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 contains the course schedule for an English composition class over 17 weeks. It outlines the units of study, including personal narratives, research essays, and a final multi-genre project. It lists the weekly topics, assigned readings, and major writing assignments. Students will explore narrative writing, research methods, source integration, and a variety of composition skills. Major assignments include journals, drafts, proposals, bibliographies, essays, and a final reflective piece. The schedule provides structure and deadlines to guide students through the composition coursework over the semester.
This document is the syllabus for an English 102 college writing course taught online during the summer of 2017. The instructor is Shannon Dryden and the course focuses on community awareness, critical thinking about one's environment and place within it, and effective written communication. Over the course of the semester, students will complete four major assignments exploring these themes, including an essay on sense of place, an annotated bibliography, a research-based response essay, and a public service announcement. Students will also participate in weekly discussion boards, maintain a writing journal, and provide peer reviews of classmates' work. The goal is for students to improve their skills in persuasive and expository writing across disciplines and beyond college.
This document provides 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 the syllabus for an American Studies course taught in the spring of 2009. The course will use primary and secondary sources to examine how the concept of American identity has changed over time and been defined differently based on factors like ethnicity, race, gender, religion, and region. Students will analyze works from different historical periods and cultural perspectives. The syllabus outlines class objectives, format, readings, assignments including summaries, papers, and exams, policies on attendance and late work, and a tentative schedule. The goal is for students to develop skills in critical thinking, writing, and debate to better understand the diverse cultures that compose the American experience.
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.
The document provides a summary of past years' SPM Directed Writing questions from 1997 to 2012. It lists the question format, task, and year for each past paper. The formats included letters, reports, articles, speeches. Tasks involved informing, persuading, requesting, describing experiences. It also provides assessment criteria for language used in the responses and category descriptions for marks.
Shearer / Syllabus / English102 / Fall 2019Clare Shearer
This document provides the syllabus for an English 102 college writing course focused on writing about place and identity. The course will explore how environment shapes lives and events through diverse voices and perspectives. Students will write from personal experience as well as conduct traditional research. Major assignments include reading responses, a personal narrative essay, an annotated bibliography, an exploratory research essay, and an op-ed essay. The syllabus outlines course goals, assignments, policies on attendance, late work, and technology use, as well as contact information for the instructor.
The document outlines a lesson plan for an online English speaking lesson. Students will assume the role of teachers by explaining grammar topics such as must/should, present perfect tense, and present perfect progressive. Each student will have 10 minutes to explain their assigned topic using examples and clear information. Afterwards, students will write examples in the chat for corrections. To conclude, students will watch videos on the topics and ask any remaining questions.
This document contains the course schedule for an English composition class over 17 weeks. It outlines the units of study, including personal narratives, research essays, and a final multi-genre project. It lists the weekly topics, assigned readings, and major writing assignments. Students will explore narrative writing, research methods, source integration, and a variety of composition skills. Major assignments include journals, drafts, proposals, bibliographies, essays, and a final reflective piece. The schedule provides structure and deadlines to guide students through the composition coursework over the semester.
This document is the syllabus for an English 102 college writing course taught online during the summer of 2017. The instructor is Shannon Dryden and the course focuses on community awareness, critical thinking about one's environment and place within it, and effective written communication. Over the course of the semester, students will complete four major assignments exploring these themes, including an essay on sense of place, an annotated bibliography, a research-based response essay, and a public service announcement. Students will also participate in weekly discussion boards, maintain a writing journal, and provide peer reviews of classmates' work. The goal is for students to improve their skills in persuasive and expository writing across disciplines and beyond college.
This document provides 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 the syllabus for an American Studies course taught in the spring of 2009. The course will use primary and secondary sources to examine how the concept of American identity has changed over time and been defined differently based on factors like ethnicity, race, gender, religion, and region. Students will analyze works from different historical periods and cultural perspectives. The syllabus outlines class objectives, format, readings, assignments including summaries, papers, and exams, policies on attendance and late work, and a tentative schedule. The goal is for students to develop skills in critical thinking, writing, and debate to better understand the diverse cultures that compose the American experience.
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.
The document provides a summary of past years' SPM Directed Writing questions from 1997 to 2012. It lists the question format, task, and year for each past paper. The formats included letters, reports, articles, speeches. Tasks involved informing, persuading, requesting, describing experiences. It also provides assessment criteria for language used in the responses and category descriptions for marks.
Shearer / Syllabus / English102 / Fall 2019Clare Shearer
This document provides the syllabus for an English 102 college writing course focused on writing about place and identity. The course will explore how environment shapes lives and events through diverse voices and perspectives. Students will write from personal experience as well as conduct traditional research. Major assignments include reading responses, a personal narrative essay, an annotated bibliography, an exploratory research essay, and an op-ed essay. The syllabus outlines course goals, assignments, policies on attendance, late work, and technology use, as well as contact information for the instructor.
The document outlines a lesson plan for an online English speaking lesson. Students will assume the role of teachers by explaining grammar topics such as must/should, present perfect tense, and present perfect progressive. Each student will have 10 minutes to explain their assigned topic using examples and clear information. Afterwards, students will write examples in the chat for corrections. To conclude, students will watch videos on the topics and ask any remaining questions.
This document outlines the tasks and activities for Unit 1 of an e-English course for teachers. It includes 4 main sections:
1. Analyzing learning styles and writing an article about an admired teacher.
2. Four tasks focusing on vocabulary, listening skills, language forms, and writing a biography about an admired teacher.
3. Two discussion forums about job interviews and reflections on Unit 1.
4. The written task is to write a 200-word article about the most admired teacher. Students must submit one written task and three forum contributions for assessment.
This document outlines the tasks and activities for Unit 1 of an e-English course for teachers. It includes 4 main sections:
1. Analyzing learning styles and writing an article about an admired teacher.
2. Four tasks focusing on vocabulary, listening skills, language forms, and writing a biography about an admired teacher.
3. Two discussion forums about job interviews and reflections on Unit 1.
4. The written task is to write a 200-word article about the most admired teacher. Students must submit one written task and three forum contributions for assessment.
Reading british & american culture syllabus wed.2014Amy Hayashi
This course syllabus outlines a reading course focused on British and American culture. Students will learn reading strategies and discover aspects of the two cultures through a textbook, newspaper articles, and a novel. Assessment is based on professionalism, participation in a book club, a news portfolio, article discussions, a midterm exam, and a final exam. The course will cover topics like the British and American people, geography, history, and institutions through in-class presentations and independent study days.
This document is a syllabus for an introductory creative nonfiction writing course. It outlines the course objectives, which include learning techniques used in creative nonfiction like character and scene development. It details the assignments, which include daily journals, short exercises on objects/places/people, short essays combining subjects, and a long workshop essay. Students will provide feedback on peers' work. The grade scale and policies are also outlined, including attendance, late work, plagiarism, and technology policies. The tentative course schedule lists the planned topics, readings, and due dates for each class.
This document is a syllabus for an introductory creative nonfiction writing course. It outlines the course objectives, which include learning techniques for crafting the truth through creative nonfiction writing. It details the assignments, which include daily journals, short exercises on objects, places and people, and short essays combining the exercises. It also includes a long workshop essay which students will write, receive feedback on, and revise. The syllabus provides grading criteria and policies on attendance, late work, and academic integrity. The schedule outlines the readings and assignments for each class meeting over the semester.
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 lesson plan is for a 7th grade English class and covers elements of an essay. The objectives are for students to identify essay elements, make an essay outline, sing a New Year's song, and share their resolutions. Topics include essay elements like introduction, body, and conclusion. Activities include listing resolutions, analyzing questions, learning about formal and informal essays, making an essay outline, writing a 3-4 paragraph essay about a resolution, and a final assignment to write a 3-5 paragraph 200-300 word essay.
This document provides an overview and expectations for English 102, an introductory composition course. The course focuses on rhetoric and transactional writing to explore issues in the local community and connect them to broader societal issues. Major assignments include research papers and critical analyses. Students will develop their writing, research, and critical thinking skills. The course emphasizes revision, peer feedback, and meeting all deadlines. Regular attendance is required, and the instructor provides office hours for additional support. Academic honesty is strictly enforced, and the grading scale rewards excellence as well as satisfactory completion of course requirements.
Reading british & american culture syllabus thurs.2014Amy Hayashi
This syllabus outlines a course on British and American culture that will be taught on Thursdays. Students will learn reading strategies and explore various aspects of the two cultures through a textbook, newspaper articles, and a novel. Assessment will include tests, presentations, a news portfolio, book club participation, and professionalism. The course aims to improve students' reading comprehension, knowledge of British and American culture, and English proficiency.
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 outlines the sections and content required for a student's English guide for the 2014-2015 school year. It includes instructions for a front cover with the student's name and picture, an index page, a character biography, two chapters about likes/dislikes and classes, sections on proposing and organizing a school fraternity including members, materials, and events, and a page to document the fraternity experience. The guide aims to provide structure for the student's work over the school year cycle in their advance level 1 English subject.
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 information for students taking an English proficiency course through distance learning. It outlines the course details including credits, required study hours, textbook, tutors contact information, and exam schedule. It also provides links and exercises to help students practice grammar and language skills for each unit, and guidelines for completing online study guides and exams. The goal is to help students independently study the required material and practice English skills in preparation for evaluations.
This document outlines the requirements for a 14-week field experience course. It includes instructions for weekly journal entries to be completed over the course of the term. The journal entries require students to reflect on their experiences at their field placement agency and respond to prompts related to topics like understanding the agency, diversity, assessment, and communication. Students are also asked to set goals and draft a treatment plan for themselves as part of learning the client assessment process. The document provides guidance and deadlines for all course assignments to be completed and submitted on a weekly basis.
The document provides guidance on writing a factual news report, including key sections such as the headline, orientation, body, reorientation, and photographs. It discusses important elements for each section, such as catchy headlines that interest readers, orientation paragraphs that summarize the who, what, when, and where, and using quotes in the body to add credibility. The document uses examples and activities to illustrate how to write each section of a news report.
This document provides instructions for a peer drafting workshop being held as part of an English course. It explains that the workshop will allow students to discuss their ideas and get feedback before their writing is complete, unlike peer review which focuses on editing after the fact. Students will be divided into small groups to share drafts and get feedback on things like idea generation and support. To get credit, students must actively participate in the discussions, provide a written record of their current progress, and submit a paragraph summarizing what was discussed after the workshop.
Research essay outlines formatting examplecjhill12
The outline summarizes a research essay about gingerbread men protests in the fictional land of Far Far Away. The working thesis is that hazardous baking fumes have driven the gingerbread men to protest, leading to unrest, falling property values, pollution, and low morale. However, opening dialogue between humans and baked goods could solve the crisis. The outline includes an introduction, three body paragraphs on the history of tensions, current living conditions, and a proposed solution through productive dialogue. It concludes by restating topics and their importance.
This rubric evaluates research essays on adherence to the topic, use of research, the thesis statement, and formatting. An A paper clearly connects the topic to an environmental crisis or issue and fully explores this connection using all 5 required sources. The thesis includes the connection, a position, and a solution or commentary. Formatting follows MLA style exactly. Lower grades are given for partial completion of these standards or poor implementation of research, thesis, or formatting.
Research projects require structuring many components like one's own voice and argument alongside other perspectives in the field. Outlining is crucial to avoid topics and arguments losing their way during the research essay writing process. This assignment requires students to create a detailed outline that moves through the beginning, middle, and end of their research paper. The outline must include a working thesis statement, clear topic sentences with corresponding details, and planned research implementation entries. It is due by March 24th for a portion of the unit's grade.
This document provides instructions for a research essay assignment on a social crisis and how the place or space in which the crisis occurs plays a role. Students must select a social problem or crisis centered in a specific location, research how the place is connected to the issue, and argue that the location is a "silent character" influencing the crisis. The essay requires at least one book, three peer-reviewed articles, one website source on both the issue and location, a clear thesis on the connection between them, and a proposed solution. It is to be 5-6 pages following MLA format.
This document provides guidance for writing a strong thesis statement for a research essay assignment. It explains that the thesis should have three parts: 1) an umbrella statement that makes an argument about the connection between an environment and a crisis/issue, 2) a result statement that discusses the effects on the environment or topic, including at least three body points, and 3) a statement of solution or commentary. An example thesis is given that argues protests by gingerbread men due to hazardous baking fumes have led to unrest in Far Far Away, but opening dialogue could solve the crisis.
This document outlines the tasks and activities for Unit 1 of an e-English course for teachers. It includes 4 main sections:
1. Analyzing learning styles and writing an article about an admired teacher.
2. Four tasks focusing on vocabulary, listening skills, language forms, and writing a biography about an admired teacher.
3. Two discussion forums about job interviews and reflections on Unit 1.
4. The written task is to write a 200-word article about the most admired teacher. Students must submit one written task and three forum contributions for assessment.
This document outlines the tasks and activities for Unit 1 of an e-English course for teachers. It includes 4 main sections:
1. Analyzing learning styles and writing an article about an admired teacher.
2. Four tasks focusing on vocabulary, listening skills, language forms, and writing a biography about an admired teacher.
3. Two discussion forums about job interviews and reflections on Unit 1.
4. The written task is to write a 200-word article about the most admired teacher. Students must submit one written task and three forum contributions for assessment.
Reading british & american culture syllabus wed.2014Amy Hayashi
This course syllabus outlines a reading course focused on British and American culture. Students will learn reading strategies and discover aspects of the two cultures through a textbook, newspaper articles, and a novel. Assessment is based on professionalism, participation in a book club, a news portfolio, article discussions, a midterm exam, and a final exam. The course will cover topics like the British and American people, geography, history, and institutions through in-class presentations and independent study days.
This document is a syllabus for an introductory creative nonfiction writing course. It outlines the course objectives, which include learning techniques used in creative nonfiction like character and scene development. It details the assignments, which include daily journals, short exercises on objects/places/people, short essays combining subjects, and a long workshop essay. Students will provide feedback on peers' work. The grade scale and policies are also outlined, including attendance, late work, plagiarism, and technology policies. The tentative course schedule lists the planned topics, readings, and due dates for each class.
This document is a syllabus for an introductory creative nonfiction writing course. It outlines the course objectives, which include learning techniques for crafting the truth through creative nonfiction writing. It details the assignments, which include daily journals, short exercises on objects, places and people, and short essays combining the exercises. It also includes a long workshop essay which students will write, receive feedback on, and revise. The syllabus provides grading criteria and policies on attendance, late work, and academic integrity. The schedule outlines the readings and assignments for each class meeting over the semester.
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 lesson plan is for a 7th grade English class and covers elements of an essay. The objectives are for students to identify essay elements, make an essay outline, sing a New Year's song, and share their resolutions. Topics include essay elements like introduction, body, and conclusion. Activities include listing resolutions, analyzing questions, learning about formal and informal essays, making an essay outline, writing a 3-4 paragraph essay about a resolution, and a final assignment to write a 3-5 paragraph 200-300 word essay.
This document provides an overview and expectations for English 102, an introductory composition course. The course focuses on rhetoric and transactional writing to explore issues in the local community and connect them to broader societal issues. Major assignments include research papers and critical analyses. Students will develop their writing, research, and critical thinking skills. The course emphasizes revision, peer feedback, and meeting all deadlines. Regular attendance is required, and the instructor provides office hours for additional support. Academic honesty is strictly enforced, and the grading scale rewards excellence as well as satisfactory completion of course requirements.
Reading british & american culture syllabus thurs.2014Amy Hayashi
This syllabus outlines a course on British and American culture that will be taught on Thursdays. Students will learn reading strategies and explore various aspects of the two cultures through a textbook, newspaper articles, and a novel. Assessment will include tests, presentations, a news portfolio, book club participation, and professionalism. The course aims to improve students' reading comprehension, knowledge of British and American culture, and English proficiency.
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 outlines the sections and content required for a student's English guide for the 2014-2015 school year. It includes instructions for a front cover with the student's name and picture, an index page, a character biography, two chapters about likes/dislikes and classes, sections on proposing and organizing a school fraternity including members, materials, and events, and a page to document the fraternity experience. The guide aims to provide structure for the student's work over the school year cycle in their advance level 1 English subject.
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 information for students taking an English proficiency course through distance learning. It outlines the course details including credits, required study hours, textbook, tutors contact information, and exam schedule. It also provides links and exercises to help students practice grammar and language skills for each unit, and guidelines for completing online study guides and exams. The goal is to help students independently study the required material and practice English skills in preparation for evaluations.
This document outlines the requirements for a 14-week field experience course. It includes instructions for weekly journal entries to be completed over the course of the term. The journal entries require students to reflect on their experiences at their field placement agency and respond to prompts related to topics like understanding the agency, diversity, assessment, and communication. Students are also asked to set goals and draft a treatment plan for themselves as part of learning the client assessment process. The document provides guidance and deadlines for all course assignments to be completed and submitted on a weekly basis.
The document provides guidance on writing a factual news report, including key sections such as the headline, orientation, body, reorientation, and photographs. It discusses important elements for each section, such as catchy headlines that interest readers, orientation paragraphs that summarize the who, what, when, and where, and using quotes in the body to add credibility. The document uses examples and activities to illustrate how to write each section of a news report.
This document provides instructions for a peer drafting workshop being held as part of an English course. It explains that the workshop will allow students to discuss their ideas and get feedback before their writing is complete, unlike peer review which focuses on editing after the fact. Students will be divided into small groups to share drafts and get feedback on things like idea generation and support. To get credit, students must actively participate in the discussions, provide a written record of their current progress, and submit a paragraph summarizing what was discussed after the workshop.
Research essay outlines formatting examplecjhill12
The outline summarizes a research essay about gingerbread men protests in the fictional land of Far Far Away. The working thesis is that hazardous baking fumes have driven the gingerbread men to protest, leading to unrest, falling property values, pollution, and low morale. However, opening dialogue between humans and baked goods could solve the crisis. The outline includes an introduction, three body paragraphs on the history of tensions, current living conditions, and a proposed solution through productive dialogue. It concludes by restating topics and their importance.
This rubric evaluates research essays on adherence to the topic, use of research, the thesis statement, and formatting. An A paper clearly connects the topic to an environmental crisis or issue and fully explores this connection using all 5 required sources. The thesis includes the connection, a position, and a solution or commentary. Formatting follows MLA style exactly. Lower grades are given for partial completion of these standards or poor implementation of research, thesis, or formatting.
Research projects require structuring many components like one's own voice and argument alongside other perspectives in the field. Outlining is crucial to avoid topics and arguments losing their way during the research essay writing process. This assignment requires students to create a detailed outline that moves through the beginning, middle, and end of their research paper. The outline must include a working thesis statement, clear topic sentences with corresponding details, and planned research implementation entries. It is due by March 24th for a portion of the unit's grade.
This document provides instructions for a research essay assignment on a social crisis and how the place or space in which the crisis occurs plays a role. Students must select a social problem or crisis centered in a specific location, research how the place is connected to the issue, and argue that the location is a "silent character" influencing the crisis. The essay requires at least one book, three peer-reviewed articles, one website source on both the issue and location, a clear thesis on the connection between them, and a proposed solution. It is to be 5-6 pages following MLA format.
This document provides guidance for writing a strong thesis statement for a research essay assignment. It explains that the thesis should have three parts: 1) an umbrella statement that makes an argument about the connection between an environment and a crisis/issue, 2) a result statement that discusses the effects on the environment or topic, including at least three body points, and 3) a statement of solution or commentary. An example thesis is given that argues protests by gingerbread men due to hazardous baking fumes have led to unrest in Far Far Away, but opening dialogue could solve the crisis.
This document outlines the schedule and assignments for a university course on place studies research over 5 weeks. It includes due dates for midterm grades, outlines for the research essay assignment, dates for peer review workshops, and due dates for submitting essay drafts and the final research essay. The schedule also notes times to meet with the instructor if students have concerns about their progress and includes assigned readings and activities to help students develop their writing and research skills.
This document provides instructions on how to properly incorporate quotations into an MLA formatted paper. It discusses removing extra spacing, formatting font sizes, and using quotations purposefully to support arguments rather than as decoration. Examples from a fictional story about a gingerbread protest illustrate how to introduce and discuss quotations in the text. The document concludes with instructions for formatting a works cited page in MLA style.
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 is the syllabus for an English 102 college writing course. It provides information about the instructor, course description and goals, required textbook, assignments and deadlines, grading policy, attendance policy, and plagiarism policy. The course will focus on developing skills in persuasive and expository writing through four major assignments centered around analyzing how environments affect people and events. Students will complete daily writing assignments, participate in class discussions, and submit drafts and revisions of their major papers. The course uses a point-based grading system and attendance is mandatory.
This document is a syllabus for an English 102 college 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.
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 outlines the policies and requirements for an English 102 college writing course. It provides information on administrative deadlines, attendance policies, course assignments including three major writing projects, grading criteria, and policies on plagiarism and classroom etiquette. Students will complete daily writing assignments to develop their major projects, which will be graded based on meeting learning outcomes and self-assessed growth goals. Revisions of one major project are permitted. The course emphasizes developing skills in rhetoric, critical thinking, and writing in different genres.
This document is a syllabus for an English 102 college writing 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.
This document outlines the course policies for ENGL 102-28, including deadlines, attendance policies, assignment requirements, grading procedures, and course etiquette. Key details include:
- There are 3 major writing assignments worth 225, 225, and 250 points respectively, along with daily homework assignments.
- Students can miss up to 4 classes without penalty but more than 4 unexcused absences will result in failing the course.
- Grading is based 70% on meeting course objectives for each assignment and 30% on individualized outcome, process, and product goals set by each student.
- One assignment can be revised for a replacement grade. Revisions are due one week after the original is returned
This 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 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 is the syllabus for an English 102 college writing course taught in the spring of 2017. The instructor is Jacob D. Wilson and the course will meet on Tuesdays and Thursdays at two different times. The goals of the course are to improve students' skills in persuasive and expository writing. By the end of the course, students should be able to analyze texts, present and support their own ideas, conduct research, give and receive feedback, and use proper formatting and citation. There are four major writing assignments, reflective journal entries, and requirements to pass including regular attendance, participation, submitting drafts on time, revising work based on feedback, and avoiding plagiarism. Meeting all the requirements listed in
This 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.
This document provides 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 listed. The major assignments include four writing projects of increasing length and complexity. Class policies require regular attendance, respectful conduct, and academic honesty. The textbook and course website are identified along with grading criteria and important campus resources.
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.
English 102 30 syllabus official--spring 2018InCruzBay
This document provides an overview of an English 102 college writing course, including information about the instructor, course description and goals, assignments, grading, policies, and textbook. The course will focus on developing skills in persuasive and expository writing by thinking about trends in the changing world. Students will complete 5 major assignments including essays, a research paper, video presentation, and a final assignment reflecting on their future. The course aims to improve students' abilities to write for different audiences, comprehend and analyze various texts, conduct research, and give/receive peer feedback.
English 102 05 syllabus official--spring 2018InCruzBay
This document provides an overview of an English 102 college writing course, including logistical details, course goals and learning outcomes, assignments and grading policies. The course will focus on developing skills in persuasive and transactional writing through assignments such as a research paper, video presentation, and future planning essays. Students will learn to write for different audiences, synthesize information from various sources, and give/receive peer feedback on writing. The grading scale and policies on attendance, late work, plagiarism and disability accommodations are also outlined.
Syllabus English 1010 Expository Writing Instructor Dr.docxmattinsonjanel
Syllabus
English 1010: Expository Writing
Instructor: Dr. Wilt
Fall term, 2014
Contact information
Required texts & materials
Course goals & objectives
Basic approach
Assignments
Assessment and grades
Class participation
The University Writing Center
Online tools for checking English usage
Academic integrity
Students with disabilities
Lottery Scholarships
Academic calendar and Withdrawal deadlines
Questions
Instructor’s contact information
Office: AMG 107
Office hours:
W: 11:00—12:00; TR 10:30—12:30
plus extended virtual office hours via
D2L email
Email:
Phone:
TWilt
(“Email” in the blue banner headline →
“Compose”, sending to TWilt). Please use
only D2L email; do not try to contact me
via the general Pipeline email system.
D2L email is the surest, quickest way to
contact me. I check it practically every
day, often several times a day. Do not
expect replies to emails from Fri PM
through Sunday.
898-5565 (Email is usually a quicker
means of contacting me.)
Required texts and materials
• Bullock, R. The Norton Field Guide to Writing, 3rd ed. NY: Norton. 2013..
Course goals & objectives
The main goals of this course is to prepare students to write in English at a satisfactory level for university
work, to enhance students’ ability to think critically, and to encourage reflection on values in keeping with
MTSU’s mission statement
In keeping with these general goals, we will have these objectives as stated by the department for English
1010. Students will learn or improve their ability to
• generate a writing plan with informed writing objectives,
• draw writing content from experience, imagination, and outside resources,
• analyze & synthesize different kinds of texts and material,
• view writing as a process,
• analyze their writing strengths and weaknesses,
• develop a thesis clearly with a variety of supporting evidence, in different expository genres,
• adapt their writing to audience and purpose,
• integrate and document primary sources accurately,
• vary the structure and length of sentences and paragraphs,
• with grammatical competence and use conventional spelling.
Basic approach
Your written work throughout the semester will consist of
4-5 major essays or writing projects of various genres (70% of grade), length depending on the
project with a normal range of 1000-1200 words;
Daily assignments: quizzes, in-class work, outside work related to essays, etc. (30% of grade),
Tentative Schedule
Weeks Unit Focus Chapter in textbook
1-3 Reporting Information 9
4-6 Profile 16
7-9 Compare & Contrast 34-35
10-12 Evaluation 13
13-15 Résumés & Job Letters 19
More detailed schedules of classroom activities and assignments will be posted on your D2L homepage as
a News item. Students are responsible for checking the D2L course page regularly so that they can know
what the assignments are and when the ...
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.
This document provides the syllabus for a Business and Professional Writing course taught in Spring 2011. It outlines the following key details:
- Course information including instructor contact details, office hours, required textbooks
- Course description, goals, and learning objectives focused on developing professional communication skills
- Assignments including major writing projects, quizzes, readings, and a final exam project
- Grading scheme and policies including attendance, participation, and preparation requirements
This course focuses on rhetorical style and its relationship to audience, purpose, and genre. Over the semester, students will analyze genres, practice writing in different styles across genres, and develop skills in giving and receiving feedback. Major assignments include writing in professional, literary, and public genres. Students will submit a final portfolio including revised work and a reflective statement. The goal is for students to understand style as rhetorical and leave the course with polished writing samples.
This document is the syllabus for an Honors English 102 course. It outlines the course objectives, which include demonstrating rhetorical strategies, research skills, critical thinking, understanding writing as a process, and composing academic arguments. Major assignments include a rhetorical analysis, annotated bibliography, critical conversation essay with a multimodal response, and a grit reflection project. Students will complete scaffolding assignments and peer reviews to support the major assignments. The syllabus provides policies on health and safety, participation grading, communication with the instructor, and file formats for multimedia projects.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
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Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
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'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
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to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
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providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
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Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
Syllabus Engl102 SP17
1. Syllabus English 102 SP 2017
College Writing and Rhetoric
Instructor: Caitlin Hill
Email: cjhill@uidaho.edu
Office: Brink 107
Phone: 885-6156 (messages only)
Office Hours: T/Th 12:30-1:30, W 12-1, and by appointment
Course time & place: MWF 1:30, TLC 139
COURSE DESCRIPTION
English 102 is an introductory composition course, designed to improve your skills in
persuasive, expository writing, the sort you will be doing in other courses in college and in
many jobs. Sometimes this kid of writing is called transactional writing; it is used to
transact something—persuade and inform a reasonably well-educated audience, conduct
business, evaluate, review, or explain a complex process, procedure, or event.
This section of English 102 is designed around a theme of place. You will develop these
course goals through the analysis and argument of how our environments affect who we
are what takes place within them.
COURSE GOALS
By the end of the course, you should be very good at doing the following:
• Accurately assessing and effectively responding to a wide variety of audiences and
communication situations.
• Comprehending college-level and professional prose and analyzing how authors
present their ideas in view of their probable purposes, audiences, and occasions.
• Presenting your ideas as related to, but clearly distinguished from, the ideas of
others (includes the ability to paraphrase, summarize, and correctly cite and
document borrowed material).
• Developing a central idea or argument logically, supporting and illustrating it
clearly.
• Writing critical analyses and syntheses of college-level and professional prose.
• Being able to make the connection between questions and problems in your life both
within and outside of college.
• Gather and evaluate information and use it for a rhetorical purpose in writing a
research paper.
• Using a variety of strategies during the prewriting or “invention” process.
• Revising effectively.
• Accurately proofreading your own work in order to produce writing that maintains
the conventions of publishing English.
• Giving and receiving constructive feedback from peers.
Of course, I expect that you are able to carry out some of these tasks already.
2. DEADLINES & LATE WORK POLICY
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.
Thursday, January 19th – Last day to add the course WITH a late fee.
Wednesday, January 25th – Last day to drop the course without a grade of W.
Friday, March 31st – Last day to drop the course with a grade of W.
Course Deadlines
The due dates for all homework assignments and drafts are posted under the appropriate
Unit and Week on the course BbLearn site. Late daily homework will receive a 10%
deduction for every day it is late, including weekends. Late major assignments will be
ineligible for a grade higher than a C. Not completing a major writing assignment will be
grounds for failure of the course.
REQUIRED TEXTBOOK (available at the UI Bookstore)
• Ramage, Bean and Johnson, The Allyn & Bacon Guide to Writing, 7th edition.
• There will be additional course readings outside of the textbook, which will be
available on the course BbLearn site as PDF documents.
COURSE WEBSITE
All major writing assignments and process homework (everything except in-class
assignments, journals, and optional rough drafts) will be submitted through the course
BbLearn site. All assignment sheets and other course materials will also be posted in the
BbLearn site. Log on into BbLearn (http://bblearn.uidaho.edu) using your University of
Idaho NetID and password, and locate English 102.
Please be aware that course materials and deadlines are subject to change. You should
check this Bb Learn site and your University of Idaho email account at least once a day to
stay properly updated. I will not take "I didn't see/hear anything about that" as an excuse
for missed or late work or being unprepared in class.
ATTENDANCE
Attendance in English 102 is mandatory. Being present in class is the key to success in
the course. More than three unexcused absences in one unit or six total absences is
grounds for failure of the course. An excused absence is an official note specifying the
days and reasons you were required to miss class. Excused absences must be in writing
from an official such as a doctor or a university instructor or administrator (in the event of
athletic events or field trips). You are responsible for making up work you miss due to
absences.
Attendance means being physically present, awake, coherent, and fully prepared for class,
with the day’s assignments completed. If you do not meet all of these conditions, you can
be marked absent for the day. You are responsible for making up work that you miss.
3. COURSE ETIQUETTE
Classroom citizenship. The classroom is a learning community. Be respectful of your
fellow students and your instructor. If you have a problem with anything in the course,
speak to me about it privately after class or meet me during my office hours. Disruptive
behavior during class may result in expulsion from a class meeting or the entire course.
Technology. All cell phones must be turned COMPLETELY OFF and put away. Unless
you have been given explicit permission to use your laptop in class, all laptops should be
shut and stowed. Even if you aren’t called out in class for using this technology,
inappropriate use will be reflected in your participation points. If you answer a phone call
in class, expect to be excused.
Email etiquette. I welcome your emails and questions – if you have questions about the
course, your work, meeting times, etc., please contact me at the address listed above or on
the BbLearn home page. When you contact me, please treat it as a professional
correspondence—your message should have a greeting, be written in complete sentences,
and signed with your name at the bottom. Generally, you can expect a response during
regular business hours (Monday-Friday, 8-5 PM).
OFFICE HOURS
My office hours and office number are listed above and on the BbLearn home page. I
welcome you to stop by to discuss your work, questions about the course, etc., during that
time. If for some reason you can’t come during my regularly posted hours, please email me
or stop by after class, and we can make other arrangements.
COURSE REQUIREMENTS
Major Writing Assignments
There will be four major writing assignments. Each major assignment will develop the
University of Idaho ENGL 102 requirements through a focus on environments:
• Personal Narrative: Place-Identity
• Annotated Bibliography
• Place Studies Research Essay
• Multi-Genre Assignment: Analysis of a UI Place or Space
Daily Assignments/Homework
There will be shorter process work writing assignments due regularly. These assignments
are specifically designed to help you generate material to write the major assignments and
make up credit for the “Process Points” portion of each unit. For the most part, this work
will be completed entirely in class and handed in to me at the end of the period. Your time
outside of class should be spent on reading assignments and your major writing
assignments.
Journals
Daily free-writes will be incorporated into our classroom meetings. You will record your
responses to the free-write prompts into a separate composition notebook designated
entirely to your English 102 free-writes. These will be collected and graded periodically
throughout the semester. Grades will be based on completion, not content.
4. Optional Rough Drafts
There are no rough drafts required for this course. Instead, if you’d like to turn in a
complete rough draft to me for feedback, you can do so. If you take advantage of this
opportunity you will receive 50 points on the final assignment after you conference with
me to go over your draft. Your final draft will then be graded out of 50 points instead of
100. This is not an extra credit opportunity.
If you want to turn in a rough draft, you must turn in a hardcopy of the draft to me before
or on the designated optional rough draft due date, which is listed on the course schedule
and will be at least one week before the final draft due date.
GRADING
Major Assignment Grading System
All major writing assignments are graded by a negotiable contract. I will create the
baseline, standard detailed rubric for the first writing assignment of the course. As the
semester moves on and students become more focused on what they would like prioritized
in their education, adjustments and continued elaboration can be made to the rubric. Each
assignment will be worth a total of 100 points, but how these points are distributed
throughout the grading rubric is up for negotiation. Ideally, this will create a happy
medium of expectations between students and instructor.
Course Grading System
Here is the distribution of the total points for the four units this semester:
Unit One Process
Points - 50
Journal - 50 Final Draft -
100
Participation
50
Total Points
Possible: 250
Unit Two Process
Points - 50
Journal – 50 Final Draft -
100
Participation
50
Total Points
Possible: 250
Unit Three Process
Points - 50
Journal - 50 Final Draft -
100
Participation
50
Total Points
Possible:
250
Unit Four Process
Points - 50
Journal - 50 Final Draft -100 Participation
50
Total Points
Possible:
250
TOTAL POINTS
Total Available Course Points 1,000
All of these scores will be posted on Blackboard under the My Grades link promptly and
regularly. I will recommend an F in the course if you fail to submit any major assignments.
5. Course Grades possible:
A
Represents achievement that is outstanding or superior relative to the level
necessary to meet the requirements of the course.
B
Represents achievement that is significantly above the level necessary to meet
the requirements of the course.
Grades of A or B are honors grades. You must do something beyond the minimum
required in order to earn an A or B.
C
Represents achievement that meets the basic requirements in every respect. It
signifies that the work is average, but nothing more.
W
Stands for Withdrawal. This is the grade you will receive if you withdraw from
the course after Wednesday, January 11 but on or before Wednesday,
January 25th. 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
Wednesday, January 25th 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.)
Disability Support Services Reasonable Accommodations Statement
Reasonable accommodations are available for students who have documented
temporary or permanent disabilities. All accommodations must be approved through
Disability Support Services located in the Idaho Commons Building, Room 306 in
order to notify your instructor(s) as soon as possible regarding accommodation(s)
needed for the course.
Disability Support Services
Phone: 208-885-6307
6. Email: dss@uidaho.edu
Web: http://www.uidaho.edu/studentaffairs/asap/dss
Policy on Plagiarism in English 102
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).
Also, turning in work you have previously completed for another course—either an entire
paper or significant portions of it—can also be considered an unethical use of your own
work and can be considered a form of plagiarism worthy of reporting as an instance of
academic dishonesty.
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, and 2) by showing the discrepancy of style between previous papers
and the paper I questions.
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!