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 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 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 blog posts, a personal narrative essay, an annotated bibliography, exploratory research essay, and op-ed essay. The syllabus outlines course goals, policies, requirements, grading, and expectations for student conduct.
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 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 an overview of the ENGL 102 College Writing and Rhetoric course for Spring 2017. Key details include:
- The course will focus on improving persuasive and expository writing skills.
- It will be taught by Lauren Yarnall on Mondays, Wednesdays, and Fridays from 12:30-1:20 PM in Brink 107.
- Students will complete 5 major writing assignments of different types along with daily homework assignments to practice key skills and prepare for the major assignments. This will include keeping a dedicated journal for invention exercises.
- Students are expected to attend class regularly, participate actively, and follow technology and email etiquette policies to create a respectful learning environment
This document provides information about an English 102 college writing and rhetoric course. It outlines details such as class time, instructor information, attendance policy, assignments including revisions and homework, learning outcomes, and policies regarding plagiarism, technology use, and disability support services. The goal of the course is to help students become better communicators through practicing skills like reading, writing, speaking, and applying rhetorical strategies. Becoming Rhetorical by Jodie Nicotra is the required textbook.
This document provides information about a Reading 12 course offered at Treasure Valley Community College in fall 2011. The 3-credit course emphasizes developing reading skills needed for college-level textbooks, including vocabulary, identifying main ideas, critical thinking techniques, and study strategies. Required textbooks and supplies include two books on reading skills and vocabulary as well as class supplies. Instruction will involve lectures, discussions, and hands-on assignments. The course objectives are to equip students with study skills, develop vocabulary skills, and improve comprehension. Student performance will be assessed through various assignments, quizzes, exams, and class participation. The policies outline attendance, late work, plagiarism, and classroom expectations.
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 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 blog posts, a personal narrative essay, an annotated bibliography, exploratory research essay, and op-ed essay. The syllabus outlines course goals, policies, requirements, grading, and expectations for student conduct.
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 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 an overview of the ENGL 102 College Writing and Rhetoric course for Spring 2017. Key details include:
- The course will focus on improving persuasive and expository writing skills.
- It will be taught by Lauren Yarnall on Mondays, Wednesdays, and Fridays from 12:30-1:20 PM in Brink 107.
- Students will complete 5 major writing assignments of different types along with daily homework assignments to practice key skills and prepare for the major assignments. This will include keeping a dedicated journal for invention exercises.
- Students are expected to attend class regularly, participate actively, and follow technology and email etiquette policies to create a respectful learning environment
This document provides information about an English 102 college writing and rhetoric course. It outlines details such as class time, instructor information, attendance policy, assignments including revisions and homework, learning outcomes, and policies regarding plagiarism, technology use, and disability support services. The goal of the course is to help students become better communicators through practicing skills like reading, writing, speaking, and applying rhetorical strategies. Becoming Rhetorical by Jodie Nicotra is the required textbook.
This document provides information about a Reading 12 course offered at Treasure Valley Community College in fall 2011. The 3-credit course emphasizes developing reading skills needed for college-level textbooks, including vocabulary, identifying main ideas, critical thinking techniques, and study strategies. Required textbooks and supplies include two books on reading skills and vocabulary as well as class supplies. Instruction will involve lectures, discussions, and hands-on assignments. The course objectives are to equip students with study skills, develop vocabulary skills, and improve comprehension. Student performance will be assessed through various assignments, quizzes, exams, and class participation. The policies outline attendance, late work, plagiarism, and classroom expectations.
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 information about an English 2 transfer-level course. The course applies critical thinking skills to reading and writing, with a focus on argument and issues. Key goals include analyzing values and assumptions, gaining competence as a critical thinker, and evaluating alternative perspectives. Students will summarize, analyze, and interpret ideas from texts. Requirements include class participation, assignments, five formal papers including one written in class, website posts, and tests. The grading system and policies on academic dishonesty, attendance, conduct, homework, quizzes, exams, late work, and use of student papers are also outlined.
This document provides information about an English 2 transfer-level course, including the course description, goals, requirements, policies, grading, and textbooks. The main goals of the course are to develop critical thinking skills through analyzing texts and arguments. Students will write five formal papers of varying lengths, complete homework posts online, and take tests and quizzes. Grades are calculated on a 1000-point scale based on essays, homework, tests, and participation. Course policies address academic integrity, attendance, conduct, late work, and use of student papers.
This document provides an overview of the goals, requirements, texts, grading, and policies for an English 1A course. The course aims to prepare students to analyze college texts and write papers. Key requirements include 5 formal papers, weekly posts to a class blog, and tests/quizzes. Grades are based on a 1000 point scale divided among essays, blog posts, tests, and other assignments. Course policies address issues like attendance, academic dishonesty, late work, and use of student papers. The primary texts are The St. Martin's Guide to Writing and The Hunger Games novel.
This document provides an overview of the goals, requirements, texts, grading, and policies for an English 1A course. The course aims to prepare students to analyze college texts and write papers. Key requirements include 5 formal papers, weekly posts to a class blog, and tests/quizzes. Grades are based on a 1000 point scale divided among essays, blog posts, tests, and other assignments. Course policies address issues like plagiarism, attendance, participation, workshops, and late work. The primary texts are The St. Martin's Guide to Writing and The Hunger Games novel.
This document provides 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 provides an overview of the goals, requirements, policies, and grading for an English 1A course. The course aims to develop students' abilities to analyze texts, write essays with varying purposes and strategies, and practice writing as a process. Requirements include 5 papers, weekly posts to a class blog, and tests/quizzes. Students will be assessed on their writing process, analysis of diverse texts, argument development, and MLA citation. Grades are based on a 1000-point scale across assignments like essays, tests, and participation. Course policies address submission formats, attendance, conduct, and late work.
The document outlines the schedule and assignments for the first week of an English composition course, including reading assignments from the textbook on critical thinking and the comparison/contrast essay, as well as a written assignment answering questions from the readings and studying MLA style for citing sources. Students are also assigned a draft of Essay 2 due by the next class.
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 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 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 the syllabus for a Communication Studies 5 course. It outlines the course objectives, which include identifying communication models, understanding the symbolic nature of communication, and improving public speaking skills. The syllabus details required readings, contact information for the instructor, policies on attendance and late work, assignments including speeches and papers, and the grading breakdown. The course aims to provide students with fundamental communication concepts and practical experience through group activities and presentations.
This document provides an overview of the goals, requirements, policies, and grading for an English 1A course. The course aims to develop students' abilities to analyze texts, write essays with clear theses and evidence, and develop a writing process. Requirements include 5 papers, tests, discussions, and keeping a class blog. Policies address attendance, late work, plagiarism, and use of electronics. Grades are based on essays, tests, discussions, and blog posts. Required texts are The St. Martin's Guide to Writing and The Hunger Games.
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.
SOC 463/663 (Social Psych of Education) - Spring 2015 SyllabusMelanie Tannenbaum
This document provides information about a Social Psychology of Education course. It outlines the course details including the instructor's contact information, required materials, course objectives, assignments, grading criteria, exam dates, reading schedule, and policies. The course will use a social-psychological approach to examine questions related to academic success and the role of schools. Undergraduate students must complete 3 essays and graduate students' essays require more sources. Students will also write weekly reading responses and take a midterm and final exam. Topics will include socialization, ability grouping, stratification, and diversity.
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 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.
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 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 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 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 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 information about an English 2 transfer-level course. The course applies critical thinking skills to reading and writing, with a focus on argument and issues. Key goals include analyzing values and assumptions, gaining competence as a critical thinker, and evaluating alternative perspectives. Students will summarize, analyze, and interpret ideas from texts. Requirements include class participation, assignments, five formal papers including one written in class, website posts, and tests. The grading system and policies on academic dishonesty, attendance, conduct, homework, quizzes, exams, late work, and use of student papers are also outlined.
This document provides information about an English 2 transfer-level course, including the course description, goals, requirements, policies, grading, and textbooks. The main goals of the course are to develop critical thinking skills through analyzing texts and arguments. Students will write five formal papers of varying lengths, complete homework posts online, and take tests and quizzes. Grades are calculated on a 1000-point scale based on essays, homework, tests, and participation. Course policies address academic integrity, attendance, conduct, late work, and use of student papers.
This document provides an overview of the goals, requirements, texts, grading, and policies for an English 1A course. The course aims to prepare students to analyze college texts and write papers. Key requirements include 5 formal papers, weekly posts to a class blog, and tests/quizzes. Grades are based on a 1000 point scale divided among essays, blog posts, tests, and other assignments. Course policies address issues like attendance, academic dishonesty, late work, and use of student papers. The primary texts are The St. Martin's Guide to Writing and The Hunger Games novel.
This document provides an overview of the goals, requirements, texts, grading, and policies for an English 1A course. The course aims to prepare students to analyze college texts and write papers. Key requirements include 5 formal papers, weekly posts to a class blog, and tests/quizzes. Grades are based on a 1000 point scale divided among essays, blog posts, tests, and other assignments. Course policies address issues like plagiarism, attendance, participation, workshops, and late work. The primary texts are The St. Martin's Guide to Writing and The Hunger Games novel.
This document provides 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 provides an overview of the goals, requirements, policies, and grading for an English 1A course. The course aims to develop students' abilities to analyze texts, write essays with varying purposes and strategies, and practice writing as a process. Requirements include 5 papers, weekly posts to a class blog, and tests/quizzes. Students will be assessed on their writing process, analysis of diverse texts, argument development, and MLA citation. Grades are based on a 1000-point scale across assignments like essays, tests, and participation. Course policies address submission formats, attendance, conduct, and late work.
The document outlines the schedule and assignments for the first week of an English composition course, including reading assignments from the textbook on critical thinking and the comparison/contrast essay, as well as a written assignment answering questions from the readings and studying MLA style for citing sources. Students are also assigned a draft of Essay 2 due by the next class.
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 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 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 the syllabus for a Communication Studies 5 course. It outlines the course objectives, which include identifying communication models, understanding the symbolic nature of communication, and improving public speaking skills. The syllabus details required readings, contact information for the instructor, policies on attendance and late work, assignments including speeches and papers, and the grading breakdown. The course aims to provide students with fundamental communication concepts and practical experience through group activities and presentations.
This document provides an overview of the goals, requirements, policies, and grading for an English 1A course. The course aims to develop students' abilities to analyze texts, write essays with clear theses and evidence, and develop a writing process. Requirements include 5 papers, tests, discussions, and keeping a class blog. Policies address attendance, late work, plagiarism, and use of electronics. Grades are based on essays, tests, discussions, and blog posts. Required texts are The St. Martin's Guide to Writing and The Hunger Games.
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.
SOC 463/663 (Social Psych of Education) - Spring 2015 SyllabusMelanie Tannenbaum
This document provides information about a Social Psychology of Education course. It outlines the course details including the instructor's contact information, required materials, course objectives, assignments, grading criteria, exam dates, reading schedule, and policies. The course will use a social-psychological approach to examine questions related to academic success and the role of schools. Undergraduate students must complete 3 essays and graduate students' essays require more sources. Students will also write weekly reading responses and take a midterm and final exam. Topics will include socialization, ability grouping, stratification, and diversity.
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 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.
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 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 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 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 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 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 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 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.
Syllabus reading and eng 2012 2013 a color for blogkiaallen
This document provides an overview, tasks, policies, and requirements for an English/Reading class. The key points are:
1) The class will focus on integrating language arts skills through exploring various writing genres, reading literature, public speaking, grammar, vocabulary, and skills for standardized tests.
2) Tasks include creative writing, research projects, reading literature, presentations, grammar studies, and vocabulary building.
3) Classroom policies outline behavior rules and consequences, attendance policies, make-up work, testing procedures, and grading scales.
4) Requirements include maintaining a binder with class materials, supplies needed, assignment formatting guidelines, and plagiarism policies.
This document 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.
An introductory presentation that includes several opening day assignments and presentations that can be used over the course of several days. Includes information for the AP Language and Composition course.
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 a syllabus for an English 102 college writing course. It outlines the course goals, learning outcomes, assignments, grading policies, and expectations. The main goals of the course are to improve students' skills in persuasive and expository writing for various audiences, purposes, and genres. Students will focus on community awareness and thinking rhetorically about interactions in their environment. Major assignments include essays analyzing a sense of place and a community issue, as well as a public service announcement. The syllabus provides details on class structure, participation expectations, assignments, grading scale, academic honesty policies, and instructor contact information.
Case Study Response Considerations Please note that not .docxtidwellveronique
Case Study Response Considerations
*Please note that not all of these questions may be applicable to your case. Please use these
questions and structure to help you evaluate and frame your case response.
Recognize the problem:
What facts do we know about the individuals, the school, the family, and the community?
What discrepancies exist between the individuals’ expectations and actual events?
What are the major problems in the case?
Reframe the problem:
What underlying assumptions, values, or beliefs do individuals involved hold about each
of the problems?
Which major problems are the most important to the various individuals or groups
involved?
What values or beliefs regarding the major problems do individuals or groups hold in
common?
Search for alternatives:
What can you learn about the major problems from those who have experience and
expertise?
What alternatives might address the major problems involved in the case?
What short- and long-term consequences will each alternative have for the student,
school, family, and community?
Which alternatives best address the important problems?
Develop and implement a plan of action?
How can you prioritize the goals to facilitate implementation?
What activities, referrals, resources, and strategies must be included in the plan of action
to address the goals?
Who is responsible for performing the various components of the plan of action?
What criteria will you use to evaluate progress?
Evaluate progress:
What progress has been made based on established criteria?
Are all individuals and groups satisfied with the progress?
What new problems have developed?
What revisions to the plan of action need to be made?
Research Paper: There will be a required research paper in this course. The writing requirements for the paper are included below. Students will choose from the following list of topics for their paper. The key deadline dates are listed below:
1. October 9: A draft Works Cited page in APA format is due. Email the document to the professor. It should include all sources used as of this due date.
1. November 20: Research paper is due.
Research Paper Topic Choices
Students will choose one of the following topics for their research paper. Some suggestions on key questions to answer in the research are provided as guidance. Students should expand their inquiry beyond these few questions based on their own individual research and interests. The textbook is an excellent source.
1. What is the impact of illegal immigration on homeland security?
0. Students will research both illegal and legal immigration contemporary statistics in the United States and identify patterns and evaluate their impact on homeland security.
0. Students will research and report on the activities of the Department of Homeland Security (DHS) agencies involved with immigration and evaluate the effectiveness of philosophies, metho ...
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Shearer / Syllabus / English102 / Fall 2019
1. ENGLISH 102
College Writing and Rhetoric
Syllabus
Fall 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
Monday 11:30 am – 1:00 pm
Wednesday 11:30 am – 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.
September 9 – Last day to drop the course WITHOUT a grade of W.
November 1 – 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:
Missing a deadline is a stressful experience. Sometimes it’s just the result of a one-off timing issue, but
sometimes it’s something more persistent—struggling with the material, life circumstances, mental
state—and the source of trouble is not always obvious from the outside. Students in this situation often
blame themselves and feel like they could just complete the assignment the next day if they just do what
they should but the next day might not be any easier if the issue is persistent, and the stress snowballs as
late penalties accumulate. Students sometimes fail classes because they get trapped in this cycle and
ultimately never submit the assignment.
If you are in this situation, I can help.
If you are going to miss a deadline:
4. 3
1. Email me whatever you have before the deadline. If I get something from you, no matter how
incomplete, I will first day’s late penalty will be halved (or waived in certain situations).
2. Stay in contact with me until you finish. We will make a plan to get you back on track.
Please be mindful that 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. 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.
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.
5. 4
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.
Major Writing Projects
Throughout Semester:
● Reading Response Discussion Posts: 500 words each / published to BbLearn discussion board
Unit 1:
● Personal Narrative Essay: 4-5 pages / MLA formatting
Unit 2:
● Annotated Bibliography: Three (3) sources / MLA formatting
Unit 3:
● Exploratory Research Essay: 5-7 pages / MLA formatting
Unit 4:
● 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 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 think critically about that research in an annotated bibliography. Unit
Three will put this research to use in an exploratory research essay which will allow you to engage your
issue and analyze each side of the arguments around it. 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.
6. 5
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.
Throughout
Semester
8 Discussion Board
Posts:
25 points each
Miscellaneous
Assignments:
100 points
Total Points
Possible: 300
Unit One
Personal Essay
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
Unit Two
Annotated
Bibliography
Rough Draft:
25 points
Final Draft:
75 points
Total Points
Possible: 125
Unit Three
Exploratory
Research Essay
Rough Draft:
25 Points
Final Draft:
125 points
Total Points
Possible: 125
Unit Four
Op-Ed Essay
Rough Draft:
25 Points
Final Draft:
100 points
Total Points
Possible: 125
Total 850 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.
7. 6
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 9 but on or before November 1. 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 November 1 you can no longer withdraw from the course.
N Stands for No Credit. A grade of N has no effect on your GPA, but it does mean that
you need to take the course again. You will earn a grade of N if 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.)
8. 7
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
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.
9. 8
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