This document outlines the policies and expectations for English 121: English Composition 1. The course emphasizes developing critical thinking and writing skills through writing a minimum of five analytical, evaluative, or persuasive compositions. Students will learn how to plan, write, and revise compositions. They will also develop their critical reading abilities. The course is online, so students must have access to a computer and the internet, be self-motivated, and able to manage their time well. Assignments include discussions, peer reviews, essays, revisions, and quizzes. Students are expected to follow MLA formatting guidelines and adhere to the academic honesty policy.
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 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.
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.
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.
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.
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 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.
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.
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 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.
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.
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.
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.
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 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.
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 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 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.
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.
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.
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 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 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 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 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.
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
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 information about an English 1A hybrid class. Key points:
- The class meets partially in-person and partially online, with homework assigned on Fridays to be completed before an online Monday session.
- The class website is an important resource, where students will post homework. Students must create a WordPress account to access the site.
- The goals of the course are to improve students' reading, writing, and analytical skills through assignments including five essays, website posts, tests, and workshops.
- Grades are based on a 1000 point system divided among various assignments, with letter grades corresponding to certain point ranges. Policies cover submission formats, attendance, conduct, and late work
This document provides an overview of the goals, requirements, policies, and grading for an English 1A course. The course aims to help students analyze college texts and write papers. Key requirements include active online participation, four formal papers, and blog posts. The grading is based on 1000 points across assignments, participation, and papers. Policies address academic honesty, attendance, conduct, workshops, and late work. The instructor and meeting information is also included.
This document provides an overview of the goals, requirements, policies, and grading for an English 1A course. The course aims to help students analyze college texts and write papers. Key requirements include active online participation, four formal papers, and keeping up with readings and assignments. The grading is based on 850 points from essays, website posts, quizzes, and participation. Policies address academic honesty, attendance, conduct, late work, and use of student papers.
This document provides an overview of an English 1A course, including goals, requirements, policies, and grading. The main points are:
1. The course aims to prepare students to analyze college texts and write papers through learning skills like developing theses and integrating ideas. Students will read diverse texts and write four papers.
2. Requirements include class participation, keeping up with readings and assignments, four papers, blog posts, and tests/quizzes. The main texts are The St. Martin's Guide to Writing and The Hunger Games novel.
3. Grades are based on 1000 points from assignments like papers, blog posts, tests, and participation. Letter grades correspond to point ranges. Academic
This document provides information about an English 1A hybrid class. It summarizes that the class will meet both in person and online, with assignments due on Fridays to be completed before the next class meeting on Monday. It also outlines the course goals of improving reading, writing, and critical analysis skills. Key requirements include active participation, five essays, blog posts, tests and quizzes. The grading scale and policies on attendance, late work, and academic dishonesty are also summarized.
This document provides 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 provides information about an English 1A course, including the instructor's contact details, course goals and requirements, assignments, grading scale, textbooks, and policies. The main goals of the course are to prepare students to analyze college texts and write college papers by developing skills such as reading analysis, essay writing, thesis development, and personal writing style. Students will complete four formal papers, online posts and discussions, and be assessed on their writing process, analysis of diverse texts, argument writing, and citation skills. The hybrid class meets twice a week in person and requires additional online work. Students are expected to adhere to academic honesty, attendance, and participation policies.
This document provides an overview of the EWRT 30 creative writing course. It introduces the instructor, Kim Palmore, and outlines the course objectives, requirements, student learning outcomes, grading policy, and class policies. The main goals of the course are for students to explore and refine their creative writing techniques through analyzing published works and receiving feedback on their own writing in multiple genres, including poetry, fiction, and drama. Students will complete writing assignments and projects, participate in class discussions, and compile a final portfolio of their best work to demonstrate their understanding of creative writing elements and skills.
The document provides a history of Pink Floyd from 1963-1973. It describes how the original members met in Cambridge, England and started playing music together. As the band evolved, Syd Barrett was the original frontman but his mental health declined from drug use. The band brought in David Gilmour as a replacement. Their 1973 album The Dark Side of the Moon was a major success and breakthrough, largely driven by Roger Waters' creative influence and lyrics dealing with social issues.
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 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.
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.
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.
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 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 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 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 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.
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
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 information about an English 1A hybrid class. Key points:
- The class meets partially in-person and partially online, with homework assigned on Fridays to be completed before an online Monday session.
- The class website is an important resource, where students will post homework. Students must create a WordPress account to access the site.
- The goals of the course are to improve students' reading, writing, and analytical skills through assignments including five essays, website posts, tests, and workshops.
- Grades are based on a 1000 point system divided among various assignments, with letter grades corresponding to certain point ranges. Policies cover submission formats, attendance, conduct, and late work
This document provides an overview of the goals, requirements, policies, and grading for an English 1A course. The course aims to help students analyze college texts and write papers. Key requirements include active online participation, four formal papers, and blog posts. The grading is based on 1000 points across assignments, participation, and papers. Policies address academic honesty, attendance, conduct, workshops, and late work. The instructor and meeting information is also included.
This document provides an overview of the goals, requirements, policies, and grading for an English 1A course. The course aims to help students analyze college texts and write papers. Key requirements include active online participation, four formal papers, and keeping up with readings and assignments. The grading is based on 850 points from essays, website posts, quizzes, and participation. Policies address academic honesty, attendance, conduct, late work, and use of student papers.
This document provides an overview of an English 1A course, including goals, requirements, policies, and grading. The main points are:
1. The course aims to prepare students to analyze college texts and write papers through learning skills like developing theses and integrating ideas. Students will read diverse texts and write four papers.
2. Requirements include class participation, keeping up with readings and assignments, four papers, blog posts, and tests/quizzes. The main texts are The St. Martin's Guide to Writing and The Hunger Games novel.
3. Grades are based on 1000 points from assignments like papers, blog posts, tests, and participation. Letter grades correspond to point ranges. Academic
This document provides information about an English 1A hybrid class. It summarizes that the class will meet both in person and online, with assignments due on Fridays to be completed before the next class meeting on Monday. It also outlines the course goals of improving reading, writing, and critical analysis skills. Key requirements include active participation, five essays, blog posts, tests and quizzes. The grading scale and policies on attendance, late work, and academic dishonesty are also summarized.
This document provides 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 provides information about an English 1A course, including the instructor's contact details, course goals and requirements, assignments, grading scale, textbooks, and policies. The main goals of the course are to prepare students to analyze college texts and write college papers by developing skills such as reading analysis, essay writing, thesis development, and personal writing style. Students will complete four formal papers, online posts and discussions, and be assessed on their writing process, analysis of diverse texts, argument writing, and citation skills. The hybrid class meets twice a week in person and requires additional online work. Students are expected to adhere to academic honesty, attendance, and participation policies.
This document provides an overview of the EWRT 30 creative writing course. It introduces the instructor, Kim Palmore, and outlines the course objectives, requirements, student learning outcomes, grading policy, and class policies. The main goals of the course are for students to explore and refine their creative writing techniques through analyzing published works and receiving feedback on their own writing in multiple genres, including poetry, fiction, and drama. Students will complete writing assignments and projects, participate in class discussions, and compile a final portfolio of their best work to demonstrate their understanding of creative writing elements and skills.
The document provides a history of Pink Floyd from 1963-1973. It describes how the original members met in Cambridge, England and started playing music together. As the band evolved, Syd Barrett was the original frontman but his mental health declined from drug use. The band brought in David Gilmour as a replacement. Their 1973 album The Dark Side of the Moon was a major success and breakthrough, largely driven by Roger Waters' creative influence and lyrics dealing with social issues.
The Legend of Zelda series was principally inspired by game designer Shigeru Miyamoto's explorations of forests and rural villages near his childhood home. Miyamoto sought to create "miniature gardens" for players to explore in each Zelda game. The games feature a mix of puzzles, action, adventure, exploration, and quests. Players traverse an overworld and interact with characters to gain items and advice to complete dungeon labyrinths. The series takes place in the fantasy land of Hyrule, which has a deep history revealed over many game releases. Its main characters are the hero Link, Princess Zelda, and the antagonist Ganondorf. The Legend of Zelda franchise
Made by a student for students. I cannot attest to the accuracy of the material but it is correct to the best of my knowledge. Most of the images are from google, other slideshare users, or from pictures of models in my lab class.
Este documento presenta diferentes estrategias de enseñanza como las conductistas, cognitivas y constructivistas. Describe que las estrategias conductistas se basan en el uso de estímulos y refuerzos para lograr cambios observables en el comportamiento del estudiante. Las estrategias cognitivas se enfocan en desarrollar habilidades cognitivas vinculadas a contenidos específicos. Y las estrategias constructivistas consideran al estudiante como un sujeto activo que construye conocimiento a través de su interacción con el entorno.
Tourist Characteristics and the Perceived Image of MilanMTM IULM
Within the Destination Management module, a research project was carried out on the image of Milan as perceived by 1,200 tourists then present and hundreds of potential tourists in order to draw up guidelines for tourism growth strategy in the city, under the guidance of destination management academics and experts. The findings of the project, sponsored by the Milan Town Council, were discussed with the local institutions and a number of large tourism firms working in the city.
These are the results of the research conducted on actual visitors in Milan.
Este documento describe las fases de investigación sobre el tema de las redes sociales. Incluye el tema de investigación sobre qué son las redes sociales y para qué sirven, así como sus ventajas y desventajas. Además, proporciona varias fuentes de información en línea sobre este tema.
This document discusses five major anomalies of the aortic arch and pulmonary artery as seen on clinical imaging. It includes images and descriptions of right aortic arch with aberrant left subclavian artery, cervical aortic arch, double aortic arch, aberrant right subclavian artery, and aberrant left pulmonary artery. Key findings that help identify each anomaly on imaging are highlighted.
This document discusses slipped capital femoral epiphysis (SCFE), beginning with its history and definitions. It describes the anatomy and pathophysiology, presenting typical age and sex distributions. Risk factors include growth hormones, sex hormones, and trauma. Clinical presentations range from pre-slip to acute/chronic stages. Radiographic findings and grading systems are outlined. Differential diagnoses and treatment approaches like pinning, osteotomies, and epiphysiodesis are summarized. Surgical techniques like the Dunn and Kramer procedures aim to reduce displacement and prevent further slipping through fixation.
The document summarizes the branches of the abdominal aorta. It describes the celiac trunk, superior mesenteric artery, and inferior mesenteric artery as the three anterior branches that arise from the abdominal aorta and supply the gastrointestinal viscera. The celiac trunk divides into the left gastric artery, splenic artery, and common hepatic artery. The superior mesenteric artery has five branches including the inferior pancreaticoduodenal artery and jejunal/ileal arteries. The inferior mesenteric artery has three branches including the left colic artery and sigmoid arteries.
This document provides an overview of the goals, requirements, policies, and grading for an English 1A course. The course aims to develop students' abilities to analyze texts, write essays with clear theses and evidence, and develop a writing process. Requirements include 5 papers, tests, discussions, and keeping a class blog. Policies address attendance, late work, plagiarism, and use of electronics. Grades are based on essays, tests, discussions, and blog posts. Required texts are The St. Martin's Guide to Writing and The Hunger Games.
This document provides an overview of the goals, requirements, policies, and grading for an English 1A course. The course aims to develop students' abilities to analyze texts, write essays with varying purposes and strategies, and practice writing as a process. Requirements include 5 papers, weekly posts to a class blog, and tests/quizzes. Students will be assessed on their writing process, analysis of diverse texts, argument development, and MLA citation. Grades are based on a 1000-point scale across assignments like essays, tests, and participation. Course policies address submission formats, attendance, conduct, and late work.
This document provides an overview of the goals, requirements, texts, grading, and policies for an English 1A course. The course aims to prepare students to analyze college texts and write papers. Key requirements include 5 formal papers, weekly posts to a class blog, and tests/quizzes. Grades are based on a 1000 point scale divided among essays, blog posts, tests, and other assignments. Course policies address issues like plagiarism, attendance, participation, workshops, and late work. The primary texts are The St. Martin's Guide to Writing and The Hunger Games novel.
This document provides an overview of the goals, requirements, texts, grading, and policies for an English 1A course. The course aims to prepare students to analyze college texts and write papers. Key requirements include 5 formal papers, weekly posts to a class blog, and tests/quizzes. Grades are based on a 1000 point scale divided among essays, blog posts, tests, and other assignments. Course policies address issues like attendance, academic dishonesty, late work, and use of student papers. The primary texts are The St. Martin's Guide to Writing and The Hunger Games novel.
This document provides information about an English 2 transfer-level course. The course focuses on applying critical thinking skills to reading and writing argumentative and issue-oriented literature. Key goals include analyzing values and viewpoints, developing critical thinking, and practicing writing as a process. Requirements include class participation, assignments, five formal papers including one in-class, website posts, and tests. The grading scale is based on 1000 points from various assignments. Course policies address essay submissions, academic dishonesty, attendance, conduct, homework, quizzes, exams, late work, and appointments.
This document provides an overview of an English 2 transfer-level course. The course focuses on applying critical thinking skills to reading and analyzing argumentative and issue-oriented literature. Key goals include gaining competence as a critical thinker, recognizing alternative perspectives, and practicing writing as a recursive process. Students will write five formal papers and complete other assignments totaling approximately 6,000 words to be evaluated. Requirements include class participation, completing readings and assignments, meeting with the instructor, and contributing to an online class website. The grading scale and policies on attendance, late work, and adding/dropping the course are also outlined.
This document provides an overview of an English 2 transfer-level course. The course focuses on applying critical thinking skills to reading and analyzing argumentative and issue-oriented literature. Key goals include gaining competence as a critical thinker, recognizing alternative perspectives, and practicing writing as a recursive process. Students will write five formal papers and complete other assignments totaling approximately 6,000 words to be evaluated. Requirements include class participation, completing readings and assignments, meeting with the instructor, and contributing to an online class website. The grading scale and policies on attendance, academic dishonesty, late work, and use of student papers are also outlined.
This document provides an overview of an English 2 transfer-level course. The course focuses on applying critical thinking skills to reading and analyzing argumentative and issue-oriented literature. Key goals include gaining competence as a critical thinker, recognizing alternative perspectives, and practicing writing as a recursive process. Students will write five formal papers and complete other assignments totaling approximately 6,000 words to be evaluated. Requirements include class participation, completing readings and assignments, meeting with the instructor, and contributing to an online class website. The grading scale and policies on attendance, late work, and adding/dropping the course are also outlined.
This document provides an overview of the English 1A course taught by Kim Palmore. The goals of the course are to prepare students to analyze college texts and write college papers by developing skills such as reading comprehension, thesis development, organization, and writing style. Requirements include attendance, keeping up with assignments, five formal papers, meetings with the instructor, blog posts, and tests/quizzes. Required texts are The St. Martin's Guide to Writing and The Hunger Games. Grades are based on essays, blog posts, tests, participation, and writing workshops. Course policies address plagiarism, attendance, conduct, late work, and use of student papers.
This document provides an overview of the goals, requirements, texts, grading, and policies for an English 1A course. The goals of the course are to prepare students to analyze college texts and write college papers by developing skills such as reading comprehension, thesis development, organization, and writing process. Requirements include papers, tests, discussions, and keeping up with assignments. Grades are based on essays, tests, posts, and participation. Policies address plagiarism, attendance, conduct, workshops, quizzes, tests, late work, adding/dropping, and use of student papers.
This document provides information about an English composition course titled EWRT 1B Reading, Writing, and Research. It outlines the course goals of developing skills in understanding complex texts and conveying that understanding in essays. It lists the main requirements as participating in class, keeping up with assignments and reading, writing four formal papers, posting online homework, and taking tests. It provides details on the class website, required texts, grading breakdown, class policies on submissions, attendance, conduct, and appointments.
This document provides information about an English 2 transfer-level course. The course applies critical thinking skills to reading and writing, with a focus on argument and issues. Key goals include analyzing values and assumptions, gaining competence as a critical thinker, recognizing alternative perspectives, and practicing writing as a recursive process. Requirements include class participation, assignments, five formal papers including one in-class paper, website posts, and tests/quizzes. Grades are based on 1000 points from essays, homework, tests, and activities. Policies address essay submission, academic dishonesty, attendance, conduct, workshops, homework, quizzes, exams, late work, appointments, adding/dropping the course, and educational use of
This document provides information about an English 2 transfer level course. The course applies critical thinking skills to reading and writing, with a focus on argument and issues. Key goals include analyzing values and assumptions, gaining competence as a critical thinker, recognizing alternative perspectives, and practicing writing as a recursive process. Requirements include participation, completing assignments, five formal papers including some written in class, website posts, and tests/quizzes. The grading system and policies around attendance, conduct, late work, and adding/dropping the course are also outlined.
This document provides an overview of the goals, requirements, policies, and grading for an English 1A course. The main points are:
1. The course aims to develop students' analytical reading and college-level writing skills through analyzing texts, generating essay ideas, supporting theses, and practicing writing as a process.
2. Students must actively participate in class discussions, complete online coursework, write four formal papers, and contribute posts to the class website.
3. The class meets weekly with additional online content, and students are graded based on essays, website posts, activities, and participation. Academic honesty is strictly enforced.
This document provides information about an English 2 transfer-level course, including the course description, goals, requirements, policies, grading, and textbooks. The main goals of the course are to develop critical thinking skills through analyzing texts and arguments. Students will write five formal papers of varying lengths, complete homework posts online, and take tests and quizzes. Grades are calculated on a 1000-point scale based on essays, homework, tests, and participation. Course policies address academic integrity, attendance, conduct, late work, and use of student papers.
This document provides information about an English 2 transfer-level course. The course applies critical thinking skills to reading and writing, with a focus on argument and issues. Key goals include analyzing values and assumptions, gaining competence as a critical thinker, and evaluating alternative perspectives. Students will summarize, analyze, and interpret ideas from texts. Requirements include class participation, assignments, five formal papers including one written in class, website posts, and tests. The grading system and policies on academic dishonesty, attendance, conduct, homework, quizzes, exams, late work, and use of student papers are also outlined.
This document provides information about an English 2 course, including the course description, goals, requirements, grading, policies, and textbooks. The main goals of the course are to develop critical thinking skills through analyzing literature and arguments. Students will write 5 formal papers totaling around 6,000 words to be evaluated. Grades are based on essays, in-class writing, website posts, tests, and participation. The course uses an online platform and requires establishing a username to complete homework assignments. Various policies outline expectations for attendance, late work, and academic integrity.
This document provides information about an English 2 transfer level course. It outlines the course description, goals, requirements, policies, grading scale, and textbook information. The main goals of the course are to develop critical thinking skills through analyzing texts and formulating arguments. Students will write approximately 6,000 words across 5 formal papers and complete regular homework assignments posted to the class website. Grades are calculated on a 1000 point scale based on essays, homework, tests, and participation. The document details policies on attendance, late work, and academic dishonesty.
This document provides information about an English 1A course, including the instructor's contact details, course goals and requirements, assignments, grading scale, and policies. The main goals of the course are to prepare students to analyze college texts and write college papers by developing skills such as reading analysis, essay writing, thesis development, and personal writing style. Students will complete four formal papers, online posts and discussions, and be assessed on their writing process, analysis of diverse texts, argument writing with evidence, and documenting sources. The hybrid course involves both in-class and online work. Students must establish accounts to engage with online course materials and assignments.
This document provides information about an English 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.
1. English 121: English Composition 1—GT-CO1
3 Credit Hours
Instructor: Susan Graham
Email: Susan.Graham@arapahoe.edu
Course Description:
This class emphasizes the planning, writing, and revising of compositions, including the development of
critical and logical thinking skills. This course includes a minimum of five compositions that stress
analytical, evaluative, and persuasive/argumentative writing.
In this class you will have the opportunity to hone your academic writing and sharpen your critical
thinking skills. You will learn how professional writers think and how they form passionate and effective
texts that are able to inspire, inform, persuade, and positively impact their audience. And most
importantly you will come to realize that powerful writing doesn’t just magically appear fully formed on
the page. Writing is a process, and effective writers have learned to create a process that works for them.
Online classes are different from face to face classes. Many students mistakenly think that online classes
are easier and are shocked when they realize that this is not the case. You must be able to organize your
time and be self-motivated enough to stay on track and on schedule. If you find yourself struggling or
falling behind, please email me immediately.
And on that note, I am here to help. Please email me if you are ever confused, need help coming up with
ideas for papers,don’t understand the deference between a colon and a semi-colon, don’t get the reading,
or just need some assurance that you are on the right track. I check my email many times a day and will
always get back to you within at least 24 hours, most likely much sooner.
A note about reading: Reading is an integral component of online learning. You are expected and
required to read everything assigned in this class. No exceptions.
Learning Objectives:
I. Plan, write, and revise multi-paragraph compositions that not only demonstrate competence in the
following, but also function as an integrated whole: generating and exploring ideas; writing for a variety
of purposes and audiences; and focusing and developing a thesis by exploring a variety of appropriate
organizational strategies.
II. Practice critical/logical thinking and reading skills - such as evaluation, analysis, synthesis, and
criticism - through written assignments that stress analytical, evaluative, and persuasive/argumentative
writing.
III. Practice critical reading skills.
IV. Use accurate grammar,mechanics, and spelling and will choose diction and usage appropriate to
their writing purposes and audiences.
V. Demonstrate the ability to select and apply contemporary forms of technology to solve problems or
compile information.
Required Textbooks:
The Allyn and Bacon Guide to Writing, 6th
Edition
A Writer’s Reference. 7th
Edition
Technology Requirement: Students must have access to an adequate computer with Internet service.
Technological outage needs to be addressed with appropriate resources and is not an excuse for delayed
class activity. ACC provides computers on campus, should it be needed.
2. General Class Policies:
If this is your first online class, keep in mind that it takes time to get used to learning this way.
Don’t hesitate to contact me if you ever have any questions.
You must submit your essays as a Microsoft Word 1997-2003 document or rtf (rich text file). If
this is a major problem, one way to overcome it is to come to campus (which is open lots of
hours) to type up your essays.
Your weekly anticipation of work time for this class should be at least 10 hours. That breaks
down like this: 4 hours that you normally would’ve gone to class engaged in lecture, writing
lessons, group work, and discussion. 6 hours completing readings, working on essays,and
various other homework.
You must complete assignments by the due dates. Most assignments will be due by Sunday at
11:59pm. If you are late, you will only earn ½ credit for up to two days. After that I will not
accept your work. Because of the special nature of online learning, it is imperative you keep up.
This class will not work of you are still working on another essay while trying to learn all the new
skills in a new unit. To reiterate: If you turn in a essay late, you will only be able to earn 50% on
that essay (on “F”).
If you have any questions about the policies on this syllabus, please ask!
Under “course content” there are very detailed and specific rubrics that detail the grading criteria
for online discussions, peer reviews, drafts, and final essays. You are responsible for reading and
understanding the grading criteria. Please ask if there are any questions or confusions.
There will be at least two graded discussions each week. You are expected to fully participate in
these discussions. Each student must follow the specific guidelines for posting to the discussion
boards. Please be sure to read the course discussion rubric under “content.” Usually discussions
will be open for a week. You may begin posting on Monday at 12:01am and the discussion will
remain open until Sunday at 11:59pm. You must post at least one original comment as well as
comment on at least 3 postings throughout the week. Postings must be made over a three day
period. You will not get full credit if you make all of your posts in one day.
If you find yourself struggling, please email me immediately. Do not wait, however, until 7pm
on Sunday to seek help on a paper that is due in 5 hours.
Gradable Items:
Quizzes/Tests: 4 grammar/punctuation Tests @ 20 points each; 1 grammar/punctuation pre-test
@ 10 points;1 MLA format and citation quiz @ 20 pts; one logic/rhetoric quiz @ 20 pts
Graded Discussions: 16 Graded discussions @ 25 points each. These graded discussions will
focus on the reading assignments and must demonstrate clear understanding and thoughtful detail.
5 Peer Reviews @ 25 points each. Each student will be required to participate in discussions and
reviews of their class members’ work. Reviews must constructive, thoughtful, and appropriate.
3. 5 Formal Essays @ 150 points each. Each unit is structured around writing one essay. The
drafting and prewriting process will be factored into this grade.
2 Final Revisions @ 50 points each. At the end of the semester,each student will re-visit and
revise two of their final essays,taking into account specific points for focus and improvement.
Students will include a one page summary of how they approached each revision and what they
hoped to accomplish.
Grading:
A—90-100% of points
B—80-89% of points
C—70-79% of points
D—60-69% of points
F—59% or fewer points earned
Please keep in mind that I reserve the right to make additions and changes to the course schedule as
needed. I will always give clear notice of any changes and additions that are made to the schedule.
You must complete ALL essay assignments to pass this class even though it is mathematically possible
to do otherwise.
Essay Submission Guidelines:
Your essays must be formatted using MLA guidelines (more on this later).
Essays must meet the minimum word requirement (usually 1000).
I assume that since you are in this class you have a basic understanding of the
rules governing English grammar and punctuation. While we will continue to
expand on what you know, I expect you to already understand the basics. Expect
to lose points for errors.
Plagiarism and Academic Honesty: Plagiarism is defined as falsely claiming authorship of someone
else’s published or unpublished work AND failing to correctly cite or acknowledge the words or ideas of
others. All submitted work will be scrutinized for plagiarism, and MLA standards for citation must be
followed. If a student is found guilty of plagiarism, regardless ofintent,he or she will face penalties
ranging from failure of the assignment to failure of the class. Refer to the ACC Student Handbook for the
Code of Conduct and Students Rights and Responsibilities.
Email Policies: Effective 1/20/09 electronic correspondence from ACC employees will go to your
student email account only. When you activate your account you can forward emails to an e-mail account
that you already have. To activate your student e-mail account, go to http://www.arapahoe.edu and click
on the “Activate Student E-mail” link. Questions? Please call 303-797-5621.
When emailing me, please make sure that the nature of the email is in the subject line.
Please make sure you type your name after you write your text, so I know with whom I
speaking.
4. Please strive to be professional in all of your communications in this class and always
remember your audience. I have an exceedingly low tolerance for sloppy editing, poor
spelling, texting jargon in inappropriate contexts, writing in all capital letters, and other
such nonsense. So keep the LOLs elsewhere
Drop and Withdraw: Students are responsible for school policies relevant to DROP or WITHDRAW.
The last day to drop or withdraw from this class is September 7.
Disabilities: Arapahoe Community College provides accommodations to qualified students with
Disabilities. To request accommodation, contact Disability Services located in M2710 or call 303-797-
5937. Any student eligible for and needing academic adjustments or accommodations because of a
disability should register with the disabilities office. If you’ve already done so, you must present your
documents to me during the first week of class.
Arapahoe Community College provides a variety of services to help students achieve their goals:
The Student Success Center,The Writing Center, Peer Mentoring and Tutoring (M2720)
provides tutorial assistance with writing and tutorial support for all college courses. Drop in for help, but
appointments are suggested to assure that someone is available to help with your exact need: 303 797-
5669.
The Open Computer Lab (M1650) provides high quality computer resources. Printing is available
for a fee.
The Counseling Center (M2010) offers career counseling, educational planning, and student crisis
referralhelp to outside agencies.
Disability Services (M2710) offers support services to students with disabilities with
documentable need for accommodation. To request accommodations, please make an appointment in
M2710 or call 303-797-5937 v/tty.
Career Center (M2820) focuses on work, job, and employment services.
Financial Aid (M2110) assists with information concerning all types of scholarships and financial
aid sources.
Please refer to the ACC Student Handbook for more information.
Your First Assignment: 10 points
Please send me an email from your ACC student email account indicating that you have read and
understood all ofthe policies contained in this syllabus and that you will abide by them. I must
receive this email no later than 11:50 pm on Sunday, August 28th
. Thanks!!