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Chaffey College— Fontana Campus

English 1A: Freshman Composition

Instructor: Dean Ramser Semester: Spring 2017

Email: dean.ramser@chaffey.edu Section: 92406

Voicemail: (909) 652- 7219 Day: MW 12:30—1:50pm

Final: 05/17 /17 11:30- 2:00PM Building: FNAC 206

Website:

Congratulations! You have made it to English 1A, one of the most sought after courses at Chaffey College. You are now ready to tackle the various reading, writing, and research tasks ahead. After you have completed this journey, you will be ready for future writing challenges because English 1A focuses on the analytical, argumentative writing skills needed for succeeding in college and beyond. You will develop these skills through extensive reading, class discussion, researching, writing, and other activities.

In a general sense, this course involves the “careful study and practice of expository and argumentative writing techniques and the frequent writing of compositions with the ultimate goal of a research project. A minimum of 6,000 written words is expected over the course of the term. Three arranged hours of supplemental instruction in a Success Center that supports this course is required. Designed to prepare the student for satisfactory college writing” (source: Chaffey College catalog).

In this particular section, the reading and writing assignments will focus on topics such as family history, identity, music, language, and proposing solutions for societal problems. Reading this year’s College Book, Eleanor & Park, will inspire your essays as you analyze your own experiences and the world around you. You will learn to read and think critically as you improve your writing skills; I will encourage you to think like, act like, and become a writer, not just a student in an English class.

prerequisite: successful completion of English 475 or placement by assessment transfer credit: CSU, UC

Chaffey College Mission: Chaffey College inspires hope and success by improving lives and our community in a dynamic, supportive, and engaging environment of educational excellence, where our diverse students learn and benefit from foundation, career, and transfer programs.

Chaffey College Vision: “Improving lives through education.”

Student Learning Outcomes & Course Objectives

Upon successful completion of this course (C or better), you will be able to:

• Demonstrate proficiency in evaluating, integrating, and documenting sources. [SLO]

• Support a complex thesis statement with sophisticated evidence. [SLO]

• Write essays that deliberately connect audience and purpose in a variety of genres. [SLO]

In order for you to achieve these goals, we will work on the following:

o Developing critical thinking strategies through the primary use of a variety of 750 word or longer persuasive/ argumentative essay readings.

o Arranging argumentative points in clear, effective prose.

o Critiquing and applying the principles of unity and coherence in essays.

o Developing and using the forms of exposition and argumentation.

o Producing logical, coherent, unified essays with minimal errors in grammar, punctuation, and spelling

o Appraising the relationships between audience, tone, purpose, and levels of diction.

o Composing clear and specific thesis statements and developing theses into unified and complete essays.

o Analyzing the structure of various kinds of essay development, including exposition (analysis, classification, definition, comparison and contrast, cause and effect, and argumentation), and argumentation and construct essays in such patterns.

o Examining the relationship of logical ideas within an essay, distinguishing fact from judgment, and eliminating prejudice and fallacious reasoning in your own writing.

o Inspecting your own writing for grammatical, punctuation, spelling and paragraphing errors to facilitate more effective author/reader communication.

o Studying and practicing stylistic devices. (Including devices like metaphor and allusion.)

o Generating a suitable and manageable research topic. (Because the research project is a tool in serving the goal of critical thinking, the subject matter should be argumentative.)

o Choosing relevant source material using the library and information technology resources.

o Evaluating potential sources.

o Integrating source material into your writing to support assertions.

o Producing proper style format for citation and documentation through research papers.

Required Course Materials

o The St. Martin's Guide to Writing 10th Edition (SMG) - January 11, 2013, by Rise B. Axelrod, Charles R. Cooper, Bedford/St. Martin's, ISBN-10: 1457632500 or ISBN-13: 9781457632501

▪ Available on one hour reserve at the library

o Eleanor & Park by Rainbow Rowell, St. Martin's Griffin, ISBN: 9781250012579

▪ Available on one hour reserve at the library

o Green book for the in-class essay (final)

o Folder or binder for keeping notes, handouts, drafts, essays, etc.

o Journal for exercises and HIP/SLICE

o An active Chaffey email account

o USB flash drive or cloud account for saving your drafts

o Chaffey email account [ ___@panther.chaffey.edu] - This email account is the only way that I or the college will contact you; it also gives you free access to Microsoft Office 365.Course Policies

o Our class policies and procedures are subject to change based upon the needs of the class.

Attendance

Attending all class meetings is mandatory because your consistent, active participation will lead to your success in this course. Note that there are reading or writing assignments due at every class meeting, so make this class one of your top priorities in your busy schedule. Attendance = a greater chance of success!

Arriving late, leaving early, or other inappropriate behavior disrupts your learning and that of your classmates. Please arrive on time to class, be ready to work, be attentive, respect your classmates, and behave politely; i.e., NO cell phones, texting, or unauthorized computer use during class (Facebook, YouTube, etc.). Please do not bring any food or drink into the classroom. Complete all of the reading assignments before coming to class and be prepared to answer questions and discuss the material.

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After you are absent once or twice, I will email you or schedule a conference with you to help you get back on track in the class. You will fail the course if you stop attending and do not drop, so complete all paperwork or visit ChaffeyView as necessary. Do your very best to pass this class now rather than repeating it.

Classroom Code of Conduct

Dear Student,

Through your participation and interaction with the class and myself, you will learn how to better interact within our college community. Consider how you want to develop this learning environment in our classroom. Consider the following questions to help all of us think through the guidelines of our class:

- What guidelines will help you create a mindful behavior mindset?

- Will the class’ conduct need to evolve over time?

- How does the class’ conduct affect and effect the class’ learning environment?

- How will you help maintain the learning environment?

- How will you help our class community support your colleagues during a class discussion?

- How will you need to react and behave during a discussion of controversial and sensitive topics?

- What are your reading, writing, and discussion goals? How do these goals tie into the class conduct policy?

- The class novel covers domestic abuse, child abuse, bullying, and body shaming. How will you help the class have meaningful discussions about these sensitive subjects?

- Sincerely,

- Professor Dean Ramser

Class Accommodations

If you need accommodations due to a documented disability, please let me know. I’m happy to help make this course as accessible as possible. (

Late-Work Policy

Assignments are due at the beginning of class on the day noted on this syllabus (in addition to submitting a draft at (register as a “student”) – Class ID: 14313144, and Password: Success. Please plan ahead. If you know you are going to be absent or if you are ill, have a friend or classmate bring your essay to me. I will not accept any assignments submitted by email for any reason.

I do not allow make-up work or late papers for any other assignments, such as the Language Success Center requirements, OBOC event review, proposals, notes, outlines, rough drafts, peer review sessions, or the final exam.

If you are absent when such assignments are due, you will not receive any points for them.

Plagiarism Policy

Plagiarism ranges from copying a sentence from an article you read, to turning in an essay that you did not write. In this class, you will receive zero points for any plagiarized work which may result in failure of the course. If you are unsure if you are plagiarizing or have questions about using sources, please ask. Chaffey’s policy on plagiarism is as follows:

“Violations of the Student Academic Integrity Code, including plagiarism, will not be tolerated in Chaffey College English courses. Plagiarism is defined as the misrepresentation of the published ideas or words of another as one’s own. At the discretion of the professor, plagiarism or other violations may result in zero points for the assignment and/or failing the course. Additionally, the professor may file a Student Academic Integrity Form documenting the violation and may seek other sanctions. The complete Student Academic Integrity Code appears in the Chaffey College Student Handbook” (from the English Department Guidelines).

top ten benefits of taking English 1 A

(adapted from English Department course objectives & student learning outcomes)

There are many reasons to take this course, but the main benefit is that your college writing and research skills will improve. In particular, by the end of this course, you will be able to

• Read, discuss, and write about texts and the essays of peers in a thoughtful manner.

• Identify, analyze, and use various examples, evidence, appeals, etc..

• Find, evaluate, and incorporate textual evidence and research material into essays.

• Apply the stages of the writing process (P-W-R: prepare, write, revise).

• Understand and avoid plagiarism by using MLA format for papers and references.

• Identify and correct grammatical or stylistic weaknesses in your writing.

• Reflect thoughtfully on your progress as a writer and a student.

Supplemental Instruction

This class will have an SI leader who will hold weekly supplemental instruction sessions to help you succeed in this class. These sessions are optional but highly recommended so that you can earn the best grade possible. You will need to visit an SI session, a tutor, or my advice hours for every essay.

Assignments & Requirements

- You will complete three hours of supplemental learning (three activities) in the Language Success Center (LSC) during the semester. Supplemental learning includes directed learning activities (DLAs), workshops, or learning groups; see the due dates listed on the course schedule. Meeting with a tutor for each essay is not included in these three hours. It is best to make an appointment before you visit the Language Success Center.

- HIP/SLICE “Fix-It” journal (20 pages of interviews and observations) and 5 slide presentation (5%) – You will identify an issue in your community, observe and interview, collect sources, and share. This data will be a primary source for Essay 4.

- One Book, One College event review (5%) - You will attend one event in the One Book, One College program and write a two-page review of it.

- proposals / notes / outlines / SMG exercises / works cited / drafts (19%) - You will bring a proposal, notes, outline, and rough draft to class for each essay. For two of the essays, you will also bring a rough version of the works cited page. All of these will be typed using MLA format.

- essays (50%) - You will write four essays, 6,000 words (4-5 pages, typed); two will include sources from library research. The assignments will include narrative, analysis, comparison, classification, and argumentation. All rough drafts and final drafts must be typed using MLA format, and you will visit a Language Success Center tutor, SI, or my advice hours for each essay. Please keep all of your graded essays throughout the semester.

- final exam (10%)- The final will consist of an in-class essay related to the reading and writing assignments from the course.

Disclaimer: The best way to grow as a writer is to read other writers’ work, so I may use your writing as a model/sample in our class or for future sections of English 1A. This is a great way for you to contribute to the growth and learning of your peers here at Chaffey College.

Grading & Points

There are 100 points possible in this course. In order to pass English 1A, you will need a “C” or better.

|Grade Tracker |Grading Scale |

| | |

|Assignment |A+ 97-100% |

|Points Possible |C+ 77-79% |

|My Points | |

|Assignment |A 93-96% |

|Points Possible |C 70-76% |

|My Points | |

| |A- 90-92% |

|LSC Stamp 1 |D+ 67-69% |

|3 | |

| |B+ 87-89% |

|Proposal for Essay 3 |D 63-66% |

|1 | |

| |B 83-86% |

| |D- 60-62% |

|LSC Stamp 2 | |

|3 |B- 80-82% |

| |F 0-59% |

|Research Notes for Essay 3 | |

|1 |Passing= C or better (70% or __+ points) |

| | |

| | |

|LSC Stamp 3 | |

|3 |Track your progress |

| |in class |

|Rough Works Cited/Outline for Essay 3 |with this |

|1 |formula: |

| | |

| |Points earned |

|Proposal for Essay 1 |÷ current |

|1 |points possible |

| | |

|Rough draft of Essay 3 |= current % |

|1 | |

| | |

| | |

|Interview Questions for Essay 1 | |

|1 | |

| | |

|Essay 3 | |

|15 | |

| | |

| | |

|Interview Notes for Essay 1 | |

|1 | |

| | |

| | |

| | |

| | |

| | |

|Rough Draft of Essay 1 | |

|1 | |

| | |

|Proposal for Essay 4 | |

|1 | |

| | |

| | |

|Essay 1 | |

|10 | |

| | |

|Research Notes for Essay 4 | |

|1 | |

| | |

| | |

|Proposal for Essay 2 | |

|1 | |

| | |

|Rough Works Cited/Outline for Essay 4 | |

|2 | |

| | |

| | |

|Reading Notes for Essay 2 | |

|1 | |

| | |

|Rough draft of Essay 4 | |

|1 | |

| | |

| | |

|Outline for Essay 2 | |

|1 | |

| | |

|SMG Exercises | |

|5 | |

| | |

| | |

|Rough Draft of Essay 2 | |

|1 | |

| | |

|HIP/SLICE “Fix-It” | |

|5 | |

| | |

| | |

|Essay 2 | |

|10 | |

| | |

|Essay 4 | |

|15 | |

| | |

| | |

| | |

| | |

| | |

|OBOC event review | |

|5 | |

| | |

| | |

| | |

| | |

| | |

|Final | |

|10 | |

|TOTAL | |

|100 | |

| | |

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Mission Statement

Chaffey College inspires hope and success by improving lives and our community in a dynamic, supportive, and engaging environment of educational excellence, where our diverse students learn and benefit from foundation, career, and transfer programs.

Vision Statement

Chaffey College: Improving lives through education

Student Success Centers

Chaffey College has created a network of Student Success Centers – offering free tutorials, workshops, learning groups, directed learning activities, and computer/resources access – to assist students in their academic development and success.

Chino Campus Success Center

Multidisciplinary Success Center (CHMB-145) 909-652-8150

Fontana Campus Success Center

Multidisciplinary Success Center (FNFC-122) 909-652-7408

Rancho Campus Success Centers

Language Success Center (BEB-101) 909-652-6907/652-6820

Math Success Center (Math-121) 909-652-6452

Multidisciplinary Success Center (Library) 909-652-6932

A current Chaffey College photo ID card is required for all Success Center services. Walk-ins are welcome, and advanced appointments are available for most services. Call the centers or consult the college website at chaffey.edu/success/ for more information. Online appointments:

ASCC / Student Activities Scholarships

The Associated Students of Chaffey College (ASCC) and the Office of Student Activities award $100,000 or more in scholarships to Chaffey students each year. Visit chaffey.edu/stuactiv/scholarship or call 652-6590 for details.

Bookstore / Campus Store

The non-profit Chaffey Bookstore offers students all their required materials including textbooks (new, used, rental, and digital), school supplies, study aids, and more at competitive prices. They also offer a price comparison tool on their website (books.chaffey.edu) the shows the bookstore’s price for books compared to their major competitors. Store locations on each campus offer daytime and evening hours during the week plus services on select Saturdays. Cash, credit, debit, and most types of financial aid are accepted.  SNAP/EBT cards are also accepted at the Panther Express on the Rancho Campus. 

CalWorks

The CalWORKs Program at Chaffey College assists students who receive cash aid and are required to participate in Welfare-to-Work/GAIN programs. Students must be either enrolled, or plan to enroll in an academic program at Chaffey College and must be receiving cash aid for themselves as well as for their child/children. We provide educational planning services to students and collaborate with the San Bernardino County Transitional Assistance Department (TAD), Los Angeles County Department of Public Social Services (DPSS), and Riverside County DPSS to help students meet their Welfare-to-Work/GAIN requirements. Students meet with a counselor for completion of required documents (Individual Education Plans, training verifications for child care approval, attendance, progress reports, book requests, etc.) as well as for regular progress checks.  CalWORKs counselors trained in Welfare-to-Work legislative requirements meet with each student individually to address barriers to academic success and provide resources and referrals as appropriate.

Career Center

The Career Center helps Chaffey College students find meaningful careers. The program offers career counseling, career assessments, résumé assistance, interviewing skills preparation, job referrals, student employment, and career related workshops.  The Career Center is located on the Rancho Cucamonga Campus in MACC-203. Please call (909) 652-6511 for more information.

Counseling Department

The Counseling Department provides career, academic, and personal counseling to assist students in successfully completing their educational goals.  Services include orientation, assessment, comprehensive educational planning, graduation applications, external transcript evaluations and prerequisite verifications, educational planning workshops, college success and career exploration courses, specialized programs such as AMAN/AWOMAN, Puente, and Opening Doors to Excellence.  The department is located in the lower north lobby of the Student Services Administration building.  Counseling services are also provided at the Chino and Fontana campuses. (909) 652-6200

Disability Programs & Services

Chaffey College’s Disabled Students Programs and Services, or DPS, serves an estimated 1500 students across all Chaffey campuses. DPS serves students with physical, learning, and psychological/psychiatric disabilities by providing accommodations based on the type of disability and verifying documentation. Services include academic counseling, disability related counseling and referral for community resources, test accommodations, tram services, adapted computer lab, assistive technology training, assessment, and equipment loan. (909) 652-6379.

EOPS & CARE

Extended Opportunity Programs and Services (EOPS) is designed to ensure student retention and success through academic support and financial assistance for eligible students. Cooperative Agencies Resources for Education (CARE) is a program that serves a limited number of EOPS students who are single heads of household parents. It provides additional support services beyond those available through EOPS. The ultimate goal is completion of a certificate program, an associate degree, and/or transfer to a four-year college. Call (909) 652-6345 for more information.

Faculty Advisors

Faculty Advisors provide the opportunity for students to obtain valuable major and career information regarding their chosen field of study. Faculty Advisors are located in various locations across Chaffey College’s campuses. Visit the program’s website:

Foundation Scholarships

Each year, the Chaffey College Foundation awards scholarships to deserving students. In 2013-2014 the Chaffey College  Foundation awarded nearly 1,000 scholarships, totaling $451,080. The scholarships ranged from $25 to $10,000 with an average of about $500 per award. Unless you are Paris Hilton, apply for the scholarships!

GPS Centers

The Guiding Panthers to Success centers (GPS) provide new and returning Chaffey College students with assistance in registration, unit load planning, logging in and utilization of MyChaffeyView, campus resources, as well as the development and creation of Abbreviated Education Plans (first year course recommendations). Our current Chaffey College students can also visit the GPS center to check progress on academic goals through an online tool known as “Degree Audit.” Many services are provided on a walk-in basis.

Rancho GPS: VSS-111 Chino GPS: CHMB-240 Fontana GPS: FNFC-121

Grad Guru App

Want to succeed at Chaffey? Download the free GradGuru app for important reminders and tips that will help you achieve your goals. Information on deadlines, campus events, and college resources is right at your fingertips. Earn electronic badges to motivate you and redeem rewards! Get it on Google Play or download at the Apple App Store.

Honors Program

The Honors Program provides an intellectual and cultural community for students at Chaffey College. Program benefits include smaller classes, creative and challenging coursework, academic enrichment activities, and scholarships. Students also have opportunities to present research at scholarly conferences, build social responsibility through community service, and receive ongoing personalized academic advisement as well as support during the transfer process. Students who complete the Honors Program may take advantage of our transfer agreements with prestigious institutions like UCLA. Visit or SSA-122 for more information and admission requirements.

One Book, One College

The One Book, One College Committee strives to create a community of readers across the curriculum at Chaffey College and within the communities it serves. Each year, the committee selects a college book and creates a diverse series of related events. Students are encouraged to participate in these activities to enrich their educational experience at Chaffey.

Student Health Services

Student Health Services is dedicated to assisting students to achieve and maintain optimum physical, mental and emotional health. We are committed to providing quality healthcare at a reasonable cost. All currently enrolled full and part time Chaffey College students on the Rancho Cucamonga Campus or any off campus site may utilize the services of the Student Health Office. Please have your Chaffey ID ready.

Rancho Campus MACC-202 (909) 652-6331

Chino Campus CHMB-105 (909) 652-8190

Transfer Center

The Transfer Center is located in SSA 120 on the Rancho Cucamonga Campus. We are open Monday and Thursday from 7:30am to 7:00pm; Tuesday and Wednesday, 7:30am-4:30pm and Friday, 7:30am-2:00pm. Transfer services are also available at Fontana on Monday afternoons from 1:30 to 4:30pm and at Chino on Tuesdays from 1:30 to 4:00pm. Call us at (909) 652-6233 or visit the website at chaffey.edu/transfer.

Veterans & Eligible Family Members

Chaffey College’s Veterans Resource Center (VRC) is dedicated to assisting veterans and eligible family members in achieving their educational goals efficiently and without impediments. If you are a veteran or eligible family member, please contact the Veterans Resource Center at (909) 652-6235 or vrc.staff@chaffey.edu for information regarding educational benefits and opportunities. The Veterans Resource Center (VRC) is located in AD-125 on Chaffey College’s Rancho Cucamonga campus.

Wignall Museum of Contemporary Art

The Wignall Museum of Contemporary Art serves as a learning lab featuring temporary exhibitions of innovative contemporary art throughout the year. Exhibitions and programming are organized with our students in mind in order to augment their academic experience by complementing the college’s curricula and broadening the understanding of contemporary art. Our exhibitions allow visitors to see and experience a variety of contemporary artistic practices that examine timely and relevant topics.

Your Professors are also always glad to help! Although I don’t have office hours, I am happy to answer questions or discuss your papers through email or after class. Also, please feel free to ask or email me (dean.ramser@chaffey.edu) to me about any questions or concerns you have about writing, our class or Chaffey College.

Your Classmates are an important resource for success in any college course! Use the space below to get the phone number or email of two or three other students in this class.

Name:____________________________________ Contact Info:_____________________________________

Name:____________________________________ Contact Info:_____________________________________

Name:____________________________________ Contact Info:_____________________________________

Course Schedule

o The following is the schedule of assignments for this class. The schedule of readings & assignments are subject to change based upon the needs of the class.

o All readings and assignments are listed on the day they are due. Please come to class with all readings and assignments completed the day it is listed on the syllabus.

o The following schedule may be subject to change, but I will notify you in advance of any changes.

o Complete all reading and writing assignments before coming to class on the due dates listed below.

o Annotate, highlight, take notes as you read Eleanor & Park and The St. Martin's Guide to Writing 10th Edition.

o Bring your textbooks, your notebook, your HIP/SLICE and SMG journal, and your folder to class every day.

o There are many reading and writing assignments, so making and following a homework schedule will help you to succeed. The best times and days for you to complete homework are

|week |Monday |Wednesday |

|1 |Jan. 9 |introduction to course |Jan. 11 |syllabus quiz |

| | |syllabus | |Language Success Center orientation |

| | |Essay 1 introduced | |LSC Requirement introduced |

| | |HIP/SLICE “Fix-It” journal introduced | | |

| | |The St. Martin's Guide to Writing 10th, Chapter 33, | | |

| | |Writing in Your Community | | |

|2 |Jan. 16 |Martin Luther King, Jr. Holiday |Jan. 18 |interview questions for Essay 1 due |

| | |proposal for Essay 1 due (post at by 5pm) | |The St. Martin's Guide to Writing 10th Edition, Chapter|

| | | | |1 (Thinking About Writing) and Chapter 14 (Narrating |

| | | | |Sentence Strategies) |

| | | | |interviewing |

|3 |Jan. 23 |interview notes for Essay 1 due |Jan. 25 |outline for Essay 1 due |

| | |The St. Martin's Guide to Writing 10th Edition, Chapter| |• The St. Martin's Guide to Writing 10th Edition, |

| | |2 (exercises 1-2 due in your journal) | |Chapter 15 (Describing Sentence Strategies) |

| | |organizing ideas | |writing / providing details |

| | |Deadline to ADD full-term classes January 23 | | |

|4 |Jan. 30 |rough draft of Essay 1 due |Feb. 1 |LSC Requirement 1 due on Feb. 16 |

| | |peer review | |Essay 1 workshop – bring rough draft |

| | |Deadline to DROP full-term classes without a “W” grade | |• The St. Martin's Guide to Writing 10th Edition, |

| | |January 30 | |Chapter 16 (Defining Sentence Strategies) |

| | |The St. Martin's Guide to Writing 10th Edition, Chapter| |revising & editing |

| | |3 (exercises 1-2 due in your journal) | | |

|5 |Feb. 6 |Essay 1 due (post at by 5pm) |Feb. 8 |Eleanor & Park (1-68) |

| | |The St. Martin's Guide to Writing 10th Edition, Chapter| |OBOC Event Review introduced |

| | |4 (exercises 1-2 due in your journal | |The St. Martin's Guide to Writing 10th Edition, Chapter|

| | |critical reading | |17 (Classifying Sentence Strategies) |

| | |Essay 2 introduced | | |

|6 |Feb. 13 |proposal for Essay 2 due |Feb. 15 |LSC Requirement 2 due on March 31 |

| | |Eleanor & Park (69-138) | |Eleanor & Park (139-207) |

| | |The St. Martin's Guide to Writing 10th Edition, Chapter| |The St. Martin's Guide to Writing 10th Edition, Chapter|

| | |5 (exercises 1-2 due in your journal | |18 (Comparing and Contrasting Sentence Strategies) |

| | |Critical thinking - analyzing | | |

|week |Monday |Wednesday |

|7 |Feb. 20 |President’s Day Holiday |Feb. 22 |outline for Essay 2 due |

| | |reading notes for Essay 2 due (post at by | |Eleanor & Park (208-264) |

| | |5pm) | |The St. Martin's Guide to Writing 10th Edition, Chapter|

| | | | |6 (exercises 1-3 due in your journal |

|8 |Feb. 27 |rough draft of Essay 2 due |Mar. 1 |LSC Requirement 3 due on April 28 |

| | |peer review | |Essay 2 workshop – bring rough draft |

| | |Eleanor & Park (265-325) | |Essay 2 showcase |

| | |• The St. Martin's Guide to Writing 10th | |peer review |

| | |Edition, Chapter 7 (exercises 1-3 due in | |The St. Martin's Guide to Writing 10th Edition, Chapter|

| | |your journal | |19 (Arguing Sentence Strategies) |

|9 |Mar. 6 |Essay 2 due (post at by 5pm) |Mar. 8 |The St. Martin's Guide to Writing 10th Edition, Chapter|

| | |The St. Martin's Guide to Writing 10th | |23 (Planning a Research Project) |

| | |Edition, Chapter 8 (exercises 1-3 due in | |finding & evaluating sources |

| | |your journal | |library research (in-class workshop) |

| | |Strategies-generating ideas | |mid-term attendance awards & reflection |

| | |Essay 3 introduced | |SMG Exercises Journal check |

| | |HIP/SLICE “Fix-It” journal check (10 pages) | |(Chapters 2-8) |

| | |SPRING BREAK March 13-19 | |SPRING BREAK March 13-19 |

|10 |Mar. 20 |proposal for Essay 3 due |Mar. 22 |research notes for Essay 3 due |

| | |The St. Martin's Guide to Writing 10th | |The St. Martin's Guide to Writing 10th Edition, Chapter|

| | |Edition, Chapter 9 (exercises 1-3 due in | |24 (Finding and Conducting Field Research) |

| | |your journal | |works cited page |

| | |dividing, classifying, comparing | | |

|11 |Mar. 27 |rough works cited for Essay 3 due |Mar. 29 |outline for Essay 3 due |

| | |The St. Martin's Guide to Writing 10th | |The St. Martin's Guide to Writing 10th Edition, Chapter|

| | |Edition, Chapter 10 (exercises 1-3 due in | |25 (Evaluating Sources) |

| | |your journal | |paragraphs & drafting |

| | |thesis statements & outlining | |quoting & citing sources |

| | | | |Deadline to DROP full-term classes with a “W” grade |

| | | | |April 4 |

|12 |Apr. 3 |rough draft of Essay 3 due |Apr. 5 |Essay 3 workshop – bring rough draft |

| | |peer review | |The St. Martin's Guide to Writing 10th Edition, Chapter|

| | |The St. Martin's Guide to Writing 10th | |26 (Using Sources to Support Your Ideas) |

| | |Edition, Chapter 11 (exercises 1-3 due in | |MLA Olympics |

| | |your journal | | |

|13 |Apr. 10 |Essay 3 due (post at by 5pm) |Apr. 12 |• The St. Martin's Guide to Writing 10th |

| | |The St. Martin's Guide to Writing 10th | |Edition, Chapter 27 (MLA) |

| | |Edition, Chapter 12 (exercises 1-2 due in | |critical reading |

| | |your journal | |finding & evaluating sources |

| | |identifying problems & finding solutions | |works cited page / quoting sources |

| | |Essay 4 introduced | | |

|14 |Apr. 17 |proposal for Essay 4 due |Apr. 19 |research notes for Essay 4 due |

| | |• The St. Martin's Guide to Writing 10th Edition, | |The St. Martin's Guide to Writing 10th Edition, Chapter|

| | |Chapter 13 (Cueing the Reader) | |29 (Essay Examinations) |

| | |evidence & appeals | | |

|week |Monday |Wednesday |

|15 |Apr. 24 |rough works cited for Essay 4 due |Apr. 25 |rough draft of Essay 4 due |

| | |outline for Essay 4 due | |peer review |

| | |The St. Martin's Guide to Writing 10th Edition | | |

| | |reader profiles / writing an argument | | |

|16 |May 1 |OBOC Event Review due |May 3 |Essay 4 optional conferences |

| | |HIP/SLICE “Fix-It” Presentation | | |

| | |peer review | | |

|17 |May 8 |Essay 4 due (post at by 5pm) |May 10 |review for final exam |

| | |final exam introduced | |attendance awards / course evaluations |

|18 |May 15 |FINALS WEEK |May 17 |Final Exam Wednesday 12:30-2:00pm |

Achievements

|□ read the syllabus |□ see a tutor for essay |

|□ buy the textbooks |□ see a tutor for essay 2x |

|□ make 1st LSC appointment |□ read Eleanor & Park |

|□ complete 1st LSC Requirement |□ read The St. Martin's Guide to Writing 10th Edition □ perfect attendance (weeks|

|□ visit advice hours |1 – 9) |

|□ visit advice hours 2x |□ perfect attendance (weeks 10 – 17) |

|□ attend an SI session |□ perfect attendance (weeks 1 – 17) |

|□ attend an SI session 2x | |

As your instructor, I pledge to you that there are no exceptions to the policies in this syllabus. Try your very best to succeed in this class, and I will definitely support you in your efforts. I look forward to a great semester of reading, discussing, writing, and learning - Professor Ramser

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An absence means not attending class (or leaving early) for any reason; there are no “excused” absences.

If you are absent, you will not receive points for any work due that day.

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