1.
provides high quality, accessible, and affordable
educational opportunities and services to allow citizens to develop to the full
extent of their abilities, to succeed in a competitive global environment, and
to be effective life-long learners.
2. Course Title: English Composition 1213
3. Objectives
Upon completion of this course the student will be
able to:
a. Understand the connection between audience,
subject, and purpose, and adapt writing style accordingly.
b. Discuss the use of persuasive appeals in
varied texts.
c. Quote, paraphrase, summarize, and cite
materials in MLA format.
d. Evaluate and analyze source materials of
various types.
e. Recognize and synthesize opposing points of
view in writing.
f. Demonstrate correct usage of grammar,
mechanics, and punctuation.
g. Compose at least one essay in class and a
minimum of four out-of-class essays.
4. Instructor Information:
·
Email
Address: john.richard.stevens “at” okstate.edu
·
Office
Hours: I am always
available before and after class, and by appointment.
5. Textbook and Materials
James, Missy and Alan
P. Merickel. Reading Literature and Writing Argument. 3nd ed.
Rasmussen, Kirk
G. The
Prentice Hall Writer’s Guide to Research and Documentation. 6th ed.
Optional:
VanderMey, Randall,
Verne Meyer, John Van Rys, and Pat Sebranek.
The College Writer: A Guide to Thinking Writing, and
Researching. 2nd ed.
6. Course Policies:
·
Class
attendance rules:
Regular
attendance is required to be successful in the class. I will use the administrative warn and drop
system. After three (3) absences, I will
issue a warning and after six (6) accumulative absences, I may withdraw you.
Moreover, more than three (3) absences will affect your participation grade,
perhaps to the point of zero in the participation component of this course.
Arriving late or leaving early is unacceptable, and three (3) instances results
in a charged absence. Arriving five (5) minutes or more late results in a
charged absence; leaving early results in a charged absence.
·
Essays: The length of each
essay will be determined by the specific prompt for each given assignment.
Essays must demonstrate original thought, development, and organization. For each essay assignment, you will be given
a schedule of readings, exercises, and drafts required. All essays must be
typed, double spaced, and in MLA format. Grading criteria for each essay will
be reviewed in class.
·
Formatting of all
course work:
All course work must be in a 12 point Times New Roman
font. Other fonts, particularly those generating a deceptively higher page
count, are unacceptable, and such papers will receive a lower grade. Margins are to be
either 1 inch or 1¼ inches, the latter of which is the default setting in MS
Word. Always double space. Do not turn in any typewritten single spaced
work or I will reduce the grade by a minimum of one full letter grade. Do not
turn in any handwritten work, for it will be returned to you at the earliest
opportunity, and is considered to be late until a properly formatted version is
turned in. Adhere to the page count guidelines for all assignments. If any of
the above problems persist, I will grade the assignment as a zero.
·
General guidelines
for late work:
when class ends on the due date, the work is late.
·
Late/Missing work and
your participation grade: Lateness will affect your participation grade, perhaps
to the point of zero in the participation component of this course. Students
are responsible for consulting the instructor about work missed due to absence,
regardless of the reason.
·
Late major projects
(the essays):
If a student fails to hand in an essay on the due date, the paper will receive
a ten-point deduction per class period if handed in within the week. After one week from the date due, the paper will
not be accepted.
·
Late policy on all
other course work:
All course work loses 5% per calendar day late, including weekends, breaks,
holidays, etc.
7.
Evaluation
and Assessment of Course:
·
Grading:
The grading scale for this course is as
follows:
90-100 A 80-89 B 70-79 C 60-69 D 50-59 F
The final course grade will be based on total
points possible.
Proofreading:
A paper must have both content and correct mechanics if it is to
communicate well. Students should proofread
their work carefully. Tutors are
available in the
·
Extra
Credit—Course Policy:
There is no extra credit.
8.
Writing
Component:
Northern
Oklahoma College is committed to helping students improve writing. The college
expects all courses to contain a writing component as part of the evaluation of
student progress. We expect students to
produce written work that is focused, well developed, organized, and relatively
free of grammatical, punctuation and spelling errors. Papers that fall short of this standard will
not be accepted; the work will be returned to the student for revision within a
reasonable time.
9.
Academic
Integrity:
Academic dishonesty
or misconduct is not tolerated at
10. Use of Cell
Phones & Electronic Devices:
The use of
cell phones, palm pilots, walkie-talkies, pagers,
cameras, or other
communication devices
will not be permitted during in-session classes at Northern Oklahoma
College. If brought to class, these
devices must be turned off and stored out of sight. In the event a student is caught using an
electronic device of any nature during exams, quizzes, or other confidential
circumstances, the student will receive a zero grade for that portion of the coursework. It will be at the discretion of NOC to determine
additional consequences, which can include removal from the course and/or
removal from the institution for the dishonest act or acts. (Refer to the NOC Student Handbook for
additional information.)
The use of laptop
computers is permissible in
11. Assessment of Student Learning:
Assessment is an ongoing process
aimed at understanding and improving student learning. It involves making the course objectives
measurable and explicit. It is our
intent to systematically measure the process of student learning within each
course being taught at Northern, by setting appropriate high standards for
learning quality and interpreting evidence to determine how well student
performance matches the course objectives and standards, then utilizing the
resulting information to improve student performance.
The following examples are measures
that will provide evidence of student learning: written and oral assignments and
projects, unit, chapter, mid-term, and comprehensive examinations, pre- and
post-tests, quizzes, competency based projects, observation of student
behavior, internally and externally juried reviews, portfolios, internships,
case studies, research papers, journals, essays, large and small group
projects, one on one communications between faculty and students, standardized
or national licensure tests, capstone projects, student satisfaction surveys,
national standardized tests, employer surveys on the quality of program
graduates, and others.
12. Identification of Student Learning Styles
The Northern faculty believes that all
students should have the opportunity to learn in an environment conducive to
their dominant learning style. It is our
goal to provide diverse pedagogy within each course to address the identified
learning styles for the visual, auditory, and kinesthetic learners.
13. Statement of Student Support
If you believe you have a disability of any
type, please let me know so I can work cooperatively with you and the
Counseling Office to provide reasonable and fair opportunities for you to be a
productive and successful learner in this course. It is your responsibility as a student to
notify the Counseling Office of your disability. The Counseling Office numbers are as follows:
Tonkawa campus (580)628-6651,
14. Course Outline:
Weeks
1-3 Personal Response Essay; Grammar
Weeks 3-6 Connections Essay; Research Proposal;
Grammar
Week 6-9 Annotated
Bibliography: Research; Documentation
Week 10-12 Bibliographic Analysis Essay: Essay Exam;
Portfolio
Weeks 12-15
Argumentative Research Paper; Presentations
Week 16 Pre-finals Week
Week 17 Final Examination
What You Should Do to Get Started:
Read this syllabus in
its entirety, and if you have any questions ask me as soon as possible. Also, I
have provided you with a number of lectures on my website, http://www.englishdiscourse.org/englishcomposition.html, and you should read the following ones immediately: “Opening Remarks,”
and “Read This Before Turning in Any Work,” and “Read This Before Documenting
Any Sources.”
Required Software: MS Word, which is FREE OF CHARGE to all OSU
and NOC students. All assignments must be composed and turned in as a MS Word
doc file. To obtain MS Word for free, you can visit http://it.okstate.edu/mca, login and download the software. You
will need your PRISM id and PRISM default password. If you do not have this
information, or if you experience any problems at all, call the helpdesk at
744-HELP (744-4357) and they will gladly assist you. As an alternative, the OSU
campus has many computer labs, all of which offer computers that have MS Word.
The Edmon Low Library also checks out laptops to OSU students, and they too
have MS Word.
·
How to turn in course
work: For
each of the major projects (essays), a paper copy is due during class on the
due date. Additionally, an electronic copy is due, prior to the beginning of class, on the due date, and it must be
turned in to TurnItIn.com as a MS Word doc or docx file. Use the TurnItIn.com
“file upload” method from the submit screen. You will be instructed during
class about how to create a TurnItIn.com account, and how to turn in your work.
Your essays will be considered late until both the paper copy and the
electronic copy is turned in. All other rules for late work, as delineated in
section six of this syllabus, also apply. Moreover, your electronic turn-in
must be an exact duplicate of the paper copy: in other words, no further
corrections or revisions will be accepted. Also, if the electronic and paper
copies do not match up it will have a negative impact on the assignment’s grade.
·
Participation
grading: Your
Participation grade is determined by the following factors: how much you
participate in discussions; the careful thinking demonstrated by your
remarks. There are also other variables involved that will negatively
affect your grade, which include the following: late arrival to class; late work; missing work; unsatisfactory in-class work; lack of preparation, which means
failure to be prepared for peer revision workshops and/or other activities;
unprofessional conduct; your failure to meet any other requirements of this
syllabus. Moreover, I expect you to participate in every class by significantly
adding to class discussions, which means group discussions, as well as the
discussions led by me. I expect your reading, writing, analyses, and
discussion to reflect careful thought and preparation. Considering these
policies, if you are absent three (3) or less times but you create a
situation that negatively affects your grade, you will receive a grade that is
lower than 100%, perhaps to the point of zero in this component of the course.
There is also the aspect of "effective
participation." As the semester progresses, students must demonstrate that
they are effectively demonstrating previously taught skills. If, for example,
we are some weeks into the course and a student is still failing to
successfully negotiate skills that should have already been mastered, then
participation with regard to learning said skills can only be judged as
inadequate. Also, if I have reason to believe that an assignment was written at
the last minute, as opposed to its being drafted and revised over time, then it
is a case where that student has effectively been absent from participating in
the writing process. In such cases the participation grade will be reduced,
perhaps to the point of zero is this component of the course.
·
Peer revision
workshops: Peer
Revision Workshops are crucial to the draft and revise writing process taught
in this course, and you are expected to participate in all of them. I will
reduce the final grade of an essay by 5% if a peer review workshop is missed
for any reason, including absence from class. There is no way to make up these
lost points. Moreover, each time you miss a peer revision workshop your
participation grade will be reduced. Also, if your paper falls even slightly
short of the minimum page count, even if only by a line or two of text, you
will not receive credit for participation in that workshop.
Course Components and their Percentages of the Final Course Grade:
|
5% |
Personal
Response Essay -- Page count requirements: 3 full
pages minimum, to 4 full pages maximum, plus a works cited page. Due date: 1/24/08 |
|
|
Research
Proposal - - Due date:
1/29/08 No direct points for this assignment, but turn-in is required. |
|
10% |
Connections
Essay -- Page count requirements: 3 full pages
minimum to 4 full pages maximum, plus a works cited page. Due date: 2/14/08 |
|
10% |
Annotated
Bibliography -- Due
date: 3/6/08 |
|
3% |
Bibliographic
Analysis Essay Exam - - essay exam;
participation is mandatory. No make-ups or retakes. Exam
date: 3/11/08 |
|
12% |
Bibliographic
Analysis Essay -- Page count requirements: 5 full
pages minimum to six full pages maximum, plus a works cited page. Due date: 3/27/08 |
|
5% |
Reading
Skills Workshops and Portfolio -- consult the
Assignments Calendar for workshops dates. |
|
20% |
Argumentative
Research Paper -- Page count requirements: 7 full
pages minimum to 8 full pages maximum, plus a works cited page. Due date: 4/17/08 |
|
6% |
Individual
Research Project Presentation -- Due date: as assigned. |
|
14% |
Thought
Papers There
are a total of 7 Thought Papers, 2% each. |
|
10% |
Participation
-- make certain that you are aware of how late work, missing work, and other
factors affect your participation grade. |
|
5% |
Final
Examination -- an essay exam, for which participation is mandatory. No
make-ups or retakes. |
Thought Papers: These are extremely short assignments that
are based on readings from our course book, Reading
Literature and Writing Argument. Before turning in one of these
assignments, you must read the prompt for Thought Papers, which is accessible
on my website.
Reading
skills workshops and portfolio: Reading Skills
Workshops will dramatically increase your skills in the following areas: 1) Read faster
2) Better understand what you read 3)
Remember better what you read
4) Optimize note-taking skills for study
You must keep an ongoing record of your semester-long progress by recording
your in-class and out-of-class practice on the Timings Handout for Speed Reading, as well as compiling a varied
selection of reading notes, both of which you will turn in toward the end of
the semester in the form of a portfolio. I will teach you how to record your
progress. Failure to maintain neat and accurate records and reading notes will
compromise your grade in this component of the course, and your participation in
these workshops also has an effect on the participation grade course component.
Discussion Questions/Observations and Other
Random Assignments: There
are no direct points earned from turning in discussion questions and other
random assignments, some of which may be assigned during class. Still, these
are assignments, so failure to participate by turning them in on time will
result in a reduction of your participation grade. These assignments must be
typed, and are not accepted late.
THE
ASSIGNMENT CALENDAR:
TU 1-8 TODAY'S
CLASS: Course introduction. Brief overview of your first project, which
is the Personal Response Essay.
Homework: Bring the following
materials to our next class:
·
The
prompt for the Personal Response Essay
·
The Sentence Fragments Handout
·
Sentence Fragments Exercises # 1
·
All course books.
·
Read This Before
Turning in Any Work
There is no need for you to do the sentence fragments handouts at
home, for we will complete them during class; however, you must have read the Time article in its entirety. (These
handouts are courtesy of the Owl Online Writing Lab at Purdue.)
TR 1-10
TODAY'S CLASS: Bring to class today: all course books; all
handouts listed under the previous class’s homework. Discussion of Time handout; discussion of your first
project, which is the Personal
Response Essay. In-class writing on your Personal
Response Essay, so bring all the materials needed to
work during class.
Homework: Continue
working on your Personal
Response Essay because you will need one full page
minimum for the peer revision workshop on Thursday of next week. Thought
Paper # 1 over the Langston Hughes poem, “Democracy,” pp. 600-01, in Reading Literature and Writing Argument.
WEEK TWO:
TU 1-15: TODAY'S CLASS: Thought Paper # 1 due; discussion of the
Hughes poem. In-class writing on Personal Response Essay, so bring all the
materials you will need to work during class. Bring the Peer Revision Worksheet to class today. Click here, print the handout
"Independent and Dependent Clauses," and bring it to class today. Click here, print the handout "Run-Ons,
Comma Splices, Fused Sentences" and bring it to class today. Print the
assignment prompt for your Research Proposal and bring it to class today.
In-class writing on your Personal
Response Essay, so bring all the materials needed to
work during class. (With the exception
of the "Peer Revision Worksheet" today's handouts are courtesy of the
Owl Online Writing Lab at Purdue.)
Homework:
Write a discussion question/observation over the Associated Press article, "It’s
Invisible—Almost," for it is due next class. Go to http://www.wired.com/news/wireservice/0,71972-0.html?tw=wn_technology_8 to
access the article, and bring a copy to class, for next class you will turn in
the article and your discussion question/observation, stapled together in the
upper left hand corner, with your discussion question/observation on top.
Essentially, be prepared for a class discussion.
TR 1-17: TODAY'S CLASS:
Peer Revision Workshop for Personal Response Essay, one full page minimum, bring
four copies. Discussion of
Associated Press article and discussion question/observation due. We will go
over any handouts from previous classes that we have not yet worked with. In-class
writing on your Personal
Response Essay, so bring all the materials needed to
work during class.
Homework:
Write a discussion question/observation over the Josh McHugh
article, "Drug Test Cowboys: The Secret World of Pharmaceutical Trial
Subjects," for it is due next class. Go to http://www.wired.com/wired/archive/15.05/feat_drugtest.html
to access the article, and bring a copy to class, for next class
you will turn in the article and your discussion question/observation, stapled
together in the upper left hand corner, with your discussion
question/observation on top. Essentially, be prepared for a class discussion.
WEEK THREE:
TU 1-22: Peer Revision Workshop for Personal Response Essay, two full
pages minimum, bring four copies. Discussion of McHugh article and discussion question/observation due; In-class
writing on Personal Response Essay, so bring all the materials you will need to
work during class.
TR 1-24
TODAY'S CLASS: Personal
Response Essay due. Bring to class the Connections
Essay Prompt. Today is our first Reading Skills Workshop, so bring to class your "Timings Handout for
Speed Reading," a pencil and pen, and notepaper for taking notes. Print the following prompts and bring copies
to class today:
·
Timings
Handout for Speed Reading
·
Reading Skills Portfolio Prompt and Guidelines
Homework: Next class you have
two short stories to read, and a short response paper is due over each short
story: In Reading
Literature and Writing Argument, Read Stephen Crane’s “The Bride Comes to
Yellow Sky.” pp. 107-14, and write
a response paper that answers question #2 under “Critical Thinking Questions”
on p.114, 150 to 250 words. The response paper is due next class, and will not
be accepted late. Read Jack London’s “To Build a Fire.” pp. 295-306, and write a response paper
that answers either question under “Critical Thinking Questions” on p.306, 150
to 250 words. The response paper is due next class, and will not be accepted
late.
TU 1-29 TODAY'S CLASS:
Research Proposal due; bring the
following materials to class: The Comma
Splices Handout (courtesy of The UVic Writer's Guide), and the
Plural and Possessive Handout (courtesy of Meredith College).
Today’s lecture is about how to do research. Discussion of Crane and London
readings. In-class writing on your Connections Essay,
so bring all the materials needed to work during class.
Homework: Next class you have
two short stories to read, and a short response paper is due over each short
story: In Reading
Literature and Writing Argument, read Eudora Welty’s, “A Worn Path.” pp. 311-16, and write a response
paper that answers either question #1 or 2 under “Critical Thinking Questions”
on p.117, 150 to 250 words. The response paper is due next class, and will not
be accepted late. Read Tim O’Brien’s, “The Things They Carried.” pp. 556-68, and write a response
paper that answers any one of the questions under “Critical Thinking Questions”
on p.568, 150 to 250 words. The response paper is due next class, and will not
be accepted late.
TR 1-31 TODAY'S
CLASS: In-class writing on Connections Essay, so bring all the materials
you will need to work during class. Reading
Skills Workshop, so bring to class your "Timings Handout for Speed
Reading," a pencil and pen, and notepaper for taking notes.
Discussion of Welty and O’Brien readings.
Homework:
Thought Paper #2 is due
next class, over Sherman Alexie’s “The
Reservation Cab Driver,” p. 176 in Reading
Literature and Writing Argument.
TU 2-5 TODAY'S CLASS:
Peer Revision Workshop for the Connections Essay, one full page minimum; bring
four copies. Thought Paper #2 due; discussion of Alexie poem. In-class
writing, proofreading, and editing on Connections Essay, so bring all the
materials you will need to work during class.
TR 2-7 TODAY'S CLASS: Peer
Revision Workshop for the Connections Essay, two full pages minimum; bring
four copies. In-class proofreading and editing on Connections Essay, so
bring all the materials you will need to work during class. Reading Skills Workshop, bring your own
text to class and your "Timings Handout for Speed Reading," a
pencil and pen, and notepaper for taking notes.
Homework: Thought
Paper #3 is due next class, over
Dwight Okita’s “In Response to Executive Order 9066,” p. 190 in Reading Literature and Writing Argument.
TU 2-12 TODAY'S
CLASS: Thought Paper #3 due. Discussion of Okita poem; In-class
writing, proofreading, and editing on Connections Essay, so bring all the
materials you will need to work during class.
TR 2-14
TODAY'S CLASS: Connections Essay due. Print and bring to class the prompt
for the Annotated Bibliography. Reading Skills Workshop, bring your own text to
class and your "Timings Handout for Speed Reading," a pencil and
pen, and notepaper for taking notes.
Homework: Go to the
library, find three articles for your annotated bibliography, and bring copies
of them to our next class. Write a discussion question/observation over the
Jonathan Keats article, "The Power of Babble." for it is due next
class. Go to http://www.wired.com/wired/archive/15.04/truman.html to access the article, and bring
a copy to class, for next class you will turn in the article and your
discussion question/observation, stapled together in the upper left hand
corner, with your discussion question/observation on top. Essentially, be
prepared for a class discussion.
WEEK SEVEN:
TU 2-19 TODAY'S CLASS: Discussion
of Keats article and discussion
question/observation due. In-class writing on Annotated Bibliography, so bring all the materials you will need,
including the three articles you found over the weekend.
Homework: Thought Paper #4 over John Milton’s “When I
Consider How My Light Is Spent,” pp. 606-07 in Reading Literature and Writing Argument.
TR 2-21
TODAY'S CLASS: Thought Paper #4 due, discussion
of Milton poem. Peer Revision Workshop for Annotated Bibliography. You must have 3 entries completed, which means both the
citation and annotation, minimum of 50 words per annotation, which does not
include the words in the citation; remember that in for the final turn-in the
annotations must be longer; bring four copies. Bring to class a
copy of the Cut and Paste Example
Citations. In-class writing on your Annotated Bibliography, so bring all the materials needed to work during class.
Homework:
Write a discussion question/observation over the Kim Zetter
article, "Building a Better Voting Machine," for it is due next
class. Go to http://www.wired.com/news/politics/evote/0,71957-0.html?tw=wn_technology_computers_2 to access the article, and bring
a copy to class, for next class you will turn in the article and your
discussion question/observation, stapled together in the upper left hand
corner, with your discussion question/observation on top. Essentially, be
prepared for a class discussion.
TU 2-26 Peer Revision Workshop for
Annotated Bibliography.
You must have 6 entries completed, which means both the citation and
annotation, minimum of 50 words per annotation, which does not include the
words in the citation; remember that in for the final turn-in the annotations
must be longer; bring four copies; discussion of Zetter article and
discussion question/observation due. In-class writing/editing
on your annotated bibliography, so bring all the materials you will need. Reading Skills Workshop, so bring your own
text to class, and your "Timings Handout for Speed Reading," a
pencil and pen, and notepaper for taking notes.
Homework: Write a discussion question/observation over
the Sunny Bains article, "Mixed Feelings," for it is due next class.
Go to http://www.wired.com/wired/archive/15.04/esp.html to access the article, and bring a
copy to class, for next class you will turn in the article and your discussion
question/observation, stapled together in the upper left hand corner, with your
discussion question/observation on top. Essentially, be prepared for a class
discussion.
TR 2-28 TODAY'S
CLASS: Discussion of discussion
of Bains article and discussion question/observation due. In-class
writing/editing on your annotated bibliography, so bring all the materials you
will need. Reading Skills Workshop, so bring
your own text to class, and your "Timings Handout for Speed
Reading," a pencil and pen, and notepaper for taking notes.
Homework:
Thought Paper #5 over Cathy Song’s “Lost
Sister,” pp. 194-95 in Reading Literature
and Writing Argument.
WEEK NINE:
TU 3-4 TODAY'S CLASS: Thought Paper #5 due; discussion
of Cathy Song’s poem. In-class writing/editing on your annotated bibliography,
so bring all the materials you will need. Reading Skills Workshop, so bring your own text to class, and your
"Timings Handout for Speed Reading," a pencil and pen, and notepaper
for taking notes.
TR 3-6
TODAY'S CLASS: Annotated
Bibliography due. Print and bring to class the prompt for the Bibliographic Analysis Essay, and the
prompt for the Bibliographic Analysis Essay Exam.
In-class writing on your Bibliographic Analysis Essay, so
bring to class all the materials you will need. Reading Skills Workshop, so bring your own text to class, and your
"Timings Handout for Speed Reading," a pencil and pen, and notepaper
for taking notes.
Homework: Prepare
for the Bibliographic Analysis
Essay Exam by beginning to work on your Bibliographic Analysis Essay.
WEEK TEN:
TU 3-11 TODAY'S CLASS: Bibliographic Analysis Essay Exam; if you miss
it there are no make-ups or retakes.
Homework: Write a discussion
question/observation over the YouTube video, “SiCKO- Michael Moore Interview
on "Real Time with Bill Maher,” for it is due next class. Go to http://www.youtube.com/watch?v=n_QoffvYQpw to access
the video, and bring your discussion question/observation to class for turn-in.
Essentially, be prepared for a class discussion.
TR
3-13 Discussion of YouTube video; In-class
writing on Bibliographic Analysis Essay, so bring all the materials you will need.
Reading Skills Workshop, so bring to
class your "Timings Handout for Speed Reading," a pencil and pen, and
notepaper for taking notes.
Homework: Write a discussion
question/observation over the YouTube video, “Dirty Little Secret - Universal Healthcare? Social
Security?” for it is due next class, which is after
spring break on 3/25/08. Go to http://www.youtube.com/watch?v=KGpY2hw7ao8
to access the video, and bring your discussion
question/observation to class for turn-in. Essentially, be prepared for a class
discussion.
TU 3-18 NO CLASS TODAY: SPRING BREAK IS MARCH
15 TO 23.
TR 3-20 NO CLASS TODAY: SPRING BREAK IS MARCH
15 TO 23.
TU 3-25 TODAY'S CLASS: Individual
Presentations; discussion of YouTube video and discussion question/observation
due. In-class writing on
Bibliographic Analysis Essay, so bring all the materials you will need.
TR 3-27 TODAY'S CLASS: Individual
Presentations; Bibliographic Analysis Essay due. Bring to class the prompt for your Argumentative
Research Paper. In-class writing on your Argumentative Research Paper, so bring
to class all the materials you will need. Reading Skills Workshop, so bring to class your "Timings Handout for
Speed Reading," a pencil and pen, and notepaper for taking notes.
Homework: Write a discussion
question/observation over the YouTube video, “Glenn Beck Interview -- DeMint --
Law of Sea,” for it is due next class. Go to http://www.youtube.com/watch?v=FKoWnyQUy7Q
to access the video, and bring your discussion
question/observation to class for turn-in. Essentially, be prepared for a class
discussion.
TU 4-1 TODAY'S CLASS: Individual Presentations; discussion of
YouTube video and discussion question/observation due; In-class writing on your
Argumentative Essay, so bring all the materials you will need.
Homework:
Thought Paper #6 over Nikki Giovanni’s
“Mothers,” pp. 464-65 in Reading
Literature and Writing Argument.
TR 4-3 TODAY'S CLASS: Individual
Presentations; Reading Skills Portfolio Due. Thought Paper #6 due;
discussion of Giovanni poem. In-class
writing on your Argumentative Essay, so bring all the materials you will need.
Homework:
Thought paper #7 on Sharon Olds’s “The Promise,” pp. 608-09 in Reading Literature and Writing Argument.
TU 4-8 TODAY'S CLASS: Individual
Presentations; Peer revision workshop for your Argumentative Research Paper,
four full pages minimum, bring four copies. Thought Paper #7 due; discussion of
Olds poem. In-class writing on your Argumentative Essay, so bring all the
materials you will need.
Homework:
Make certain to check the online syllabus for
changes in today’s homework that could be made necessary because of changes to
the Individual Presentation schedule.
TR 4-10 TODAY'S CLASS:
Individual Presentations; Thought Paper #7 due; discussion of Olds poem;
In-class writing on your Argumentative Essay, so bring all the materials you
will need.
Homework:
Make certain to check the online syllabus for
changes in today’s homework that could be made necessary because of changes to
the Individual Presentation schedule.
WEEK FIFTEEN:
TU 4-15 TODAY'S CLASS: Individual
Presentations; In class writing on your Argumentative Essay, so bring all the
materials you will need.
TR 4-17 TODAY'S CLASS:
Individual Presentations; Argumentative Research Paper due. THIS IS THE FINAL DAY TO HAND IN ALL COURSE WORK! We review for
the final examination and I will distribute a study sheet.
WEEK SIXTEEN: (Pre-Finals
Week)
TU 4-22 TODAY'S CLASS:
We watch the first half of a film.
TR 4-24 TODAY'S CLASS:
We finish watching the film.
Final
examination dates and times:
2:00
Class: Thursday, May 1, from 2:00 to 3:50 pm, in our regular classroom.
3:30
Class: Tuesday, April 29, from 2:00 to 3:50, in our regular classroom.