This document provides an overview of the ENG 101 English Composition I course for Spring 2013 taught by Professor Alicia Bolton. It outlines the course materials, grading breakdown, tentative schedule of readings and assignments for the first month, and contact information for the professor. Students are expected to complete all assigned readings and submit drafts and final versions of three essays, as well as an annotated bibliography and presentation, by the scheduled due dates. The course utilizes the online learning platform Desire2Learn (D2L) and requires students to register with Turnitin for submitting assignments.
This document provides information for students in Professor Bolton's class, including her contact details, office hours, and policies regarding communication, required materials, assignments, grading, and attendance. Students must take and pass a syllabus quiz, write 4 essays and drafting assignments, complete 2 group projects and reading responses, and take a midterm and final exam. Late penalties, academic honesty, and other policies are also outlined. The course outline details expectations for each class meeting.
This document is a shortened syllabus for an ENG 101 English Composition I course taught over the summer semester by Professor Alicia Bolton. It outlines course policies such as attendance, late work, and plagiarism. It also lists required materials and course requirements including essays, homework, peer reviews, quizzes, and presentations. Students will create an electronic portfolio and blog weekly. The tentative course schedule provides reading assignments organized by class date from textbooks and other sources. Students are expected to complete all readings and assignments by the listed dates.
The document provides a course outline for an English 10 class at Claremont Secondary School. It lists 4 required textbooks covering Romeo and Juliet, To Kill a Mockingbird, essays, and short stories. The course will focus on developing students' communication skills through various units and assessments including assignments, exams, tests, and in-class writing. Students are expected to read independently each class and complete response forms on books from various genres. The outline details expectations for attendance, participation, late assignments, and how to contact the teacher with questions.
The document discusses the aims, objectives, content, and assessment of the Cambridge English Literature in English syllabus. It introduces why Cambridge programs are recognized internationally and help learners become confident communicators with strong analytical skills. The curriculum content section is blank, and assessment objectives are covered at a high level, focusing on testing reading comprehension, analysis, and written communication of literary works in English.
This document provides an overview of an English 102 course at SWIC. It outlines the course theme of researching one's life, describes the required texts, lists the course goals around writing skills, and explains the instructor's pedagogical approach of writing as inquiry, process, and collaboration. The document also lists the class requirements of participation, attendance, completing all assignments, and producing a minimum of 5000 words including at least 3000 words incorporating multiple sources.
The document outlines an English language syllabus for secondary schools in 2007. It includes 7 attainment levels for different skills like listening, speaking, reading and writing. Each attainment level builds on the previous ones. The syllabus aims to take different learning abilities into account and present learning targets in terms of outcomes. It also notes some key themes from the Lisbon Education and Training Objectives that could impact language learning, such as entrepreneurship, gender equity and lifelong learning.
This document outlines the course syllabus for an Introduction to Literature with Philippine Literature course taught at Carlos Hilado Memorial State College. The syllabus includes information such as the course number, title, credit hours, instructor, term, and institution/college mission and vision statements. It also lists the program outcomes for the Bachelor of Science in Entrepreneurship program and how they align with the institutional learning outcomes. The purpose of the course is to introduce students to literature through readings and analysis of Philippine literary works.
This document provides information about an English Composition I course for the spring 2013 semester. It outlines the contact information for the professor, Alicia Bolton, and details the course requirements including assignments, grading breakdown, and tentative schedule. Students will complete 3 essays, research labs, presentations, and other work. The grading is based on essays, peer reviews, an annotated bibliography, research lab work, and exams. The schedule lists the expected readings, assignments, and due dates for each class meeting over the semester.
This document provides information for students in Professor Bolton's class, including her contact details, office hours, and policies regarding communication, required materials, assignments, grading, and attendance. Students must take and pass a syllabus quiz, write 4 essays and drafting assignments, complete 2 group projects and reading responses, and take a midterm and final exam. Late penalties, academic honesty, and other policies are also outlined. The course outline details expectations for each class meeting.
This document is a shortened syllabus for an ENG 101 English Composition I course taught over the summer semester by Professor Alicia Bolton. It outlines course policies such as attendance, late work, and plagiarism. It also lists required materials and course requirements including essays, homework, peer reviews, quizzes, and presentations. Students will create an electronic portfolio and blog weekly. The tentative course schedule provides reading assignments organized by class date from textbooks and other sources. Students are expected to complete all readings and assignments by the listed dates.
The document provides a course outline for an English 10 class at Claremont Secondary School. It lists 4 required textbooks covering Romeo and Juliet, To Kill a Mockingbird, essays, and short stories. The course will focus on developing students' communication skills through various units and assessments including assignments, exams, tests, and in-class writing. Students are expected to read independently each class and complete response forms on books from various genres. The outline details expectations for attendance, participation, late assignments, and how to contact the teacher with questions.
The document discusses the aims, objectives, content, and assessment of the Cambridge English Literature in English syllabus. It introduces why Cambridge programs are recognized internationally and help learners become confident communicators with strong analytical skills. The curriculum content section is blank, and assessment objectives are covered at a high level, focusing on testing reading comprehension, analysis, and written communication of literary works in English.
This document provides an overview of an English 102 course at SWIC. It outlines the course theme of researching one's life, describes the required texts, lists the course goals around writing skills, and explains the instructor's pedagogical approach of writing as inquiry, process, and collaboration. The document also lists the class requirements of participation, attendance, completing all assignments, and producing a minimum of 5000 words including at least 3000 words incorporating multiple sources.
The document outlines an English language syllabus for secondary schools in 2007. It includes 7 attainment levels for different skills like listening, speaking, reading and writing. Each attainment level builds on the previous ones. The syllabus aims to take different learning abilities into account and present learning targets in terms of outcomes. It also notes some key themes from the Lisbon Education and Training Objectives that could impact language learning, such as entrepreneurship, gender equity and lifelong learning.
This document outlines the course syllabus for an Introduction to Literature with Philippine Literature course taught at Carlos Hilado Memorial State College. The syllabus includes information such as the course number, title, credit hours, instructor, term, and institution/college mission and vision statements. It also lists the program outcomes for the Bachelor of Science in Entrepreneurship program and how they align with the institutional learning outcomes. The purpose of the course is to introduce students to literature through readings and analysis of Philippine literary works.
This document provides information about an English Composition I course for the spring 2013 semester. It outlines the contact information for the professor, Alicia Bolton, and details the course requirements including assignments, grading breakdown, and tentative schedule. Students will complete 3 essays, research labs, presentations, and other work. The grading is based on essays, peer reviews, an annotated bibliography, research lab work, and exams. The schedule lists the expected readings, assignments, and due dates for each class meeting over the semester.
This document provides guidelines and important dates for Essay Assignment 2 in ENG 101. Students must choose one text from the list to analyze, write a 900-1300 word essay responding to the text's argument, and include a quote and additional research source. A draft is due for peer review by June 20-21, reviews must be completed by June 22-23, and the final paper is due June 25-26. The essay should introduce and summarize the text, state a clear thesis responding to the text's argument, include reasons to support the response in well-developed paragraphs, and follow MLA format. Additional process work like annotations and an outline must also be submitted.
This document provides the guidelines and requirements for Essay Assignment 2, a text analysis, in the ENG 101 course taught by Professor Bolton. Key due dates include: a pre-writing assignment on October 4, an outline on October 9, a draft on October 11, peer review completed by October 15, self-editing and proofreading worksheets due October 16 and 18 respectively, and the final paper due October 18. The essay must analyze one of several provided texts, be 900-1300 words using two sources, follow MLA format, and include various preparatory assignments.
This document outlines the course description, requirements, schedule, and policies for a college composition course being taught to high school students. The course will introduce students to college-level writing through various essay types, including descriptive, narrative, persuasive, analytical, and a research paper. It lists the required texts, assignments, due dates, grading criteria, attendance policy, and provides a weekly schedule overviewing topics to be covered. The goal is to prepare students for university-level writing expectations.
Schedule for wp #1 eng 102 night classDianna Shank
The document outlines the schedule and assignments for Writing Project #1 in an ENG 102 fall semester class. Over the course of several Wednesday class meetings, students will discuss readings from two textbooks, brainstorm paper topics, complete a library scavenger hunt, write a synthesis assignment, proposal, annotated bibliography, and drafts of their research paper. The final draft of the research paper is due on October 26th along with in-class reflection notes. Students are encouraged to check the class website regularly for updates to the schedule.
This document provides the assignment guidelines and important due dates for Essay 2 in ENG 101, which requires students to respond to a chosen text. Students must complete a pre-writing assignment by March 4, an outline by March 6, and submit a draft to TurnitIn for peer review by March 6 at 11:59 pm. The peer review must be completed by March 8 at 11:59 pm and the final paper is due to the instructor on March 11 by 5 pm. The essay must be between 900-1300 words and include a quote and paraphrase from the chosen text as well as one additional source found in the library databases. Guidelines for choosing the text, formulating a thesis, incorporating sources, following MLA
This document provides the course calendar for EWRT1A Fall Quarter 2015. It outlines the schedule, assignments, readings and activities for each week of the course. The course will cover 5 essays over 12 weeks. Students will complete weekly discussion posts, readings from The Hunger Games and Their Eyes Were Watching God, and vocabulary tests. Major assignments include Essays 2-4 and a final presentation. The final exam is scheduled for December 7th from 4-6pm.
This document outlines the schedule and content for an ecology and evolutionary genomics course. The course will introduce students to genomics methods and applications in these fields through lectures, student presentations, and workshops. It will cover major themes like social evolution, conservation, and speciation using a science-driven and interactive approach to help students improve their skills in critically analyzing literature, communicating science, and understanding the peer review process.
This document is a syllabus for an English 1312 course titled "Research & Critical Writing" at UTEP. It outlines the major assignments, texts, policies, and schedule for the semester. Students will complete 4 essays of increasing length and complexity involving analysis, synthesis, and research. They will develop research and argumentation skills, maintain a blog, and present their research. The course aims to prepare students for successful college writing by developing skills in topics, arguments, research, and MLA format. Regular attendance and participation are expected, and assignments will be graded based on criteria provided for each.
This document provides the schedule and assignments for Writing Project #1 in an ENG 102 class. It outlines the reading assignments, class discussions, and due dates for assignments such as a library scavenger hunt, synthesis assignment, project proposal, annotated bibliography, and drafts of the research paper. The final draft of Writing Project #1 is due on October 17th. Reflection notes will also be completed in class on this date.
This document outlines the syllabus for an English 1311 Expository English Composition course taught in the fall of 2006. It provides information on the course objectives, assignments including 4 papers, exams, and a final. It describes the required textbooks and lists the major assignments and their percentages towards the overall grade. Attendance policies and expectations for writing quality are also outlined. A course schedule provides details on topics and due dates to be covered during each of the 15 weeks.
This document provides guidelines and requirements for Essay Assignment 3, a research paper for ENG 101. Key dates are listed, including deadlines for a topic proposal, pre-writing, outline, draft, and final paper. The paper must be 1700-3400 words and include at least six outside sources. Students must choose a technology story from two provided books to argue a position on. Research from specific source types is mandated, including a book, e-book, articles, and film. Additional process assignments like pre-writing and an outline must be completed. Help resources and additional requirements are also outlined.
This document outlines the library research lab component for an English 101 course in Spring 2013. It provides contact information for the librarian, Amy Harris, and details lab requirements including assignments, policies, schedule, and grading. Students must complete 5 assignments, attend reference meetings, and take 5 quizzes. The lab comprises 15% of the overall English 101 grade. Attendance is mandatory for all meetings and more than 5 absences will result in failure of the lab component. Plagiarism and other academic misconduct will also result in penalties up to withdrawal from the course.
This document provides the schedule and assignments for week six of an English class. It includes reading assignments from two textbooks on writing and grammar, as well as homework assignments related to cause and effect essays, adjective clauses, and editing peer drafts. Classes will cover cause and effect essays, adjective clauses, and additional grammar topics. There is no class on Monday and special class times on Wednesday for a Fall Festival.
This document outlines the course contents and tentative schedule for a DipTEFL Language Skills-II course. Over 10 weekly Sunday classes, topics will include writing skills, vocabulary, reading comprehension, assessment, and lesson planning. Students must complete two assignments and a research project. Presentations will be given on the last four Sundays in May and early June. Required and optional reading materials are specified for each class. Students should prepare in advance, visit the instructor's blog for videos, and check email regularly for additional resources.
This document is a syllabus for an English 1311 course taught in Fall 2007. It outlines the course goals, assignments, grading policy, and schedule. The major assignments include 4 projects of increasing length and complexity, as well as reflective, observation, and analysis essays. Projects involve questions of inquiry, academic research and argument, designing an interface, and an e-portfolio. The course aims to help students become successful college writers by developing skills in explanation, analysis, argumentation, and responding to typical assignments. Regular attendance and participation are required. Plagiarism will not be tolerated and can result in expulsion.
This document provides a schedule and assignments for an English course over 4 weeks. It outlines readings from the textbook and assignments that are due each week, including annotated texts, summaries, essays, and peer reviews. The goal is for students to complete analysis of persuasive messages and arguments through readings, exercises, and drafting an essay on the topic. Key deadlines include submitting intro posts, quizzes, annotated texts, summaries, drafts of the essay, and the final essay.
The document provides a schedule for students in an ENGL 102 writing course for Spring 2021. It outlines the required readings, assignments, and due dates for Modules 1-3 on the topic of analysis and how messages persuade. Key assignments include introducing yourself, annotating and coding a text, writing a summary, analyzing an argument, drafting and revising a persuasive essay, and participating in peer review of classmates' essays. All assignments are to be submitted by the listed due dates.
This document provides information about the ENST 320a course on water and soil sustainability offered at the University of Southern California in spring 2013. The course will be taught on Mondays and Wednesdays from 2-3:20pm by Drs. Lisa Collins and Kristen Weiss. It will present an overview of issues related to water and soil sustainability from scientific, policy, and business perspectives. Students will complete exams, blog posts, discussions, and assignments. Topics will include water chemistry, watersheds, water treatment, regulations, agriculture, and climate change.
The document provides an overview of the 2022 primary 5 assessment scope and format for various subjects across the four terms. There are no weighted assessments in term 1. Term 2 includes weighted assessments 1 and 2, which contribute 15% each to the final grade. The major semestral assessment 2 is held in term 3 and 4, contributing 70% to the final grade. It consists of multiple choice questions, cloze passages, writing assignments, comprehension exercises tested through papers 1-4 for different subjects. The assessments evaluate pupils' understanding of topics covered throughout the year based on the subject syllabus and scope outlined in the document.
Lecture 2: Introduction to the Essay AssignmentMarina Santini
This document provides an introduction and guidelines for an essay assignment in a course on Semantic Analysis in Language Technology. It outlines the requirements, including length, deadlines for submissions and presentations, peer review process, and topics. Acceptable topics include testing and describing a system, proposing a future application, or literature review. The document emphasizes writing a critical evaluation, using topic sentences and coherent paragraphs, considering the audience, and properly citing references. It also recommends reading materials on academic writing, writing essays, and peer review.
Here are some suggestions for appealing to your audience in your introduction:
- Mention common ground or shared experiences you have with your audience to build rapport. For example, "As parents/students ourselves, we understand your concerns about..."
- Ask an open-ended question to get your audience thinking about the topic, like "How many of you have thought about this issue before?"
- Use inclusive language like "our schools," "we," and "us" to show that you see your audience as part of the solution, not the problem.
- Share a relevant story or statistic that would pique your audience's interest in the topic before stating your thesis. For example, "Did you know that 1 in 3
Here is a draft outline for your speech honoring the person who inspires you:
Thesis: My daughter Laura inspires me through her unconditional love.
Introduction:
- Good evening everyone.
- As many of you know, I am Josefina Martinez and this is my daughter Laura Elizabeth Grageda.
- "A daughter is a mother's gender partner, her closest ally in the family confederacy, an extension of herself." - Victoria Secunda
- Tonight I want to share how Laura inspires me through her unconditional love.
Body:
- Laura shows unconditional love through caring for others regardless of circumstances.
- She loved her grandma and wanted her to get better even when she
This document provides guidelines and important dates for Essay Assignment 2 in ENG 101. Students must choose one text from the list to analyze, write a 900-1300 word essay responding to the text's argument, and include a quote and additional research source. A draft is due for peer review by June 20-21, reviews must be completed by June 22-23, and the final paper is due June 25-26. The essay should introduce and summarize the text, state a clear thesis responding to the text's argument, include reasons to support the response in well-developed paragraphs, and follow MLA format. Additional process work like annotations and an outline must also be submitted.
This document provides the guidelines and requirements for Essay Assignment 2, a text analysis, in the ENG 101 course taught by Professor Bolton. Key due dates include: a pre-writing assignment on October 4, an outline on October 9, a draft on October 11, peer review completed by October 15, self-editing and proofreading worksheets due October 16 and 18 respectively, and the final paper due October 18. The essay must analyze one of several provided texts, be 900-1300 words using two sources, follow MLA format, and include various preparatory assignments.
This document outlines the course description, requirements, schedule, and policies for a college composition course being taught to high school students. The course will introduce students to college-level writing through various essay types, including descriptive, narrative, persuasive, analytical, and a research paper. It lists the required texts, assignments, due dates, grading criteria, attendance policy, and provides a weekly schedule overviewing topics to be covered. The goal is to prepare students for university-level writing expectations.
Schedule for wp #1 eng 102 night classDianna Shank
The document outlines the schedule and assignments for Writing Project #1 in an ENG 102 fall semester class. Over the course of several Wednesday class meetings, students will discuss readings from two textbooks, brainstorm paper topics, complete a library scavenger hunt, write a synthesis assignment, proposal, annotated bibliography, and drafts of their research paper. The final draft of the research paper is due on October 26th along with in-class reflection notes. Students are encouraged to check the class website regularly for updates to the schedule.
This document provides the assignment guidelines and important due dates for Essay 2 in ENG 101, which requires students to respond to a chosen text. Students must complete a pre-writing assignment by March 4, an outline by March 6, and submit a draft to TurnitIn for peer review by March 6 at 11:59 pm. The peer review must be completed by March 8 at 11:59 pm and the final paper is due to the instructor on March 11 by 5 pm. The essay must be between 900-1300 words and include a quote and paraphrase from the chosen text as well as one additional source found in the library databases. Guidelines for choosing the text, formulating a thesis, incorporating sources, following MLA
This document provides the course calendar for EWRT1A Fall Quarter 2015. It outlines the schedule, assignments, readings and activities for each week of the course. The course will cover 5 essays over 12 weeks. Students will complete weekly discussion posts, readings from The Hunger Games and Their Eyes Were Watching God, and vocabulary tests. Major assignments include Essays 2-4 and a final presentation. The final exam is scheduled for December 7th from 4-6pm.
This document outlines the schedule and content for an ecology and evolutionary genomics course. The course will introduce students to genomics methods and applications in these fields through lectures, student presentations, and workshops. It will cover major themes like social evolution, conservation, and speciation using a science-driven and interactive approach to help students improve their skills in critically analyzing literature, communicating science, and understanding the peer review process.
This document is a syllabus for an English 1312 course titled "Research & Critical Writing" at UTEP. It outlines the major assignments, texts, policies, and schedule for the semester. Students will complete 4 essays of increasing length and complexity involving analysis, synthesis, and research. They will develop research and argumentation skills, maintain a blog, and present their research. The course aims to prepare students for successful college writing by developing skills in topics, arguments, research, and MLA format. Regular attendance and participation are expected, and assignments will be graded based on criteria provided for each.
This document provides the schedule and assignments for Writing Project #1 in an ENG 102 class. It outlines the reading assignments, class discussions, and due dates for assignments such as a library scavenger hunt, synthesis assignment, project proposal, annotated bibliography, and drafts of the research paper. The final draft of Writing Project #1 is due on October 17th. Reflection notes will also be completed in class on this date.
This document outlines the syllabus for an English 1311 Expository English Composition course taught in the fall of 2006. It provides information on the course objectives, assignments including 4 papers, exams, and a final. It describes the required textbooks and lists the major assignments and their percentages towards the overall grade. Attendance policies and expectations for writing quality are also outlined. A course schedule provides details on topics and due dates to be covered during each of the 15 weeks.
This document provides guidelines and requirements for Essay Assignment 3, a research paper for ENG 101. Key dates are listed, including deadlines for a topic proposal, pre-writing, outline, draft, and final paper. The paper must be 1700-3400 words and include at least six outside sources. Students must choose a technology story from two provided books to argue a position on. Research from specific source types is mandated, including a book, e-book, articles, and film. Additional process assignments like pre-writing and an outline must be completed. Help resources and additional requirements are also outlined.
This document outlines the library research lab component for an English 101 course in Spring 2013. It provides contact information for the librarian, Amy Harris, and details lab requirements including assignments, policies, schedule, and grading. Students must complete 5 assignments, attend reference meetings, and take 5 quizzes. The lab comprises 15% of the overall English 101 grade. Attendance is mandatory for all meetings and more than 5 absences will result in failure of the lab component. Plagiarism and other academic misconduct will also result in penalties up to withdrawal from the course.
This document provides the schedule and assignments for week six of an English class. It includes reading assignments from two textbooks on writing and grammar, as well as homework assignments related to cause and effect essays, adjective clauses, and editing peer drafts. Classes will cover cause and effect essays, adjective clauses, and additional grammar topics. There is no class on Monday and special class times on Wednesday for a Fall Festival.
This document outlines the course contents and tentative schedule for a DipTEFL Language Skills-II course. Over 10 weekly Sunday classes, topics will include writing skills, vocabulary, reading comprehension, assessment, and lesson planning. Students must complete two assignments and a research project. Presentations will be given on the last four Sundays in May and early June. Required and optional reading materials are specified for each class. Students should prepare in advance, visit the instructor's blog for videos, and check email regularly for additional resources.
This document is a syllabus for an English 1311 course taught in Fall 2007. It outlines the course goals, assignments, grading policy, and schedule. The major assignments include 4 projects of increasing length and complexity, as well as reflective, observation, and analysis essays. Projects involve questions of inquiry, academic research and argument, designing an interface, and an e-portfolio. The course aims to help students become successful college writers by developing skills in explanation, analysis, argumentation, and responding to typical assignments. Regular attendance and participation are required. Plagiarism will not be tolerated and can result in expulsion.
This document provides a schedule and assignments for an English course over 4 weeks. It outlines readings from the textbook and assignments that are due each week, including annotated texts, summaries, essays, and peer reviews. The goal is for students to complete analysis of persuasive messages and arguments through readings, exercises, and drafting an essay on the topic. Key deadlines include submitting intro posts, quizzes, annotated texts, summaries, drafts of the essay, and the final essay.
The document provides a schedule for students in an ENGL 102 writing course for Spring 2021. It outlines the required readings, assignments, and due dates for Modules 1-3 on the topic of analysis and how messages persuade. Key assignments include introducing yourself, annotating and coding a text, writing a summary, analyzing an argument, drafting and revising a persuasive essay, and participating in peer review of classmates' essays. All assignments are to be submitted by the listed due dates.
This document provides information about the ENST 320a course on water and soil sustainability offered at the University of Southern California in spring 2013. The course will be taught on Mondays and Wednesdays from 2-3:20pm by Drs. Lisa Collins and Kristen Weiss. It will present an overview of issues related to water and soil sustainability from scientific, policy, and business perspectives. Students will complete exams, blog posts, discussions, and assignments. Topics will include water chemistry, watersheds, water treatment, regulations, agriculture, and climate change.
The document provides an overview of the 2022 primary 5 assessment scope and format for various subjects across the four terms. There are no weighted assessments in term 1. Term 2 includes weighted assessments 1 and 2, which contribute 15% each to the final grade. The major semestral assessment 2 is held in term 3 and 4, contributing 70% to the final grade. It consists of multiple choice questions, cloze passages, writing assignments, comprehension exercises tested through papers 1-4 for different subjects. The assessments evaluate pupils' understanding of topics covered throughout the year based on the subject syllabus and scope outlined in the document.
Lecture 2: Introduction to the Essay AssignmentMarina Santini
This document provides an introduction and guidelines for an essay assignment in a course on Semantic Analysis in Language Technology. It outlines the requirements, including length, deadlines for submissions and presentations, peer review process, and topics. Acceptable topics include testing and describing a system, proposing a future application, or literature review. The document emphasizes writing a critical evaluation, using topic sentences and coherent paragraphs, considering the audience, and properly citing references. It also recommends reading materials on academic writing, writing essays, and peer review.
Here are some suggestions for appealing to your audience in your introduction:
- Mention common ground or shared experiences you have with your audience to build rapport. For example, "As parents/students ourselves, we understand your concerns about..."
- Ask an open-ended question to get your audience thinking about the topic, like "How many of you have thought about this issue before?"
- Use inclusive language like "our schools," "we," and "us" to show that you see your audience as part of the solution, not the problem.
- Share a relevant story or statistic that would pique your audience's interest in the topic before stating your thesis. For example, "Did you know that 1 in 3
Here is a draft outline for your speech honoring the person who inspires you:
Thesis: My daughter Laura inspires me through her unconditional love.
Introduction:
- Good evening everyone.
- As many of you know, I am Josefina Martinez and this is my daughter Laura Elizabeth Grageda.
- "A daughter is a mother's gender partner, her closest ally in the family confederacy, an extension of herself." - Victoria Secunda
- Tonight I want to share how Laura inspires me through her unconditional love.
Body:
- Laura shows unconditional love through caring for others regardless of circumstances.
- She loved her grandma and wanted her to get better even when she
The document provides guidelines for creating a slide show presentation to accompany a speech. It specifies that the slide show should have 5 slides with no more than 8 words on each slide. Short phrases and a clear, concise title are recommended. Slides should use neutral colors and the same background color. Images should be clear and easy to see. The presentation should be saved in multiple locations. No sound, video, or unnecessary graphics/text are allowed. The outline specifies including an introduction, thesis, body with stories and humor, and conclusion with a toast reinstating the main point.
The document provides guidelines for creating a slide show presentation to accompany a speech. It specifies that the slide show should have 5 slides with no more than 8 words on each slide. Short phrases and a clear, concise title are recommended. Slides should use neutral colors and the same background color. Images should be clear and easy to see. The presentation should be saved in multiple locations. No sound, video, or unnecessary graphics/text are allowed. The outline specifies including an introduction, thesis, body with stories and humor, and conclusion with a toast reinstating the main point.
The document provides guidance for creating an inspirational speech celebrating an important person in one's life. It outlines that the speech should focus on one main reason why the person inspires you, tell meaningful stories about that person in 2 pages or less with no more than 8 words per slide. It also recommends adding humor, creating a toast at the end, and a 5 slide PowerPoint presentation with pictures to visually represent the inspiration. Effective inspirational speeches rely on telling personal stories that create empathy and play on audience emotions through believable characters. The tone and pace of inspirational speeches may vary depending on the intended inspiration but generally aim for a moderate tone that allows time for absorption of important morals.
The speaker thanks everyone for coming to honor her daughter Laura, who has inspired her with unconditional love over the last six years. Laura's love for her family, even in difficult times like when her dog died or when her grandmother got sick, shows her caring nature and motivates the speaker to be the best mother possible. Laura tells the speaker she loves her every morning and that she will take care of her parents in their old age, encouraging the speaker to provide Laura a good life with education and family support. The speaker feels lucky to have such a daughter who has taught her about unconditional love.
This document provides an overview of different types of speeches for special occasions and group presentations. It discusses speeches for introductions, acceptance, after dinner, tributes, nominations, testimony, roasts, and toasts. It also covers best practices for mediated speaking, presenting in small groups, evaluating group presentations, and relevant websites for more information. The key types of speeches covered are those for special events, honors, and occasions, as well as presentations in small collaborative settings.
This document provides guidance for writing four reflection essays about speeches delivered during the semester. Each reflection essay should be at least 500 words and discuss the student's views, experiences, and lessons learned from preparing and delivering an informative, persuasive, poetry, or celebration speech. The essays should also address how the student addressed various categories like eye contact, posture, avoiding filler words, developing the main point, and considering the audience. Reflection essays are due at the end of the semester.
The annotated bibliography assignment requires students to summarize, evaluate, and explain how they will use five sources for their upcoming research paper. Students must submit a 1200-2000 word annotated bibliography with five sources by April 8th, including one book, one e-book, two articles from the library database, and one film. The sources used in the annotated bibliography must be the same sources used in the research paper. The assignment will be graded based on various criteria such as the quality of summaries, evaluations, explanations of source use, citations, organization, writing mechanics, and MLA formatting. Errors in MLA formatting will result in point deductions.
The annotated bibliography assignment requires students to summarize, evaluate, and explain how they will use five sources for their upcoming research paper. Students must submit a 1200-2000 word annotated bibliography with five sources by April 8th, including one book, one e-book, two articles from the library database, and one film. The sources used in the annotated bibliography must be the same sources used in the research paper. The assignment will be graded based on various criteria such as the quality of summaries, evaluations, explanations of source use, citations, organization, writing mechanics, and MLA formatting. Errors in MLA formatting will result in point deductions.
1. The document provides instructions for a persuasive speaking assignment where partners will create and present a 2-3 minute speech on a topic of their choosing.
2. Students must develop a clear standpoint, create an audience survey with open and closed-ended questions, write an outline and draft, and create a one-page handout for their speech.
3. The assignment requires citing at least 3 sources, addressing the audience after the speech, following formatting guidelines, meeting deadlines, and being professionally dressed for their presentation.
Chapter 4 developing and researching your speech partsaharrislibrarian
This document provides guidance on developing the purpose and topic for a speech. It discusses determining the general purpose as either to inform, persuade or entertain. It also covers brainstorming possible topics by considering interests, audience and resources. The document outlines identifying the specific purpose and forming a thesis statement. It provides tips for building an outline to guide topic development and keep focused on the general purpose. Finally, it discusses the typical parts of an introduction, body and conclusion for a speech.
You are required to write four reflection essays over the course of the semester, with each essay reflecting on one of the four speeches you will deliver: informative, persuasive, poetry, and celebration. The reflection essays should be at least 500 words and discuss what you learned from preparing and delivering the speech as well as your personal experiences. When writing the reflections, consider categories like your delivery style, use of visuals, audience engagement, and how well the speech addressed its purpose and audience. The reflection essays will help you improve your public speaking skills and are due at the end of the semester.
1. The document provides instructions for a persuasive speech assignment, including guidelines for outlines, handouts, citations, dress, and topics.
2. Students will work in partnerships to create and present a 2-3 minute persuasive speech on an approved topic while sitting down. They must create a standpoint, develop a survey, and allow time for debate.
3. Examples of survey questions are provided, as well as potential speech topics. Deadlines are enforced and points will be deducted for lateness.
This document discusses how to analyze and adapt to your audience when giving a speech. It covers obtaining information about the audience such as demographics and psychographics to understand their needs and interests. When speaking to a diverse audience, techniques include finding commonalities, establishing credibility, and including materials that appeal to all groups. Audience research data can be gathered through questionnaires and used in speeches by referencing summary statistics and direct quotes. The setting of the speech, including location, occasion, and time must also be adapted to. Developing credibility through competence, trustworthiness, dynamism, and sociability is important for the audience's perception of the speaker.
Chapter 4 Developing and researching your speech partsaharrislibrarian
This document provides guidance on developing the purpose and topic for a speech. It discusses determining the general purpose as either to inform, persuade, or entertain. It also covers brainstorming possible topics by considering interests, audience, resources, and time. The document emphasizes identifying the specific purpose or message for the audience. It recommends formulating a thesis statement that captures the central idea. Finally, it offers tips for building an outline to guide topic development and keep the speaker focused on the general and specific purposes.
You are required to write four reflection essays over the course of the semester, with each essay reflecting on one of the four speeches you will deliver: informative, persuasive, poetry, and celebration. The reflection essays should be at least 500 words and discuss what you learned from preparing and delivering the speech as well as your personal experiences. You should consider categories like delivery style, audience engagement, handling of anxiety, and use of visuals or partners in your reflection. The reflection essays aim to convey your views and feelings, not just about what you learned, but about your experiences giving each speech.
How to complete a historical reading of literatureaharrislibrarian
The document provides instructions for completing a historical reading of a work of literature. It involves 6 steps: 1) Researching the historical time period and/or culture of the work; 2) Reading the work and identifying connections to the historical context; 3) Developing a thesis about these connections; 4) Creating an outline to organize the analysis around the thesis; 5) Conducting additional research to fill in gaps and support the analysis; 6) Writing the analysis using specific examples from the text and sources. The example given develops a thesis about how two female characters in Hamlet demonstrate the domination of women during the Renaissance, then outlines how this would be analyzed through examples from the play and historical facts.
ENG 102 Essay 2 - Cultural Context (Spring 2013)aharrislibrarian
This document provides the guidelines and requirements for Essay Assignment 2 in ENG 102 – Bolton. Students must choose a literary work from the list provided and write an essay analyzing the cultural context of the work. The essay must be between 1100-2500 words and cite at least 4 sources – the literary work itself and 3 additional scholarly sources. A draft is due on February 28 for peer review, with the final paper due on March 5. The essay will be graded based on a detailed rubric.
This document provides guidance on how to write an annotated bibliography. It explains that an annotated bibliography allows one to understand what a source contains, how to best use the information, and how to restate the topic into a working thesis. It provides questions to answer for each source to write a short paragraph analyzing the source. The summary should include the main idea, purpose, intended audience, what parts are emphasized/de-emphasized, assumptions made, potential biases, omissions, and whether evidence supports the author's points. The document demonstrates example annotations and provides formatting guidelines.
1. English (ENG) 101: English Composition I
Spring 2013
MW 9:30-10:50, Room 421
This is only a quick ―starting guide‖ for the course; the complete syllabus and additional information can
be found on our Desire2Learn (D2L) course page—it is YOUR RESPONSIBILITY to read all
necessary documents.Please note that you will be unable to access the rest of the content on D2L until
you have passed the Syllabus Quiz (on D2L) with at least 90%.
If you are unfamiliar with D2L, there is a handout on profbolton.weebly.com to get you started;
however, since we will use D2L heavily throughout the semester, it would benefit you to visit the
Student Success and Technology Center (SSTC) for a full tutorial.
Professor Contact Information:
Name: Alicia Bolton
Office Location: Room 123 (Georgetown)
Office Phone: 843-520-1412
Office Hours: MW 11:00-12:00; TR 9:00-11:00, 3:30-4:30
E-mail: alicia.bolton@hgtc.edu, profbolton@live.com (NOT through D2L)
Website: profbolton.weebly.com, D2L course page
Facebook: facebook.com/profabolton – ―Like‖ me to be subscribed to course updates!
Twitter: twitter.com/profabolton – Follow me to be subscribed to course updates!
REQUIRED MATERIALS:
Textbook: The Norton Field Guide to Writing with Readings and Handbook, 2nded.
Textbook: They Say I Say, 2nded.
Paper and writing utensil (for taking notes and completing in-class work)
Folder with pockets for turning in essays (any type is fine as long as it has pockets)—please
write your name on the front of this folder
5 highlighters of 5 different colors
Flash drive and/or account with online storage box (dropbox.com recommended)
Access to (and knowledge of) a computer word processor (all assignments in this course will
need to be typed) as well as WaveNet and Desire2Learn (D2L)
Account with Turnitin.com and registration with this course (it‘s free—we‘ll discuss in class)
College-level dictionary, thesaurus, editing handbook, etc. (optional but strongly recommended)
GRADING
Your grade will be broken down as follows:
Essay 1 (Responding to a Film) 100 Electronic Portfolio 70
Essay 2 (Responding to a Text) 100 Presentation 50
Essay 3 (Research Paper) 150 Final Exam 50
Additional Work for Essays 90 Quizzes/Participation 80
PeerMark (3 at 20 points each) 60 __________________________________
Annotated Bibliography 100 TOTAL 1000
Research Lab 150 Consult D2L for details.
2. TENTATIVE COURSE OUTLINE(through first month—see D2L for rest of semester!)
(―NFG‖ stands for The Norton Field Guide; TSIS signifies They Say I Say, and other readings can be
found on D2L, as noted here. You are expected to complete all readings and assignments by the date on
which they are listed. When readings on D2L are assigned, I do expect you to print the document and
bring a hard copy to class. Also, as this is a tentative schedule, I reserve the right to change and/or add
readings/assignments at my discretion).
M Jan 14 Course Overview and Introductions
Review: Components of an Essay
Diagnostic Essay
W Jan 16 TSIS 1-15 (Introduction: Entering the Conversation)
TSIS 141-144 (Chapter 11: Entering Class Discussions)
TSIS 55-67 (Chapter 4: Three Ways to Respond)
M Jan 21 NO CLASS – MARTIN LUTHER KING JR. HOLIDAY
W Jan 23 D2L: ―Essay 1: Responding to a Film (assignment sheet with rubric)‖
NFG 215-218 (Chapter 22: Collaborating)
NFG 3-17 (Part 1 [Chapters 1-5]: Rhetorical Situations)
In-Class film: Surrogates
M Jan 28 In-Class film: Surrogates (cont.)
NFG 211-214 (Chapter 21: Writing as Inquiry)
NFG 219-225 (Chapter 23: Generating Ideas and Text)
NFG 226-228 (Chapter 24: Drafting)
D2L: ―The Writing Process‖ (PPT)
W Jan 30 Research Lab—Meet in Room 215 for class!
M Feb 4 Due: Pre-Writing and Outline for Essay 1 (see D2L and/or assignment sheet)
D2L: ―Surrogates: Machines are the Future‖ (sample essay)
TSIS 30-41 (Chapter 2: The Art of Summarizing)
NFG 408-419 (Chapter 46: Quoting, Paraphrasing, and Summarizing)
D2L: ―Signal Detection‖
W Feb 6 Due: Introduction for Essay 1 (summary of film—with thesis at end!)
TSIS 42-51 (Chapter 3: The Art of Quoting)
TSIS 68-77 (Chapter 5: Distinguishing What You Say from What They Say)
NFG 229-234 (Chapter 25: Assessing Your Own Writing)
M Feb 11 Due: Draft of Essay 1(hard copy AND electronic copy—bring both to class
with you or you won’t get credit!)
NFG 235- (Chapter 26: Getting Response and Revising)
NFG 242- (Chapter 27: Editing and Proofreading)
W Feb 13 Research Lab—Meet in Room 215 for class!
CompletePeerMark for Essay 1 (in TurnitIn) by 11:59 p.m. on Friday, Feb. 15!
3. M Feb 18 Due: Essay 1 (Responding to a Film)
NFG 247- (Chapter 28: Compiling a Portfolio)
Work on Electronic Portfolios
W Feb 20 D2L: ―Essay 2: Responding to a Text‖ (assignment sheet with rubric)
NFG 283-299 (Chapter 32: Arguing)
NFG 83-110 (Chapter 9: Arguing a Position)
NFG 666-669 (Goldwasser: ―What‘s the Matter with Kids Today?‖)
M Feb 25 Research Lab—Meet in Room 140 for class!
W Feb 27 TSIS 105-120 (Chapter 8: Connecting the Parts)
NFG 272-277 (Chapter 30: Guiding Your Reader)
NFG 684-689 (Cutler: ―Whodunit—The Media?‖)
NFG 958-960 (Niedzviecki: ―Facebook in a Crowd‖)
M Mar 4 Due: Pre-Writing for Essay 2 (Reading Strategies Worksheet)
NFG 278-282 (Chapter 31: Analyzing Causes and Effects)
NFG 314-323 (Chapter 35: Defining)
D2L: ―2b or Not 2b? – David Crystal‖
W Mar 6 Due: Outline for Essay 2
NFG 343-351 (Chapter 39: Narrating)
NFG 306-313 (Chapter 34: Comparing and Contrasting)
TSIS 195-197 (Zinczenko: ―Don‘t Blame the Eater‖)
D2L: ―Fast Food and Obesity: Who‘s to Blame?‖ (sample essay)
Draft of Essay 2 Due to TurnitIn by 11:59 p.m. for PeerMark!
Complete PeerMarkfor Essay 2 (in TurnitIn) by 11:59 p.m. on Friday, March 8!
M Mar 11 Due: Essay 2 (Responding to a Text)
D2L: ―Essay 3: Research Paper (assignment sheet with rubric)‖
NFG 177-179 (―Topic Proposals‖)
W Mar 13 D2L: ―Annotated Bibliography (assignment sheet with rubric)‖
NFG 116-124 (Chapter 11: Annotated Bibliographies)
TSIS 92-99 (Chapter 7: Saying Why It Matters)
TSIS 19-29 (Chapter 1: Starting with What Others are Saying)
Note: Friday, March 15 is the last day to request your story/topic for your research paper—see
assignment sheet for details!
M Mar 18 Research Lab—Meet in Room 140 for class!
Note: Tuesday, March 19 is the last day to withdraw from any full Spring 2013 class with a “W.”
W Mar 20 Due: Pre-Writing for Essay 3 (Research Paper)
TSIS 78-91 (Chapter 6: Planting a Naysayer in Your Text)
NFG 261-271 (Chapter 29: Beginning and Ending)
4. M Mar 25 NO CLASS – SPRING BREAK
W Mar 27 NO CLASS – SPRING BREAK
M Apr 1 Due: Outline for Essay 3 (Research Paper)
TSIS 121-128 (Chapter 9: Academic Writing Doesn‘t Always Mean…)
TSIS 129-138 (Chapter 10: The Art of Metacommentary)
D2L: ―Annotated Bibliography: Steven Casey‘s ‗Signal Detection‘‖ (sample)
D2L: ―Airport Security for the Innocent‖ (sample research paper)
W Apr 3 Research Lab—Meet in Room 215 for class!
M Apr 8 Due:Annotated Bibliography
In-Class Writing Practice (for Final Exam)
Draft of Essay 3 Due to TurnitIn by 11:59 p.m. for PeerMark!
W Apr 10 Individual Conferences (no class meeting)
Complete PeerMarkfor Essay 3 (in TurnitIn) by 11:59 p.m. on Friday, April 12!
M Apr 15 Research Lab—Meet in Room 140 for class!
W Apr 17 Individual Conferences (no class meeting)
M Apr 22 Due: Essay 3 (Research Paper)
Presentations
W Apr 24 Presentations
M Apr 29 Presentations
A final exam is required in this course. Location, date, and time will be announced later in the
semester. (We will follow HGTC’s final exam schedule for this semester.)
NFG 201- (Chapter 20: Mixing Genres)