Socorro Independent School District



El Paso Community CollegeSyllabus, Part IInstructor’s Course RequirementsFall Semester 2017Course Number and Instructor InformationClass Identifier: CRN: Dual Credit English IV – EPCC, ENGL 1301, Expository English Composition 2nd Period: 9:35 A.M. – 10:20 A.M. Instructor: Cheryl Lea Becknell Patterson, MA English American Literature and MA Humanities (Interdisciplinary)Campus and Office Hours: Montwood High School, C-214 Phone: 937-2400/2642Office Hours/Tutoring: 8:00 -8:30 A.M. (Mon/Wed)Lunch, Before and After School by appointmentConference Period: 6th Period and contact me via Email: cpatte@Texts and MaterialsStudents must use the assigned textbooks listed below and other supplemental materiallisted below:Bullock, Richard and Maureen D. Goggin. The Norton Field Guide to Writing, with Readings, 4th ed. W. W. Norton, 2016. Hacker, Diana. A. and Nancy Sommers. A Writer's Reference with Writing about Literature, 8th Ed. Bedford/St. Martin's, 2015. Supplemental Reading:Gardner, John. Grendel. Vintage, 1989. Bronte, Charlotte. Jane Eyre and Related Readings. McDougal Littell, 1997.Materials: College ruled paper, Post-it strips, highlighters, flash drive, blue or black pens, 1-2 inch notebook with 5 tabs, and white out (optional). Textbooks will be issued to students during the first week of the semester and turned in after the final exam. Since the textbooks are furnished by the school, students will not be allowed to write in them. Students are encouraged to “Mark the Text” using Post-it Notes and Flags. Students are responsible to take care of the textbooks and will be responsible to purchase the textbook if damaged beyond fair wear and tear guidelines.Course Requirements:Daily - Assignments/Quizzes30 %Short quizzes and one Midterm exam will be administered throughout the semester. This will cover course material covered from essay assignments, grammar exercises, and content on reading assignments. MLA Writing Assignments, 5 Major Essays (700-1000 words) with corollary requirements.70%MLA Writing Assignments, 5 Major Essays (at least 700 up to1000 words) with corollary requirements (Students will also maintain a Personal Writing Portfolio which contains all documents pertaining to writing assignments/draft and final copies, Hacker C3e, 28-31. Writing is a developmental process that you will go through every time you write a composition. For each writing assignment, there will be readings from the textbooks, lectures, and supplemental assignments. Each composition, except the final exam, must be accompanied by a “Taking Stock” (TS) response, which is at the end of each major writing assignment/chapter (for example Literacy Essay #1, Taking Stock exercise on page 93). Each essay is weighted equally and equates to 70% of course grade. A Writer’s Reference and The Norton Field Guide to Writing with Readings, 4th ed., provides excellent sources of information on how to format writing assignments in MLA:A Writer’s Reference - Section: MLA Papers pages 439-516, MLA Sample Paper (510-516), and Signal phrases (452-455)The Norton Field Guide to Writing with Readings- Section: Doing Research - MLA Style (435-546) and an MLA Sample Paper (537-546).Requirements for Compositions/Essays –All assignments must follow MLA guidelines using an MS-Word processing program. Font size will be 12-point, Times New Roman. Students will submit essays as a docx or rich text document and may also be required to submit paper in EPCC Blackboard where essays will be Safe Assign checked (Plagiarism). Assignments not completed in the correct format will be returned only one time and be subject to a late work deduction of 20 points and after two days will not be accepted for grading. Please refer to the following sources and internet sites for MLA format for your essays: Review – A Writer’s Reference, Diana Hacker. All papers must be typed (12 pt., Times New Roman font, double spaced) as a docx or rich text document.The format will be MLA style (1” margin right/left and top bottom margins). Pagination will begin on the second page. This is easily accomplished by:Step 1: Selecting Insert from your top menu buttons and selecting Page # (third option) Step 2: From the selected page numberings, choose the third option with just the page number.Step 3: After doing this in the same menu box where you selected Page #'s you will now see an option to select: Different First Page - select this box. This will leave the first page header blank.Step 4: Now you can to page 2 and place your header information, which is you last name. Make sure this is in front of the page number (Ex: Patterson 2 in the upper right-hand corner).Heading goes on first line of document/not in header & footer and is double spaced/single spaced below to save space.Your NameMrs. PattersonEnglish IV DC Period____Current date (21 August 2017)Title of Assignment (Centered)Essay #4 (Persuasive Essay) - This essay is a research based essay and will be turned in as a hardcopy, and posted in the Blackboard Assignment Section. The essay will be checked by a program which identifies plagiarism called Safe Assign.All required essays/research project are equally weighted and their average is worth 70%. The final composition is graded holistically (no marks, only a numerical grade). All other graded assignments (worksheets, quizzes…) are equally weighted and their average is 30% of the course grade. Students 1st and 2nd nine weeks grades will be averaged to determine the final grade for the course. Grades are rounded up only if the fraction is .5 or better. For example: a 79.5 is rounded up to 80. I do not give extra points.Grading Scale and Course Grades:Average GradeLetter Grade90 - 100%A80 - 89%B70 - 79%C60 - 69%D 0 - 59%F(I=Incomplete, W= Withdrawal – the student is responsible for I/W, WF = Instructor Withdraw Failing - EPCC, Dual Credit Handbook at EPCC website). No late work is accepted. Make sure that you turn-in your assignments by the due dates. It is your responsibility to be familiar with the syllabus and calendar for this course. Check the calendar for assignment due dates. Essays will be written in class only, and if you are absent for a school activity of an illness contact me for a date and time to complete your essay during school hours. A student may only make-up scheduled exams/essays if they have an excused absence and must coordinate with the instructor (this is your responsibility). Arrangements for any make-up work must be made prior to the scheduled assignment and it is your responsibility to notify me. All students must be present for the midterm and final exam.Student Resources (Click on the link or copy and paste to your browser): 1. Instructor: During designated tutoring hours and after school by appointment. 2. Owl Purdue University MLA/APA website address: . MLA (Modern Language Association of America) Handbook for Writers of Research Papers, 8th Edition, 2015. HYPERLINK "" Online and Onsite Tutoring:Students are encouraged to use EPCC’s and Montwood High School Writing Centers. EPCC’s has Writing Centers at each of their campuses. Students are also encouraged to meet with me during my office hours for questions or assistance with assignments. of Conduct/Cellular Phones: Students must be familiar with the EPCC Standards of Conduct published in the College Catalog, Student Handbook, and Dual Credit Handbook. Cellular phones must be turned off during class. Units of Instruction:Each unit of Instruction—Assignments will consist of specific instruction, readings, lectures, and supplemental material. It is critical that you complete the assignments by the designated turn-in date. Failure to meet these deadlines will result in a zero for the assignments. There is no extra-credit or make-up work for this course.Description of Essays Assignments, Norton Field Guide:Essay #1 - Literacy Narrative (73-92, TS 93)Essay #2 - Literary Analysis (206-215), Analyzing Text (94-128)Essay #3 - Analyzing Texts and Compare and Contrast Essay (94-128, 380-355, 290-292, TS-127)Essay # 4- Persuasive Essay, Arguing a Position Research Essay (Norton 156-182, TS- 182)(Norton textbook, Part 5 Doing Research (434-546)Proposal/Abstract Norton: (183-187), Hacker: (R1f-414-415, C6-64)Annotated Bibliography Norton: (188-189), Hacker: (R3e-432-435)Draft to Final Essay – Hacker: (437-516, MLA Sample Paper-510-516)Essay #5 - Text that Mix Genre, Final Essay, Norton: (964-990)Engaging with the Text, Norton: (965-974, TS-975)Essays Composition: Content must contain a word count on the final page of each essay submitted. The required length for each essay is at least 700 and up to 1000 words. All essays must contain a Word Count, Rhetorical Situation Worksheet, and a Work(s) Cited page, which is the last page of your composition. Spell and grammar check all your work and proofread every assignment you write for this course. Papers will be returned if there are more than two misspelled words or if there is evidence that a “grammar/spell check” was not completed. Remediation: English 1301 is an academic Expository Writing Course, not a remedial course. Each unit of instruction will prepare you for the lesson/essay you are required to write. Students will be given feedback to improve their writing techniques, please read all annotations and if there are any question set up an appointment with me. Diana Hacker’s, A Writer's Reference with Writing about Literature, 8th Edition will be your main guide for developing your academic voice/writing as well as the handout, "Tips for Writing,” and insure that you follow these rules throughout the course. After the first writing assignment, I will discuss the most common writing errors students made, and give specific instructions for improvement. Resources are readily available online, and by tutoring at the each of the EPCC campus Writing Centers. I prefer to work with my students first during my office hours. Please make appointments with me before you seek tutoring from another source. Instructor’s PoliciesAttendance/Drop Policy - Essays and most Daily Assignments are graded. Students are responsible for their own work. If students do not to participate in the class, they should drop the class with EPCC on or before the official drop date 9 November 2017. I expect you to inform me of this in person, but it is your responsibility to officially drop the course. This is NOT the instructor’s responsibility. Under the EPCC Instructor Withdraw Failing option if a student does poorly from the beginning of the course then the instructor is required to recommend the student drop the course and be placed in a regular Montwood High School, English IV class. If the student declines, then he/she will know that their work will continue to be graded according to standard, and the grade he/she earns will remain on his/her transcript.Please refer to EPCC’s DC Handbook posted at: is the use of another person’s work or original idea without giving credit to that person. Plagiarism also includes unauthorized collaboration with another person in preparing an assignment. Examples of plagiarism include, but are not limited to: Copying word for word out of a book, magazine, or the internet and not giving credit to the original source.Turning in another person’s work with your name on it.Paraphrasing too closely or changing only a few words in a sentence or paragraph.Cheating:Cheating is copying another student’s work and includes: homework, class-work, or test answers. This applies whether copying is done with or without the other person’s knowledge. This policy will apply any assignments for this course. Please do not use another student’s work and use as your own. Penalties for Plagiarism and cheating:These penalties apply to all assignments, essays and the final research essay. Any student who is caught cheating or plagiarizing in any way while enrolled in Dual Credit classes will be required to meet with me and their parent to discuss the outcome for the violation. The Academic Dean and Vice President for Student Services, EPCC will also be advised of the incident. Any incident of cheating or plagiarism will become a permanent part of your school record and may affect future admission to colleges. Please refer to EPCC Dual Credit Handbook located on the EPCC website.Classroom and On-line (email and Blackboard) Etiquette – Quoted directly from EPCC catalogue (2017): “A college student is a member of a community of students seeking to acquire and communicate knowledge. A student’s conduct, in and out of the classroom, must not infringe on the rights of other students, staff, or faculty. Each student, staff, and faculty member is obligated to respect the rights of others. Such an environment will enhance the educational purpose for which the college exists and the educational programs designed to achieve that purpose.” In the classroom and on-line students will conduct themselves in an appropriate manner, keeping cognizant of voice, tone, and proper decorum and etiquette (See Hacker C6, 70 – Email Message). Course Calendar (See note below, calendar is listed after the Official Course Syllabus) [Calendar is subject to change at the instructor’s discretion].Note: You are responsible for reading all assignments and following instructions from the following areas: syllabus/calendar, textbooks, The Norton Field Guide to Writing, with Readings, 4th ed., and A Writer's Reference with Writing about Literature, 8th Edition.Note: Student will be required to log-in to the EPCC Blackboard/Assignment Tool and complete the acknowledgement of Course Requirements as outlined in the Syllabus/Calendar (1st week of class).ENGL 1301, Revised Fall 2014/Spring 2017El Paso Community College SyllabusPart IIOfficial Course DescriptionSUBJECT AREAEnglish COURSE RUBRIC AND NUMBER ENGL 1301 COURSE TITLE Expository English Composition COURSE CREDIT HOURS 3 3 0 Credits Lec Lab I. Catalog Description This course: emphasizes intensive study of and practice in writing processes, from invention and researching to drafting, revising, and editing, both individually and collaboratively. Emphasizes effective rhetorical choices, including audience, purpose, arrangement, and style. Focuses writing the academic essay as a vehicle for learning, communicating, and critical analysis. Prerequisite: ENGL 0310 or NCBW 0111 or NCBW 0211 or NCBW 0311 or INRW 0311 or ESOL 0341 with a "C" or better or by placement exam. Co-requisite: NCBW 0111 or NCBW 0211 or NCBW 0311. (3:0). II. Course Objectives Upon satisfactory completion of this course, the student will be able to accomplish the following. A. Develop critical thinking skills. B. Demonstrate an understanding of Standard Written English in terms of grammatical sentence structure, spelling, punctuation, mechanics, and usage. C. Analyze the subject, occasion, audience, and purpose of writing assignments. D. Apply appropriate strategies to generate ideas and use modes of expression for writing assignments. E. Draft essays of approximately 700-1000 words that focus on a thesis statement, with introduction, multiple body paragraphs which develop the major points indicated in the organizational plan of each essay, and an appropriate conclusion. F. Integrate peer responses and instructor suggestions into the revision process. G. Revise the essay. H. Edit to improve content, organization, style, grammatical correctness, spelling, punctuation and mechanics. I. Analyze assigned readings and relate the styles and approaches to the student's own writing. J. Demonstrate comprehension of the reading assignments in class discussions, exercises, summaries, and/or objective quizzes. K. (Optional) Demonstrate basic library and research skills by using reference materials such as periodicals, books, electronic sources, and interviews. L. (Optional) Demonstrate interpretive insight in a written response to a short story, poem, play, or film. III. THECB Learning Outcomes (ACGM) Upon successful completion of this course, students will: 1. Demonstrate knowledge of individual and collaborative writing processes. 2. Develop ideas with appropriate support and attribution. 3. Write in a style appropriate to audience and purpose. 4. Read, reflect, and respond critically to a variety of texts. 5. Use Edited American English in academic essays.IV. Evaluation A. Activities and Other Concerns 1. Students will write a minimum of five major essays or other types of writing projects, including the in-class essay that is written during the final exam period. It is suggested that at least one other essay be written in class. These essays should involve the multiple stages of the writing process and demonstrate a variety of strategies. These assignments may vary in length, depending on the nature of the project, but the major essays should be at least 700 words. In addition to academic writing assignments, other types of writing assignments may include proposals, reports, commentaries and reviews. One of these activities must comply with the Quality Enhancement Plan, “Learning about the Community as a Community.” Students should compose at least one assignment on a word processor or computer. 2. Correct use of Standard Written English will be emphasized, including grammatical sentence structure, spelling, punctuation, mechanics, and usage. 3. The various rhetorical patterns may be covered separately; however, instructors should stress the potential of these approaches to overlap. 4. Plagiarism is both intellectual theft and academic dishonesty and will not be tolerated. Any work that is plagiarized could result in failure of the course. See the Student Handbook. B. Final Examination 1. A final examination is required in all English 1301 classes. The exam should consist of (or at least include) an essay written in class during the scheduled two-hour final examination period. The topic will be assigned by the instructor and should lend itself to one or more of the rhetorical approaches the student has studied during the semester. 2. The final essay should satisfy the course objectives: use of appropriate essay form, attention to rhetorical strategies, a clear thesis, satisfactory organization, adequate and relevant content, and basic mechanical competence. 3. If the instructor thinks the final essay does not satisfy the course objectives, the exam may be used as a justification for failing the student for the course. In such cases, it is advisable to have one other instructor confirm the evaluation of the essay. 4. If the instructor judges that the final essay meets the course objectives satisfactorily, the essay should be graded and may be averaged in with the other course work to determine the course grade. C. Grading Percentages Grade percentages for determining the course grade may be devised by the individual instructor, but the writing projects/essays will account for at least 70% of the student's grade. At the instructor's discretion, the grade for the final exam may be averaged as part of the 70%. D. Remediation At the instructor's discretion, students may be allowed to rewrite papers or retest for higher grades. Students seeking additional help may obtain tutoring assistance from one of the Writing Centers, located at most of the campuses. E. Grading Scale Note: This course is the prerequisite for all further English courses, including literature courses, and must be passed with the grade of “C” or better before it can be used as a prerequisite. A = 90 - 100 B = 80 - 89 C = 70 - 79 D = 60 - 69 F = below 60 I = Incomplete W = Withdrew or withdrawnV. Disability Statement (American with/Disabilities Act [ADA]) EPCC offers a variety of services to persons with documented sensory, mental, physical, or temporary disabling conditions to promote success in classes. If you have a disability and believe you may need services, you are encouraged to contact the Center for Students with Disabilities to discuss your needs with a counselor. All discussions and documentation are kept confidential. Offices located: VV Rm C-112 (831-2426); TM Rm 1400 (831-5808); RG Rm B-201 (831-4198); NWC Rm M-54 (831-8815); and MDP Rm A-125 (831-7024). VI. 6 Drop Rule Students who began attending Texas public institutions of higher education for the first time during the Fall 2007 semester or later are subject to a 6-Drop limit for all undergraduate classes. Developmental, ESL, Dual Credit and Early College High School classes are exempt from this rule. All students should consult with their instructor before dropping a class. Academic assistance is available. Students are encouraged to see Counseling Services if dropping because exemptions may apply. Refer to the EPCC catalog and website for additional information.ENGL 1301; Revised Fall 2014/Spring 2017 Revised by Discipline: (next revision in 3 years).English 1301 -Expository English Composition Fall Semester 2017 CalendarEPCC First day of Class 21 August 2017EPCC Final Exam Days: 4-8 December 20179 November 2017 - Last Day to Drop with a grade of “W”31 July-4 August 2017Lecture. Class introductions, planning, and expectations for English 1301. Dual Credit/Requirements and ObjectivesRead: Plagiarism - Pitts article and sign MHS/EPCC Policies.Academic Literacies, Writing and Reading (Part 1)Review – ResourcesEPCC Dual Credit Handbook, Student ResponsibilitiesA Writer’s Reference, 8th ed., Hacker and Sommers (primary resource for MLA Format).MLA Sample Paper: HYPERLINK "" , Tips for Writing (must follow these rules for all writing assignments)Students will print an MLA Sample paper from owlpudue.edu (undergraduate)Reading Assignments:The Wanderer” (108-111) Activity: When are people the most alone?“The Wife’s Lament” (112-114) 's%20Lament%20Translation%20by%20Michael%20R%20Burch.htmPart 1, Writing in Academic context (3-7), Cornel Notes (CN)Part 1, Reading in Academic Context (10-31), Cornel Notes (CN)Generating Ideas and Text, “Sketch a Plan, Drafting, Hacker (441- 445 or 7th ed. 12-20)Writing Assignment: Analyze essay/speech: Timed Writing Sample/Diagnostic Essay - "Rose"7-11 August 2017Lecture–Short Answer and Effective Writing Model/ Rhetorical SituationsReading Assignments: The Epic oral legend and story: Beowulf (36-70)Classroom Activity: Stories in Song – students will brainstorm examples of current songs that tell a story. Choose one or two and discuss what they reveal about the worldviews of those who sing and listen to them (Group Activity, Stories in Song –(37 Classroom textbook).Rhetorical Situations in Norton Part 1 (55-70)“Doing Research (Norton, 537-546) Reading in Academic Contexts- Norton: (10-19) Hacker (A-73-78)“Supporting A Thesis,” (442-443)MLA Format and Sample Paper (Hacker: 429-440, Norton 523-532)Classroom Activity-Working effectively as a Team Activity: 3 students, reader, writer, and artist.Writing Center: 11 August 2017, MLA format, type essay from Week 1 in MLA format.Bring MLA Format PaperTips for Writing 14-18 August 2017Lecture–MLA FormatSet up Student Notebook (1” binder minimum, 5-tabs, college ruled paper) and Writing Portfolio: Norton (Part 4, Ch. 32 – 318-322)Reading Assignments:Begin reading Grendel, discuss point of view—who is the antagonist?Writing Portfolio: Norton (Part 4, Ch. 32 – 318-322)Writing –Read article: “Should Schools Relax Cell Phone Policies?” (Annotate, generate ideas, sketch a plan, and write)! Kagan Activity: Think, Pair, ShareWeek 1: 21-25 August 2017Lecture-MLA FormatReading Assignments:“Doing Research: Documentation, Quoting, Paraphrasing, and Summarizing– MLA Style” Norton: (537-546), Hacker (437-516)Documentation – Hacker: Article Accessed Through an online Data Base (478 #14, One selection from an Anthology (488 #35), interview (484 #27) and book with one or two authors (468-469)Read, annotate, generate ideas, sketch a plan, and write: “Multitasking Can Make You Lose…Um…Focus” by Alina Tugend, Norton: (725-729/Engage with Text Activity #5)Week 2: 28-31 August 1 September 2017 301 August Early Release)Lecture: Literacy Essay LectureReading Assignments: Writing a Literacy Essay Norton Ch 10 (73-93)“Write or Wong Identity” by Emily Vallowe (Annotate, Cornell Notes [CN])Writing Activity: Discuss, Key Features, Ways of Writing a Literacy, what features of a Literacy Essay does Vallowe’s essay contain?Library: 28-29 August 2017 - Introduction to MHS/EPCC Library Databases (Research on an Non-profit organization that supports Greater El Paso AreaWeek 3: 4-8 September 2017 (4 September Labor Day Holiday)****6 September 2017 Census Date***Reading Assignments: Continue, Literacy Narrative (73-93):“Always Living in Spanish: Recovering the Familiar through Language” Majorie Agosin (79-81)“F16 Pilot Was Ready to Give Her Life on Sep 11” (224-228, 232)Writing Activity: Discuss, Key Features, Ways of Writing a Literacy, what features of a Literacy Essay does Agosin’s essay contain? Discuss the thesis and key points in Marjorie Agosin's essay, "Always Living in Spanish: ?Recovering the Familiar, Through Language." ?Use evidence from her essay to support your response. ?What does Agosin learn about herself?View: film 9-11Recommended DVD 9/11, A Film by Jules and Gedeon Naudet and James Hanlon--ISBN 0792185676- partial video clip/film: View the clip from the 9/11 link below and discuss how this may or may not change your view point of the events of September 11, 2001.? This project was originally a way through his first fire.? Although this does happen the first fire ends up being the Twin Towers on September 11. The two Naudet brothers not only complete the documentary but also record the events in New York City as they unfolded that day.??Recommended viewing:? DVD 9/11, A Film by Jules and Gedeon Naudet and James Hanlon--ISBN 0792185676- or partial video clip below: HYPERLINK "" 4: 11-15 September 2017 Lecture: Literacy/Review MLA Lecture – Proofreading, Editing, Responding to a DraftProposal (Handout)Review the following handouts: Consider the Rhetorical Situations Proofreading TipsEditing TipsPeer EditingRead: “Revising, Editing” Norton (Ch 29, 30 301-305, 313-316)Taking Stock of Your Work- Literacy Essay` Norton (44-51)Reading Assignments:Proposal/Abstract Norton: (183-187), Hacker: (R1f-414-415, C6-64)Proposal Handout, Proposal Due: 15 September 2017Selection of topic for Essay #4, Non-Profit Organization – Proposal Due 18 September 2017Write Essay #1, Literacy EssayBubble Map handout/Draft in class 13 September 2017Library/WC 14/15 September 2017Type your Literacy Essay, Due: 14- 15 September 2017 (MLA format, Word Count, and attach Rhetorical Fact Sheet). Week 5: 18-22 September 2017. 1. Lecture: Analyzing Texts/Literary Analysis/ (94-128, 206-115)2. Reading Assignments:"Just One More Game..:Angry birds, Farmville, and Other Hyper-Addictive Stupid Games" by Sam Anderson (105-111)“Does Texting Affect Writing?” by Michaela Cullington (129-137)Sonnet: “Life and not the Painted Veil Which Those Who Live” Percy B. Shelley (206-207)Annotated Bibliography Annotated Bibliography Norton: (188-189), Hacker: (R3e-432-435) and handout. Review Source Citations: Website and Online database (Week 1)3. Writing Activity: In the essay:? "Just One More Game...: Angry Birds, Farmville, and Other Hyper-Addictive Stupid Games", analyze Anderson's utilization of the 4. Maintenance for Personal Writing Portfolio - Review Essay #1 - Complete a Reflection Sheet/draft and final copies, Norton (Part 4, Ch. 32 – 318-322) Hacker (C4, 39-40).5. Library, 20-21 September 2017 (Essay #4 - AB with two sources- Due: 21 September 2017.Week 6: 25-29 September 2017 (27 September Early Release)LectureReview MLA format and Literary Analysis/Analyzing Texts lectures. Essay #2, Review – source citation for an AnthologyResearch Percy Shelley time-period and writingLife and not the Painted Veil Which Those Who Live” Percy B. Shelley (206-207)Review the following handouts: Consider the Rhetorical Situations Proofreading TipsEditing TipsPeer EditingRead: “Revising, Editing” Norton (Ch 29, 30 301-305, 313-316)Library- 29 September 2017 – type Essay #2 (MLA format) In-class draft of Essay #2, 27-28 September 2017 -Typed, MLA Format, Word Count, Rhetorical Situation Sheet and Work Cited page. Week 7 & 8: 2-6 October 2017, 9-13 October 2017 (Intercession Break)Reading Assignment: Students will read the novel: Jane Eyre by Charlotte Bronte. Writing Assignment: Write a one-page literary analysis on the key points illustrated in this novel—discuss one or two social, cultural, historical, or political issues presented in the novel. Use evidence from the text to support your stance. Your essay must have a Work Cited page (book/source citation) and a Word Count. Due: 16 October 2017.Maintenance for Personal Writing Portfolio - Review Essay #2 - Complete a Reflection Sheet/draft and final copies, Norton (Part 4, Ch. 32 – 318-322) Hacker (C4, 39-40).Week 9: 16-20 October 2017Reading Assignments: Selecting Reliable Sources, Research Topic Selection/Proposal, Outline/Bubble Maps, Planning your Research Paper:Writing your Draft, Hacker: (437-516/MLA Sample Paper)Re-Write the preliminary thesis (Use Bubble Map, Proposal, Outline, and AB) (Hacker 442-443)“Doing Research: “Doing Research (Norton, 537-546) In-text citations/quoting properly: Hacker (458-468)Integrating sources: Hacker (449-455)Library – 16-17 October 2017, Independent Research - Community Service Project This essay must have a minimum of three sources: 1-Website for non-profit organization, 1 to 2-EPCC Library Data Base, and optional 1-interview.Essay Draft minimum of 2 typed MLA double space and complete Works Cited Page (minimum of 3 sources)Peer Review: 18 October 2014; Instructor Review: 19 October 2017Week 10: 23-27 October 2017 (25 October 2017 Early Release)Review Essay #4, Discuss Draft to Final Copy with MLA Format Sample PaperProofread, Revise and Editing (taking responsibility)Reading Assignments:"Organ Sales Will Save Lives" by Joanna Mackay (156-168)Writing Activity: Analyze and discuss Joanna MacKay's argument in her essay, "Organ Sales Will Save Lives." ?Use evidence from her essay to support your response (quotes and in-text citations). ?Use MLA format, do not exceed 250 words for this response--be concise.Review the following handouts: Consider the Rhetorical Situations Proofreading TipsEditing TipsPeer EditingRead: “Revising, Editing” Norton (Ch 29, 30 301-305, 313-316)Norton Argue a Position (156-182), Taking Stock of Your Work-(TS-182)Week 11: 30-31 October – 1-3 November 2017Lecture Compare & Contrast (C&C) Essay #3Reading Assignments: C&C Essay, Norton (380-387, 290-292)" Is Google Making Us Stupid? " by Nicholas Carr (735-749)"Just One More Game..:Angry birds, Farmville, and Other Hyper-Addictive Stupid Games" by Sam Anderson (105-111)Writing Activity: In the essay:? "Just One More Game...: Angry birds, Farmville, and Other Hyper-Addictive Stupid Games,” what does Anderson imply by the use of the terms:? "stupid games" and "gamification"?According to Carr, what has been the effect of the Internet on the way we read, think, and live? What evidence does he offer to support his claims?Week 12: 6-10 November 2017 (10 November Veterans Day Holiday) Reading Assignments:“Anti-Intellectualism: Why We Hate the Smart Kids" by Grant Penrod (759-763)Writing Assignment:“Anti-Intellectualism:??Why We Hate the Smart Kids" by Grant Penrod (759-763) claims that the effects of anti-intellectualism are "clear and devastating,"?arguing that society "ostracizes its best and brightest."??What reasons and evidence does he provide to support his claim???Use evidence from the essay to support your response.Library: 8-9 November 2017 Independent Research/final essay and power-point – Complete Essay #4, Due: 27 November 2017.Draft to Final Essay – Hacker: (437-516, MLA Sample Paper-510-516)Week 13: 13-17 November 2017 Review Lectures: Compare & Contrast (380-387, 290-293)MLA FormatReading Assignments:"Black Friday: Consumerism Minus Civilization" by Andrew Leonard (164-168)"A Brief History of Black Friday" (copy and paste the link into your web browser to view)."Fish Cheeks" by Amy Tan (Embracing our Heritage/Culture)Writing Assignment: Discuss Andrew Leonard's article, "Black Friday: ?Consumerism minus Civilization" with respect to the history of Black Friday (see link provided below). How does this compare to holidays after Christmas--for example Valentine's Day or Easter? ?Christmas and Easter both have religious significance, so how does this idea conflict with the idea of consumerism?Review the following handouts: Consider the Rhetorical Situations Proofreading TipsEditing TipsPeer EditingRead: “Revising, Editing” Norton (Ch 29, 30 301-305, 313-316)Norton C&C (380-387, 290-293), Taking Stock of Your Work-(TS)Write your C&C Essay. In-class draft of Essay #3, 15-16 November 2017 and 17 November 2017 -Typed, MLA Format, Word Count, Rhetorical Situation Sheet and Work Cited page. Week 14: 20-24 November 2017 (MHS Holiday) (23-24 Nov. 2017EPCC Holiday)Reading Assignments:"Kenneth Cole Gets Schooled" by David Sirota (759-763)View article online: HYPERLINK "" Assignment: Discuss this week's reading assignment: ?"Kenneth Cole Gets Schooled" by David Sirota. ?What is David Sirota's thesis and give an example of how he supports this thesis?Maintenance for Personal Writing Portfolio - Review Essay #1 - Complete a Reflection Sheet/draft and final copies, Norton (Part 4, Ch. 32 – 318-322) Hacker (C4, 39-40).-76200295002900LAST DAY TO DROP WITH A “W” - 9 November 2017(See Counselors 1 week prior to dropping)Week 15: 27-30 November, 1 December 2017 Presentations of Essay #4, by lotto (no exceptions to due date)Final Draft of Essay #4 Due: 27 November 2017Components: Essay 900-1000 words, In-text citations, Works Cited Page, Portfolio with all drafts, checklist, and final essay with power-point presentation (ppt must be on a flash drive, hard copy of essay and power-point with 6-9 slides per page). You will present your paper to the class. This essay will also be posted in BB on 27 November 2017 (using the Assignment Tool). Maintenance for Personal Writing Portfolio - Review Essay #4 - Complete a Reflection Sheet/draft and final copies, Hacker C3e, 28-31.Week 16: 4-8 December 2017(Final Exam)Reading Assignment: Final Exam 4-5 December 2017 (Library 5 December 2017)Handwritten Draft 4 December 2017Library - Type Essay #5 in MLA Format -5 December 201711-14 December 2017 (15 December 2017 Early Release/Students Only)Review of Final Exam/GradeMaintenance for Personal Writing Portfolio – Consolidate Writing Assignments and Essays #1-4 - Complete a Reflection Sheet/draft and final copies, Norton (Part 4, Ch. 32 – 318-322) Hacker (C4, 39-40).***Final Review of Writing Portfolio: 12 December 2017***Textbook turn-inBritish Literature Survey of PoetryAn Invitation to Poetry, A New Favorite Poem Project Anthology - DVD Editor Robert Pinsky and Maggie Dietz (selected poems)TPCASTT - Group/Pairs, Background information on authorsTeam Stand -N-Share - TPCASTT/Poetry AnalysisNotes: -192505839200Students are responsible to read and follow the syllabus/calendar and certain aspects of the syllabus/calendar will be tested (Quizzes).This syllabus and calendar are subject to change.Final Grades Available: 13 December 2017-On-line only ................
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