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Temple College: We're here for a reason . . . IT'S YOU! Temple College: We're here for a reason . . . IT'S YOU! Temple College: We're here for a reason . . . IT'S YOU!
Get the most out of your online learning experience:

  • Be disciplined & keep focused
  • Stay organized
  • Avoid distractions
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  • Meet your deadlines (Do not wait until the last minute to complete assignments)
  • Ask questions immediately
    		•

    Syllabus
    English 1301-1003: Composition I
    (Web-Enhanced Course Materials)
    8 Week Course
    Temple College
    Summer 2010
    The Interactive Course Syllabus
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    Instructor:
    John Stevens
    Temple College
    English Faculty
    207-B Berry Hall
    2600 South First Street
    Temple, Texas 76504-7435
    Phone: 254.298.8399
    [email protected]

    I do my best to answer e-mails in 48 hours or less. Basically, I normally respond to e-mails from Monday morning through Friday at noon, after which, I do not check for student e-mails again until the following Monday morning.
    Main Campus Office Hours:
    June 7 to July 15: Mondays and Wednesdays from 5:15 to 6:00 p.m.

    July 19 to July 29: Mondays and Wednesdays from 9:45 a.m. to 10:15 a.m., and from 5:30 p.m. to 6:00 p.m.
    Calalog Description:

    The course consists of an intensive study of the principles of writing, analysis and discussion of expository selections, theme writing, collateral reading. R, W

    Course Objectives:

  • Write well-organized essays that are grammatically correct in matters of punctuation, spelling, and usage.
  • Demonstrate ability to write thesis statements, topic sentences, supporting sentences, introductions, and conclusions.
    • The course objectives will also prepare students for effective writing in accordance with the five paragraph essay format, which is the department standard for the final examination.
    Course Description:

    The main shift in approach that students are expected to make from high school writing to College English Composition is from book report style summaries to analytical writings, such as comparison-contrast essays, cause-effect essays, and argumentative essays. The essay sequence culminates with the argumentative essay. There are also a number of grammar quizzes, and discussions of current events through mainstream sources, such as YouTube, Wired Magazine, Mother Jones, and The American Conservative, which are used to examine different prose styles to determine aspects of relaxed prose and academic prose, and the source's intended audience and purpose.
    E-mail Requirements:
  • Check your TC Webmail on a daily basis.
  • Use ONLY your TC Webmail for everything associated with this course. Do not e-mail me through personal e-mail accounts, or any account other than your TC Webmail, except in cases of emergency, or if your TC Webmail is temporarily down, in which case you must contact TC Tech Support immediately.
  • Your excessive use of e-mail accounts other than TC Webmail will cause a reduction to your course participaton grade.
  • I do teach a number of classes, so when you e-mail me, it is a course requirement that you include your first and last names, and the course number AND SECTION NUMBER of this class. For example, if you include the information, "John Smith 1301 online," it is not very helpful to me because I normally teach a number of online 1301 courses, and for that matter, more than one 1301 class that meets in a physical classroom. However, signing your e-mails as "John Smith 1301-1003" IS helpful because 1003 indicates the section number in which you are enrolled. Including this required information in your e-mails helps me to respond to you faster.

    I do my best to answer e-mails in 48 hours or less. Basically, I normally respond to e-mails from Monday morning through Friday at noon, after which, I do not check for student e-mails again until the following Monday morning.
    • The D2L Pager:
    Please do not use the "Pager" feature on D2L. I really do prefer e-mail, and I will respond faster.
    Required Text:
    Anker, Susan. Real Essays with Readings, Third Edition. Boston: Bedford/ St. Martin's, 2009.*

    (*Waste no time in taking the Pre-Test, for there is a limited window of time to do so and thereby avoid a penalty to your final course grade. See the "Pre-Test/Post Test subject heading of this syllabus."

    Grading System:
    90 - 100 A; 80 - 89 B; 70 - 79 C; 60 - 69 D; Below 60 F


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    How to do well in this course:
  • Come to class.
  • Do all the course work, which means do not skip any of the assignments and take a grade of zero on them.
  • Try hard. Just give your genuine best effort.
  • Turn in all work on time, and use only the correct file types: DOC or DOCX.
  • It is critically important that you follow this simple rule: if the words are not your own, put them inside quotation marks.
    •  See the subject heading "Citing Sources Properly."
    The Accelerated Eight-Week Pace of This Course:
    Your course strategy and committment are crucial to your success in this course, perhaps more so than in any previous course you have taken, and this is due to our accelerated pace. To put it quite simply, this course takes place over eight weeks, which is about half the time of a regular spring or fall semester, but the workload is the same. Everyone can do very well in this course, but you must realize from the outset that you cannot fall behind with your assignment turn-ins, for it will be very difficult to catch up. Just come to class, do all the course work, do it to the best of your abilities, turn it in on time, and you should do well. Most importantly, if you ever have any questions or concerns, do not hesitate to contact me.
    VERY IMPORTANT:
    DO NOT USE Microsoft Works at all for this course. It is a course requirement to use one of the following word-processing programs:

  • Microsoft Word 2007 or 2003
  • Open Office, which is FREE, so see the "Open Office" subject heading of this syllabus, directly below.


  • I have solid reasons for banning the use of Microsoft Works from this course. First, the default file type for Microsoft Works is a WPS file, which is not readable by our plagiarism- detection service, TurnItin.com.
  • Microsoft is going to release Office 2010 this summer, which will also signal the end of the Microsoft Works platform. Works will be replaced by Office Starter 2010.
  • RTF (Rich Text Format) file types do not support the comments feature that I use when grading your essays and giving you important feedback on your work. Basically, you would not be able to read my comments on your work.


    • Users of Microsoft Word 2007 or 2003 should not concern themselves with much of this because Word will automatically save work as DOC or DOCX file types.

    I will accept ONLY the following file types as valid turn-ins of course work: DOC and DOCX. If an incorrect file type is uploaded to the drop box, I will not consider it to be a valid turn-in, and in effect, the assignment will be late. It will continue to accrue the standard late penalty, per late work policies on this syllabus, until the proper file type is uploaded.

    Turn-ins of incorrect file types will cause a reduction in the participation grade.



    Click Here to Download Open Office for FREE! Open Office:
  • Open Office is open source software, which means it is free.


    • Pursuing a college education is costly in terms of finances. The standard software for word processing, presentations, and spreadsheets is Microsoft Office, and there is no doubt that not everyone can afford to purchase it. Problematically, you need this type of software to succeed in college. However, the Internet is an exciting and growing community in terms of open source software, and OpenOffice.org is one of the most useful and FREE software programs available. If you do not have MS Word 2003 or 2007, it is a course requirement that you download this program immediately.

    After you have downloaded Open Office, follow either version of the following instructions, and the formatting will be set properly for all the essays in this course, which will lead to higher grades:

  • "PP 2: Setting the Defaults in Open Office (Power Point Presentation)" (a 2MB file, but it loads quickly with a high-speed connection)
  • "PP 2: Setting the Defaults in Open Office (Text document)" (without high-speed Internet, it is best to use this text-only file)
    •
    Other Required Materials:
    Flash drive: keep copies of all completed work and work in progress (see more under "Flash Drives" below).
    Flash Drives:
    It is a course requirement that you have a flash drive. Still, do not use this as your sole device for storing work, for it should be treated as a backup device. If you work in computer labs, save to your flash drive, and then e-mail that draft to yourself as an e-mail attachment, and paste it into the body of the e-mail as well. When you access your e-mail at your personal computer, make sure to also save the draft to its hard drive. Work intelligently, by which I mean do not set up a situation where work can be lost. Flash drives are convenient and mobile, which means they are easy to lose. Moreover, like any device, flash drives can fail. Keep multiple electronic copies of all completed work and work in progress, and keep paper copies too. Never leave a lab or finish a draft at home without printing a paper copy and keeping it in a safe place. In the worst of all situations, work can be recreated from a paper copy. As you might suspect, given the fact that I have provided you with these instructions, I will not accept technology-related problems as a valid excuse for being unprepared.
    What You Should do to Get Started:
    The first thing you should do is go to the D2L website and log in at https://templejc.desire2learn.com/ and print this syllabus. Next, review the first two lectures entitled "Lecture 1: Opening Remarks," and "Lecture 2: Formatting and Academic Prose: Read This Before Turning in Any Work." If you turn in any work before reviewing these lectures carefully, I can guarantee that you will not do well on your assignments. Afterwards, return to this syllabus, and read it in its entirety. The final section of this syllabus is the "The Assignments Calendar," and there you will find the first assignment.
    Being prepared for class:
    Many of the assignments for this class necessitate the use of D2L, and other websites as well. We are all aware that websites experience technical difficulties and become temporarily unavailable from time to time. I strongly suggest that you read ahead on your syllabus, access all upcoming materials and print them at least a week or two in advance. In cases of video clips, view them at least a week or two in advance. Computer or website-related problems are not a valid excuse for the late turn-in of an assignment, nor is it a valid excuse for being unprepared for class.

    If the D2L site is down or you experience other problems, e-mail the assignment to me as an attachment that will act as a temporary submission; even so, understand that I will not grade the e-mailed submission. It is your responsibility to turn in the electronic version to D2L within 48 hours of the assignment's due date, or it will accrue a late penalty starting from its original due date.

    In effect, because all course materials needed for the entirety of the semester are available from the first day of the semester, and because they remain available 24/7 for the entirety of the semester, nothing prevents students from visiting a computer lab and printing all written texts and viewing all videos associated with this course on day one.

    It is solely your responsibility to make certain that all work is turned in on time and you are prepared for class.
    How to Turn in Assignments:
    The major projects, which specifically means Essay 1: Comparison-Contrast, Essay 2: Cause-Effect, and Essay 3: Argumentative, must be turned in to the D2L drop box by 5:50 p.m. on the due date. If the drop box records a 5:51 p.m. submission, the paper is one calendar day late. Expect to lose 10% for each calendar day late, which includes weekends, holidays, breaks, and so on. If you are on campus, I will accept paper copies in the event that you experience a technology-related problem, but I will not grade paper copies. You must find a way to turn in the electronic version to D2L within 48 hours of the assignment's due date, or it will accrue a late penalty starting from its original due date. Moreover, the paper copy and the electronic copy must be an exact match; in other words, once the paper copy is turned in, no further revisions at all are allowed to the project. If revisions are made to the electronic copy, the turn-in date of the paper copy is null and void, and I will grade the electronic copy as per the date and time it was turned in, with late penalties applied. Excessive turn-ins of paper copies may cause a reduction to the course participation grade. The D2L dropbox uses TurnItIn.com plagiarism-detection software. If this proves problematic, I may require students to turn in a second copy of assignments directly to the TurnItIn.com site. In such cases, the TurnItIn.com submission will have the same due-date requirements as the D2L dropbox copy, and the assignment will be considered late until both copies, D2L dropbox and TurnItIn.com, are turned in. Important: after you have uploaded your turn-in to the D2L drop box, do not forget to click on "Submit." If you forget this step, I will not receive the paper, and standard late penalties will apply.

    D2L will automatically generate a submission-confirmation e-mail to your TC Webmail account whenever you complete a quiz or make a drop box submission, so each time you complete a quiz or turn in an essay to the D2L drop box, check your TC Webmail, and save the e-mail as proof of your submission. If the e-mail does not arrive within a few minutes, the work was not successfully turned in.
    Tech Support:
    If you experience any D2L technical problems with your assignment turn-ins, or any other issue with D2L, call the IT Helpdesk at 254-298-8450. They are often busy, and the call will flip to voice-mail. I strongly suggest that you leave a voice-mail message, for they are good about returning calls. Their hours are as follows:

    Monday through Thursday
    7:00 a.m. until 6:00 p.m.
    Fridays: closed
    Hours are subject to change.
    You can also e-mail them @
    [email protected]

    The D2L dropbox is rather easy to work with, and we have the IT Helpdesk (254-298-8450) available to assist us, so I will not accept dropbox problems as an excuse for lateness. The assignment is either turned in, or it is not turned in, and standard late penalties will apply, per late work policies on this syllabus.

    Importantly, however, the IT Helpdesk can only assist with TurnItIn.com problems directly related to how TurnItIn.com works with the D2L drop box. In other words, if it becomes necessary for me to require that you turn in a second copy of your essays directly to the TurnItIn.com webstie, TC Tech Support would not be able to assist you. In such casesm, you would have to use the "Helpdesk" link at the bottom of the TurnItIn.com homepage. Still, the integration of TurnItIn.com plagairism detection into our D2L software has run rather smoothly, and the most likely scenario is that it will run well this semester too, so I do not anticipate that you will have to turn in second copies of your essays to TurnItIn.com. Unless I announce differently in class, or with a posting of news on our D2L course home page, or by e-mail, one copy of your essays turned in to the D2L drop box should suffice. This scenario, however, is one more reason to check your TC Webmail on a daily basis, which is a course requirement.

    Evaluation System: (see the subject heading "Specifics of Evaluation System," just above the "Assignments Calendar."

    A. Evaluation of Students
     B. Evaluation of Course
    Writing Evaluation:

    The student will write at least three (3) well-organized graded essays:

    Standards:

    3. Words
    4. Sentences
    5. Paragraphs
    6. Essays
    Grammar Evaluation:
    7. Fragments
    8. Run-Ons/Fused Sentences
    9. Comma Splices
    10. Subject/Verb Agreement
    11. Pronoun Agreement
    12. Pronoun Case
    13. Pronoun Reference
    14. Pronoun Point of View
    15. Capitals
    16. Commas
    17. Apostrophes
    18. Quotation Marks
    19. Parallelism
    20. Dangling and Misplaced Modifiers
    21. Homonyms

    Class Guidelines:
  • Assignment prompts are guides to reading and assignment due dates. Each student is responsible for keeping up with assignments.
  • All written work must conform to the standards of good, formal composition.
  • All assignments must conform to MLA style. Refer to your textbook and "Lecture 2: Formatting and Academic Prose: Read This Before Turning in Any Work," for details on items such as headings, pagination, titles, and spacing. I have also provided links to MLA Style Guidelines on the content tree of D2L.
  • Review the Temple College Student Handbook for Scholastic Integrity Policy.
    •
    Attendance/Late Work/Make-up Work Policies:


    According to Temple College policy, each instructor is expected to have an absentee, late work, and make-up policy. The following policies are designed to encourage the submission of assignments on the dates they are due. Furthermore, these policies are designed to enhance the learning environment of the class and to encourage students to fulfill the responsibility of being contributing members of a learning community. *According to the 2009-2010 Temple College Student Handbook: "Be advised that faculty members may elect to drop students from courses when students miss the equivalent of two weeks of class" (12). *See complete guidelines in "Attendance" attachment.

     According to the 2009-2010 Temple College Student Handbook: "Be advised that faculty members may elect to drop students from courses when students miss the equivalent of two weeks of class" (12); moreover, do not make the mistake of assuming that at the beginning of the semester two weeks translates to four missed classes. Students are required to participate in this course during the first week of the semester to avoid being withdrawn by the no-show report date. In effect, students are subject to a no-show withdrawal if they do not attend the first week of class.

    How attendance is defined during the first week of classes: For classes that meet only in a physical classroom, whether web-enhanced or not, students must be counted present in class. For hybrid classes, if no meeting in a physical classroom is scheduled during the first week, students must login to D2L (Desire2Learn) and access the course and some of the materials provided by the instructor. For online classes, students must login to D2L and access the course and some of the materials provided by the instructor. If students arrive late to class, they should check with the instructor, so as to make certain that they have been recorded as present in class.
    *Please see complete "Attendance Policy" guidelines in attachment.
    Attendance Policy:
    This course requires an extensive amount of reading and writing on a consistent basis. You should plan to spend about 6 hours preparing for each week. Therefore, the attendance policy for this course will be as follows:

  • I do not make distinctions between "excused" and "unexcused" absences, although I appreciate you telling me why you were absent.
  • My expectation, and the expectation of the English Department, is that you will be present every day our class meets. Still, I have what I consider to be a rather liberal absence policy: You may miss two classes without penalty. The third absence and every absence thereafter will incur a 2% reduction to the final course grade.
  • Arrival after I have recorded attendance is a late arrival, and three late arrivals equal one charged absence.
  • Arrival to class five minutes or more late will result in a charged absence.
  • Leaving class early, or returning late by five minutes or more from our twenty minute break will result in a charged absence.
  • If at any time you realize that you cannot complete the course, it is your responsibility to drop the course.
  • The last day to drop a course is Thursday, July 15, 2010.
  • Moreover, if you inform me of a past or future absence I will merely acknowledge that you have communicated with me on the matter. Such acknowledgements on my part do not excuse the absence. You are either present in class or not, and I make an attendance record of the situation you create.
    •
    MLA Style Guidelines:
    We will use MLA Style Guidelines only for formatting of your assignments, but not documentation and research. For more about documentation and research, see the subject heading below. On the D2L content tree, I have provided you with a few links to MLA Style Guidelines, and you are expected to engage them to the point where the formatting of your assignments follow MLA Style. Work with these links, and especially "Paraphrase: Write it in Your Own Words" and "Quoting, Paraphrasing, and Summarizing." It is also very important that you work with "Lecture 2: Formatting and Academic Prose: Read This Before Turning in Any Work," for the duration of the semester. Papers that negotiate MLA skills poorly will receive lower grades.
    Research: No Outside Sources:
    In English Composition I, there is no research required, nor do I encourage it at all. Not only would your attempts at research and documentation fail to earn you a higher grade, they would also demonstrate that you have not followed this syllabus, the lecture materials, and the assignment prompts. In other words, there is no need to locate outside sources from search engines like Google, and even the Temple College Library. Still, some assignments require you to follow links and read about the subject that you have been assigned to write about. In these cases, you should not concern yourself with documenting the sources in your paper by using MLA-type in-text citations and works cited pages, but YOU MUST include an attribution to the author or source. See "Lecture 7: MLA, Research, Documentation and Attributions to Sources," "Lecture 4: TurnItIn.com: Plagiarism Detection Software," which will make clear exactly what constitutes plagiarism and that I DO REQUIRE that you attribute information to its proper source by writing something like so: "The website www.cnn.com states that . . ."

    Moreover, if the words are not your own, they must be inside quotation marks. Remember, I do not require MLA style documentation in the form of parenthetial citations, and I do not require works cited pages. Do not include them. However, I DO REQUIRE that you pay attributions to your sources.

    The reasoning behind not documenting sources in this course is simply that I want your Composition I course to focus on the development of writing skills. The proper course in which to develop skills in research and documentation is the course you will hopefully take next semester: Composition II. Again, see lectures 7 and 4. This is perhaps the most important aspect of the course, and no one should treat it lightly. Also see the Temple College Handbook for the Scholastic Integrity Policy.
    Internet Connection:
    Understand that either you must have a stable Internet connection available to you, or you can work on the TC campus. In either event, an unreliable Internet connection is not a valid excuse for missed work, late work, or lack of preparation for class. Access all course materials at least one week or more in advance, and print whatever is needed, so as to avoid technology-related problems. Much work with D2L is also required.

    Do not use subject headings in your course work, for it will have a negative impact on the grades papers can receive.
    Wikipedia and Other Wiki Websites:
    In short, do not use Wikipedia and Other Wiki Websites. They are not reliable. During class, we will discuss some general guidelines for determining what is a credible website.
    Receiving Feedback on Your Work—Holistic Grading:
    Once I have graded your assignment I will do two things:

  • I will add the grade of your assignment to the D2L "Grades" area.
  • I will add comments to your drop box, which you must access through the drop box "Feedback" link.


    • Holistic grading means that instead of returning to your drop box a revised electronic copy of your paper filled with comments, I will consider the effectiveness of your paper as a whole, apply its grade, and then advise you about what to focus on through brief drop box "Feedback" comments.

    Understand that my expectation is that you will not only read my comments, but that you will STUDY them. For example, if I have noted a problem with the location of your thesis statement, or compound modifiers, or comma splices, then I expect you to engage the course materials and demonstrate progress by reducing the frequency of these errors. My comments are a set of guidelines for your next essay, so proofread, edit, and revise your work with a sharp eye for reducing errors that occurred in previous course work. Following this procedure will lead to better grades.

    Feedback is not given on "quizzes" and the Final Examination.

    Also, read the lectures again and again, otherwise you are setting yourself up for lost points that could be easily avoided.
    This course syllabus is your best resource, so refer to it early and often throughout the semester. I expect you to read this syllabus on your own, more than once, in its entirety, and ask me any pertinent questions and points of concern. It is your responsibility to familiarize yourself with all the policies noted herein and effectively negotiate them. Still, I want to make clear that I am available to help you with everything related to this course. If you have questions or concerns, I want you to speak with me.
    SMARTHINKING Online Tutoring Service:
    SMARTHINKING is an online tutoring service that Temple College makes available at no cost to its students.

    SMARTHINKING provides tutoring in Mathematics (basic math through Calculus, including Bilingual Math), Biology, Intro Human A & P, Chemistry, Organic Chemistry, Physics, Economics, Accounting, Intro to Finance, Statistics, Spanish, and Writing. Tutoring is available 24/7. You are encouraged to use this FREE outstanding service. With SMARTHINKING you can:

  • Connect with an e-structor and interact with a live tutor.
  • Submit your Writing for any class to their Online Writing Lab.
  • Submit a Question and receive a reply from a tutor.
    • Getting Started with SMARTHINKING: If you have not used SMARTHINKING before, login to Desire2Learn at https://templejc.desire2learn.com, and then click on Account Creation below in the right sidebar to create your SMARTHINKING account. After you have created an account, you can access SMARTHINKING at any time by going to www.smarthinking.com. I have also provided instructions to open an account on the D2L content tree. The use of SMARTHINKING is not a course requirement, but an option for those of you who would like some extra feedback on your papers before turning them in for grading.
    Facebook and Twitter:
    Did you know that Temple College has its own pages on Facebook and Twitter?

    Keep up with Temple College news and event, and contribute your own thoughts by visiting the Temple College Facebook page and the Temple College Twitter page With SMARTHINKING you can:
    Temple College Writing Center:
    The Temple College Writing Center (TCWC), located in Portable Building 31 Rm. 31A (next to Berry Hall), offers help to writers at any stage of the writing process including brainstorming, researching, drafting, documenting, revising, and more; no writing concern is too large or too small. If you visit the TCWC, with you a copy of your writing assignment, a hard copy of your draft or any notes you may have, as well as any material you need help with. To find out more about UWC services or to schedule an appointment, call 298-8393, or stop by in person.

    If you feel that you need some extra assistance I am available, for I am always happy to read a work in progress. You may schedule an appointment during my office hours, or you may walk in without an appointment. I will not review electronic drafts submitted by e-mail or to the D2L dropbox.

    It is uncertain, however, whether the Writing Center will be open during the summer sessions, so call first.
    Specifics of Course Evaluation
    First one-third of evaluation system (tests, quizzes, other) 2% each quiz Quizzes: Such as vocabulary, grammar, usage, and punctuation. Basically, there are fourteen quizzes, and each one is worth 2% of the final course grade, for a total of 28%
    First one-third of evaluation system (tests, quizzes, other) 5% Participation: see the "Participation Grading" section of this syllabus. Carries more weight, at 5%, than an individual quiz.
    Second one-third of evaluation system (written essays) 11% Essay 1: Comparison-Contrast—Word-count requirement: 450 to 550 words in exactly five paragraphs. Due date: 6/23/10 Due by 5:50 p.m., in the D2L drop box, on the due date; if the drop box records a 5:51 p.m. submission, the paper is one calendar day late. Expect to lose 10% for each calendar day the paper is turned in late. Must be turned in as a MS Word doc or docx file.
    Second one-third of evaluation system (written essays) 11% Essay 2: Cause-Effect Essay—Word-count requirement: 450 to 550 words in exactly five paragraphs. Due date: 7/7/10 by 5:50 p.m., in the D2L drop box, on the due date; if the drop box records a 5:51 p.m. submission, the paper is one calendar day late. Expect to lose 10% for each calendar day the paper is turned in late. Must be turned in as a MS Word doc or docx file.
    Second one-third of evaluation system (written essays) 11% Essay 3: Argumentative—Word-count requirement: 450 to 550 words in exactly five paragraphs. Due date: 7/21/10. Due by 5:50 p.m., in the D2L drop box, on the due date; if the drop box records a 5:51 p.m. submission, the paper is one calendar day late. Expect to lose 10% for each calendar day the paper is turned in late. After four days late (to the minute), the paper will not be accepted, and under the "Late Work/Make-up Policy" section of this syllabus, you will have failed this course. Must be turned in as a MS Word doc or docx file. Essay 3 is not returned, nor is feedback given.
    Third one-third of evaluation system. 33% Final Examination: participation is mandatory. Remember that the Final Examination is worth 33% of your final course grade. The Final Examination is not returned, nor is feedback given.
    1% Course Management Skills Course Management Skills: I will assign a grade based on your overall course management—for example, the timeliness of all submissions. Other factors, such as uploading the correct file types, attendance, and participation play a role, at my discretion. At 5:51 p.m. on the due date, the assignment turn-in time will count against you. I take no excuses regarding late submissions. You have weeks to negotiate your assignments. Submit early.
    Although the grades for the Pre-Test and Post-Test are not factored into students' final course grade, failure to take these tests will result in a 2% reduction per test to the final average, so it is possible to incur a 4% penalty by not taking these tests. Pre-test/Post-test: Students should immediately review the "Pre-Test/Post-Test" subject heading of this syllabus, so as to avoid a penalty. Be aware that there is a limited window of time allotted to take these tests.
    Pre-Test and Post-Test:
  • By taking these tests, students do not earn direct grades, but avoid a 2% reduction per test to the final course grade. Miss one test and the reduction will be 2%; miss two tests and the reduction will be 4%. There would also be a reduction to the participation grade. Take these tests, for it would be costly to miss them.
  • The Pre-Test takes place on D2L during week 1. The Pre-Test is available from 8:00 a.m. on the first scheduled day of classes on the college calendar through 5:00 p.m. on the first Sunday thereafter. No make-ups, no retakes, no rescheduling is possible.
  • The Post-Test is available from 8:00 a.m. on the Monday OF THE WEEK BEFORE FINAL EXAMS WEEK through 5:00 p.m. on the first Sunday thereafter. No make-ups, no retakes, no rescheduling is possible.
  • Access the Pre-Test and Post-Test by clicking on "Quizzes" on D2L's top menu bar.
  • I strongly suggest that you do not wait until the last minute to take these tests, for technology-based problems will not be accepted as a valid reason for the incompletion of either or both tests. Moreover, check the tech support hours of operation, and take the tests at a time when they are most likely to be available to assist you. Remember that no make-ups, no retakes, no rescheduling is possible, and no second chances at even a single question from either test is possible for any reason.


    • Once again, if you experience problems, contact tech support at 254-298-8450. Although their hours of operation are listed below, it is solely the responsibility of students to verify their operational hours, which are subject to change.

    The Final Examination:

  • The final examination is worth 33% of your final course grade. Prepare seriously by engaging the following materials:
  • "The 5 Paragraph Essay Format," which is available on D2L under "Course Documents." Moreover, this handout identifies the department standard for essays, and for the final examination. Work with it from day one.
    • Also work with "Strategies for Taking the Final Examination," which is available on D2L under "The Final Examination."

    Quizzes:
  • The quizzes will be over grammar and punctuation.
  • Quizzes take place at the beginning of class.
  • Quizzes cannot be made up, retaken, or rescheduled for any reason, and in cases of missed quizzes, a zero will be recorded.
  • If you are absent from class, a grade of zero will be recorded.
  • If you arrive once a quiz has begun, you cannot take part in it, and a grade of zero will be recorded.
  • As and if time allows, we will go over the graded quizzes. I may temporarily return them to you, and we will review the correct answers, but the quizzes are not yours to keep. I will immediately collect them and keep them on file. I reserve the right to amend this policy as need be.
  • Failure to return a graded quiz or quizzes will result in a reduction to the participation grade, perhaps to the point of zero in that component of the course.
  • Consult the Assignments Calendar at the end of this syllabus for dates of quizzes, and the materials over which you will be quizzed.
  • Although I will try to hold closely to this quiz-schedule, I may need to depart from it. Essentially, you should be prepared every class for a quiz on grammar. There is no quiz scheduled for a given day and you miss class, there is no guarantee that you will not miss a quiz.
  • Again, quizzes cannot be rescheduled, made-up, or retaken for any reason.
    •
    Course Management Skills:
    I will assign a grade based on your overall course management—for example, the timeliness of all submissions. Other factors, such as uploading the correct file types, attendance, and participation play a role, at my discretion. At 6:01 p.m. on the due date, the assignment turn-in time will count against you. I take no excuses regarding late submissions. You have weeks to negotiate your assignments. Submit early.
    Provisional Syllabus:
    As the semester evolves, it is possible that I may need to make changes to this syllabus. One reason this might occur would be due to the fact that some assignments require the use of external websites. In such cases, I may have to revise or change an assignment. Moreover, even if we have departed from syllabus-scheduled activities at times, there is no reason for you to assume that any scheduled work has been cancelled or changed if I have made no such announcement.
    Transfer Students:
    If you transfer into this class, and some quizzes have already been taken, you cannot take those quizzes, and a grade of zero will be recorded. It is your responsibility to speak to me about missed work, so that I can communicate to you exactly what work you must turn in, and what work cannot be made up. You should factor these policies into your decision to remain in this class.
    Late Registration Students:
    If you register late for this class, and some quizzes have already been taken, you cannot take those quizzes, and a grade of zero will be recorded. It is your responsibility to speak to me about missed work, so that I can communicate to you exactly what work you must turn in, and what work cannot be made up. You should factor these policies into your decision to remain in this class.
    How Absences Work with School-Sponsored Events, Religous Holidays, and Military Service:
    Students representing the College in sponsored activities related to credit courses or intercollegiate athletics will not be counted absent or penalized for work missed during their absences; however, they are expected to communicate their absence to their instructors—in advance—and make arrangements for class work that may be missed or due upon return to campus.

    For school-sponsored events, I must receive confirmation, via e-mail, from the appropriate TC instructor or staff member, or I cannot accept the absence as valid. In cases of missed quizzes, I will not allow students to take the missed quiz or quizzes because the questions, if not the answers, will already be known to other members of the class; however, I will offer a make-up paper. The paper would be in the range of 500 words, depending on how much course work was missed, and it would be over a text, topic, or issue of my choosing. To set-up the possibility of a make-up paper, students must make a request by e-mail, and I will respond in kind with a decision and the specifics. The student's request must be preceeded by proper verification of the absence(s), as described above. The e-mail from me will include an e-mail attachment with the make-up assignment's requirements, and the due date. If the due date is missed, even by a few minutes, the paper will not be accepted for credit. Generally, there would be no more than a three-day window of time, beginning from when I send the e-mail, for students to complete the make-up assignment and turn-it in. If I decide that so much course work has been missed that a single paper is not sufficient, there may be additional assignments, or the word count requirement may be higher, at my discretion. These guidelines are general, and I reserve the right to amend or rescind this policy at my discretion.

    Religious holidays will follow the same criteria as described above for school-sponsored events, except for the fact that I do not need verification from sources other than the student, who should communicate to me the reason for the absence and/or missed work.

    Military Service, in some respects, is a more difficult issue, for Temple College does not cover this in the Temple College 2009-2010 Student Handbook. Still, on a case-by-case basis, I will look at absences and missed work caused by military service. I will initially approach accomodations for military service with the same criteria as described for school-sponsored events, except that I will need e-mail and paper copy verification from the student's superior military officer. The paper copy should be on military stationary, with appropriate letterhead, and the e-mail should be from a military e-mail address. This policy is at my discretion, and I reserve the right to amend or rescind this policy at my discretion.
    Late Work/Make-Up Policy:
  • If for some reason you miss a Major Test, you will report to the Temple College Testing Center during the next to last week of the semester, or I may schedule it sooner, at my discretion. You are responsible for taking the make-up by the given deadline.
  • THE FINAL MAJOR PROJECT, WHICH IS ESSAY 3, IS SUBJECT TO THE FOLLOWING POLICY
    • : Essay 3 must be submitted on the day it is due, by 5:50 p.m., sharp. Expect to lose 10% for each calendar day the paper is turned in late. If you believe this may be a problem, submit it sooner. For example, because the paper is due at 5:50 p.m., if the drop box records a 5:51 p.m. submission, the paper is one calendar day late. After five days late (to the minute), the paper will not be accepted, and under the policy below, you will have failed this course.
  • Again, all course work is due by 5:50 p.m. on the due date, so at 5:51 p.m. it is late, and will incur a 10% per calendar day late penalty, which includes weekends, holidays, breaks, and so on. The Major Projects are as follows: Essay 1, Essay 2, and Essay 3 (although Essay 3 is subject to the late penalty described in bullet-point # 2 above). You cannot pass the course unless all major projects are turned in. Moreover, all major projects must satisfy the criteria for that project, established by this syllabus, individual assignment prompts, lectures, e-mails, and so on. I reserve the right to reject a given turn-in of a major project if any one or more of these criteria are not met.
  • A final word about late and missing work: Late or missing work of any kind will have an effect on your Participation grade, perhaps to the point of zero in that component of the course. When you fail to turn in assignments on time, fail to take quizzes, or create other negative situations, not only do you lose credit for that particular assignment, but you will lose points in your participation grade as well. If you are not uploading written assignments on time, or keeping up with the course work, I assume you are not doing the assigned reading, or at least you are not adequately analyzing the reading; if your analysis is inadequate then you are not participating in the course. Do the coursework as it is assigned, do it to the best of your abilities, and turn it in on time if you expect to pass this course.
    Academic Integrity:
    Please review the Temple College Scholastic Integrity Policy in the handbook. It is my responsibility to ensure that scholastic integrity is maintained in all my classes; therefore, please note that no form of cheating or plagiarism is tolerated. See the subject heading "Citing Sources Properly."

    Cheating is sometimes a problem because students think it is acceptable to share answers and/or complete each other's homework. Often, siblings, spouses, best friends take this class together. It is NOT acceptable to do another person's assignment, whether a weekly assignment or a research paper. I may ask you to work in small discussion groups, and while I encourage you to collaborate on discussion of assigned readings, your homework answers should not appear too similar.

    Of course, using cheat notes on exams and sharing test information with others is cheating! Please do not assume that I am not reading your homework; some students have made that mistake in the past.

    *Scholastic Dishonestly, cheating of any kind, may result in any and/or all of the following:

    1. a failing grade on the assignment
    2. a failing grade in the course
    3. removal of the student from the course
    4. removal of the student from the college
    *See the complete "Academic Integrity Policy" attachment.
    Disruptive Behavior Policy (See Student Handbook: http://www.templejc.edu/student_info/pdf/sthb08-09.pdf)

    Disruptive Behavior:
    Disruption and violence have no place in education. It is imperative that the College provide an atmosphere conducive to learning, which enables the faculty to teach and permits students to engage in advancement of knowledge, free from external pressure, interferences, and disturbances. Sleeping in class, belligerent attitude, ignoring instructor's directions, (e.g. not participating in class group activities), talking at inappropriate times may be considered disruptive behavior and could result in the instructor's requesting the student's removal from the class roll.

    Therefore, any student or non-student who creates an interruption of the normal function of the College, either in or out of the classroom, may be asked to leave the area and shall be subject to disciplinary action. Failure to comply with such a request may be reported to the Vice President of Educational Services. Failure to comply can result in an instructor's requesting that the Vice President of Educational Services remove the student from the class roll. The instructor, in a conference with the student will explain the situation and may give the student a second chance to remain in the class. If the student agrees to the conditions outlined by the instructor, a conference form detailing the conditions will be sent to the student and to the department chair. If the student violates the conditions stated on the form, the instructor can request that the Vice President of Educational Services remove the student from the class roll. Further, any conduct jeopardizing the health, safety, State, Federal or local criminal statutes or civil rights of others on campus shall be grounds for possible disciplinary action and/ or arrest by local law enforcement officers.
    Cell Phone Policy (See Student Handbook: http://www.templejc.edu/student_info/pdf/sthb08-09.pdf)
    (Student ) Cell Phone and Pager Usage:

    Cell phone and pager usage must be conducted outside Temple College's classrooms, laboratories, testing areas, and library services public areas.
    Laptop Policy:
    I do not allow the use of laptop computers during class. If you use a laptop, I will ask you to shut it down. If the problem persists, I will ask you to leave class, and an absence will be recorded. I consider the use of laptops to fall under the criteria of disruptive behavior. Consult the student handbook about disruptive behavior.
    Penalty:
    In the D2L "Grades" section, there is a column labeled penalty. It is used to reduce the final course grade in the event that students fail to turn in a major project, or have excessive absences, or fail to take the Pre-Test and/or Post-Test. Really, this should be no source of concern to students who plan to come to class, manage their time wisely, follow instructions, and turn in the work on time.
    Extensions:
    Please do not ask for extensions on assignment due dates. While I understand that personal and family emergencies sometimes arise, due dates are not flexible. In such cases, you would have to turn in the work late and take the late penalty.
    Participation Grading:
    Your Participation grade is determined by the following factors: late work; missing work; lack of preparation; unprofessional conduct; and your failure to meet any other requirements of this syllabus. Moreover, I expect your reading, writing, and analyses to reflect careful thought and preparation. Considering these policies, if 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. Expect to lose 50% of the participation grade if Essay 1, Essay 2, or Essay 3 is turned in the least bit late.

    There is also the aspect of "effective participation." As the semester progresses, students must demonstrate that they are effective at negotiating 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. Additionally, when I comment on your papers, yet subsequent assignments demonstrate a repeat of the same problem(s), I can only assume that you are not reading my comments, or you have chosen to ignore them. In such cases, the participation grade will be reduced. 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. Participation also carries more weight, at 5% of the final average, than the other components in its section of the evaluation system.

    In addition to the above criteria, generally (what follows here is at my discretion), a 10% reduction of the participation grade will be applied for each missed quiz. A late major project will cost a minimum 50% reduction in the participation grade. These policies are general, and adherence to or departure from them is at my discretion. Their inclusion is an effort to give students a general idea as to how I calculate the participation grade.
    Computer Labs:
    It is likely that sometime this semester your computer or Internet connection may experience downtime. All students have access to computer labs on campus. The lab in 205 Berry Hall is at your disposal, for it is exclusively for students enrolled in English classes. The TC library also has computer terminals at your disposal. Be aware of other lab locations. Make contingency plans for situations that may make the use of these labs necessary on short notice.
    Formatting of All Course Work:
  • All course work must be word-processed.
  • If you turn in handwritten work it will be calculated as a zero.
  • All course work must be in a 12 point Times New Roman font. Other fonts are unacceptable, and such papers will receive a lower grade.
  • Margins are to be 1 inch all around, which means top, bottom, left, and right.
  • 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.
  • Never use subject headings in your writings. I will reduce the grade of any assignment by 5 points per subject heading used. I will explain this during class.
  • If any of the above problems persist, I will grade the assignment as a zero.
  • Review "Lecture 2: Formatting and Academic Prose: Read This Before Turning in Any Work," very carefully.
    •
    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 assignment 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 peer-revison draft falls even slightly short of the minimum page count, even by a line or two of text, or fails to meet some other requirement that generally has to do with length, formatting, or the amount of work required for that activity, you will not receive credit for participation in that workshop. Electronic turn-ins of papers do not qualify for peer-revision credit. You must attend class, with the correct number of copies of your draft, and you must actually take part in all scheduled rounds of the peer revision workshop to receive credit.
    Discusson Questions/Observations:
    There are no direct points earned from turning in discussion questions/observations; however, this one of the factors assessed in determining students' participation grades. Basically, these are assignments, so failure to participate by turning them in on time will result in a reduction of the participation grade. This goes to the issue of being consistently prepared for class.

    Instructions:

  • If you are absent from class these are the only types of assignments for which you do not lose credit if they are not turned in.
  • Always read the homework and the activities at least one week ahead on the syllabus.
  • These assignments must be typed, and are not accepted late. Handwritten discussion questions/observations earn zero credit. When the assignment is typed it demonstrates that it was prepared before class.
  • If the discussion question/observation is over an article, click on the link under homework, read the article, and print a copy of the first page of the article.
  • Type your discussion question, and turn in the first page of the article and your discussion question/observation on the discussion day, stapled together in the upper-left-hand corner, with your discussion question/observation on top.
  • Be prepared for a class discussion on the discussion day.
  • I will not remind students to turn in these assignments. They must be turned in at the beginning of class.
  • All other late or missing course work incurs a late penalty, as per the syllabus.
  • If the discussion question/observation is over a video clip, then only the typed discussion question/observation is due on the discussion day.
    •
    Relaxed Prose versus Academic Prose:
    It is my expectation that your essays will be written in formal academic prose. For the particulars of what constitutes the difference in these two prose styles, review "Lecture 2: Formatting and Academic Prose: Read This Before Turning in Any Work." carefully. It is difficult to imagine that a student could do well without paying very close attention to "Lecture 2."

    Formatting: Again, review "Lecture 2." It contains much crucial information.
    Page/Word Count Requirements for: Major Projects; Peer Revision Workshop Drafts; All Course Work:
    My instructions for page or word count requirements are unmistakably clear; on any given assignment I tell you the minimum full page or word count required to the maximum full page or word count required. Assignments that do not meet these requirements receive a lower grade.
    Avoiding the Use of Gender-specific Language:
    Do not use discriminatory wording, such as man and mankind. Use non-gender-specific language like humankind, humanity, and people. For each instance of gender-specific language in your writings two percentage points will be deducted from that assignment's grade. Further, do not use discriminatory language of any type. For each instance of discriminatory language in your writings two percentage points will be deducted from that assignment's grade.
    Proofreading and Editing:
    Students are expected to hand in work that is not riddled with sentence-level errors. Papers show a lack of proofreading and editing when they contain a preponderance of errors: fragments, run-ons, comma splices, extra words, missing words, poor punctuation, spelling errors, the incorrect use of the singular or plural, possessives, slang, colloquialisms, improper or insufficient use of paragraphs, and improper MLA style. Such papers will receive a lower grade.
    Owl at Purdue The Owl Writing Lab at Purdue:
    I would like to acknowledge the fine resources at The Owl Writing Lab at Purdue, to which this syllabus and other course materials, such as lecture 5, link. I encourage my students to engage their website and their materials as often as possible. It is a very effective means of improving your grades in this course. Click the Owl logo above, and you will be taken to a page with many handouts that will help you prepare for our grammar quizzes.
    Recycling Papers:
    Never use a paper written for a previous course, even if it was for the same course you are now repeating, for recycling papers amounts to academic dishonesty, and such papers will receive a zero. It is possible that more serious action could also be warranted.
    Citing Sources Properly:
    Remember, if the words are not your own, put them inside quotation marks, for to do otherwise is plagiarism.
    THE ASSIGNMENTS CALENDAR:

    The Assignments Calendar provides the due dates for your assignments. However, there is a separate prompt for each assignment.

    The date on which an assignment appears below is its due date. Beyond 5:50 p.m. on the due date, even by one minute, it is late. Expect to lose 10% for each calendar day late, which includes weekends, holidays, breaks, and so on.

    WEEK ONE:

    6-7:
    We need to facilitate a fast start, so here we go: Read the syllabus and familiarize yourself with all course policies; go to the "Lectures" section of the content tree on D2L and read the first four lectures; review the "Participation Grading" section of this syllabus; there are many grammar quizzes this semester, so to do well on them, spend time working with lecture 5, "About Grammar," which has links to external sites on the Web; also work with your Real Essays book to prepare for the grammar quizzes. In particular, work with chapters 23, 24, 25, and 37. Moreover, begin work on Essay 1, for it is due at the end of week three.

    Today's class is largely an introduction to the course, but because of the pace at which we move, we are also going to go over the assignment prompt for Essay 1. Here is where your emphasis and mine should be right now to ensure your best chance at early success in this course: prepare for grammar quizzes; be familiar with all course policies; have a solid grasp of what Essay 1 is about, and begin work on Essay 1. At one point, we will shift from our regular classroom, BBH 207, to the computer lab, which is BBH 205 or 204, so as to begin research and in-class writing on Essay 1. We will probably spend some time in the computer lab during most class meetings. We will also go over the following handouts:

  • http://owl.english.purdue.edu/owl/resource/598/01/   Independent and Dependent Clauses (definitions)
  • "The 5 Paragraph Essay Format," which is available on D2L under "Course Documents." Moreover, this handout identifies the department standard for essays, and for the final examination. Work with it from day one. Remember that your final examination is worth a significant portion of your final course grade.
    • We will also work with "Strategies for Taking the Final Examination," which is available on D2L under "The Final Examination."

  • The Pre-Test became active today at 8:00 a.m., and it must be completed by 5:00 p.m. sharp on Sunday. No make-ups, no retakes, no rescheduling is possible. See the Pre-test/Post-test: subject heading of this syllabus for instructions to take the Pre-Test, so as to avoid a penalty.
  • Review the Pre-Test and Post-Test subject heading of this syllabus


    • If you experience problems, contact tech support.
    Write one discussion question/observation for each of the following, which means a total of two discussion questions/observations:

  • The James Glave and Rachel Swaby article, "Superfast Bullet Trains Are Finally Coming to the U.S.," @ http://www.wired.com/magazine/2010/01/ff_fasttrack
  • The Wired video "Students Experiment with Solar Power," available @ http://www.wired.com/video/students-experiment-with-solar-power/24896994001


    • Turn in the discussion questions/observations at the beginning of next class, and make certain they are word-processed. Handwritten or electronic turn-ins will not be accepted for credit. See the discussion questions/observations section of this syllabus for more information on these assignments.

    Remember: When discussion questions are over articles, turn in the first page of the article and your discussion question/observation, stapled together in the upper left hand corner, with your discussion question/observation on top. When discussion questions/observations are over video clips, turn in only the discussion question/observation. Also, if you print through your browser, such as Internet Explorer, when the print box comes up onscreen make certain to set it to print only page one of the article. Many of the articles I will have you access are followed with many pages of blog posts, and we do not want to waste paper by printing them. Finally, always be prepared for a class discussion.

    To prepare for the quizzes on our next class, study the syllabus policies and today's handout: http://owl.english.purdue.edu/owl/resource/598/01/   Independent and Dependent Clauses (definitions).

    Bring the following materials to the next class:

  • Everything I distributed to you during the first class meeting.
  • "Essay 1: Comparison-Contrast"
  • http://owl.english.purdue.edu/owl/resource/598/02/   (Run-ons - Comma Splices - Fused Sentences)
  • "Paraphrase: Write it in Your Own Words"
  • "Quoting, Paraphrasing, and Summarizing"
  • "Lecture 2: Formatting and Academic Prose: Read This Before Turning in Any Work"
  • "Lecture 3: How to Fix the Extra Spacing Between Paragraphs in MS Word 2007"
  • "Lecture 4: TurnItIn.com: Plagiarism Detection Software"
  • "Lecture 5: About Grammar"
  • "Lecture 6: How to Create an MLA Document Header"
  • "Lecture 7: Research, Documentation and Attributions to Sources"
  • "Lecture 8: Quizzes"
  • "The 5 Paragraph Essay Format"
  • "The Peer Revision Worksheet"


    •
    6-9:
  • Quiz # 1 on the syllabus policies: no make-ups, no retakes, no rescheduling is possible.
  • Quiz # 2 on independent and dependent clauses: no make-ups, no retakes, no rescheduling is possible.
  • In-class writing on Essay 1.
  • Peer revision workshop on Essay 1: introductory paragraph with thesis; bring four copies.
  • Class discussion of Discussion Questions/Observations.
  • We will go over the following grammar handout for "Run-ons - Comma Splices - Fused Sentences": http://owl.english.purdue.edu/owl/resource/598/02/
  • We will also go over the other handouts listed under homework for our previous class, so be sure to have them all with you today. Moreover, continue to bring them to future classes.


    •
    Write one discussion question/observation for each of the following, which means a total of two discussion questions/observations:

  • The Catherine DiBenedetto article, "Burning Question: Where's My à la Carte TV?" @ http://www.wired.com/magazine/2010/01/ts_burningquestion/

  • The Adam Rogers article, "Fail: Netflix Shutters Its Distribution Division," available @ http://www.wired.com/magazine/2009/12/st_netflix_distribution/


    • Turn in the discussion questions/observations at the beginning of next class, and make certain they are word-processed. Handwritten or electronic turn-ins will not be accepted for credit. See the discussion questions/observations section of this syllabus for more information on these assignments.

    Remember: When discussion questions are over articles, turn in the first page of the article and your discussion question/observation, stapled together in the upper left hand corner, with your discussion question/observation on top. When discussion questions/observations are over video clips, turn in only the discussion question/observation. Also, if you print through your browser, such as Internet Explorer, when the print box comes up onscreen make certain to set it to print only page one of the article. Many of the articles I will have you access are followed with many pages of blog posts, and we do not want to waste paper by printing them. Finally, always be prepared for a class discussion.

    Bring the following materials to the next class:

  • Sentence Fragments: http://owl.english.purdue.edu/owl/resource/620/01/
  • Sentence Fragments Exercise: http://owl.english.purdue.edu/exercises/5/18/38
  • "Lecture 2: Formatting and Academic Prose: Read This Before Turning in Any Work"
    •
    WEEK TWO:

    6-14:
  • Quiz # 3 on run-on sentences: no make-ups, no retakes, no rescheduling is possible.
  • Quiz # 4 on comma splices: no make-ups, no retakes, no rescheduling is possible.
  • In-class writing on Essay 1.
  • Peer revision workshop on Essay 1: one full page minimum; bring four copies.
  • Class discussion of Discussion Questions/Observations.


  • We will also go over the following handouts:


  • Sentence Fragments: http://owl.english.purdue.edu/owl/resource/620/01/
  • Sentence Fragments Exercise: http://owl.english.purdue.edu/exercises/5/18/38
  • "Lecture 2: Formatting and Academic Prose: Read This Before Turning in Any Work"


    •
    Write one discussion question/observation for each of the following, which means a total of two discussion questions/observations:

  • The Amy Wallace article, "An Epidemic of Fear: How Panicked Parents Skipping Shots Endangers Us All," @ http://www.wired.com/magazine/2009/10/ff_waronscience/

  • The Wired Magazine article, "The Misinformants: Prominent Voices in the Anti-Vaccine Crusade," available @ http://www.wired.com/magazine/2009/10/ff_waronscience_misinformants/


    • Turn in the discussion questions/observations at the beginning of next class, and make certain they are word-processed. Handwritten or electronic turn-ins will not be accepted for credit. See the discussion questions/observations section of this syllabus for more information on these assignments.

    Remember: When discussion questions are over articles, turn in the first page of the article and your discussion question/observation, stapled together in the upper left hand corner, with your discussion question/observation on top. When discussion questions/observations are over video clips, turn in only the discussion question/observation. Also, if you print through your browser, such as Internet Explorer, when the print box comes up onscreen make certain to set it to print only page one of the article. Many of the articles I will have you access are followed with many pages of blog posts, and we do not want to waste paper by printing them. Finally, always be prepared for a class discussion.
    6-16:
  • Quiz # 5 on run-on sentences: no make-ups, no retakes, no rescheduling is possible.
  • Quiz # 6 on academic prose: no make-ups, no retakes, no rescheduling is possible. Use lecture 2 to prepare for this quiz.
  • In-class writing on Essay 1.
  • Peer revision workshop on Essay 1: one full page minimum; bring four copies.
  • Class discussion of Discussion Questions/Observations.


    •
    Write one discussion question/observation for each of the following, which means a total of two discussion questions/observations:

  • The Michael Chorost article, "Algae and Light Help Injured Mice Walk Again," @ http://www.wired.com/magazine/2009/10/mf_optigenetics/

  • The Gary Wolf article, "Why Color-Coded Terror Alerts Have Made Us Less Safe," available @ http://www.wired.com/magazine/2009/10/st_essay_terroralert/


    • Turn in the discussion questions/observations at the beginning of next class, and make certain they are word-processed. Handwritten or electronic turn-ins will not be accepted for credit. See the discussion questions/observations section of this syllabus for more information on these assignments.

    Remember: When discussion questions are over articles, turn in the first page of the article and your discussion question/observation, stapled together in the upper left hand corner, with your discussion question/observation on top. When discussion questions/observations are over video clips, turn in only the discussion question/observation. Also, if you print through your browser, such as Internet Explorer, when the print box comes up onscreen make certain to set it to print only page one of the article. Many of the articles I will have you access are followed with many pages of blog posts, and we do not want to waste paper by printing them. Finally, always be prepared for a class discussion.

    Focus on Essay one. It is due soon. Finish it early, so as to leave time to proofread and edit for errors in punctuation and grammar. Remember that a paper that is drafted and revised over time invariably receives a better grade than a paper written hurriedly. Grammar and punctuation count.
    WEEK THREE:

    6-21:
  • Peer revision workshop for Essay 1, two full pages minimum.
  • Quiz # 7 on sentence fragments: no make-ups, no retakes, no rescheduling is possible.
  • Quiz # 8 on academic prose: no make-ups, no retakes, no rescheduling is possible. Use lecture 2 to prepare for this quiz.
  • In-class writing on Essay 1.
  • Class discussion of Discussion Questions/Observations.


    •

    Write one discussion question/observation for each of the following, which means a total of two discussion questions/observations:

  • The Michael Peck article, "Why the Army Doesn't Train on Xboxes," @ http://www.wired.com/dangerroom/2010/02/why-the-army-doesnt-train-on-xboxes/

  • The Nathan Hodge article, "Future Warbot Powered by Xbox Controller," available @ http://www.wired.com/dangerroom/2009/06/future-warbot-powered-by-xbox-controller/


    • Turn in the discussion questions/observations at the beginning of next class, and make certain they are word-processed. Handwritten or electronic turn-ins will not be accepted for credit. See the discussion questions/observations section of this syllabus for more information on these assignments.

    Remember: When discussion questions are over articles, turn in the first page of the article and your discussion question/observation, stapled together in the upper left hand corner, with your discussion question/observation on top. When discussion questions/observations are over video clips, turn in only the discussion question/observation. Also, if you print through your browser, such as Internet Explorer, when the print box comes up onscreen make certain to set it to print only page one of the article. Many of the articles I will have you access are followed with many pages of blog posts, and we do not want to waste paper by printing them. Finally, always be prepared for a class discussion.

    Bring the following materials to the next class:

  • "Essay 2: Cause-Effect"


    • 6-23:
  • ESSAY 1 DUE in the D2L drop box by 5:50 p.m. If the drop box records a submission time of 5:51 p.m. or later, the turn-in is late. Expect to lose 10% for each calendar day late, which includes weekends, holidays, breaks, and so on. Moreover, it must be submitted as one of the following file types: doc or docx, or the turn-in will be considered invalid, late, and it will not be accepted for credit; essentially, no paper will be considered to be turned in until the correct file type is submitted. Be very careful about this.
  • Quiz # 9 on academic prose: no make-ups, no retakes, no rescheduling is possible. Use lecture 2 to prepare for this quiz.
  • Quiz # 10 on sentence fragments: no make-ups, no retakes, no rescheduling is possible.
  • We will go over the assignment prompt for Essay 2.
  • In-class writing on Essay 2.
  • Class discussion of Discussion Questions/Observations.


    •

    Write one discussion question/observation for each of the following, which means a total of two discussion questions/observations:

  • The Clive Thompson article, "Clive Thompson on the New Literacy," @ http://www.wired.com/techbiz/people/magazine/17-09/st_thompson

  • The Marcus Berkmann article, "TXTNG: THE GR8 DB8," available @ http://www.nypost.com/f/print/news/opinion/books/item_4pSUZstfEH2aFkdsqLBEEK


    • Turn in the discussion questions/observations at the beginning of next class, and make certain they are word-processed. Handwritten or electronic turn-ins will not be accepted for credit. See the discussion questions/observations section of this syllabus for more information on these assignments.

    Remember: When discussion questions are over articles, turn in the first page of the article and your discussion question/observation, stapled together in the upper left hand corner, with your discussion question/observation on top. When discussion questions/observations are over video clips, turn in only the discussion question/observation. Also, if you print through your browser, such as Internet Explorer, when the print box comes up onscreen make certain to set it to print only page one of the article. Many of the articles I will have you access are followed with many pages of blog posts, and we do not want to waste paper by printing them. Finally, always be prepared for a class discussion.

    WEEK FOUR:

    6-28:
  • Peer revision workshop for Essay 2, one full page minimum; bring four copies.
  • Quiz # 11 on sentence fragments: no make-ups, no retakes, no rescheduling is possible.
  • Quiz # 12 on subject-verb agreement: no make-ups, no retakes, no rescheduling is possible.
  • In-class writing on Essay 2.
  • Class discussion of Discussion Questions/Observations.




    • Write one discussion question/observation for each of the following, which means a total of two discussion questions/observations:

  • The Jason Paur article, "SpaceShipTwo Christened VSS Enterprise," @ http://www.wired.com/autopia/2009/12/spaceshiptwo-christened-as-vss-enterprise/#Replay

  • The Darryl Siry article, "In Role as Kingmaker, the Energy Department Stifles Innovation," available @ http://www.wired.com/autopia/2009/12/doe-loans-stifle-innovation/#more-16394


    • Turn in the discussion questions/observations at the beginning of next class, and make certain they are word-processed. Handwritten or electronic turn-ins will not be accepted for credit. See the discussion questions/observations section of this syllabus for more information on these assignments.

    Remember: When discussion questions are over articles, turn in the first page of the article and your discussion question/observation, stapled together in the upper left hand corner, with your discussion question/observation on top. When discussion questions/observations are over video clips, turn in only the discussion question/observation. Also, if you print through your browser, such as Internet Explorer, when the print box comes up onscreen make certain to set it to print only page one of the article. Many of the articles I will have you access are followed with many pages of blog posts, and we do not want to waste paper by printing them. Finally, always be prepared for a class discussion.
    6-30:
  • Peer revision workshop for Essay 2, MORE THAN one full page minimum; bring four copies. I leave it up to you to decide how much more than four copies of one page you will bring to class, but it must be more than one page.
  • Quiz # 13 on subject-verb agreement: no make-ups, no retakes, no rescheduling is possible.
  • Quiz # 14 on independent and dependent clauses: no make-ups, no retakes, no rescheduling is possible.
  • In-class writing on Essay 2.
  • Class discussion of Discussion Questions/Observations.


    •
    All of the following is due the Wednesday after the holiday break: Write one discussion question/observation for each of the following, which means a total of two discussion questions/observations:

  • The Cliff Kuang article, "Burning Question: Why Isn't Wireless Net Access Available Everywhere?" @ http://www.wired.com/gadgets/miscellaneous/magazine/17-06/ts_burningquestion

  • The Vince Beiser article, "Prisoners Run Gangs, Plan Escapes and Even Order Hits With Smuggled Cellphones," available @ http://www.wired.com/politics/law/magazine/17-06/ff_prisonphones?currentPage=all


    • Turn in the discussion questions/observations at the beginning of next class, and make certain they are word-processed. Handwritten or electronic turn-ins will not be accepted for credit. See the discussion questions/observations section of this syllabus for more information on these assignments.

    Remember: When discussion questions are over articles, turn in the first page of the article and your discussion question/observation, stapled together in the upper left hand corner, with your discussion question/observation on top. When discussion questions/observations are over video clips, turn in only the discussion question/observation. Also, if you print through your browser, such as Internet Explorer, when the print box comes up onscreen make certain to set it to print only page one of the article. Many of the articles I will have you access are followed with many pages of blog posts, and we do not want to waste paper by printing them. Finally, always be prepared for a class discussion.

    Bring the following materials to the next class:

  • "Essay 3: Argumentative"


    • WEEK FIVE:

    7-5:
    Independence Day Holiday Observed. No Class Meeting. Have a safe and happy holiday!
    7-7:
  • ESSAY 2 DUE in the D2L drop box by 5:50 p.m. If the drop box records a submission time of 5:51 p.m. or later, the turn-in is late. Expect to lose 10% for each calendar day late, which includes weekends, holidays, breaks, and so on. Moreover, it must be submitted as one of the following file types: DOC or DOCX, or the turn-in will be considered invalid, late, and it will not be accepted for credit; essentially, no paper will be considered to be turned in until the correct file type is submitted. Be very careful about this.
  • We go over the assignment prompt for Essay 3, the Argumentative Essay.
  • In-class writing on Essay 3.
  • Class discussion of Discussion Questions/Observations.


    •
    Write one discussion question/observation for each of the following, which means a total of two discussion questions/observations:

  • The Jessica Dweck article, "Did Utah Accidentally Criminalize Cancer Treatment?" @ http://www.doublex.com/blog/xxfactor/did-utah-accidentally-criminalize-cancer-treatment

  • The Farhad Manjoo article, "Faster, Faster!Google's Brilliant New Plan to Provide Super-Speedy Internet Access," available @ http://www.slate.com/id/2245180/


    • Turn in the discussion questions/observations at the beginning of next class, and make certain they are word-processed. Handwritten or electronic turn-ins will not be accepted for credit. See the discussion questions/observations section of this syllabus for more information on these assignments.

    Remember: When discussion questions are over articles, turn in the first page of the article and your discussion question/observation, stapled together in the upper left hand corner, with your discussion question/observation on top. When discussion questions/observations are over video clips, turn in only the discussion question/observation. Also, if you print through your browser, such as Internet Explorer, when the print box comes up onscreen make certain to set it to print only page one of the article. Many of the articles I will have you access are followed with many pages of blog posts, and we do not want to waste paper by printing them. Finally, always be prepared for a class discussion.
    WEEK SIX:

    7-12:
  • Peer revision workshop for Essay 3, one full page minimum; bring four copies.
  • In-class writing on Essay 3.
  • Class discussion of Discussion Questions/Observations.


    •
    Write one discussion question/observation for each of the following, which means a total of two discussion questions/observations:

  • The Deborah Blum article, "The Chemist's War: The Little-Told Story of how the U.S. Government Poisoned Alcohol During Prohibition with Deadly Consequences," @ http://www.slate.com/id/2245188/

  • The Jacob Weisberg article, "The End of Prohibition: Why Gay Marriage, Getting High, and Going to Cuba Will Soon be Legal," available @ http://www.slate.com/id/2234017/pagenum/all/


    • Turn in the discussion questions/observations at the beginning of next class, and make certain they are word-processed. Handwritten or electronic turn-ins will not be accepted for credit. See the discussion questions/observations section of this syllabus for more information on these assignments.

    Remember: When discussion questions are over articles, turn in the first page of the article and your discussion question/observation, stapled together in the upper left hand corner, with your discussion question/observation on top. When discussion questions/observations are over video clips, turn in only the discussion question/observation. Also, if you print through your browser, such as Internet Explorer, when the print box comes up onscreen make certain to set it to print only page one of the article. Many of the articles I will have you access are followed with many pages of blog posts, and we do not want to waste paper by printing them. Finally, always be prepared for a class discussion.
    7-14:
  • Peer revision workshop for Essay 3, MORE THAN one full page minimum; bring four copies. I leave it up to you to decide how much more than four copies of one page you will bring to class, but it must be more than one page.
  • In-class writing on Essay 3.
  • Class discussion of Discussion Questions/Observations.
  • Tomorrow, 7/15/10, is the last day to drop an 8-Week class.


    •
    Write one discussion question/observation for each of the following, which means a total of two discussion questions/observations:

  • The Patrick J. Buchanan article, "Obama�s Problems � And Ours," @ hhttp://www.amconmag.com/blog/2010/02/26/obamas-problems-and-ours/

  • The George F. Will article, "Don't Fix the Government," available @ http://www.amconmag.com/headline/1435/index.html


    • Turn in the discussion questions/observations at the beginning of next class, and make certain they are word-processed. Handwritten or electronic turn-ins will not be accepted for credit. See the discussion questions/observations section of this syllabus for more information on these assignments.

    Remember: When discussion questions are over articles, turn in the first page of the article and your discussion question/observation, stapled together in the upper left hand corner, with your discussion question/observation on top. When discussion questions/observations are over video clips, turn in only the discussion question/observation. Also, if you print through your browser, such as Internet Explorer, when the print box comes up onscreen make certain to set it to print only page one of the article. Many of the articles I will have you access are followed with many pages of blog posts, and we do not want to waste paper by printing them. Finally, always be prepared for a class discussion.
    WEEK SEVEN:

    7-19:
  • Peer revision workshop for Essay 3, two full pages minimum; bring four copies.


    •
  • The Post-Test became active today at 8:00 a.m., and it must be completed by 5:00 p.m. sharp on Sunday. No make-ups, no retakes, no rescheduling is possible. See the Pre-test/Post-test: subject heading of this syllabus for instructions to take the Post-Test, so as to avoid a penalty.
  • Review the Pre-Test and Post-Test subject heading of this syllabus


    • If you experience problems, contact tech support.
    Write one discussion question/observation for each of the following, which means a total of two discussion questions/observations:

  • The Daniel Schulman article, "If it Looks Like Blackwater and Acts Like Blackwater..." @ http://motherjones.com/mojo/2010/02/paravant-raytheon-blackwater-levin-mccaskill

  • The James Ridgeway article, "GOP to the Unemployed: Drop Dead (You Bums)," available @ http://motherjones.com/mojo/2010/02/gop-unemployed-drop-dead-you-bums


    • Turn in the discussion questions/observations at the beginning of next class, and make certain they are word-processed. Handwritten or electronic turn-ins will not be accepted for credit. See the discussion questions/observations section of this syllabus for more information on these assignments.

    Remember: When discussion questions are over articles, turn in the first page of the article and your discussion question/observation, stapled together in the upper left hand corner, with your discussion question/observation on top. When discussion questions/observations are over video clips, turn in only the discussion question/observation. Also, if you print through your browser, such as Internet Explorer, when the print box comes up onscreen make certain to set it to print only page one of the article. Many of the articles I will have you access are followed with many pages of blog posts, and we do not want to waste paper by printing them. Finally, always be prepared for a class discussion.
    7-21:
  • ESSAY 3 DUE in the D2L drop box by 5:50 p.m. If the drop box records a submission time of 5:51 p.m. or later, the turn-in is late. Expect to lose 10% for each calendar day late, which includes weekends, holidays, breaks, and so on. Moreover, it must be submitted as one of the following file types: DOC or DOCX, or the turn-in will be considered invalid, late, and it will not be accepted for credit; essentially, no paper will be considered to be turned in until the correct file type is submitted. Be very careful about this.


    •
    Write one discussion question/observation for each of the following, which means a total of two discussion questions/observations:

  • The Sheldon Richman article, "Bad Medicine: Republicans Enter the Healthcare Debate�-Posing as Democrats," @ http://www.amconmag.com/article/2010/jan/01/00027/

  • The Media Matters video, "Wallace Shoots Down Carlson's Claim that Obama Issued "Threat" to Pass Reform Through Reconciliation," available @ http://mediamatters.org/mmtv/201002260008


    • Turn in the discussion questions/observations at the beginning of next class, and make certain they are word-processed. Handwritten or electronic turn-ins will not be accepted for credit. See the discussion questions/observations section of this syllabus for more information on these assignments.

    Remember: When discussion questions are over articles, turn in the first page of the article and your discussion question/observation, stapled together in the upper left hand corner, with your discussion question/observation on top. When discussion questions/observations are over video clips, turn in only the discussion question/observation. Also, if you print through your browser, such as Internet Explorer, when the print box comes up onscreen make certain to set it to print only page one of the article. Many of the articles I will have you access are followed with many pages of blog posts, and we do not want to waste paper by printing them. Finally, always be prepared for a class discussion.
    WEEK EIGHT:

    7-26:
  • Final examination preparation. We will do a practice exam in the computer lab, so report directly there.


    •
    7-28:
    No official class meeting, but I will be in my office for student consultations by appointment only. Appointments must be made no later than Monday, 7/26/10.
    7-29:
  • The Final Examination will be at 6:00 p.m. The location is to be announced, so watch your e-mail closely.
    •




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