Generic Syllabus HUM 127
OAKTON COMMUNITY COLLEGE“Analyzing Sustainability”(Honors Core Seminar, Spring 2017)Dr. Marian StaatsOffice DP 2514Office Hours: MW, 10-11:40, T 12:30-1:20, R 8:20-8:50Phone: (847) 376-7103E-mail: mstaats@oakton.eduoakton.edu/user/~mstaats/Jennifer StrehlerOffice: DP 2162Office Hours: M 11:00 – 2:00, T 12:20 – 2:00Phone: (847) 635-1974Email: strehler@oakton.eduoakton.edu/~strehlerCourse Materials: Text - Triola, M. (2015) Elementary Statistics 12 ed. Pearson.MyMathLab – RequiredCalculator – TI83/84 strongly recommendedCourse PrefixCourse NumberCourse NameCreditLectureLabEGL102Composition II330Prerequisite C grade or higher in EGL101Course Catalog DescriptionCourse introduces strategies for planning, writing, and revising advanced expository essays and the college research paper. Content includes critical reading and analysis, the structure of argument, and the use of sources. Learning ObjectivesThe student will be able to:Identify and apply strategies for planning, drafting, and revising advanced expository, argumentative, and research essays for academic audiences. Analyze and evaluate various forms and styles of argument. Accurately and fairly represent the ideas and opinions of others using techniques of summary, paraphrase, and direct quotation. Document source material appropriately using MLA format. Recognize the ways that other academic disciplines document sources. Use appropriate technology to identify and locate sources for college writing. Analyze, evaluate, compare, and synthesize source materials and use them effectively in assigned essays. Incorporate collaboration with others as part of the revision process. Outline of Topics: (See Reading & Assignment Schedule)Weeks 1-4: Critical reading, annotation, summary, and analysisWeek 5: Essay Project 1 due – summary and response essay integrated with statistical analysisWeeks 6-8: Source synthesisWeek 8: Essay Project 2 due – synthesis essay with statistical analysisWeeks 9-16: Research project, including library workshop, data collection, annotated bibliography, outline, and oral presentationCourse PrefixCourse NumberCourse NameCreditLectureLabMAT131Elementary Statistics440PrerequisitesMAT 110 or the equivalent with minimum grade of C or appropriate score on Mathematics Placement Test. Course Description (catalog)This course introduces statistics for students in physical, biological and social sciences. Content includes frequency distributions; measures of central tendency and variation; elements of probability theory; statistical inference; sampling techniques and correlation, regression and ANOVA.Learning ObjectivesIt is presumed that students will spend a minimum of two hours outside class for each hour in class in order to meet the following objectives: Use descriptive statistical techniques to analyze data and interpret results.Calculate and interpret probabilities, various probability models and their statistics.Apply the Central Limit Theorem to solve problems involving the distribution of sample means.Generate confidence intervals and hypotheses, and use these to perform and interpret hypothesis tests of various types.Calculate and interpret the correlation coefficients and regression lines and their statistical significance.Outline of TopicsA.Descriptive Statistics 1.Data anizing data into frequency distributions 3. Graphing histograms and ogives4.Measures of Central Tendency - mean, median, mode 5. Measures of variation: variance, standard deviation 6. Measures of positionB.Basic Probability Theory 1.Sample space and counting techniques including combinations plements 3.The Addition rule 4. Independence and the Multiplication ruleC.Probability Distributions 1.Normal distribution and normal curve 2.Binomial distribution and its relation to the normal distribution 3. The Central Limit TheoremD.Statistical Inference 1.Estimation 2.The classical approach to hypothesis testing 3.The p-value approach to hypothesis testing 4.Inferences involving one population with regards to means, standard deviation or variance, and proportions 5.Inferences involving two populations with regards to means, standard deviation or variance, and proportions 6.Coefficient of correlation and regression lines 7.Goodness of Fit test and Chi Squared test for Independence8.ANOVACombined Syllabus for Honors Core SeminarCourse Description for Honors Core SeminarThe focus in MAT 131 is on introducing statistics for physical, biological and social sciences, while in English 102 it is on effective communication and argumentation. Of course, given their essential connection with language and critical thinking, these skills can be enhanced when placed in tandem. Our purpose in offering this learning community is to help students deepen their awareness of the relationship between statistical analysis and argumentation and give them the opportunity to apply those reasoning and communication skills in presentations, discussions, problem solving exercises and academic research projects. The content area for these presentations, exercises and research projects will focus on questions of sustainability and the environment and we plan to address at least some of these issues by utilizing resources on Oakton’s campuses. Some questions we plan to address include the following: How can statistical analyses frame arguments regarding climate change, and how can we read these arguments with critical acumen? What can we do to conserve resources and reduce waste and pollution? How are we impacting the environment with our eating and other consumption choices? What is the relation between population and sustainability? Will the world continue to have enough food and water for everyone? These are only a few of the possible questions students will be trying to answer in this tandem course. We believe the pressing issues connected with this topic and its relevance in everyone’s life, will strongly motivate you to apply your analytic and communicative skills to express your own carefully considered positions on these questions.Course Practices RequiredYou will be engaging in a variety of activities in this course, including taking notes on content during lectures and participating in discussion and in-class writings in response to the statistics problems and course readings. This tandem class will be a marriage of two different disciplines that will draw on various skills – listening and note-taking, problem-solving, summarizing, analyzing and writing, so all assignments for both sections of the course must be completed before class, and you must bring the assigned readings to every class period. You will need some form of looseleaf notebook for responding to readings and workshops, generating ideas and notes toward your essays and in-class writing projects, and reflecting on your progress through the course. Designed with the assumption that thoughtful reading and computation prepares you for persuasive writing and analysis, this course focuses on principles of evaluating student and professional writing, as well as collecting, organizing, summarizing, analyzing and drawing conclusions based on data. We will also focus on planning, drafting, writing, and editing your own texts in progress. Part of your class participation grade will include participating in Kahoots, taking quizzes on the statistics material and course readings, which means it’s essential for you to read the assigned texts, do the homework, and come prepared for discussion and analysis. In order to effectively prepare for class discussion, you are expected to read each assigned essay carefully (preferably more than once), either annotating the text or taking notes in some other way, and, whenever possible, complete the homework assignments on the schedule, completing the problems sets, outlining and summarizing the writers’ arguments, and evaluating their supporting evidence. Academic Integrity and Student ConductStudents and employees at Oakton Community College are required to demonstrate academic integrity and follow Oakton’s Code of Academic Conduct. This code prohibits: cheating, plagiarism (turning in work not written by you, or lacking proper citation), falsification and fabrication (lying or distorting the truth), helping others to cheat, unauthorized changes on official documents, pretending to be someone else or having someone else pretend to be you, making or accepting bribes, special favors, or threats, and any other behavior that violates academic integrity. There are serious consequences to violations of the academic integrity policy. Oakton’s policies and procedures provide students a fair hearing if a complaint is made against you. If you are found to have violated the policy, the minimum penalty is failure on the assignment, and a disciplinary record will be established and kept on file in the office of the Vice President for Student Affairs for a period of 3 years. Please review the Code of Academic Conduct and the Code of Student Conduct, both located online at oakton.edu/studentlife/student-handbook.pdf.Attendance Because this course functions as a source of information as well as a collaborative workshop that involves individual and group contexts for sharing ideas and feedback about the readings and about one another's writing, your attendance is crucial. As such, an attendance sheet will circulate each class meeting. It is your responsibility to make sure that you sign the attendance sheet each session. Class time is an opportunity for you to learn material, practice problems, try out your understanding of the material, advance your own readings of the texts, and get your questions answered. Thus, while there is no official attendance requirement, your overall success in the course will absolutely depend on your presence in class and poor attendance will be reflected in the participation grade and will likely result in lower quiz/exam scores. Lateness to class, leaving in the middle of class, leaving early, and engaging in electronic diversions during discussion are all disruptive and will result in a lowered final daily participation grade, with a maximum of half credit for each incidence. After our first class, you’ll have a list of students’ email addresses so that you can either contact one of your colleagues to find out what you missed or stop by my office during office hours to speak with me. If you wish to review material missed, you can stop by during office hours to clear up any questions you have after reviewing your colleagues’ notes. ParticipationYou will be graded on your participation in every class discussion. Mere attendance does not equal participation. Rather, outstanding participation consists of closely attending to lectures and discussion, supporting your colleagues’ contributions, raising interesting questions, asking for clarification, and offering informed, critical responses both verbal and written to the readings and your colleagues’ questions. Participation will count toward your final grade, and we will evaluate participation according to the following criteria:“A” – You respond clearly and thoughtfully to all questions and activities posed by us and your colleagues, such that you demonstrate a high level of engagement with both the texts and your peers. You also consistently raise interesting questions about the materials and are able to answer quiz questions on class material. Finally, you link your interpretations, questions, and ideas to specific passages in the text(s), as well as make significant connections between the readings and what you know about contemporary sustainability issues.“B” – You respond thoughtfully to most questions and activities, such that you demonstrate significant engagement with the texts and your peers. You raise some interesting questions about the material, are able to answer quiz questions regarding the material, and generally are able to link your interpretations, questions, and ideas to specific passages or images in the text(s), as well as make relevant connections between course materials and contemporary sustainability issues. “C” – You respond to some questions and participate in activities, but fail to demonstrate that you have read and prepared for class very carefully. You have difficulty raising interesting questions about the material and cannot clearly link your interpretations, questions, and ideas to specific passages or images in the text(s), nor are you able to make meaningful connections between course materials and contemporary sustainability issues. “F” – You cannot respond to questions or participate meaningfully in activities, such that you clearly demonstrate a lack of engagement with the texts and your peers. You fail to raise interesting questions based on the course materials, or you do not interact at all during class. Essentials for quality class participation:1) To each class session, always bring a notebook and something to write with for in-class writing exercises, as well as for taking notes on lectures, readings and discussions. 2) ***Since discussion is text-based, you must bring the assigned texts to class so that you can annotate and write on them. People without the texts will receive a maximum of half the daily participation credit. Chapters from They Say, I Say, as well as other course readings, will be available on D2L and MyLabsPlus, so always give yourself time to print the assigned reading before class begins. 3) Prepare by reading carefully and thinking critically about the texts in order to make meaningful contributions to discussion and support your ideas with evidence.Presentation For EGL102, you’ll be in charge of leading discussion for one of the assigned essays. See presentation guidelines at the end of the syllabus.Essay Projects The three essay projects for this course are designed to give you experience writing on topics of your choice that relate to broader issues in contemporary sustainability studies that we’re discussing in class. In order to be accepted, each paper must be carefully proofread, typed and double-spaced in MLA format, with 10-12 pt. font and one-inch margins. Because research writing is fundamentally dialogical, your papers will require drafts and workshop participation. If you wish to revise a paper after receiving your final grade, please consult with me/Marian first about rewriting your essay. And, if you’d like to work on your essays with me outside of class, feel free to attend office hours or make an appointment to address any of your specific questions about papers, drafts or revisions. Below is a rough sketch of the paper assignments for the course; I’ll provide you with more detailed guidelines for these essays during class.Essay Project #1 (EGL 102) is a 4-6 page summary and analysis of one of the readings we’ve discussed in class, a “sustainability blog” that you like, or a recent news article/editorial on sustainability issues that includes an appropriate analysis of the content.(MAT 131) is an individual persuasive response to a situation based on a computation of the expected outcome. A folded brochure that attractively outlines the facts, your computations and conclusion appropriate for distribution to colleagues in the student center is appropriate.Essay Project #2 is a 5-7 page synthesis essay that you will do in collaboration with one or two of your colleagues, including appropriate analysis of the texts and statistical content.Essay Project #3 is an 8-12 page group research project that will address an aspect of the course that includes a proposal, an annotated bibliography, collection and analysis of data, a formal outline, and an oral presentation with PowerPoint slides. Written Homework for EGL102Homework assignments, each worth 50 points, will count as 15% (150 points), of your final grade. I’ll collect at least two before midterm (one on 1/24 and the other on a date of your choosing), but no late or handwritten homework will be accepted. Note: If you complete the homework requirement early, you can either do additional homework for extra credit, or you can submit later homeworks in order to substitute a higher grade for a lower one. Some notes on how to approach the homework:For each class period, you can find the homework assignment due by looking at the date indicated on the schedule. Homework must be typed and, if you wish to earn higher than a “C,” completed. This means that you need to read the schedule carefully, set aside enough time to read and think about the material, and follow instructions discussed in class for summarizing, outlining, and analyzing the readings. You can submit the assignments at times that work best for your schedule, but I highly recommend submitting at least two homework assignments before midterm and one after the midterm, as that gives you more time for both building technical skills and earning higher grades. Though I won’t be collecting all of the homework, it’s always a good idea to practice summarizing and outlining the texts for class to help with in-class writing assignments and participation in discussion. You’re also welcome to bring any uncollected homework to office hours if you want additional feedback on your progress. Lateness Policies Papers and homework assignments are due in class (or electronically) at the beginning of class; we will not accept late homework assignments under any circumstances. Because we will each be evaluating your essay projects, you should make two copies, one for each of us. Late essay project 1 (ENG 102) and essay project 2 will be dropped the point equivalent of one full letter grade for each class period after which they arrive. All other essay projects may not be turned in late. If you miss a class, you are still responsible for submitting your work either to the appropriate Division offices of the Des Plaines Campus, Room 2430 (Staats) and 2180 (Strehler), or to our offices during office hours, or, in some circumstances, a dropbox on D2L by the date due. If you have difficulty completing an assignment within the scheduled time frame and you wish to receive an extension for one of the essay projects above, you need to notify us at least 24 hours in advance.NOTE: Because your papers will require participation in writing workshops, drafts also must be completed on time. Any workshop missed will automatically lower your final grade by one full letter grade, and, with no exceptions, only students who attend workshop sessions with drafts will be eligible to take advantage of the revision policy. Online Homework for MAT 131Homework will be done and submitted online using MyLabsPlus. If you encounter difficulties, go to the tutoring center, e-mail me or come visit me during my office hours.Homework will be due 5 minutes before class starts on Thursdays.Because of the need to stay current with the material, late assignments are not accepted, but the lowest homework assignment will be dropped if you have missed no more than two classes. Quizzes for MAT 131There will be a quiz every week. Quizzes may be paper & pencil or administered by Kahoots and are given at the beginning of Thursday’s class. Quizzes cannot be made up, but the lowest quiz score will be dropped if you have missed no more than 2 classes. If it is necessary for you to miss a quiz, a zero will be assigned. Missing more than one quiz will result in zeros being averaged into your grade. Exams for MAT 131There will be three hourly exams (given at the beginning of class) and a comprehensive final exam. The dates of these exams are listed below. As a rule, make-up exams are not put in the testing center. The instructor will only put one make-up exam per student in the testing center per term, and the exam will only be placed in the testing center by the instructor per student request and only on the condition that a serious, unavoidable reason is provided in writing as to why the student is/was not able to take the exam at the arranged time in class. All make-up exams must be taken before the exam is reviewed the next period. If it is necessary for you to miss an exam for unexpected reasons, it is your responsibility to contact Professor Strehler before the start of class.Technology UseYou will need your own TI – 83 calculator for use on quizzes and exams. Calculators may not be shared and you are not permitted to use more than one calculator on an exam or quiz. Cellular phones and the like may not be used as a calculator in class.In addition, we will be using Kahoots on a regular basis in class. As such, you will need to bring a device capable of connecting to the internet on a daily basis for this purpose. If this poses a problem, please contact Professor Strehler.Extra Credit PolicyExtracredit work serves two related purposes: to enable you to pursue topics or issues beyond the scope of the course material, and to augment your course grade. If you have excellent attendance, contribute regularly to the class, and otherwise meet course requirements but lose points through poor exam or essay grades, you can use extra credit homework or activities to acquire additional points. However, there are some restrictions to extracredit work: a. Extracredit work is graded, so it is possible to receive no points for poorly done work. b. Extracredit homework is time constrained (that is, due by a specific date). No last-minute extra credit “saves”! c. The instructors are under no obligation to offer any extracredit work in either class. Extra credit will be made available only to students with excellent attendance and class participation. If such extracredit work is offered, instructors will assign the extra credit grade according to the effort put forth and quality of the work. Grade DistributionNote on Grading: Because the courses have some separate components and require different skills, you will receive separate grades for each course. **The essay projects, participation, and final exam will be integrated for both courses whenever possible. EGL102Essay projects 500 points (10%, 10% and 30%)Participation 200 points Homework 150 points (3 assignments, each 5%)Presentation 100 pointsEarth Week 50 pointsMAT131Exam 1 (2/16/17) 140 pointsExam 2 (3/23/17) 140 pointsExam 3 (4/27/17) 140 pointsEssay Project 1 35 points Essay Project 2 35 pointsEssay Project 3 90 pointsHomework Average 98 pointsParticipation 32 pointsQuiz Average 130 pointsFinal Exam (5/9/17) 160 pointsGrading Scale? 90% - 100% = A // 80% - 89% = B // 70% - 79% = C // 60% - 69% = D // below 60 = FOther Course Information|Assistance for Students with Disabilities: If you have a documented learning, psychological, or physical disability you may be entitled to reasonable academic accommodations or services.? To request accommodations or services, contact the Access and Disability Resource Center in the Learning Center at the Des Plaines or Skokie campus.? All students are expected to fulfill essential course requirements.? The College will not waive any essential skill or requirement of a course or degree program. Oakton Community College is committed to maintaining a campus environment emphasizing the dignity and worth of all members of the community, and complies with all deferral and state Title IX requirements.?Resources and support forpregnancy-related and parenting accommodations; andvictims of sexual misconduct can be found at oakton.edu/title9.Resources and support for LGBTQ+ students can be found at oakton.edu/lgbtqOffice Hours: We enjoy having visitors in our offices, so feel free to stop by during office hours to let us know how the course is going for you. Of course, this includes any course-related difficulties you’re experiencing that we might help you with, but also whatever you’re learning that you want to talk about – so, whether your course work is going well or not so well, please remember that the office doors are open!Instructional Support Services: If you would like assistance with your writing or statistics homework outside of class, you may also work with professional or peer tutors at The Learning Center, Room 2400 in Des Plaines or Room A135 at the Ray Hartstein Campus. Individual appointments and drop-in tutoring are available at both sites. Oakton Community College recognizes the broad diversity of religious beliefs of its constituencies. The College has embraced a practice of shared responsibility in the event a religious observance interferes with class work or assignments. Students who inform instructors in advance of an intended absence for a major religious observance will not be penalized. The instructor will make reasonable accommodations for students, which may include providing a make up test, altering assignment dates, permitting a student to attend another section of the same course for a class period or similar remedies. Instructors are not responsible for teaching material again. Statement on Tolerance, Non-Discrimination and RespectOakton Community College does not discriminate on the basis of race, color, creed, national origin, disability, age, sex, sexual orientation, or marital status in admission to and participation in its educational programs, College activities and services, or employment practices. The College does not tolerate sexual harassment or sexual assault by or of its students or employees. In keeping with this policy of tolerance and non-discrimination, and to create space for respectful, civil discussion, in this class all of us should strive to adhere to the following rules for class discussion: a) Listen and give careful consideration to all ideas expressed in class, especially those that are different from your own, without attacking or demeaning the people who have these views; this means attending to the discussion or in-class writing project, and not conversing with other students when either the professor or another student is talking;b) Avoid using insulting terms or telling offensive jokes when talking to or about individuals or groups;c) Turn off your cell-phones or other electronic devices before you come to class, and do not call or text people while class is in session; d) Do not come to class late, leave early, or wander in and out —particularly when someone else is saying something, as this is distracting, as well as rude. Of course, you may leave to use the restroom (Please, don’t ask!), but it makes more sense and is far more respectful to your colleagues to take care of personal business before class begins or after it ends or during scheduled breaks;e) Do not come to class and do work for another course, troll the internet, text, or sleep, all of which will earn a “0” for participation – if you want to do any of those, simply go somewhere else.Grading Standards for Essays in EGL 102"A": An excellent paper that fully and thoughtfully responds to the question(s) and requirements of the assignment. “A” papers have the following qualities: an introduction that engages readers and situates your main idea in relation to larger theoretical issues covered in the reading; a carefully considered, precise and interesting thesis statement that makes a clear, specific argumentative claim; focused, elegant organization; substantial depth, fullness, and complexity of thought throughout, with inventive reasoning and solid evidence to support the thesis; counteranalysis that deals with significant objections to the thesis; topic sentences that relate directly to the thesis, act as smooth transitions between paragraphs, and clearly state the argumentative claim that the paragraph will develop; well-developed, detailed, paragraphs that demonstrate sophisticated use of supporting evidence in the form of facts, figures, examples and quotations; a conclusion that shows careful reflection and thought on the issue(s); proper use of quotation, paraphrase, and citation format; outstanding control of appropriate voice, word choice and sentence structure, with concise, elegant prose and precise diction; and no grammatical or stylistic errors."B": An above average paper that addresses the assignment fully and explores the topic thoughtfully, but with less elegance and consistency than an “A” essay. An above average paper has the following qualities: an introduction that interests readers in the topic; a clear, specific and argumentative thesis; a coherent organization; at least some depth, fullness, and complexity of thought, with strong evidence and reasoning to support the thesis; counteranalysis that deals with objections to the thesis; topic sentences that relate to the thesis, set forth the idea to be discussed in the paragraph, and transition between paragraphs; paragraphs that are detailed and well-developed, with persuasive use of facts, figures, examples and quotations in support of the thesis; a conclusion that shows reflection and thought; proper use of quotation, paraphrase and citation format; and solid control of appropriate voice, word choice and sentence structure, with engaging prose that is free of grammatical errors, but lacking the elegance and stylistic consistency of an “A” essay."C": An average paper that adequately addresses the assignment by fulfilling minimum guidelines for subject matter, organization, and length. An average essay has the following qualities: an introduction that orients readers to the topic; a recognizable thesis statement, but one that is either overly general, not argumentative, or lacking in clarity and precision; sound reasoning, as well as adequate supporting evidence for the thesis; an organizational plan, such that readers can follow an argument, but with inconsistency in the use of transitions and strong topic sentences characteristic of “A” and “B” essays; clarity of thought, but perhaps lacking complexity, with evidence and reasoning presented that is generally good but uneven in quality; topic sentences that unify paragraphs and but may lack smooth transitions; paragraphs that are at least adequately developed with some specific details; a conclusion present, but one that fails to demonstrate the level of reflection in “A” and “B” essays; competent syntactic control, with general mastery of basic grammar, punctuation, and citation format, but lacking mastery of stylistic elements like subordination, sentence variety and length, and parallelism; may feature repetitious or redundant sentence structures, choppiness, wordiness, and overuse of the verb “to be”."D": A weak paper. A “D” paper has one or more of the following problems: failure to meet the minimum requirements of the assignment as stated in the guidelines or failure to address the specific topic; an introduction that fails to clarify the issue; a thesis that is unclear, absent or barely decipherable; little or no attention to careful organization, such that the argument lacks coherence; stereotyped or simplistic thought, with little or no quality evidence or reasoning to support the thesis; topic sentences that fail to relate to the thesis, transition between ideas, or focus paragraphs; paragraphs that are unfocused or underdeveloped, containing generalizations without supporting details or details without analysis and generalization; little or no attention to prose form and style, with numerous flaws, or patterns of flaws, in language, syntax, mechanics, or format."F": A paper that meets virtually none of the requirements or is simply not done or plagiarized. NOTE: Plagiarism results in an automatic “Zero” grade for the assignment.Syllabus Requirements for Writing Essays and Homework in EGL 102I’ll provide an assignment sheet for each essay, with specific instructions regarding format, purpose and audience, as well as suggestions for prewriting and generating ideas, and all homework assignments will be listed on the schedule. In developing your essays and other writing assignments, you must keep in mind the following general expectations in order to achieve a “C” or better:1. That your essay/homework deals specifically with the assignment.2. That your essay/homework approximates the assigned length and at least meets the minimum length requirement.3. That your treatment of the topic(s) be organized in a clearly identifiable way. Do you make sense? Do you provide effective connections and transitions between sentences, paragraphs, and ideas?4. That you write in a reader-friendly style, one free of grammatical, punctuation, and spelling errors, and that you carefully proofread the final copy of your essay/homework. NOTE: I will not read essays/homework assignments that are not carefully proofread. If your essay/homework contains numerous grammatical, stylistic, spelling, or punctuation errors, I’ll consider it unfinished (or, in the case of homework, unacceptable), and you’ll be required to proofread before resubmitting. 5. That ALL formal papers, both drafts and final copies, are typewritten and double-spaced in MLA format, with 10-12 pt. font size, one-inch margins, and the proper heading and header. NOTE: I will not read essays that do not conform to these format guidelines.6. That you include your rough draft from the workshop, your reader commentaries, and your self-evaluation with your final paper.Presentations for EGL102The presentation option has two primary purposes: first, you’ll have the opportunity to deepen your understanding of the reading in discussion with your colleagues; second, you’ll engage in the process of generating and facilitating an in-depth, focused discussion of key issues represented in this course. GuidelinesSEQ 1_0 \* Arabic \r 11.Please give me a rough idea of what you plan to do for your presentation before you actually present, preferably at least a day ahead of time. SEQ 1_0 \* Arabic \n2.You should focus on some specific aspect(s) of the reading - your job is not to lecture on the text, but rather to think about particular arguments, connections between the texts we’ve been reading, or connections between aspects of the reading and your own experience.SEQ 1_0 \* Arabic \n3. Your presentation should be tied directly to the reading assigned for whichever class period you choose. However, your presentation shouldn’t be a mere summary and re-play of what we have read, as that will simply bore your colleagues, nor should it be a straight lecture. You should aim, through your presentation, to enable us to think in greater depth about the material and have fun with it. 4.You have a number of options for structuring your presentation. First, present a brief analysis of the text by offering your own thoughtful reaction. Then, you might try one or more of the following:SEQ 2_0 \* alphabetic \r 1a.List/outline some questions or issues that arise out of specific passages in the readings and that can focus discussion – then have people write in response to one or more of your questions, as it is a writing class!SEQ 2_0 \* alphabetic \r 2b.Develop some creative individual or group activity based on thinking about the reading: brainstorming a critical analysis, setting up a debate, writing a dialogue or monologue in response to an idea represented.SEQ 2_0 \* alphabetic \r 3c.Show a video clip, or clips, related to the text, and develop a discussion based on questions about that relationship. 5.Also prepare the following:SEQ 2_0 \* alphabetic \r 1a.A printed handout for your colleagues to help them understand the assigned text. This should include your summary and outline, as well as any other helpful methods you have for better understanding the text (graphs, flowcharts, annotations, etc.). ** Note: the handout is basically what might have been assigned for homework that day – i.e. the summary and outline – plus your own additions.SEQ 2_0 \* alphabetic \r 2b.A few questions that you believe will do two things: first, prompt interesting discussion, and second, help your colleagues make connections among readings.6.Your grade (100 points) will be computed in the following manner:SEQ 2_0 \* alphabetic \r 1a.50 % for the presentation itself.SEQ 2_0 \* alphabetic \r 2b.50 % for the handout.7.One final note: enjoy the presentation and be as creative as you like, and if, as you are preparing, you don’t know what you want to do, please don’t hesitate to contact me!One Free Absence - EGL 102You can use this coupon to take the place of one missed class period.Name: _____________________________Date of Missed Class: _________________(This coupon must be turned into Professor Staatswithin a week of your absence and can only be used once.)One Free Absence - EGL 102You can use this coupon to take the place of one missed class period.Name: _____________________________Date of Missed Class: _________________(This coupon must be turned into Professor Staatswithin a week of your absence and can only be used once.)One Free Absence – MAT 131You can use this coupon to take the place of one missed class period.Name: _____________________________Date of Missed Class: _________________(This coupon must be turned into Professor Strehlerwithin a week of your absence and can only be used once.)One Free Absence – MAT 131You can use this coupon to take the place of one missed class period.Name: _____________________________Date of Missed Class: _________________(This coupon must be turned into Professor Strehlerwithin a week of your absence and can only be used once.)Late Homework Collection Relief – EGL 102You can use this coupon to submit a late homework, provided that you submit it within a week of the original due date. Name: ________________________________________Date of Missed Homework: ______________________Date of Replacement Homework:__________________(This coupon must be turned into Professor Staatsand can only be used once.)Reopen an Online Homework Assignment – MAT 131You can use this coupon to extend the due date of an online homework assignment, provided that you submit it within a week of the original due date. Name: _______________________________________Original HW Due Date: _________________________(This coupon must be turned into Professor Strehlerand can only be used once.) ................
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