spring 2021ScottDorsch
This document is the syllabus for an online English 102 course taught by Professor Scott Dorsch in Spring 2021. It outlines the course goals, learning outcomes, required textbook, policies, and resources. The key points are:
1) The course aims to improve students' skills in persuasive and expository writing through assignments that guide the development of major essays.
2) Students must dedicate 8-10 hours per week to be successful, keeping up with deadlines by scheduling regular weekly work.
3) The required textbook is available through the campus bookstore, and all work will be submitted through the online course site.
4) Academic honesty is strictly enforced, and students are responsible for ensuring their
This is the webinar for August 22. Central Topics of Webinar #2
• Multi-modal Writing + Writing Workshop [time to write]
• Guest speaker at beginning of webinar (first ten minutes): Dr. Raúl Alberto Mora, who will speak on the topic of multi-modal literacies as well as video and multi-modal literacies.
• Time to write!
• Recap of key assignments and tips
This document provides information about an Oral and Interpersonal Communication course. It outlines the course's focus on developing speaking, listening, and communication skills through presentations and group activities. It introduces the instructor, Tara Ptasnik, and describes assignments, grading, resources for students, and expectations for success in the course. Students will analyze communication situations, apply listening and conflict resolution skills, and give presentations on topics like the job search and communicating in different cultures. The course aims to prepare students to communicate effectively in professional contexts.
1) The document provides instructions for a communication inventory assignment which requires students to complete a self-assessment of their communication skills by examining their language, listening, and nonverbal communication abilities.
2) Students are asked to keep a journal of their communication experiences and interview 2-5 people who can provide feedback on their communication strengths and weaknesses.
3) The final communication inventory paper should be 3 pages long and address the student's communication strengths, areas for improvement, and skills they want to focus on developing. It should include an introduction, body paragraphs using concepts from class and interviews, and edited prose.
This document provides an overview and syllabus for an Oral and Interpersonal Communication course. It outlines the course objectives, which focus on developing speaking, listening, and nonverbal communication skills through individual presentations and group activities. The document details the responsibilities and expectations for students, including completing assignments on time and with academic integrity. It also provides contact information for the instructor and describes various resources available to help students succeed, such as the Writing Center, Computer Help Desk, and Disability Resource Services.
This document discusses using email and chat for language learning. Email benefits include exposure to real communication situations. Basic email skills include communication strategies, account management, and privacy. The document provides an example email project on endangered animals that involves students researching a species online, emailing an organization with questions, and presenting findings. Chat can be text-based or audio. Educational chat includes collaborative tasks and practice. Using chat can improve English through negotiation and discourse familiarization. When structuring chat lessons, teachers should consider objectives, groupings, introduction, task, and closing stages. Setting clear expectations and tasks is important for chat lessons. An example proposes a beginner chat lesson where students practice greetings and introductions.
Discussion forums and chatrooms are the primary means of communication between instructors and online students at Stanbridge College. Students can post questions in the "Ask Your Instructor" forum for the instructor to respond. Weekly discussion forums require students to answer questions and respond to other students' posts. Students are also encouraged to use chatrooms and form study groups to discuss course material.
The document outlines the expectations and requirements for online students at Stanbridge College. It details that students must have a computer meeting minimum requirements, access to software like Word and internet, and a dedicated study space. Students are expected to spend 10-12 hours per week on coursework, check the online site daily, participate in discussions, complete weekly readings, assignments, and quizzes. The document provides contact information for technical or academic support.
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.
The document discusses how blogs can be used to give students, including those at risk and in regular education, a voice in their writing. It provides examples of assignments where students write persuasive pieces on their blogs and comment on classmates' blogs. The goals are to inspire learning, give students confidence in communicating, and demonstrate proper online behavior and literacy skills through collaborative blog projects.
This document outlines the assignment requirements for an English writing course. It includes 4 essays of increasing length on various topics that must be completed over the course of the term. Essay 1 is an in-class argument essay. Essay 2 is a narrative essay using The Hunger Games as a starting point. Essay 3 explores a concept from The Hunger Games in more depth. Essay 4 proposes a solution to a real-world problem. Students also complete regular writing homework posts and will be evaluated on in-class participation, quizzes and writing workshops.
The document summarizes an optional orientation webinar for an online course on writing. It provides details on the date, time, and topics to be covered in the webinar. Attendees will learn about the syllabus, assignments, and Blackboard site for the course. The webinar will also offer tips for online learning, starting assignments, and using technology tools to support writing. Recordings of the webinar will be available for those unable to attend.
The document discusses using chat programs to link students in different locations for collaborative learning, noting that chat can promote project work between classes and groups while also enabling students to practice language skills through conversations with peers in other countries. Guidelines are provided for how to structure a chat session, including introductory, content, and closing phases, and a sample chat session is outlined with tips for setting up the activity.
This document outlines the syllabus for an English 102 college writing course focusing on place and identity. The course will explore how environment shapes lives and events through diverse perspectives in assigned writing. Major assignments include blog posts, a personal narrative essay, an annotated bibliography, exploratory research essay, and op-ed essay. Students will develop skills like research, revision, and synthesizing sources. The syllabus details course goals, assignments, policies, grading scale and deadlines. Successful students will gain skills in areas like audience analysis, research, and incorporating feedback to improve writing.
This document provides an overview of Chapter 8 from an English learning textbook. It outlines the key areas of listening, speaking, reading, and writing covered in the chapter. For listening, it focuses on responding to expressions of emotions and a dialogue. Speaking activities include roleplaying emotions, holding dialogues, and performing a speech. Reading examines analyzing text structure. Writing involves drafting a persuasive essay. Exercises are included to practice each skill through activities like filling in blanks, answering questions, and matching terms to definitions.
The lesson plan outlines a 3 lesson project for students to research unusual jobs, with the goals of improving English vocabulary and skills like using simple present tense and conversational phrases. In the first lesson students brainstorm usual jobs and are assigned unusual jobs to research. The second lesson has students use online resources like a web quest to research and create a questionnaire and article about their assigned unusual job. In the third lesson students present their projects and provide peer feedback on other groups' work.
This document discusses how to use chat in language teaching. It begins by defining chat and its potential benefits for linking students in real-time collaboration. It describes different types of chat, such as text, audio, public, and private chat. It then discusses why chat should be used in language teaching and provides tips for structuring effective text and voice chat lessons. Sample chat programs and a lesson plan are also outlined. Overall, the document explores how incorporating chat into the classroom can motivate learners while helping them improve their language skills through synchronous communication.
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.
Challenges in the teaching and testing of speakingC Romney
This document discusses challenges in teaching and testing speaking skills. It is divided into four parts: 1) defining speaking and its genres, 2) how to teach conversation skills, 3) common evaluation methods, and 4) ideas to improve teaching and testing. The key points are that speaking encompasses different genres beyond presentations and interviews; conversation is the most important skill but often not taught or tested; and evaluations should match what is taught in the classroom.
Using Chrome Extensions to Support Literacytaraelissa
Using Chrome Extensions and Apps to Support Literacy was presented at the International Society of Technology in Education Conference in Denver (June, 2016). Within the framework of Universal Design for Learning, this presentation offers practical advice for using Assistive Technology (AT) supports to promote literacy within the areas of writing and reading intervention areas.
Chat has potential to connect students around the world in real time. There are different types of chats including text, audio, public, and private chats that can be used for educational, informative, collaborative, practice, or free topic discussions. The document provides guidance on how to start and structure chat lessons including installing software, conducting practice chats, contacting other classes, and addressing classroom management issues. Sample chat lesson plans are also presented.
Shearer / Syllabus / English102 / Fall 2019Clare Shearer
This document provides the syllabus for an English 102 college writing course focused on writing about place and identity. The course will explore how environment shapes lives and events through diverse voices and perspectives. Students will write from personal experience as well as conduct traditional research. Major assignments include reading responses, a personal narrative essay, an annotated bibliography, an exploratory research essay, and an op-ed essay. The syllabus outlines course goals, assignments, policies on attendance, late work, and technology use, as well as contact information for the instructor.
This document outlines the syllabus for an online English 102 course titled "Writing About Place & Identity" taught during the summer of 2019. The course focuses on applying principles of expository and argumentative essay writing through exploring how one's environment shapes their life and identity. Major assignments include a personal narrative essay, annotated bibliography, exploratory research essay, and op-ed essay. The course aims to help students develop composition and research skills to communicate effectively for different audiences and contexts. It provides learning outcomes, assignment requirements and deadlines, grading policies, textbook information, and instructor contact details.
This document provides the syllabus for an English 102 college writing course. The course will focus on developing skills in persuasive and expository writing through assignments such as a personal essay, letter, and research paper. Students will analyze the perspectives and writing styles of diverse authors. The goals of the course are to improve students' abilities to write for different audiences, analyze and synthesize sources, conduct research, and provide constructive peer feedback. The syllabus outlines assignments, deadlines, required materials, attendance policies, and course expectations.
1) The document provides instructions for a communication inventory assignment which requires students to complete a self-assessment of their communication skills by examining their language, listening, and nonverbal communication abilities.
2) Students are asked to keep a journal of their communication experiences and interview 2-5 people who can provide feedback on their communication strengths and weaknesses.
3) The final communication inventory paper should be 3 pages long and address the student's communication strengths, areas for improvement, and skills they want to focus on developing. It should include an introduction, body paragraphs using concepts from class and interviews, and edited prose.
This document provides an overview and syllabus for an Oral and Interpersonal Communication course. It outlines the course objectives, which focus on developing speaking, listening, and nonverbal communication skills through individual presentations and group activities. The document details the responsibilities and expectations for students, including completing assignments on time and with academic integrity. It also provides contact information for the instructor and describes various resources available to help students succeed, such as the Writing Center, Computer Help Desk, and Disability Resource Services.
This document discusses using email and chat for language learning. Email benefits include exposure to real communication situations. Basic email skills include communication strategies, account management, and privacy. The document provides an example email project on endangered animals that involves students researching a species online, emailing an organization with questions, and presenting findings. Chat can be text-based or audio. Educational chat includes collaborative tasks and practice. Using chat can improve English through negotiation and discourse familiarization. When structuring chat lessons, teachers should consider objectives, groupings, introduction, task, and closing stages. Setting clear expectations and tasks is important for chat lessons. An example proposes a beginner chat lesson where students practice greetings and introductions.
Discussion forums and chatrooms are the primary means of communication between instructors and online students at Stanbridge College. Students can post questions in the "Ask Your Instructor" forum for the instructor to respond. Weekly discussion forums require students to answer questions and respond to other students' posts. Students are also encouraged to use chatrooms and form study groups to discuss course material.
The document outlines the expectations and requirements for online students at Stanbridge College. It details that students must have a computer meeting minimum requirements, access to software like Word and internet, and a dedicated study space. Students are expected to spend 10-12 hours per week on coursework, check the online site daily, participate in discussions, complete weekly readings, assignments, and quizzes. The document provides contact information for technical or academic support.
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.
The document discusses how blogs can be used to give students, including those at risk and in regular education, a voice in their writing. It provides examples of assignments where students write persuasive pieces on their blogs and comment on classmates' blogs. The goals are to inspire learning, give students confidence in communicating, and demonstrate proper online behavior and literacy skills through collaborative blog projects.
This document outlines the assignment requirements for an English writing course. It includes 4 essays of increasing length on various topics that must be completed over the course of the term. Essay 1 is an in-class argument essay. Essay 2 is a narrative essay using The Hunger Games as a starting point. Essay 3 explores a concept from The Hunger Games in more depth. Essay 4 proposes a solution to a real-world problem. Students also complete regular writing homework posts and will be evaluated on in-class participation, quizzes and writing workshops.
The document summarizes an optional orientation webinar for an online course on writing. It provides details on the date, time, and topics to be covered in the webinar. Attendees will learn about the syllabus, assignments, and Blackboard site for the course. The webinar will also offer tips for online learning, starting assignments, and using technology tools to support writing. Recordings of the webinar will be available for those unable to attend.
The document discusses using chat programs to link students in different locations for collaborative learning, noting that chat can promote project work between classes and groups while also enabling students to practice language skills through conversations with peers in other countries. Guidelines are provided for how to structure a chat session, including introductory, content, and closing phases, and a sample chat session is outlined with tips for setting up the activity.
This document outlines the syllabus for an English 102 college writing course focusing on place and identity. The course will explore how environment shapes lives and events through diverse perspectives in assigned writing. Major assignments include blog posts, a personal narrative essay, an annotated bibliography, exploratory research essay, and op-ed essay. Students will develop skills like research, revision, and synthesizing sources. The syllabus details course goals, assignments, policies, grading scale and deadlines. Successful students will gain skills in areas like audience analysis, research, and incorporating feedback to improve writing.
This document provides an overview of Chapter 8 from an English learning textbook. It outlines the key areas of listening, speaking, reading, and writing covered in the chapter. For listening, it focuses on responding to expressions of emotions and a dialogue. Speaking activities include roleplaying emotions, holding dialogues, and performing a speech. Reading examines analyzing text structure. Writing involves drafting a persuasive essay. Exercises are included to practice each skill through activities like filling in blanks, answering questions, and matching terms to definitions.
The lesson plan outlines a 3 lesson project for students to research unusual jobs, with the goals of improving English vocabulary and skills like using simple present tense and conversational phrases. In the first lesson students brainstorm usual jobs and are assigned unusual jobs to research. The second lesson has students use online resources like a web quest to research and create a questionnaire and article about their assigned unusual job. In the third lesson students present their projects and provide peer feedback on other groups' work.
This document discusses how to use chat in language teaching. It begins by defining chat and its potential benefits for linking students in real-time collaboration. It describes different types of chat, such as text, audio, public, and private chat. It then discusses why chat should be used in language teaching and provides tips for structuring effective text and voice chat lessons. Sample chat programs and a lesson plan are also outlined. Overall, the document explores how incorporating chat into the classroom can motivate learners while helping them improve their language skills through synchronous communication.
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.
Challenges in the teaching and testing of speakingC Romney
This document discusses challenges in teaching and testing speaking skills. It is divided into four parts: 1) defining speaking and its genres, 2) how to teach conversation skills, 3) common evaluation methods, and 4) ideas to improve teaching and testing. The key points are that speaking encompasses different genres beyond presentations and interviews; conversation is the most important skill but often not taught or tested; and evaluations should match what is taught in the classroom.
Using Chrome Extensions to Support Literacytaraelissa
Using Chrome Extensions and Apps to Support Literacy was presented at the International Society of Technology in Education Conference in Denver (June, 2016). Within the framework of Universal Design for Learning, this presentation offers practical advice for using Assistive Technology (AT) supports to promote literacy within the areas of writing and reading intervention areas.
Chat has potential to connect students around the world in real time. There are different types of chats including text, audio, public, and private chats that can be used for educational, informative, collaborative, practice, or free topic discussions. The document provides guidance on how to start and structure chat lessons including installing software, conducting practice chats, contacting other classes, and addressing classroom management issues. Sample chat lesson plans are also presented.
Shearer / Syllabus / English102 / Fall 2019Clare Shearer
This document provides the syllabus for an English 102 college writing course focused on writing about place and identity. The course will explore how environment shapes lives and events through diverse voices and perspectives. Students will write from personal experience as well as conduct traditional research. Major assignments include reading responses, a personal narrative essay, an annotated bibliography, an exploratory research essay, and an op-ed essay. The syllabus outlines course goals, assignments, policies on attendance, late work, and technology use, as well as contact information for the instructor.
This document outlines the syllabus for an online English 102 course titled "Writing About Place & Identity" taught during the summer of 2019. The course focuses on applying principles of expository and argumentative essay writing through exploring how one's environment shapes their life and identity. Major assignments include a personal narrative essay, annotated bibliography, exploratory research essay, and op-ed essay. The course aims to help students develop composition and research skills to communicate effectively for different audiences and contexts. It provides learning outcomes, assignment requirements and deadlines, grading policies, textbook information, and instructor contact details.
This document provides the syllabus for an English 102 college writing course. The course will focus on developing skills in persuasive and expository writing through assignments such as a personal essay, letter, and research paper. Students will analyze the perspectives and writing styles of diverse authors. The goals of the course are to improve students' abilities to write for different audiences, analyze and synthesize sources, conduct research, and provide constructive peer feedback. The syllabus outlines assignments, deadlines, required materials, attendance policies, and course expectations.
This document provides an overview of the syllabus for an introductory fiction writing course. It outlines course goals and learning outcomes which include improving writing skills, understanding fictional narratives, and critically analyzing texts. It describes assignments like a reading response journal where students summarize short stories, and a 3-minute student-led introduction. Guidelines are provided for attendance, participation, deadlines, textbooks, and the course website. Students are expected to spend 6-8 hours per week on reading, writing, and classwork. The course aims to help students become stronger writers and more articulate individuals.
This document provides information about an English 2 transfer level course. It outlines the course description, goals, requirements, policies, grading scale, and textbook information. The main goals of the course are to develop critical thinking skills through analyzing texts and formulating arguments. Students will write approximately 6,000 words across 5 formal papers and complete regular homework assignments posted to the class website. Grades are calculated on a 1000 point scale based on essays, homework, tests, and participation. The document details policies on attendance, late work, and academic dishonesty.
This document provides 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 overview for an English 1A course, including goals, requirements, policies, and grading. The main goals of the course are to prepare students to analyze college texts and write college papers by reading and analyzing diverse texts, generating ideas and supporting theses, and practicing writing as a process. Requirements include participation, keeping up with assignments/reading, four formal papers, blog posts, and tests/quizzes. Key policies cover essay submission through an online platform, academic dishonesty, attendance, conduct, workshops, tests, late work, and use of student papers. Grades are based on 1000 points from essays, blog posts, tests, activities, and participation.
This document provides an overview of the goals, requirements, policies, and grading for an English 1A course. The course aims to help students analyze texts, write college papers, and develop writing skills. Key requirements include participation, 4 essays, blog posts, and tests. Assigned texts are a writing guidebook and The Hunger Games novel. The class website provides an online space for student work. Grades are based on a 1000-point scale across essays, posts, tests, and other assignments. Course policies address submission of work, attendance, conduct, workshops, quizzes, tests, late work, and use of student papers.
This document provides the syllabus for a college writing course. It outlines the course description, goals, required texts and materials, assignments, grading scale, attendance policy, and weekly schedule. The main assignments include five writing projects of different genres like personal essays, reviews, proposals, and argumentative essays. Students will complete drafts, get peer feedback, and submit final versions. Other requirements are spontaneous writings, homework, presentations, vocabulary quizzes, and submitting a final portfolio. The course aims to develop students' expressive and persuasive writing and reading skills through practicing different techniques.
This document provides an overview of an English 1A course, including goals, requirements, policies, and grading. The main points are:
1. The course aims to prepare students to analyze college texts and write papers through learning skills like developing theses and integrating ideas. Students will read diverse texts and write four papers.
2. Requirements include class participation, keeping up with readings and assignments, four papers, blog posts, and tests/quizzes. The main texts are The St. Martin's Guide to Writing and The Hunger Games novel.
3. Grades are based on 1000 points from assignments like papers, blog posts, tests, and participation. Letter grades correspond to point ranges. Academic
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 for an English 102 college writing course taught by Caitlin Palmer in fall 2017. The course will examine how messages are perceived based on their medium or genre, including digital media, visual, print, and academic forms. Students will complete writing assignments such as a personal narrative, critical analysis essay, group visual project, book review, research paper, and multimodal remediation. The course aims to improve students' skills in persuasive and expository writing, and develop their ability to comprehend and analyze various types of prose. Major assignments are outlined, along with participation expectations, attendance policies, textbook information, and the instructor's contact details.
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 is the syllabus for an English 102 college writing course taught in the spring 2019 semester. It outlines the course goals of focusing on expository, argumentative, and research writing. The instructor's contact information and office hours are provided. The major assignments include four writing projects, journal entries, and a library research week. The required textbook and course policies on attendance, plagiarism, and classroom conduct are also summarized.
This document provides an overview of the goals, requirements, policies, and grading for an English 1A course. The course aims to develop students' skills in reading analysis, essay writing, and using a writing process. Major assignments include 4 formal papers, online posts, and tests. Required materials include two textbooks and establishing an online account. Grades are calculated on a 1000-point scale based on assignments, participation, and tests. Policies address submission of essays, academic integrity, attendance, conduct, workshops, quizzes, and late work. The instructor's contact information and office hours are also included.
Welcome to Rhetoric and Composition 120, the second course in US.docxalanfhall8953
Welcome to Rhetoric and Composition 120, the second course in USF’s first-year college writing sequence! In this class you will further develop practices of critical reading and academic writing introduced in RHET 110 by writing essays of greater length in response to readings and discussions of greater complexity. You will gain further practice in developing ideas for your writing, drafting and revising, editing and proofreading, academic research, and scholarly documentation. You will do so by engaging in writing projects that require you to respond to a variety of challenging texts from a range of traditions, historical periods, and fields of study.
Texts:
Austin, Reading the World, 3rd edition (Norton)
Clines and Cobb, Research Writing Simplified, 8th edition (Pearson/Longman)
Strunk and White, The Elements of Style, 4th edition (Pearson)
Obtain these texts as soon as possible if you have not already (making sure to get correct editions). Supplementary texts and resources will be added on Canvas (look under “Pages” for “Supplementary Resources”).
Course Description: With a firm basis in the elements of rhetoric, critical reading, written argumentation, and library research established in RC 110, students in RC 120 learn to compose more ambitious arguments responding to and incorporating sources of greater number, length, complexity, and variety. In order to meet the demands of advanced academic discourse, students also (a) develop skills in critical analysis of challenging non-fiction prose texts from a range of disciplinary perspectives and subjects, with a particular focus on the linguistic and rhetorical strategies employed in these texts, and (b) conduct extensive library research in the process of planning and composing sophisticated academic papers. Students will also gain practice editing for stylistic fluency in accordance with conventions of advanced academic prose. Finally, students develop greater independence in formulating strategies for revision and expansion of written arguments.
Learning Outcomes:
Over the course of the term, you will develop capability in the following areas:
1) Critical analysis of academic discourse: Students critically analyze linguistic and rhetorical strategies used in long and complex texts from a variety of genres, subjects, and fields. [met primarily in essays #1 and #2, and in reading responses]
2) Integrating multiple academic sources: Students incorporate multiple texts of length and complexity within a unified argumentative essay, addressing connections and differences among them. [met primarily in essays #2 and #3]
3) Academic research: Students develop sophisticated research questions and compose substantial arguments in response to those questions, incorporating extensive independent library research and demonstrating mastery of standard academic documentation modes. [met in essay #3 and annotated bibliography]
4) Style: Students edit their own prose to achieve a clea.
This document provides an overview of the goals, requirements, texts, grading, and policies for an English 1A course. The course aims to prepare students to analyze college texts and write papers. Key requirements include 5 formal papers, weekly posts to a class blog, and tests/quizzes. Grades are based on a 1000 point scale divided among essays, blog posts, tests, and other assignments. Course policies address issues like plagiarism, attendance, participation, workshops, and late work. The primary texts are The St. Martin's Guide to Writing and The Hunger Games novel.
This document provides information about an introductory creative writing course called EWRT 30. It outlines the course objectives, which include identifying elements of diverse literary works, analyzing and critiquing examples of writing, applying knowledge to students' own writing, and writing and revising poems and stories. Requirements include regular class participation, online assignments, readings, and a portfolio. The grading system and policies around attendance, conduct, late work, and adding/dropping the course are also summarized.
unit four / class schedule / english 102 / fall 2019Clare Shearer
This document provides the class schedule for an English 102 course during fall 2019. It outlines the schedule for Weeks 14-17, which focus on a multimedia project assignment. In Week 14, students will discuss examples of multimedia projects and receive the assignment requirements. During Week 15, they will analyze their project ideas and learn about designing for different media. In Week 16, students will present their rough drafts and get feedback. They will submit final drafts by the end of the week. No classes are scheduled during finals week in Week 17.
Unit four assignment sheet / english 102 / shearerClare Shearer
The document outlines a multi-media project assignment for students. Students will take research from previous units on a problem of place, space or environment and present it in a new creative visual or written medium such as a podcast, video, art project or op-ed. Along with their project, students must submit a 300-500 word rhetorical analysis of their project choices and present their project to the class. The project will be graded based on how well it relates to and uses the previous research, considers the audience and genre, and how students discuss their rhetorical decisions.
unit three / class schedule / english102 / fall 2019Clare Shearer
This document outlines the class schedule and assignments for Unit 3 of an English 102 course. It covers 3 weeks from October 21 to November 15. The unit focuses on writing an exploratory essay. Key assignments include an annotated bibliography due October 25, a rough draft introduction due October 28, incorporating sources into the essay due October 30, and a full rough draft of the exploratory essay due November 8. Peer reviews of drafts are held on November 4 and 11. Student conferences are scheduled for November 13 and 15 in place of regular class meetings. The final exploratory research essay is due November 20.
Unit Three / Class Schedule / English 102 / Fall 2019Clare Shearer
This document outlines the schedule and assignments for Unit 3 of an English 102 course. It focuses on writing an exploratory essay. Key events include:
- Students will develop an annotated bibliography and outline for their exploratory essay. Rough drafts of the introduction, body paragraphs, and conclusion are due throughout the unit.
- Class time will involve discussions on explaining a topic, incorporating sources, and concluding an argument.
- Peer reviews of essay drafts are scheduled for November 4th and 6th.
- Conferences will replace class on November 11th, 13th, and 15th for individual feedback.
- The final exploratory essay is due November 18th as students move to the
Unit Two / Class Schedule / English102 / Fall 2019Clare Shearer
This document outlines the class schedule and assignments for Unit Two of an English 102 course. It details the activities for library research weeks in the first two weeks. Students are required to complete a research and citation log along with two library quizzes. The third week focuses on recapping library research and writing a topic abstract. Students will learn about annotated bibliographies and read a chapter about them. The following two weeks involve class discussions and readings on two essay topics and writing critical prefaces and peer reviewing annotated bibliography drafts. The unit emphasizes performing research, asking questions, and developing skills for writing assignments.
Unit Two / Class Schedule / English102 / Fall 2019Clare Shearer
This document outlines the class schedule and assignments for Unit Two of an English 102 course. It details the activities for library research weeks in the first two weeks. Students are required to complete a research and citation log along with two library quizzes. The third week focuses on recapping library research and writing a topic abstract. Students will learn about annotated bibliographies and read a chapter about them. The following two weeks involve class discussions and readings on specific essays, as well as writing discussion posts in response. Students will draft and revise a critical preface and provide peer review for annotated bibliography drafts. The annotated bibliography is due at the end of the fourth week.
Unit Two / Class Schedule / English 102 / Fall 2019Clare Shearer
This document outlines the class schedule and assignments for an English 102 course over 8 weeks. It details the topics to be covered each week, including a week spent meeting in the library for research, a week recapping library research and writing a topic abstract, and two weeks focused on writing and revising a critical preface and annotated bibliography. Readings are assigned each class along with discussion posts or drafts of assignments due by certain dates. The schedule provides students an overview of the key activities, readings, and due dates for the research and writing unit of the course.
Unit Two / Class Schedule / English102 / Fall 2019Clare Shearer
This document outlines the class schedule and assignments for Unit Two of an English 102 course. It shows that for the first three weeks of the unit (Week 6), classes will meet in the library to conduct research. During Week 8, topics for the annotated bibliography will be discussed and students will analyze assigned readings. Week 9 focuses on writing and revising the critical preface and annotated bibliography, including peer reviews of drafts. Assignments include research logs, quizzes, discussion posts, and drafting the annotated bibliography.
Unit Two / Class Schedule / English102 / Fall 2019Clare Shearer
This document outlines the class schedule and assignments for Unit Two of an English 102 course. It details the activities for Weeks 6, 8, and 9, which focus on performing research, asking questions, and writing an annotated bibliography. During Week 6, students will meet in the library for research. In Week 8, they will discuss research methods and writing a topic abstract. They will also analyze assigned readings. Week 9 covers writing and revising a critical preface as well as conducting peer reviews of annotated bibliography drafts before the final version is due.
Unit 1 / Schedule / English 102 / Shearer / Fall 2019 / 9.25Clare Shearer
This document provides the class schedule and assignments for English 102 during the first 5 weeks of the semester. It includes the following:
- An overview of the readings, discussions, and assignments for the personal narrative essay assignment in Unit 1, including readings on writing personal essays and examples of personal narratives.
- Details of class meetings and assignments such as discussion posts, drafting exercises, conferences, and peer reviews to help students complete a first draft and final draft of their personal narrative essay.
- An introduction to the research project in Units 2-3 and assigned reading from another text to transition to the next assignment.
Unit 1 schedule / english 102 / shearer / fall 2019 / 9.11.19Clare Shearer
This document provides the class schedule and assignments for English 102's first unit on personal narrative writing. It outlines the weekly readings, discussions, and assignments over a 5 week period beginning in late August. The schedule introduces students to personal essay writing through readings by Didion, Jamison, Iyer, Fuhrman, and Barnes. Students are guided through drafting and revising a personal narrative essay with peer reviews, conferences with the instructor, and a final draft due at the end of the 5 weeks. The unit also introduces the next research-based unit and assignments.
Unit 1 / Schedule / English 102 / Shearer / Fall 2019Clare Shearer
This document provides the class schedule and readings for Unit One of an English 102 course titled "Exploring Personal Narrative". The schedule outlines the topics to be covered each week from August 26 to September 27, including discussions of assigned readings on personal essays and narrative writing. Students are expected to complete discussion posts responding to the readings each week and work on drafting a personal narrative essay over the course of the unit, with peer reviews scheduled for the final two weeks. Administrative deadlines are also noted.
Unit 1 / Schedule / English 102 / Shearer / Fall 2019Clare Shearer
This document provides the class schedule and readings for Unit One of an English 102 course titled "Exploring Personal Narrative". The schedule outlines the topics to be covered each week from August 26 to September 27, including discussions of assigned readings on personal essays and narrative writing. Students are expected to complete discussion posts responding to the readings each week and work on drafting a personal narrative essay over the course of the unit, with peer reviews scheduled for the final two class periods. The unit introduces narrative techniques and focuses on drafting, revising, and finalizing the personal essay assignment.
Unit 1 / Schedule / English 102 / Shearer / Fall 2019Clare Shearer
This document provides the class schedule and assignments for Unit One of an English 102 course titled "Exploring Personal Narrative". It is divided into five weeks. Week 1 introduces the unit and assignments through readings and discussions on personal essays. Week 2 focuses on writing place through readings on nature and identity. Week 3 covers finding focus and structure through draft work. Week 4 includes individual conferences on rough drafts. Week 5 consists of peer review sessions and introduces the next research project. The schedule outlines daily readings, writing assignments, and goals for developing a personal narrative essay over the first five weeks of the course.
Engl 102 / online / summer 2019 / unit four scheduleClare Shearer
This document provides an overview of the topics, readings, and assignments for Unit 4 of an online English 102 course taking place from July 22 to August 2, 2019. It outlines that students will learn how to adapt research topics, create arguments, and write persuasively. They will read about stasis theory and responding to rhetorical problems. Assignments include discussion board posts, a quiz, drafting an op-ed essay, and submitting a final reflection.
Engl102 / Online / Summer 2019 / Unit Four ScheduleClare Shearer
This document provides the schedule and assignments for a unit on forming an opinion through an op-ed essay from July 22 to August 2, 2019. It includes weekly topics on adapting research topics, creating an argument, and writing persuasively. Students are assigned readings on responding rhetorically and examples of op-eds. They must complete discussion board posts and responses, a quiz, and drafts of their op-ed, including a rough draft the first week and the final submission the second week. The unit wraps up with final reflections and an assignment due at the end.
This document provides a course schedule for an online English 102 class during the summer of 2019. The class is divided into 4 units over 8 weeks. Unit 1 explores personal narratives and has students write a narrative essay. Unit 2 focuses on research, with students writing an annotated bibliography. Unit 3 has students write an exploratory research essay. Finally, Unit 4 requires students to write an op-ed essay. Each unit provides readings, discussion posts, quizzes, and writing assignments to help students learn and apply key concepts for different types of essays.
Engl 102 / Online / Summer 2019 / Unit Three ScheduleClare Shearer
This document provides an overview of the topics, readings, and writing assignments for Unit 3 of the English 102 Online course from July 8-21, 2019. It is focused on exploratory research essays. In Week 5, students will learn about incorporating sources, outlining, and formulation rhetorical problems. They will submit an outline and take a quiz on the readings. A rough draft of the research essay is due. In Week 6, students will cover introductions, conclusions, editing skills, and MLA citations. They will read and discuss two essays. A quiz on citations and a discussion board post are due. The final draft of the research essay is due by the end of the unit.
Engl 102 / Online / Summer 2019 / Unit Three ScheduleClare Shearer
This document provides an overview of the topics, readings, and assignments for Unit 3 of an online English 102 course from July 8-21, 2019. The unit focuses on exploratory research essays and incorporates sources into writing. Week 5 covers outlining, invention techniques, and submitting a rough draft. Week 6 covers introductions/conclusions, editing mechanics, citations, and submitting the final research essay draft. Readings include chapters on formulating problems and compositions, as well as sample essays. Assignments include discussion posts, quizzes, outlining, and drafting the research essay.
Engl 102 / Online / Summer 2019 / Unit Three ScheduleClare Shearer
This document provides an overview of the topics, readings, and writing assignments for Unit 3 of the English 102 Online course from July 8-21, 2019. The unit focuses on exploratory research essays and incorporates sources into writing. In Week 5, students will learn about outlining, complete a discussion board post and response, submit a research essay outline, and write a rough draft. In Week 6, students will learn about introductions, conclusions, editing, and MLA citations. They will submit a revised introduction, complete another discussion board post and response, and submit the final draft of their exploratory research essay.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
1. ENGLISH 102
College Writing and Rhetoric
Syllabus
Spring 2019
Writing About Place & Identity
10:30 am – Monday, Wednesday, Friday
Teaching & Learning Center 247
Instructor
Clare Shearer
Email – clares@uidaho.edu
Office – Brink 113
Phone – 208.885.6156 (voicemails only)
Office Hours
Tuesday 2:00 - 3:00 pm
Wednesday 12:00 - 1:00 pm
2. 1
COURSE GOALS & LEARNING OUTCOMES –
English 102 is an introductory composition course that focuses on applied principles of expository and
argumentative essay writing, including summaries, critiques, and syntheses of texts, and the research
essay. Emphasis is placed on clear, concise, and vigorous prose.
This semester, we will explore writing techniques through the lens of place: How does our environment
shape both our lives and the events around us? How do we write about such issues across contexts and
audiences? We will engage with issues of place and identity through a diverse selection of voices,
perspectives, and approaches. You will be expected to write from your own personal experience as well
as engage in traditional research assignments, blog writing, op-eds, and social media—exploring new
contexts, genres, and audiences.
As we interrogate issues of place, we will work to develop various composition skills, including
freewriting, reflection, revision, synthesis, and research. We will then apply these skills to an array of
rhetorical situations, asking you to consider how effectively you are communicating the concepts and
ideas you are working with. How might your writing reach an audience, and what you would like the
audience to feel, think, or do? With a focus on our environment and how we are shaped by it, this course
will allow us to identify how place influences our lives and how we create and enact our own identities
and ideologies around it.
By the end of this course, you should be able to:
1. Demonstrate awareness and application of rhetorical strategies in the writing produced by
others and yourself.
• How writers use rhetoric:
o Comprehend college-level and professional prose and analyze how authors present
their ideas in view of their probable purposes, audiences, genres, modalities.
• Use rhetoric yourself:
o Accurately assess and effectively respond to a wide variety of audiences and
rhetorical situations and articulate your rhetorical purpose for writing, who you are
writing for, what you are saying, and how you’ve decided to present it (genre and
modality).
o Use evidence for a rhetorical purpose in writing a research paper.
2. Apply effective research skills appropriate for your rhetorical purpose.
• Locate, evaluate, organize, and use research material collected from a variety of sources,
including, but not limited to the following:
o scholarly library databases;
o other official databases (e.g., federal government databases);
o informal electronic networks and internet sources;
o print and online books and journals;
o and primary sources.
• Use evidence appropriately according to the rhetorical situation (e.g. paraphrase, summary,
quote, attributive tags, in-text citation, etc.).
• Correctly cite and document source material according to a current style manual.
3. 2
3. Demonstrate critical thinking.
• Productively incorporate a variety of perspectives when considering or composing an
argument.
• Present ideas as related to, but clearly distinguished from, the ideas of others.
• Write critical analyses and syntheses of college-level and professional prose.
4. Demonstrate your understanding that writing is a process.
• Apply a variety of strategies for generating, revising, editing, and proofreading.
• Revise your writing using additional invention and re-thinking after initial draft is produced.
• Give and receive constructive feedback from peers.
5. Compose arguments that meet college-level expectations for academic compositions.
• Compose a focused claim supported with logical and clear reasons and evidence.
• Synthesize arguments made by other rhetors to develop and support your own claim.
• Apply current citation rules in situations like paraphrasing, summarizing, citing and
documenting borrowed material.
DEADLINES –
Administrative Deadlines
The university has certain deadlines of which you need to be aware if you want to drop the course at some
point during the term.
January 23 – Last day to drop the course WITHOUT a grade of W.
March 29 – Last day to drop the course WITH a grade of W.
Class Deadlines
Each of the assignments in this course will have a deadline and it is your responsibility to speak with me
in advance of that deadline if you will be unable to submit your work on time. In the event that you do
submit your work late, I will take off five points per day for major assignments. Deductions to minor
assignments will be based on the circumstances.
Note on Extensions: I will only provide extensions in advance and in the case that you are facing
reasonable circumstances that will not allow for your work to be in on time. Life happens to all of us. But
you must demonstrate respect for my time (and for your classmates’ time). If you communicate with me
as soon as possible, I am happy to work with you to arrange an extension.
TEXTBOOK –
Nicotra, Jodie. Becoming Rhetorical. Cengage, 2018. ISBN 978-1-305-95677-3.
• Available at the VandalStore
Outside Reading: You will be responsible for additional readings outside the textbook, all of which will
be available via BbLearn as PDF files or external links.
4. 3
ATTENDANCE –
Attendance in English 102 is mandatory. Missing more than six (6) classes in a semester is grounds for
failing the course. In the case of illness or other circumstances, you must email me before class in order
to be excused for the day. If you miss more two or more class periods in a row, you are encouraged to
come see me during office hours to make up for your absences.
Being in attendance means being physically present, awake, headphones out, not on your phone, and fully
prepared for class, with the day’s assignments completed. If you do not meet all of these conditions, you
might be marked absent for the day. You are responsible for making up all of the work that you missed in
a reasonable timeframe.
COURSE ETIQUETTE –
Classroom citizenship. The classroom is a learning community. Any behavior that disrupts this
community will not be tolerated. This includes speaking to other students while the instructor is talking,
obvious sleeping, passing notes, being rude or belligerent to the instructor or other students, etc. Please be
respectful of your fellow students and your instructor. If you have a problem with anything in the course,
you may speak to me about it privately after class or in my office hours.
Technology. Cell phones are a part of life, but they are not a part of the classroom. Texting and taking
calls is not permitted in class. Unless you have been given explicit permission to use your laptop or cell
phone in class for research or work purposes, all laptops should be shut.
Email etiquette. Feel free to email me any questions you might have about the course, your work,
meeting, etc. My address is clares@uidaho.edu and I’ll do my best to answer as soon as possible. Note:
Since this is a writing course, I ask that you please treat your emails as professional correspondence. This
means they should feature a greeting, complete sentences, and a sign-off with your name at the bottom.
OFFICE HOURS –
I encourage you to come visit me in my office. I’m happy to talk about our coursework, writing, or life in
general. My door will be open during my office hours (listed above), or you can email me to schedule a
meeting if you cannot make it during office hours for any reason.
COURSE REQUIREMENTS –
Writing Journal
In addition to large assignments, you will be required to keep (and bring to class) a Writing Journal.
Please select a designated notebook to serve as your Writing Journal and make sure to have it with you
during every class session. We will use these journals for in-class writing prompts, free writes,
brainstorms and drafting exercises. I also encourage you to use your journals for discussion prep, reading
notes, and any other ideas you may wish to get down on paper to help you with your preparation and
participation in the course.
5. 4
Major Writing Projects
Unit 1:
● Reading Response Discussion Posts: 750 words each / published to BbLearn discussion board
● Personal Narrative Essay: 4-5 pages / MLA formatting
Unit 2:
● Annotated Bibliography: Seven (7) sources / MLA formatting
● Exploratory Research Essay: 7-8 pages / MLA formatting
Unit 3:
● Op-Ed Essay: 4-5 pages / MLA formatting
Each of the major assignments in this course will build on one another. In Unit One, we will be reading
personal narrative essays about place which will inform and inspire your own personal narrative essay.
The blog posts for this unit will give you the chance to reflect on these narratives and how the writers use
rhetorical techniques and place study in their own work. When you write your personal narrative essay,
then, you will be able to harness some of these techniques in your writing. Units Two and Three will
allow you to dive deep into research on a specific topic of place – perhaps the same you wrote about in
your personal narrative, perhaps another – and the issues that arise there. And, finally, in Unit Four you
will take this issue of place and write an op-ed that argues a solution to the problem you identified in that
place.
GRADING –
All assignments, major and minor, will receive a grade in BbLearn, which you can check in the My
Grades tab (on the left side). If you fail to submit a major assignment, you are at risk of failing the course.
Smaller assignments, like blog posts or journal entries, are meant to help you prepare for the larger
projects, so please take them seriously. Furthermore, these points will add up quickly, and will contribute
to your passing grade in the class. Please note that you cannot pass the course if you don’t do the
assignments.
Unit One
Personal Essay
8 Discussion Board
Posts*:
25 points each
(*Discussion board
posts apply to Units
One and Two)
Total Points
Possible: 200
Rough Draft:
25 points
Final Draft:
100 points
Total Points
Possible: 125
Library Week
Research
Research Log:
30 points
Quiz #1:
10 points
Quiz #2:
10 points
Total Points
Possible: 50
6. 5
Unit Two
Annotated
Bibliography
Rough Draft:
25 points
Final Draft:
100 points
Total Points
Possible: 125
Exploratory
Research Essay
Rough Draft:
25 Points
Final Draft:
100 points
Total Points
Possible: 125
Unit Three
Op-Ed Essay
Rough Draft:
25 Points
Final Draft:
100 points
Total Points
Possible: 125
Total 750 points
If you withdraw from this course on or before January 23, nothing will appear on your transcript. If you
stay registered for the course after that date, you will receive one of the following grades. Only the first
three are passing grades.
A Represents achievement that is outstanding or superior relative to the level necessary
to meet the requirements of the course.
B Represents achievement that is significantly above the level necessary to meet the
requirements of the course.
Grades of A or B are honors grades. You must do something beyond the minimum required in
order to earn an A or B.
C Represents achievement that meets the basic requirements in every respect. It signifies
that the work is average, but nothing more.
W Stands for Withdrawal. This is the grade you will receive if you withdraw from the
course after September 1 but on or before October 27. A W has no effect on your
GPA, but you can have only 20 W credits during your time as an undergraduate at UI
(about six courses. After October 27 you can no longer withdraw from the course.
7. 6
N Stands for No Credit. A grade of N has no effect on your GPA, but it does mean that
you need to take the course again. You will earn a grade of N if your grade is an N and
you have done all the work for the course. You also must have made a good faith effort
to complete all the assignments. Handing in just any piece of writing just to avoid
getting an F will not work.
F Stands for Failure. A grade of F has a negative effect on your GPA. If you fail to hand
in any major writing assignment or do not make a good-faith effort to succeed at a
major assignment, you will automatically earn an F. If your average grade is an N but
you did not complete one of the major components of the course (one of the major
papers of all of the homework assignments or drafts), you will automatically earn an F
in the course. There is no reason for receiving an F in this course, unless you simply
fail to submit the required work.
I Stands for Incomplete. Under very unusual circumstances you could be assigned an
Incomplete in the course if something happened to you within the last two weeks of the
semester that made it impossible to complete the course (a serious accident or illness
that left you hospitalized and very significant personal tragedy, etc.)
POLICY ON PLAGIARISM –
In keeping with the spirit of academic integrity, I will assume at all times that you are doing honest,
original work. That being said, plagiarism is a serious matter. With this in mind, I feel that it is important
to explain the definition and consequences of plagiarism, intentional or otherwise.
At the University of Idaho, we assume you will do your own work and that you will work with your
instructor on improving writing that is your own. Plagiarism—using someone else’s ideas or words as
yours own without proper attribution—is a serious matter.
The Council of Writing Program Administrators defines plagiarism in the following way: “In an
instructional setting, plagiarism occurs when a writer deliberately uses someone else’s language, ideas, or
other original (not common-knowledge) material without acknowledging its source. This definition
applies to texts published in print or on-line, to manuscripts, and to the work of other student writers.”
(From “Defining and Avoiding Plagiarism: The WPA Statement on Best Practices,”
http://wpacouncil.org/node/9).
The consequences of plagiarism:
If evidence of plagiarism is found in student work in English 101, the instructor is empowered by
Regulation 0-2 of the general catalog to assign a grade of F for the course, a penalty that may be imposed
in particularly serious cases. In most cases of plagiarism, the instructor will also make a complaint to the
8. 7
Dean of Students Office, which is responsible for enforcing the regulations in the Student Code of
Conduct. So in addition to the academic penalty of receiving an F in the course, you may also be subject
to other disciplinary penalties, which can include suspension of expulsion. Although such severe penalties
are rarely imposed for first-time offenders, the Dean of Students Office maintains disciplinary records as
part of a student’s overall academic record.
Instructors may demonstrate that a paper involves plagiarism in two ways:
1) By identifying the source.
2) By showing the discrepancy of style between previous papers and the paper in question.
If a paper involves misuse of sources or other materials--which the CWPA defines as when a writer
“carelessly or inadequately [cites] ideas and words borrowed from another source”-- the instructor may
ask you to rewrite the paper, using correct forms of documentation.
When you need to use words or ideas from another person—whether an idea, a picture, a powerful
statement, a set of facts, or an explanation—cite your source!
UNIVERSITY OF IDAHO CLASSROOM
LEARNING CIVILITY CLAUSE –
In any environment in which people gather to learn, it is essential that all members feel as free and safe as
possible in their participation. To this end, it is expected that everyone in this course will be treated with
mutual respect and civility, with an understanding that all of us (students, instructors, professors, guests,
and teaching assistants) will be respectful and civil to one another in discussion, in action, in teaching,
and in learning.
Should you feel our classroom interactions do not reflect an environment of civility and respect, you are
encouraged to meet with your instructor during office hours to discuss your concern. Additional resources
for expression of concern or requesting support include the Dean of Students office and staff (208-885-
6757), the UI Counseling & Testing Center’s confidential services (208-885-6716), or the UI Office of
Human Rights, Access, & Inclusion (208-885-4285).
CENTER FOR DISABILITY ACCESS AND RESOURCES REASONABLE
ACCOMMODATIONS STATEMENT –
Reasonable accommodations are available for students who have documented temporary or permanent
disabilities. All accommodations must be approved through the Center for Disability Access and
Resources located in the Bruce M. Pitman Center, Suite 127 in order to notify your instructor(s) as soon
as possible regarding accommodation(s) needed for the course.
Phone: 208-885‐6307
Email: cdar@uidaho.edu
Website: www.uidaho.edu/current-students/cdar