This document is a syllabus for an ESL 201 course at Irvine Valley College. It provides information about the instructor, course description, student learning outcomes, required materials, class policies, assignments and grading. The course focuses on academic writing and covers how to develop a central thesis, organize paragraphs, integrate sources, and adhere to language conventions. Students will complete essays, blog posts, short writes and work in the Language Acquisition Center. Important dates include exams, drop deadlines and holidays. The final grade is calculated based on essays, exams, blog posts, portfolios and participation.
This document provides an overview of an English 101 course, including student learning outcomes, contact information for the instructor, grading policies, major assignments, and homework requirements. Students will develop critical reading, thinking, and research skills through four multi-draft essays, a midterm exam, and a final project presentation. Assignments are due on specified dates throughout the semester and grades will be based on a percentage scale. The instructor provides resources and encourages students to schedule appointments or office hours for any writing assistance.
This document is a syllabus for an English 101 course taught by Professor Alicia Bolton in Fall 2012. It provides contact information for the professor and embedded librarian, an overview of required materials and assignments, grading policies, course policies on attendance, plagiarism, and late work, and a tentative schedule of readings and due dates. The course will focus on developing writing skills through four essays, homework assignments, quizzes, and an electronic portfolio. Students are expected to closely follow the policies in the syllabus and complete all assigned readings and work by the due dates.
English 101 syllabus -online spring 2017Barbara Ann
This document provides an overview and syllabus for an introductory college writing course. The course focuses on strategies for critical reading, writing, revising, and incorporating sources. It will cover four major writing assignments, discussion boards, and invention work. Students must complete all assignments, earn a passing score on their final portfolio, and receive a passing grade from the instructor to pass the course. The syllabus outlines course objectives, requirements, policies, grading, and a tentative schedule.
English 102 online syllabus spring 2021 dorsch_updated 4-9ScottDorsch
This 3-sentence summary covers the key information from the English 102 syllabus document:
The syllabus outlines the goals, requirements, and policies for an online English 102 course, including improving persuasive writing skills, completing 4 modules focused on reading, writing and rhetoric, submitting assignments in Microsoft Word format, and being graded on a point system for modules and assignments with over 500 total points needed to receive a passing grade of A, B, or C. The document provides contact information for the instructor, lists the required textbook, and provides resources and policies for students in the online course.
English 101-syllabus sec50-56-final_fall 2019Jamie Flathers
This document is a syllabus for an English 101 college composition course taught by Jaime Flathers in the fall of 2019. The syllabus outlines the course goals, assignments, grading policies, and communication guidelines. The major assignments include a personal narrative, research project on a problem, research on solutions to the problem, and an auto rhetorical analysis. The course uses a portfolio assessment where students submit revised drafts and receive feedback, but are not graded until the end of the semester. Regular attendance is required, and the course is part of a first-year living-learning community program.
This document provides an overview of an online English composition course. It outlines course objectives which include developing critical thinking and writing skills through writing analytical, evaluative, and persuasive essays. Students will learn the writing process and hone their academic writing. The course will require reading assignments, weekly discussions, peer reviews, drafting essays, and final revisions. Students must have access to a computer and internet to complete the online work, which includes 10 hours of weekly work. The course will be graded based on discussions, peer reviews, essays, revisions, and tests.
This document is a syllabus for an English 208 course on personal and exploratory writing. The course will be taught online by Professor Steven Pfau on Mondays, Wednesdays, and Fridays from 10:30-11:20 AM. Students will explore different types of personal writing and develop their own writing process. They will complete various writing assignments culminating in a final portfolio. The course aims to help students communicate their experiences to others in an effective manner.
This document outlines the course details for Mechanical Engineering 5680 at Ohio State University for Autumn 2015. The course will be taught by Dr. Sandra Metzler on Tuesdays and Thursdays from 11:10 am to 12:30 pm in Scott Lab E200. It will cover topics such as solid modeling, motion simulation, geometric dimensioning and tolerancing, and computer-aided manufacturing. Students will use software like SolidWorks and complete labs involving CNC machining, robotics, and injection molding. The grading will be based on homework, labs, quizzes, projects, and exams. Safety protocols are outlined for the labs.
This document provides an overview of an English 101 course, including student learning outcomes, contact information for the instructor, grading policies, major assignments, and homework requirements. Students will develop critical reading, thinking, and research skills through four multi-draft essays, a midterm exam, and a final project presentation. Assignments are due on specified dates throughout the semester and grades will be based on a percentage scale. The instructor provides resources and encourages students to schedule appointments or office hours for any writing assistance.
This document is a syllabus for an English 101 course taught by Professor Alicia Bolton in Fall 2012. It provides contact information for the professor and embedded librarian, an overview of required materials and assignments, grading policies, course policies on attendance, plagiarism, and late work, and a tentative schedule of readings and due dates. The course will focus on developing writing skills through four essays, homework assignments, quizzes, and an electronic portfolio. Students are expected to closely follow the policies in the syllabus and complete all assigned readings and work by the due dates.
English 101 syllabus -online spring 2017Barbara Ann
This document provides an overview and syllabus for an introductory college writing course. The course focuses on strategies for critical reading, writing, revising, and incorporating sources. It will cover four major writing assignments, discussion boards, and invention work. Students must complete all assignments, earn a passing score on their final portfolio, and receive a passing grade from the instructor to pass the course. The syllabus outlines course objectives, requirements, policies, grading, and a tentative schedule.
English 102 online syllabus spring 2021 dorsch_updated 4-9ScottDorsch
This 3-sentence summary covers the key information from the English 102 syllabus document:
The syllabus outlines the goals, requirements, and policies for an online English 102 course, including improving persuasive writing skills, completing 4 modules focused on reading, writing and rhetoric, submitting assignments in Microsoft Word format, and being graded on a point system for modules and assignments with over 500 total points needed to receive a passing grade of A, B, or C. The document provides contact information for the instructor, lists the required textbook, and provides resources and policies for students in the online course.
English 101-syllabus sec50-56-final_fall 2019Jamie Flathers
This document is a syllabus for an English 101 college composition course taught by Jaime Flathers in the fall of 2019. The syllabus outlines the course goals, assignments, grading policies, and communication guidelines. The major assignments include a personal narrative, research project on a problem, research on solutions to the problem, and an auto rhetorical analysis. The course uses a portfolio assessment where students submit revised drafts and receive feedback, but are not graded until the end of the semester. Regular attendance is required, and the course is part of a first-year living-learning community program.
This document provides an overview of an online English composition course. It outlines course objectives which include developing critical thinking and writing skills through writing analytical, evaluative, and persuasive essays. Students will learn the writing process and hone their academic writing. The course will require reading assignments, weekly discussions, peer reviews, drafting essays, and final revisions. Students must have access to a computer and internet to complete the online work, which includes 10 hours of weekly work. The course will be graded based on discussions, peer reviews, essays, revisions, and tests.
This document is a syllabus for an English 208 course on personal and exploratory writing. The course will be taught online by Professor Steven Pfau on Mondays, Wednesdays, and Fridays from 10:30-11:20 AM. Students will explore different types of personal writing and develop their own writing process. They will complete various writing assignments culminating in a final portfolio. The course aims to help students communicate their experiences to others in an effective manner.
This document outlines the course details for Mechanical Engineering 5680 at Ohio State University for Autumn 2015. The course will be taught by Dr. Sandra Metzler on Tuesdays and Thursdays from 11:10 am to 12:30 pm in Scott Lab E200. It will cover topics such as solid modeling, motion simulation, geometric dimensioning and tolerancing, and computer-aided manufacturing. Students will use software like SolidWorks and complete labs involving CNC machining, robotics, and injection molding. The grading will be based on homework, labs, quizzes, projects, and exams. Safety protocols are outlined for the labs.
This 7th grade English syllabus outlines the course concepts and expectations for the year. Over four grading periods, students will work on skills like word origins, sentence structure, writing narratives, research reports and essays. Tests can be retaken if criteria are met. Grades are based on projects, vocabulary work, daily work, homework, quizzes and tests. Students must make up any missed work from excused absences within one day per absence to avoid penalties.
This document provides a course description and syllabus for an English 10 class. It outlines the course's expectations, content, materials, policies, grading procedures, and key literary works that will be covered over the school year. Students will read various short stories, novels, poems, plays and informational texts. They will also complete writing assignments including essays, stories, poems and research papers. The syllabus details attendance policies, expectations for homework and classwork, and a grading scale for evaluations. It aims to prepare students for academic success through rigorous reading and writing assignments.
The American TESOL Advanced online certification is an 80-hour interactive course that provides training in teaching English as a second language through a focus on methods and approaches to TESOL. Participants study TESOL theory and learn to create and present English lesson plans in a virtual classroom environment. The course also includes an optional online teaching internship. It aims to improve participants' knowledge of TESOL, ability to design lessons, and confidence in teaching English as a second language.
MA Group assignment Adames Guevara PalacioJose Adames
The document describes an English course unit on technology and conversation. The unit contains 3 lessons:
1) Watching a video on technology's importance and debating its advantages and disadvantages.
2) Recording a video presenting a technological invention and explaining it.
3) Learning modal auxiliaries and having a discussion using them to talk about partners' videos.
Students are assessed through an oral presentation explaining a technological item's uses, characteristics, function, advantages, and disadvantages.
This syllabus outlines a Business English course that aims to improve students' English communication skills, including speaking, listening, reading and writing. The 16-session course covers topics such as giving advice, question tags, making appointments and reporting. Students will develop their vocabulary, grammar, and ability to discuss topics relevant to business. Assessment includes quizzes, assignments, a midterm exam and final exam. The goal is for students to gain confidence in using English for professional purposes.
This syllabus outlines a Business English course aimed at developing students' language skills including grammar, vocabulary, writing, reading, speaking, and communication. The 16-session course covers topics like English expressions, storytelling, letter writing, resumes, company structures, and practice meetings. Students will be evaluated based on quizzes, assignments, mid-term and final exams. The course materials will draw from various English language teaching references.
This document outlines the syllabus for an English 1 course worth 2 credit points. The 16-session course is designed to develop students' writing, reading, and speaking skills in academic English, with a focus on grammar structures, tenses, and sentence construction. Key topics include the present perfect and present perfect continuous tenses, future tenses, positive and negative agreement, and email and letter writing. Students will be assessed through quizzes, assignments, a midterm exam, and a final exam.
This document provides an overview and syllabus for English 109: Writing Studio, a 1-credit supplemental course for English 101. The course focuses on improving writing skills through small group tutorials and individual writing center sessions. Key course objectives include recognizing writing strengths and weaknesses, applying writing strategies, understanding writing as a process of drafting and revision, and producing writing that follows standard edited English conventions. Requirements include weekly journaling, online exercises, writing assignments, and two writing center appointments. The course utilizes an online platform and aims to develop skills in areas like idea generation, argumentation, and proofreading.
English 102 online syllabus spring 2021 dorschScottDorsch
1. This document is the syllabus for an online English 102 course taught in Spring 2021. It outlines the course goals, learning outcomes, required textbook, policies, assignments and grading scale.
2. The course aims to improve students' skills in persuasive and expository writing. Students will complete four modules focused on close reading, writing and rhetoric, and complete scaffolding assignments building to major essays in each module.
3. The grading scale is based on points accumulated from module assignments. Points are converted to letter grades at the end of the semester. Students must complete all major assignments to pass the course.
This 3 sentence summary provides the essential information from the English 101 syllabus document:
The document is the syllabus for English 101 being taught in the spring 2020 semester by instructor Johanna Tollefson. It outlines the course goals, learning outcomes, required textbook, policies on attendance, late work, plagiarism, and campus resources available to students. The course focuses on developing skills in critical reading, writing, revising, and incorporating sources to meet college-level writing expectations.
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 document provides an overview of the goals, requirements, policies, and grading for an English 1A course. The course aims to help students analyze college texts and write papers. Key requirements include active online participation, four formal papers, and keeping up with readings and assignments. The grading is based on 850 points from essays, website posts, quizzes, and participation. Policies address academic honesty, attendance, conduct, late work, and use of student papers.
This document provides an overview of the goals, requirements, policies, and grading for an English 1A course. The course aims to help students analyze college texts and write papers. Key requirements include active online participation, four formal papers, and blog posts. The grading is based on 1000 points across assignments, participation, and papers. Policies address academic honesty, attendance, conduct, workshops, and late work. The instructor and meeting information is also included.
This document provides an overview of the goals, requirements, policies, and grading for an English 1A course. The course aims to help students analyze 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 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 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 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 an overview and syllabus for an Introduction to the Study of Language course. The course will introduce students to the scientific study of linguistics, covering topics like syntax, semantics, phonetics, and sociolinguistics. Students will analyze language use through assignments, exams, and a final project where they research a linguistic phenomenon in depth. The class will require regular homework, participation, and adherence to policies regarding attendance, late work, and academic integrity.
This document outlines the syllabus for an English 102 course titled "Writing and Rhetoric" taught in fall 2021. The course will be held on Mondays, Wednesdays, and Fridays from 10:30-11:20am and will focus on applying rhetorical concepts, research skills, critical thinking, and the writing process to assigned texts. Students will read sections from The Norton Field Guide to Writing each week and discuss them in class. The primary writings assigned will be from the eco-criticism movement. Course policies outline attendance, classroom conduct, technology use, deadlines, academic honesty, and campus resources for students.
This document provides information about an English 102 course titled "Writing and Rhetoric" taught in fall 2021. It outlines the course policies, assignments, and required textbook. The course will focus on applying rhetorical concepts and critical thinking skills to analyze assigned texts. Students will complete writing assignments, give and receive peer feedback, and read sections from "The Norton Field Guide to Writing" each week. The primary assignment will analyze texts through an eco-criticism lens but other approaches can also be discussed. Students must follow policies on attendance, technology use, academic honesty, and respectful classroom conduct.
A general overview for beginning the writing process including pre-writing techniques of Topic Sentence Outline, FREECASH, and -LY Cousins, and essay plan. Created by Coleman's Classroom.
This document discusses the introduction of an essay. It explains that an introduction gains the reader's interest, informs them about the topic, provides tone, and presents the thesis while previewing the major supporting points. The introduction includes a lead-in or "hook" to engage the reader, discusses the topic, and states the thesis. Various types of hooks are described such as general statements, anecdotes, descriptions, definitions, counterarguments, questions, quotations, facts/statistics, and noting the importance of the topic.
This 7th grade English syllabus outlines the course concepts and expectations for the year. Over four grading periods, students will work on skills like word origins, sentence structure, writing narratives, research reports and essays. Tests can be retaken if criteria are met. Grades are based on projects, vocabulary work, daily work, homework, quizzes and tests. Students must make up any missed work from excused absences within one day per absence to avoid penalties.
This document provides a course description and syllabus for an English 10 class. It outlines the course's expectations, content, materials, policies, grading procedures, and key literary works that will be covered over the school year. Students will read various short stories, novels, poems, plays and informational texts. They will also complete writing assignments including essays, stories, poems and research papers. The syllabus details attendance policies, expectations for homework and classwork, and a grading scale for evaluations. It aims to prepare students for academic success through rigorous reading and writing assignments.
The American TESOL Advanced online certification is an 80-hour interactive course that provides training in teaching English as a second language through a focus on methods and approaches to TESOL. Participants study TESOL theory and learn to create and present English lesson plans in a virtual classroom environment. The course also includes an optional online teaching internship. It aims to improve participants' knowledge of TESOL, ability to design lessons, and confidence in teaching English as a second language.
MA Group assignment Adames Guevara PalacioJose Adames
The document describes an English course unit on technology and conversation. The unit contains 3 lessons:
1) Watching a video on technology's importance and debating its advantages and disadvantages.
2) Recording a video presenting a technological invention and explaining it.
3) Learning modal auxiliaries and having a discussion using them to talk about partners' videos.
Students are assessed through an oral presentation explaining a technological item's uses, characteristics, function, advantages, and disadvantages.
This syllabus outlines a Business English course that aims to improve students' English communication skills, including speaking, listening, reading and writing. The 16-session course covers topics such as giving advice, question tags, making appointments and reporting. Students will develop their vocabulary, grammar, and ability to discuss topics relevant to business. Assessment includes quizzes, assignments, a midterm exam and final exam. The goal is for students to gain confidence in using English for professional purposes.
This syllabus outlines a Business English course aimed at developing students' language skills including grammar, vocabulary, writing, reading, speaking, and communication. The 16-session course covers topics like English expressions, storytelling, letter writing, resumes, company structures, and practice meetings. Students will be evaluated based on quizzes, assignments, mid-term and final exams. The course materials will draw from various English language teaching references.
This document outlines the syllabus for an English 1 course worth 2 credit points. The 16-session course is designed to develop students' writing, reading, and speaking skills in academic English, with a focus on grammar structures, tenses, and sentence construction. Key topics include the present perfect and present perfect continuous tenses, future tenses, positive and negative agreement, and email and letter writing. Students will be assessed through quizzes, assignments, a midterm exam, and a final exam.
This document provides an overview and syllabus for English 109: Writing Studio, a 1-credit supplemental course for English 101. The course focuses on improving writing skills through small group tutorials and individual writing center sessions. Key course objectives include recognizing writing strengths and weaknesses, applying writing strategies, understanding writing as a process of drafting and revision, and producing writing that follows standard edited English conventions. Requirements include weekly journaling, online exercises, writing assignments, and two writing center appointments. The course utilizes an online platform and aims to develop skills in areas like idea generation, argumentation, and proofreading.
English 102 online syllabus spring 2021 dorschScottDorsch
1. This document is the syllabus for an online English 102 course taught in Spring 2021. It outlines the course goals, learning outcomes, required textbook, policies, assignments and grading scale.
2. The course aims to improve students' skills in persuasive and expository writing. Students will complete four modules focused on close reading, writing and rhetoric, and complete scaffolding assignments building to major essays in each module.
3. The grading scale is based on points accumulated from module assignments. Points are converted to letter grades at the end of the semester. Students must complete all major assignments to pass the course.
This 3 sentence summary provides the essential information from the English 101 syllabus document:
The document is the syllabus for English 101 being taught in the spring 2020 semester by instructor Johanna Tollefson. It outlines the course goals, learning outcomes, required textbook, policies on attendance, late work, plagiarism, and campus resources available to students. The course focuses on developing skills in critical reading, writing, revising, and incorporating sources to meet college-level writing expectations.
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 document provides an overview of the goals, requirements, policies, and grading for an English 1A course. The course aims to help students analyze college texts and write papers. Key requirements include active online participation, four formal papers, and keeping up with readings and assignments. The grading is based on 850 points from essays, website posts, quizzes, and participation. Policies address academic honesty, attendance, conduct, late work, and use of student papers.
This document provides an overview of the goals, requirements, policies, and grading for an English 1A course. The course aims to help students analyze college texts and write papers. Key requirements include active online participation, four formal papers, and blog posts. The grading is based on 1000 points across assignments, participation, and papers. Policies address academic honesty, attendance, conduct, workshops, and late work. The instructor and meeting information is also included.
This document provides an overview of the goals, requirements, policies, and grading for an English 1A course. The course aims to help students analyze 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 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 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 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 an overview and syllabus for an Introduction to the Study of Language course. The course will introduce students to the scientific study of linguistics, covering topics like syntax, semantics, phonetics, and sociolinguistics. Students will analyze language use through assignments, exams, and a final project where they research a linguistic phenomenon in depth. The class will require regular homework, participation, and adherence to policies regarding attendance, late work, and academic integrity.
This document outlines the syllabus for an English 102 course titled "Writing and Rhetoric" taught in fall 2021. The course will be held on Mondays, Wednesdays, and Fridays from 10:30-11:20am and will focus on applying rhetorical concepts, research skills, critical thinking, and the writing process to assigned texts. Students will read sections from The Norton Field Guide to Writing each week and discuss them in class. The primary writings assigned will be from the eco-criticism movement. Course policies outline attendance, classroom conduct, technology use, deadlines, academic honesty, and campus resources for students.
This document provides information about an English 102 course titled "Writing and Rhetoric" taught in fall 2021. It outlines the course policies, assignments, and required textbook. The course will focus on applying rhetorical concepts and critical thinking skills to analyze assigned texts. Students will complete writing assignments, give and receive peer feedback, and read sections from "The Norton Field Guide to Writing" each week. The primary assignment will analyze texts through an eco-criticism lens but other approaches can also be discussed. Students must follow policies on attendance, technology use, academic honesty, and respectful classroom conduct.
A general overview for beginning the writing process including pre-writing techniques of Topic Sentence Outline, FREECASH, and -LY Cousins, and essay plan. Created by Coleman's Classroom.
This document discusses the introduction of an essay. It explains that an introduction gains the reader's interest, informs them about the topic, provides tone, and presents the thesis while previewing the major supporting points. The introduction includes a lead-in or "hook" to engage the reader, discusses the topic, and states the thesis. Various types of hooks are described such as general statements, anecdotes, descriptions, definitions, counterarguments, questions, quotations, facts/statistics, and noting the importance of the topic.
The document discusses themes from a novel such as despair, death, suicide, and relationships. It provides context on the author Clare Boylan and some of her works. It examines idiomatic phrases used in the story and literary devices like metaphor and simile. Several excerpts from the story are presented that describe suicidal thoughts and symbolism. The document analyzes what the main ideas of the story may be and who the main characters are of June, Muriel, and Edna. It leaves open what ultimately happened to the character of Edna.
Verb Review- Special Problems with Progressive VerbsCC Undertree
A brief review of possible problems with verbs in the progressive tenses including involuntary and voluntary usages of verbs. Created by Coleman's Classroom
This is the lesson to accompany the story "Powder" by Tobias Wolf and may include extra excerpts from songs and poems as comprehension questions and language development. The actual story in not included here; this lesson is for after reading the story. Created by Coleman’s Classroom.
This is the lesson to accompany the story "The Quickening" by Lisa Interollo and may include extra excerpts from songs and poems as comprehension questions and language development. The actual story in not included here; this lesson is for after reading the story. Created by Coleman’s Classroom.
This is the lesson to accompany the story "A Short Story of a Long Digest" by Budd Schulberg and may include extra excerpts from songs and poems as comprehension questions and language development. The actual story in not included here; this lesson is for after reading the story. Created by Coleman’s Classroom.
A large extensive pirate-themed fragment review covering fragments of -ing, infintive phrase, dependent clause, relative clause, prepositional phrase, appositive phrase, and added detail. Practice recognizing and fixing fragments. Sophisticated themed language. Created by Coleman's Classroom.
This is the lesson to accompany the story "Marionettes, Inc." by Ray Bradbury and may include extra excerpts from songs and poems as comprehension questions and language development. The actual story in not included here; this lesson is for after reading the story. Created by Coleman’s Classroom.
The document provides biographical information about Irish author Maeve Binchy, who believed ordinary people could relate to her characters. It discusses some of her most famous works and includes a quote from Binchy about making her characters relatable. The rest of the document focuses on analyzing themes and characters in Binchy's short story about a couple whose wedding is called off at the last minute when the groom gets cold feet, only for the bride to convince him to go through with the ceremony anyway.
This is the lesson to accompany the story "The Model Millionaire " by Oscar Wilde and may include extra excerpts from songs and poems as comprehension questions and language development. The actual story in not included here; this lesson is for after reading the story. Created by Coleman’s Classroom.
This is the lesson to accompany the story "Miss Brill" by Katherine Mansfield and may include extra excerpts from songs and poems as comprehension questions and language development. The actual story in not included here; this lesson is for after reading the story. Created by Coleman’s Classroom.
The document discusses a classroom website that provides information on various topics like vocabulary, literary terms, and plot details of a story. It includes summaries of the plot, which involves two men fighting over a woman's love, with one winning her but the other committing suicide. It also discusses themes of the story like man vs machine and love/deceit. Literary terms like personification, colloquialism and irony are defined in the context of examples from the story. The story seems to involve a computer named EPICAC that expresses interest in a woman named Pat through poems.
Review various homonyms in sentences and practice identifying the correct part of speech. For all levels of language development. This can also be used for pronunciation practice. Created by Coleman's Classroom.
This is the lesson to accompany the story "Everyday Use" by Alice Walker and may include extra excerpts from songs and poems as comprehension questions and language development. The actual story in not included here; this lesson is for after reading the story. Created by Coleman’s Classroom.
This is the lesson to accompany the story "A Day's Wait" by Ernest Hemingway and may include extra excerpts from songs and poems as comprehension questions and language development. The actual story in not included here; this lesson is for after reading the story. Created by Coleman’s Classroom.
This is the lesson to accompany the story "Like a Winding Sheet" by Ann Petry and may include extra excerpts from songs and poems as comprehension questions and language development. The actual story in not included here; this lesson is for after reading the story. Created by Coleman’s Classroom.
Explains 30 idioms using colors and provides practice in recognition of the correct usage. Good for vocabulary development and language understanding. For all levels of ESL. Created by Coleman's Classroom.
Explains 8 idioms using baseball vocabulary like play hard ball or strike out and provides practice in recognition of the correct usage. Good for vocabulary development and language understanding. For all levels of ESL. Created by Coleman's Classroom.
This is the lesson to accompany the story "Boarding House" by James Joyce and may include extra excerpts from songs and poems as comprehension questions and language development. The actual story in not included here; this lesson is for after reading the story. Created by Coleman’s Classroom.
This document is a syllabus for an online English 102 course titled "College Writing and Rhetoric" taught during the summer of 2017. The course focuses on improving persuasive and expository writing skills. It will examine how environments affect identity and events through four major assignments. Students will complete daily writing assignments, weekly discussion posts, and have opportunities to receive feedback on rough drafts. The course will be delivered entirely online through the learning management system, with attendance tracked by engagement. Academic honesty is strictly enforced, and various policies around deadlines, grading, accommodations, and plagiarism are outlined.
This document provides an overview of the policies, expectations, and navigation for an English 102 course. It outlines 14 learning outcomes covering skills such as analyzing texts, conducting research, and providing peer feedback. It also details the assessment criteria and grading scale. The document reviews expectations for readings, assignments and deadlines. It provides guidance on course etiquette, plagiarism, communication with the instructor, and how to engage with major assignments, process assignments, discussion boards, and writing journals.
This document provides information about a computer literacy course offered at the College of Western Idaho during summer 2012. The course is designed to help students develop basic computer skills and covers topics like hardware, operating systems, applications, and computer literacy requirements for graduation. It meets on Tuesdays and Thursdays in two sections and focuses on software like Windows, Internet Explorer, Word, Excel and PowerPoint. Students will complete exams in these areas, and the course uses a combination of assignments, projects and exams for grading.
This document is a syllabus for an English 102 college writing and rhetoric course. It outlines the course goals, which include improving skills in persuasive and expository writing, analyzing texts, developing central ideas, and conducting research. The course will focus on how environments affect identity through assignments analyzing place and identity, research on place and crisis, and a multi-genre project on a University of Idaho space. Requirements include major writing assignments, daily homework, class participation including Socratic discussions on Fridays, and journals. The syllabus provides policies on attendance, late work, technology use, and email communication with the instructor.
Aca 115 syllabus example for website fall 2016Amy Davis
This document summarizes an orientation for a Success and Study Skills course at Cleveland Community College. The course is 1 credit hour and meets on Mondays and Wednesdays each week in room 2062 from 11:00-11:50 am, except for specified dates. The instructor's contact information and office hours are provided. The course description outlines the focus on exploring campus resources and developing academic skills for educational goals. Requirements include a textbook, supplies, computer/internet access, and a student email account. The objectives, evaluation methods, grading scale, attendance policy, academic integrity policy, and course schedule are also summarized.
This document is the syllabus for an English 102 college writing course. It provides information about the instructor, course description and goals, required textbook, assignments and deadlines, grading policy, attendance policy, and plagiarism policy. The course will focus on developing skills in persuasive and expository writing through four major assignments centered around analyzing how environments affect people and events. Students will complete daily writing assignments, participate in class discussions, and submit drafts and revisions of their major papers. The course uses a point-based grading system and attendance is mandatory.
This document provides information about an Elementary Education Exit Seminar course offered in summer 2012. The course is designed to help students complete their elementary education degree and prepare for transferring to a university program. It will be online and asynchronous over an 8-week period. Students will complete an e-portfolio to demonstrate they have met the requirements of the Teacher Education Program. The course objectives are for students to fulfill the exit requirements, including completing general education requirements and demonstrating a proficient e-portfolio.
This document is a syllabus for an English 102 college writing course taught by instructor Caitlin Hill. The course will focus on persuasive and expository writing, with a theme of how environments affect people and events. Students will complete four major writing assignments on personal narratives, annotated bibliographies, research essays, and analyses of University of Idaho places. There will also be daily homework assignments and journaling. Students will be graded on major assignments, homework, journals, participation, and can receive feedback on optional rough drafts. The course aims to improve students' writing skills for college and careers.
This document provides information about an Academic Writing course taught at the American University of Sharjah during the spring 2009 semester. It outlines the course description, objectives, assignments, assessments, policies, and schedule. The course is designed to help students master literacy skills for university through instruction and practice in reading and writing strategies. Students will complete essays, reading responses, and other assignments. Assessment will include essays, reading responses, quizzes, a midterm, and final exam. Attendance, participation, and following academic policies are required. The course meets multiple times per week over 15 weeks and covers topics like thesis statements, organization, grammar, and essay types.
Welcome to cp english 9 open house presentationmrbacigalupi
This document provides information about an English 9 course. It introduces the teachers and outlines the course throughlines, units of study, grading policy, and resources for students. The throughlines focus on developing identity, understanding works through questioning, and collaborating in a learning community. The units cover genres, authors' styles, poetry, drama, research, and performance assessments. Grades are based on assignments, essays, participation, and tests. Students can access class materials and grades through the teacher's website and online platforms.
This document provides an agenda and overview for the first class of a literature course. It discusses adding and dropping the class, honors sections, course expectations, grading, policies, required materials, and establishing accounts for the class website where students will post homework. Students are expected to actively participate, complete readings, essays, exams, website posts, and in-class assignments. Academic dishonesty will not be tolerated and attendance is important for participation points. The syllabus provides a tentative weekly schedule.
This document provides information about an English 1A hybrid class. Key points:
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This 3 sentence summary provides the essential information about the document:
This document outlines the course details for BA 131/CS 120, an introductory computer course offered at Treasure Valley Community College during winter 2012. The course will provide an overview of basic computer hardware, software, operating systems, email, internet and networks. Students will complete hands-on assignments, exams, and an e-portfolio to demonstrate their competency in Microsoft Word, Excel, PowerPoint and other technology topics. The instructor, Carol Billing, expects students to attend regularly, complete all assignments by the deadlines, and treat everyone in the class with courtesy and respect.
This document provides the syllabus for an English 102 college writing and rhetoric course taught by Caitlin Hill. The course is designed to improve students' skills in persuasive and expository writing. It will focus on how environments affect people and what takes place within them. By the end of the course, students should be able to effectively write, analyze, present ideas, develop arguments, conduct research, revise, and provide feedback. There will be four major writing assignments, daily homework, journaling, and optional rough drafts. Students will be graded on a points system, with grades determined by performance on assignments, participation, and can negotiate aspects of assignment rubrics.
This document provides information about an ENC 1102 course taught by Professor Jennifer Brunk. It outlines the professor's contact information and office hours. The course involves composing essays, including a formal research paper. Students will demonstrate skills in research, documentation, critical reading and standard English usage. Required materials include textbooks and general supplies. The document details policies regarding email communication, academic honesty, attendance, assignments and late work.
This document provides the syllabus for an Introduction to Beginning Chinese course at Irvine Valley College for the Fall 2018 semester. The course will cover basic Chinese language skills including pronunciation, vocabulary, grammar, reading, writing, and culture. It will meet on Tuesdays and Thursdays from 11:00 AM to 1:15 PM in room LA100. Students will learn about 300 Chinese characters and be able to have simple conversations on everyday topics by the end of the course. Assessment will include homework, quizzes, exams, presentations and a final exam covering all course content and objectives.
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 information about an English composition course titled EWRT 1B: Winter 2015. It outlines the course goals, requirements, texts, grading breakdown, policies, and logistics. The main goals are to develop students' ability to understand complex texts and convey that understanding through essays. Requirements include class participation, assignments, four formal papers, online posts, and tests. The grading is based on a 1000 point scale divided among essays, online posts, exams, and participation. Various policies cover essay submissions, attendance, conduct, late work, and revisions.
This document provides 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.
The document discusses various vocabulary words related to concepts like resilience, aptitude, autonomy, and overcoming failures. It provides the definitions, examples, synonyms and antonyms for words like resilience, delegate, arbitrary, assimilate, and meritocracy. It then has practice questions matching the words to their definitions from the examples provided earlier in the document. The document is aimed to help with learning and testing vocabulary.
Coleman's Classroom ppt by Catherine Coleman. This presentation reviews some basic characteristics of a simple compare and contrast essay including the block and point by point format as well as small and big transitions. More resources available at www.clmn.net
Instructions for uploading a file to a student's canvas account. It's limited as can only work if student has already uploaded file. This solution is to REPLACE an incorrect file.
A brief review of 7 key aspects of thesis for short essays (3-5 pages) for basic writing class. Also includes practice. Created by Coleman's Classroom for Advanced ESL writing course.
Vocab Academic Idioms Starting with C and DCC Undertree
Here are some C and D idioms that can be used in academic writing and may be seen in academic texts. Brief practice included. Created by Coleman's Classroom.
The document defines and provides examples of common idiomatic phrases including "ace in the hole", "albatross around one's neck", "Achilles' heel", "cost an arm and a leg", "put on the back burner", "back to square one", "bad mouth", "bark up the wrong tree". Each idiom is presented with its meaning and origin. The document also provides examples of sentences using the idioms and identifies whether each usage is correct or incorrect.
A brief explanation of the result of repetitive actions and a lesson on the three reasons for grammar errors with solutions for and example of including a specific effective editing technique. Created by Coleman's Classroom.
This is the lesson to accompany the story "Thank You Ma'am" by Langston Hughes and may include extra excerpts from songs and poems as comprehension questions and language development. The actual story in not included here; this lesson is for after reading the story. Created by Coleman’s Classroom.
This is the lesson to accompany the story "Teenage Wasteland" by Anne Tyler and may include extra excerpts from songs and poems as comprehension questions and language development. The actual story in not included here; this lesson is for after reading the story. Created by Coleman’s Classroom.
This is the lesson to accompany the story "The Story of an Hour" by Kate Chopin and may include extra excerpts from songs and poems as comprehension questions and language development. The actual story in not included here; this lesson is for after reading the story. Created by Coleman’s Classroom.
This is the lesson to accompany the story "The Lottery" by Shirley Jackson and may include extra excerpts from songs and poems as comprehension questions and language development. The actual story in not included here; this lesson is for after reading the story. Created by Coleman’s Classroom.
This is the lesson to accompany the story "The Last Leaf" by O.Henry and may include extra excerpts from songs and poems as comprehension questions and language development. The actual story in not included here; this lesson is for after reading the story. Created by Coleman’s Classroom.
Phrasal verbs can be difficult to master since some of their idiomatic usage is confusing. This presentation provides 22 practice sentences with phrasal idioms. The colored button answer choices make is easy to use in a language classroom for a class activity. The idioms ARE NOT explained; this is only practice. Good for vocabulary development and language understanding. For all levels of ESL. Created by Coleman's Classroom.
A five-step study method - BLAST- based on activities to complete before lecture, during lecture, after lecture, to study, and to test. Primarily designed for college classes but would be applicable to any course with instructor lectures. Includes some practice and examples. Created by Coleman's Classroom.
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The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
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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.
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Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
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SP 17 Syllabus ESL 201
1. Syllabus 1
ESL 201 Spring 2017
Course Information
Instructor: Catherine Coleman. Please call me Mrs. C.
Web: ccoleman @ ivc.edu & Canvas Room: B354 Time: Tue /Thur 7 -9:15 a.m.
Office Hours: before/after class & by appointment LAC Schedule Tue /Thur 11 am – 3:20 pm
Course Description
Academic Writing III is the third and final semester of the academic writing sequence designed for non-native English writers who
need to gain proficiency in Academic English. Students write essays in response to assigned readings from a range of college-level
texts. The course covers how to state and develop a central idea of an essay, organize paragraphs into a logical sequence, and integrate
the ideas of others into a paper that expresses the writer's own analysis as developed through multiple drafts. The course also
introduces students to critical reading and writing to promote the study of language conventions used to construct academic writing.
ESL 201 is equivalent to WR 201 and WR 399; credit will be given in one area, but not all. Successful completion allows students to
enroll in WR 1.
Whatever your goal, you can get there if you're willing to work. ~ Oprah Winfrey
Student Learning Outcome:
Given a text-based, criterion-referenced prompt, students will write a process-centered, course-appropriate writing assignment that
reflects course-appropriate mastery of unity/focus (controlled by a thesis claim), development/support/elaboration,
coherence/organization, style and voice, and adheres to language conventions of standard written English.
It isn't where you come from; it's where you are going that counts” ~ Ella Fitzgerald
ESL 201L- Course Corequisite:
ESL 201 L is a required aspect of this class. You will be required to work for 24 hours over the course of the semester in the LAC
during which you will complete specific assignments for this class. See the Assignments on Canvas for grading specifics.
NOTE: Although you register for a specific hour, you can attend the LAC at any time the LAC is open. You are not required to
attend at the hour for which you registered.
Website: http://www.ivc.edu/student/lac/Pages/default.aspx E-mail: ivclac@ivc.edu. Phone: 949-451-5580
The least of the work of learning is done in classrooms. ~ Thomas Merton
Student Services
Irvine Valley College has a variety of great services to help students succeed in college.
*Disabled Students Services SSC 171 949-451-5630 http://students.ivc.edu/dsps/Pages/default.aspx
Language Acquisition Center B354 949-451-5580 http://academics.ivc.edu/languagecenter/Pages/default.aspx
International Student Center SSC 140 949-451-5414 http://students.ivc.edu/eops/Pages/default.aspx
Student Success Center: BST 110 949-451-5471 http://academics.ivc.edu/successcenter/Pages/default.aspx
Counseling Center SSC 210 949-451-5319 http://students.ivc.edu/counselingcenter/Pages/default.aspx
Health Services: SSC 150 949-451-5221 http://students.ivc.edu/healthcenter/Pages/default.aspx
Career & Job Placement SSC 230 949-451-5268 http://students.ivc.edu/careercenter/Pages/default.aspx
Financial Aid Office: SSC 120 949-451-5287 http://financialaid.ivc.edu/Pages/default.aspx
EOPS SSC 130 949-451-5243 http://students.ivc.edu/eops/Pages/default.aspx
*Irvine Valley College makes reasonable accommodations for qualified students with documented disabilities. If you have a disability
that qualifies under the Americans with Disabilities Act (ADA), impacts your work for this class, and necessitates accommodations,
you should contact Disabled Students Programs and Services (DSPS) at 949-451-5630 or Student Services Center SC 171 for
information on appropriate policies and procedures. Disabilities covered by ADA may include learning, psychiatric, physical
disabilities, or chronic health disorders, among others. Students can contact DSPS if they are uncertain whether a medical
condition/disability qualifies, or if they feel they may have a learning disability.
If you have questions about the available services here at Irvine Valley College, please ask me or visit the Student Services Center.
No one can make your feel inferior without your consent. ~ Eleanor Roosevelt
2. Syllabus 2
Required Resources
• Power of Habit by Charles Duhigg. Random House Trade Paperbacks. ISBN: 978-0-8129-8160-5. Available at the IVC
Bookstore. You MAY use hard copy or digital version.
• Writing Clearly: Grammar for Editing 3rd Ed. by Janet Lane & Ellen Lange. Heinle Cengage Learning, 2012 ISBN 978-1-111-
35197-7. Available at the IVC Bookstore.
• Multiple articles to be downloaded and printed.
• Assigned Memoir TBA.
• Access to a computer and the internet for Blackboard and Canvas.
• An English only dictionary.
• 3 Ring Binder for Portfolio Submissions
• 16 X 20 or bigger poster board
• *OPTIONAL two Green Books: one for midterm and one for final exam
The beginning is the most important part of the work. ~ Plato
Class Technology
• If you have issues with your IVC log in, refer to the technology support page.
http://academics.ivc.edu/de/Pages/studenttechnicalsupport.aspx
• Canvas will be our main course website. https://canvas.instructure.com/login/canvas .You will need to access IVC’s Canvas to
submit your work to Turn It In.
• I have access only to your official email address used through IVC. I will generally be contacting your through Canvas. If you are
using another email account, make sure to forward check your Canvas inbox on a regular basis.
• We will be using the computer lab at school, but you can bring your own laptop/tablet computer to work on if you prefer it.
Technology is the pen and paper of our time. ~ David Warlick
Course Work
• Due dates for all assignments will be listed online the Canvas Calendar.
• No work will be accepted after the stated due date (*Except for limited assignments with Bad Day Coupon.).
• All hard copy (HC) work must be submitted at the beginning of the class period it is due unless otherwise indicated. Arriving late
and turning in work after 7 a.m. will result in grade penalties. If absent in class when assignments are due, HC work must be
emailed by 7 a.m. the day that it is due (doc, pdf, or jpg) and the hardcopy assignment brought to class the next class session.
• Soft Copy (SC) copy work will be submitted to Canvas by the date and time assigned. Verify successful completion of work
online!
• All out‐of‐class writing assignments must be typed and follow format guidelines unless otherwise indicated.
• No make‐up in-class writing, group work, or presentations will be permitted.
• Students with verifiable disabilities who need academic accommodations are responsible for notifying the instructor and Disabled
Students Programs and Services as early as possible in the semester.
Writing, like life itself, is a voyage of discovery. ~ Henry Miller
Attendance / Participation
• Class starts at 7 a.m. Arriving late will result in participation penalties.
• Per state regulation: missing more than 6 classes may result either in a failing score or being dropped from the course.
• Missing 3 classes in a row without contacting Mrs. C may result in being dropped from the course.
• It is always the student’s responsibility to withdraw officially from classes. In no case should students presume they have
been dropped by the instructor.
• Students who miss a class meeting are responsible for all material presented and discussed in class and for any assignments
due. With little exception, late work is not permitted. Check Canvas regularly.
• Students are expected to attend and actively participate in class, which includes listening carefully, taking notes, following
directions, completing assignments, and bringing the assigned textbook, appropriate handouts, pens, and paper.
Success is the sum of small efforts, repeated day in and day out. ~ Robert Collier
Writing Samples
I will use excerpts of some of your written work to use as examples of student work for this course, for future courses, or for research
purposes. If I do use a sample of your writing in class or for other reasons, I will remove your name from the paper to protect your
identity. Please keep this in mind when writing assignments, and if you do not want your work shared in this way, please notify me.
Don’t follow the crowd; let the crowd follow you. ~ Margaret Thatcher
3. Syllabus 3
Important Dates
Drop without W 2/5 P/NP Deadline 2/23 Drop with W 4/11
FINALS 5/19-5/25 No Class 2/17; 2/20/ 3/24-3/28; 5/18
Better three hours too soon than a minute too late. ~ William Shakespeare
Grading Procedure
It is not required that you pass every assignment to pass the course; however, not submitting the work will guarantee failure. The
course grades will be based on the following distribution:
Types Specifics %
Take Home Essays Essay 1, 2, & 4 30
In-Class Midterm Essay In-Class Essay 3 10
In-Class Final Exams Essay Exam & Poster Session 10
Short Writes SW 1-5 10
Blog Weekly Blogs 15
2 Portfolios of Homework Midterm & Final 16
Class Participation Attendance and Participation 6
ESL 201L 24 hours in LAC 3
Total 100%
Your final grade will be evaluated using the following point scale:
PASS NO PASS
A: 90% B: 80 - 89.6% C: 70- to 79.6% D: 60 - 69.6% F: 59
*Class participation grade will be based on your attendance, punctuality, preparation for class, and contribution to the class discussion.
Off task behavior, lack of preparation or materials, or tardiness/absence will cause points to be deducted from your participation grade.
**Expect to spend a minimum of two hours of homework for every hour spent in class to obtain a passing grade. This is a California
Community College Policy for credit classes.
One today is worth two tomorrows; never leave for tomorrow what you can do today. ~ Benjamin Franklin
Class Community
Building a classroom community is an integral part of a writing course. Working with your peers creates an enriching learning
opportunity that allows you to discover how other writers think and write. You will participate in pair and group work in class, peer
review workshops of student essays, group projects, and reading groups. These group/pair activities will count towards your class
participation grade. Plus, you will blog and respond to others blogs throughout the semester. The more active you are in this
community, the more you will learn throughout the class.
Talent wins games, but teamwork and intelligence wins championships. ~ Michael Jordan
Classroom Behavior
All rules of conduct as detailed in the IVC Student Handbook must be met with respect being the guiding principle for all classroom
behavior. Any activity that disrupts learning is disrespectful to other students and the instructor; therefore, it will not be tolerated.
Disrespectful behavior includes but is not limited to:
• Coming in to class late
• Using a cell phone in off task behavior during class including talking or texting
• Listening to a personal music device during class
• Holding disruptive private conversations with others while the instructor or other members of the class are speaking to the
class
• Completing off‐task assignments during class
• Sleeping
• Using profanity or rude language with others
* I support the use of technology when used appropriately in class. We are in a computer lab to facilitate your learning. Also, you may
want to use a digital dictionary or read your digital textbook in class. I will allow this; however, no off-task work will be allowed. If
you are checking email, texting, facebooking, or any other off task activity during class time, you will lose participation points and
possibly even technology privileges if the behavior continues. If you are doing so on your cell phone, you will not be allowed to have
it in class.
4. Syllabus 4
Violation of the rules of conduct could result in a verbal warning, a loss of points, or even the removal from the class at the
instructor’s discretion. Such a removal will be reported to the applicable school authority who will take further appropriate action.
It is not so much how busy you are, but why you are busy.
The bee is praised; the mosquito is swatted. ~Marie O'Conner
Academic Dishonesty
Academic dishonesty includes, but is not limited to, cheating on exams, copying assignments, and collaborating on assignments
without explicit permission. Cheating and Plagiarism are defined as:
• Cheating‐ Using unauthorized sources of information for assignments or exams, using as one’s own the assignments of
others, or submitting for a grade previously graded work of one’s own or someone else’s.
• Plagiarism‐ Submitting another’s words, ideas, work, material or data as one’s own. Examples of intended or accidental
plagiarism occur when any ONE of the following exists:
1) Quoting or paraphrasing materials without citing the sources.
2) Copying or using another’s ideas, assignments, test answers, etc. and submitting them as one’s own work, or
allowing another student to do so.
3) Submitting as one’s own work material prepared by others or in collaboration with others without giving credit.
4) Purchasing assignments from an outside source such as Internet or student underground.
We will be using Turn It In this semester, which checks for academic dishonesty. For the purpose of our class, using 4 or exact
words in the same order from a source without quoting and citing the source will be considered plagiarism and academic
dishonesty.
The first violation of the rules of Academic Dishonesty will result in a zero for that assignment. With the second violation of
Academic Honesty, the student will be reported to the applicable school authority who will take further appropriate action.
Forget past mistakes. Forget everything except what you are going to do now and do it. ~ William Durant
Final Notes
Writing proficiently and using grammar correctly are powerful tools to convey precise meaning in written contexts. On paper, an
equal opportunity for success truly exists regardless of ethnicity, gender, socioeconomic class, or language background. Moreover in
our technology‐driven global society, writing and reading well are prized skills in most environments. Much of my own personal
success has occurred because of excellent reading and writing skills. As I communicate my own passion for reading and writing, I
hope to facilitate your personal development of these skills.
As the instructor, my responsibilities are to be prepared, explain the material to the best of my ability, assign tasks to help you master
the course skills, and treat everyone equally. As a student, the responsibilities are to come to class, be prepared, do the work, and take
an active part in the learning. You are responsible for your own behavior and performance.
If there are any questions or concerns, please contact me right away. Problems which are easily solved early in the semester can
become insurmountable issues by the end of the course. I want to help you succeed in this course. I have one hour set aside every
week for office hour when I will be available for you and I am in the LAC for over eight hours a week. You can also contact me
through email or Canvas inbox. Let’s work together to get you ready for English 1!
I look forward to a terrific semester with you!
Learning isn't a means to an end; it is an end in itself. ~Robert Heinlein
5. Syllabus 5
You will need to get your Canvas account set up ASAP. Here is the homework for the first week.
Homework for Tuesday 1/17
Required: Read Perkins-Gough Handout from today's class. Due In-Class Thursday 1/19
• Read Perkins-Gough article.
• Identify the MAIN IDEA of the article for class discussion.
• Create ONE question about the article for class discussion. Be prepared to ask this question in class.
• Review as needed the vocabulary from the reading here. The exercises are optional but would be helpful for your language
mastery.
Required: Introduce yourself to Mrs. C. Due online by Friday 1/20
Introduce yourself to me through email or canvas by Friday morning at 6 a.m. and reply to my response to your introduction once
you have received it. This is an aspect of good digital communication.
1) Introduce Yourself to me by answering the following questions:
• Do you have a particular nick name that you would prefer to be used this semester?
• What is your language background?
• What other ESL classes have you taken?
• What are your long-term academic goals?
• What are your goals for this semester?
• What difficulties have you had with writing? Language? Grammar?
• What is an interesting fact about you or experience you have had?
• Is there anything else you would like to share?
2) Respond to my reply to your original introduction.
A reply does not need to be lengthy. Basically, you are simply acknowledging that you received the response. When it
doubt, a simply Thank you Mrs. C will suffice.
Required: Get your Canvas account set up. Due online by 6 a.m. Sunday 1/22
1) For this assignment, you will update your profile by adding a brief biography and picture.
2) Once you have updated your profile, the assignment is complete.
Required: Buy your Supplies!
You will need Writing Clearly next week. You can use the RESERVE copy in the library, but you will have to make photocopies
of the materials to have in class. You will need Powers of Habit by Week 5. You should get your portfolio binder immediately.
Thursday 8/25
Required: Read Dweck and Complete Strategy 1. HC Due at the beginning of class Tuesday 1/24
1. Download and print the Dweck article. If you have problems accessing Canvas, email me and I will send you the link to the
article. Annotate the important ideas as your read. Review Adler's optional article on annotation article if you need to. As you
read the article, mark one or two quotes that you found particularly interesting or meaningful.
2. Complete the Reading Strategy 1. The HC is due at the beginning of class. Work submitted late will not receive credit. You
MUST complete it in one of the following ways: 1) download the form, print, and complete 2) open the editable doc and type
your answers; then print and submit OR 3) you can look at the form and hand write BOTH the questions and the answers on
another paper.
As you complete the questions, think about how you would present your answers in a class discussion. Are there any
important ideas that the questions don't cover? Be prepared to discuss this article in class in pairs, small groups, or as a class.
Participation points will be given for this discussion.
Required: Finish the In-Class Writing Assignment and Post to Canvas. SC by 6 a.m. Monday 1/23
*Note: If you have trouble posting to Canvas or if you do not yet have access to canvas, email me the .doc or .rtf file.
However, try to submit it first! This will be the main way our writing assignments are submitted this semester.
6. Syllabus 6
1. Finish your in class writing from Thursday. Type it according to the MLA format. Refer to the Modules/General Class
Information/ Submitting Papers online page for format.
2. Submit your finished paper to the Diagnostic Assignment page. Refer to the path above for details on submitting papers.
Required: Complete Blog Discussion 1. Both Post and Response by 6 a.m. Monday 1/23
Blog 1: Class Introduction- In 300 - 350 words, respond to the following prompt:
1. Explain your experience Reading and Writing in English. Is there anything that you have found particularly pleasant or
difficult? You may discuss previous classes if you like.
2. Explain your educational goals as a student in college this semester? Can you give 2-3 specific goals?
3. Discuss something that you are interested in or do on a regular basis that would help the class get to know you better. Can
you add a web link or picture to illustrate your interest? (This is optional but allowed!)
4. You can read my blog for an example.
Peer Response: In a 35 - 50 word reply, reply to TWO of your peers.
Remember, once a peer has THREE peer responses already, you cannot respond to him or her. I will also be responding to your posts,
but my response does not count as one of the allowable THREE posts. Every initial blog can have my reply and THREE student
replies, so FOUR total including mine.
Bad Day Coupon
Bad days happen to everyone from time to time. In anticipation of such days, you may use the Bad Day Coupon and turn in one
assignment or multiple assignments on the same day late.
• You may use the coupon only ONE time during the semester.
• The HARD COPY assignment will only be accepted with coupon on the next class following the due date.
• The DIGITAL COPY assignment will only be accepted with coupon 24 HOURS after the original due date.
• You MAY NOT use the coupon for an in-class quiz or an in-class writing assignment such as Midterm, Short write, or Final.
• You MAY NOT use the coupon for any in-class activity such as Book Exercises. Peer Review, or Poster Session.
• You MAY NOT use the coupon for either portfolio.
• You may NOT use the coupon for any extra credit assignment.
• You must have your name, the assignment, and the date filled out for the coupon, and it MUST be attached to your work
whether hard copy or digital.
• Be aware that in using the coupon, you WILL NOT RECEIVE your graded assignment back at the same time as the rest of
the class.
• If you choose not to use the coupon for a late assignment during the semester, you may submit for extra credit at the end of
the semester for 5 points extra credit in your Participation Grade.
Bad Day Coupon
This coupon entitles the student to submit ONE assignment late.
For HARD COPY assignment, the coupon attached to the completed assignment to be submitted the next class after it is due. If
due Tuesday, submit the following Thursday. If due Thursday, submit the following Tuesday.
For DIGITAL COPY assignment, the coupon pasted into the file to be submitted to black board 24 hours after the original post
time/date.
This coupon may be used only ONE time during the semester.
The coupon must be filled out completely and attached to your late work whether digital or hardcopy.
Your Name Assignment: Date: