ENG 121 Section 470 - Amanda Hardman



English Composition IENG 121 Section 470Fall 2019 SyllabusContact InformationInstructor: Amanda HardmanEmail: Amanda.Hardman@rrcc.edu and D2L internal messaging; you may also elect to sign up for the optional texting service, which will allow you to receive messages and to text me back with questions.Appointments: For our online course, I can schedule a time to meet with you via phone or virtually through WebEx.course meeting dates and timesStart and End Dates: 8/26/2019 – 12/10/2019; online course access begins 8/19/2019Meeting Days: Online; plan to access and participate in the course several times per weekStart and End Times: Online week runs Monday – SundayREQUIRED TEXTBOOK/Course MaterIalsBraziller and Kleinfeld. Bedford Book of Genres: A Guide with Readings. 2nd Edition. Boston: Bedford St. Martins, 2018.Access to Internet, Desire2Learn (D2L) (rrcc.), and campus email account. You must access D2L for course materials, to participate in discussions, and to submit assignments, and I may send messages to your D2L account via internal messaging. Enroll in the D2L Student Orientation if you need D2L support ().Access to Microsoft Word and Microsoft PowerPoint (for Mac users, you must be able to convert word processing documents to MS Office-compatible documents [.doc or .docx, .ppt or .pptx]).You will need to start reading the course textbook by Week 2, and it is available at the RRCC bookstore. You should also be able to find this textbook in the RRCC library.Because this is an online section of ENG 121, you must have access to D2L (Desire2Learn) via regular and reliable access to the Internet. You will access weekly content, participate in discussions, and upload written assignments to D2L. I receive/return assignments and maintain the grade book via D2L. I post course announcements, including a summary of readings and assignments due, on D2L. You may access D2L while on the RRCC campus if you do not have access at home. This course can be characterized as a portfolio class in that you are expected to keep track of your previous work in order to reflect and remark on your progress. You will have an opportunity to reflect on and revise an earlier major assignment at the end of the semester if you choose the revision option. I recommend having a flash drive available to store assignment for this course.COURSE DESCRIPTIONEnglish Composition I emphasizes the planning, writing, and revising of compositions, including the development of critical and logical thinking skills. This course includes a wide variety of compositions that stress analytical, evaluative, and persuasive/argumentative writing, as well as digital/visual literacy. This is a statewide Guaranteed Transfer course in the GT-CO1 category. Credit hours: 3This class will require you to think critically in multiple situations for composition, meaning that you will probably be challenging yourself to think differently than you have been asked to in previous classes. It will also involve a significant amount of reading as well as composing, including formal and informal assignments, since it is, of course, a composition class! This course can be characterized as a portfolio class, meaning that you will be required to significantly and thoughtfully revise your work in order to produce and track and progressive compilation of your writing/composing.One of my objectives for this class is that you will become more conscious of your purpose in crafting and shaping messages. Writing is, in many ways, a skill and a tool. Any tool can be used for a variety of purposes and to support a variety of ethics. Using this tool purposefully for both professional and compassionate ends is an incredibly relevant objective in a society that is able to send messages quickly and oftentimes thoughtlessly to myriad audiences.Course Prerequisite/Co-requisitesTo take this class, you must have a score of 95-120 [sentence skill] on the Accuplacer; an ACT score of 18; or an SAT score of 440 (pre-March 2016) or a score of 470 (from March 2016).Guaranteed Transfer (GT) Pathways Course StatementThe Colorado Commission on Higher Education has approved ENG 121 for inclusion in the Guaranteed Transfer (GT) Pathways program in the GT- CO1 category. For transferring students, successful completion with a minimum C? grade guarantees transfer and application of credit in this GT Pathways category. For more information, go to the GT Pathways program.WRITTEN COMMUNICATION CONTENT CRITERIA – CO1 1. Develop Rhetorical Knowledge a. Focus on rhetorical situation, audience, and purpose. b. Read, annotate, and analyze texts in at least one genre of academic discourse. c. Use voice, tone, format, and structure appropriately. d. Write and read texts written in at least one genre for an academic discourse community. e. Learn reflective strategies. 2. Develop Experience in Writing a. Learn recursive strategies for generating ideas, revising, editing, and proofreading. b. Learn to critique one’s own work and the work of others. 3. Develop Critical and Creative Thinking a. Identify context. b. Present a position. c. Establish a conclusion indicated by the context that expresses a personal interpretation. 4. Use Sources and Evidence a. Select appropriate evidence. b. Consider the relevance of evidence. 5. Develop Application of Composing Conventions a. Apply genre conventions, including structure, paragraphing, tone, mechanics, syntax, and style. b. Use appropriate vocabulary, format, and documentation COMPETENCIES & STUDENT LEARNING OUTCOMES FOR - GT-CO1 1. Employ Rhetorical Knowledge a. Exhibit a thorough understanding of audience, purpose, genre, and context that is responsive to the situation. 2. Develop Content a. Create and develop ideas within the context of the situation and the assigned task(s). 3. Apply Genre and Disciplinary Conventions a. Apply formal and informal conventions of writing, including organization, content, presentation, formatting, and stylistic choices in particular forms and/or fields. 4. Use Sources and Evidence a. Critically read, evaluate, apply, and synthesize evidence and/or sources in support of a claim. b. Follow an appropriate documentation system. 5. Control Syntax and Mechanics a. Demonstrate proficiency with conventions, including spellings, grammar, mechanics, and word choice appropriate to the writing task.course learning outcomes1. Exhibit an understanding of audience, purpose, genre, context, and formatting that is responsive to the situation. 2. Plan, write, revise, and review multi-paragraph compositions that stress analytical, evaluative, exploratory, and persuasive/argumentative writing within various rhetorical situations. 3. Apply conventions of composition including organization, presentation, and stylistic choices. 4. Employ critical and evaluative reading skills in order to synthesize evidence and/or sources in support of a claim, using an appropriate documentation system. 5. Apply genre conventions including structure, paragraphing, tone, mechanics, grammar, syntax, and ICAL OUTLINENote: Outline details recursive, not linear, activities. I. Rhetorical Knowledge a. Audience b. Purpose c. Reading strategies d. Genre e. Reflective strategies II. Experience in Writing a. Generating ideas b. Planning c. Drafting d. Editing e. Proofreading f. Revising g. Critiquing h. Recursive process III. Critical and Creative Thinking a. Identifying context b. Presenting a position c. Drawing relevant conclusions IV. Sources and Evidence a. Selecting appropriate evidence b. Evaluating evidence c. Integrating evidence V. Composing Conventions a. Applying genre conventions b. Voice, tone, and style c. Structuring and paragraphing d. Employing appropriate mechanics, syntax, and diction assignmentsSyllabus Quiz: This Week 1 quiz in D2L ensures that you are able to navigate the syllabus document and demonstrate awareness of course policies. 15 points, or 1.5% of total grade.Critical Thinking Kickoffs: These low-stakes activities will begin most weeks of class and will ask you to briefly engage with a self- or textual analysis. The activities will often ask you to post your response to a course bulletin board/gallery such as a Padlet and are graded based on completion. 100 points, or 10% of total grade.Discussion: It does matter to me that you are attending our class sessions and interacting with course materials, peers, and me as your instructor. Since we do not have the benefit of physical presence, there is a greater weight on you as a student to demonstrate presence and carry the class through weekly discussion forums. I expect that you fully explore the readings and posted D2L content in order to participate in the discussions. You can read about expectations and grading under D2L “Content,” “Major Assignments.” Discussions will include reading and topic reflections, prompts related to assignment progress, and peer review sessions. 220 points, or 22% of total grade.Project 1: The purpose of your first project is to develop your message through a personal narrative built around a meaningful thesis and visual aid. Consultation with the Writing Center is required for this assignment, and proof of consultation is required when you submit the draft to me. This project consists of peer review, draft, and final submission. 175 points, or 17.5% of total grade.Project 2: The purpose of this project is to explore informative and persuasive genres, honing your skills at analyzing the functions and effectiveness of the elements of your selected genre. This project consists of peer review, draft, sample set, and final submission. 190 points, or 19% of total grade.Project 3 Passion Project: The purpose of this multi-week, multigenre project is to synthesize the skills you have acquired in this course in a set of persuasive communications that incorporate outside sources. You will choose a topic about which you feel personally invested (passion!) and discern a specific rhetorical situation for that topic (purpose and audience). You will choose a compositional genre that responds to the rhetorical problem you determine. 300 points, or 30% of total grade.Breakdown as follows: 1) Proposal = 15 points; 2) Summary/Response = 40 points; 3) Check-In = 10 points; 4) Project Outline = 20 points; 5) Peer Review = 25 points; 6) Project Draft = 40 points; 7) Final Project = 100 points; 8) Artist’s Statement = 50 points. Note on the Online ClassThere is a common misconception that online classes are “easier” than face-to-face classes. Online course work can certainly be more convenient and flexible for learners, but you also need to be aware of some of the pitfalls of online learning. One point to remember is that online learning best suits students who are self-motivated. For this reason, it can be an excellent vehicle for adult learners. On the other hand, online learning requires that you are able to navigate content and work to comprehend course concepts on your own. Online learning can feel very independent, and many students end up feeling isolated. The discussion forums are meant to increase a sense of community and shared learning efforts, but the success of online forums depends on the full participation and engagement of each student. Some students try online learning and realize as a result that they really do need face-to-face learning time, space to ask “live” questions that will facilitate learning. If you find yourself struggling in this online learning environment, I emphatically ask that you reach out to me and to your peers—through discussion, through email, by phone. I am here to be a resource for you. I also ask that you remain open-minded to your ability to adapt to a new learning environment. You may find ways to work through and embrace online learning—and we can work on these strategies together if you take the initiative to be in conversation with me. Remember that the responsibility for learning is on each student, and part of that responsibility is knowing where to connect into resources. You can take a self-scoring quiz at to help you determine how well an online course will fit your circumstances and lifestyle.Online Course Structure and Due DatesThe online course is organized into weekly modules. A face-to-face class typically meets two times per week, with reading assignments split between those two class periods. Without these “standard” meeting times, you will be responsible for organizing your reading and writing load in the way that makes the best sense to you.Each weekly module begins on Monday and ends on Sunday at 11:59 p.m. Initial discussion posts should be posted no later than Wednesday at 11:59 p.m. unless otherwise noted. Two peer conversation posts should be posted no later than Sunday night. Other written assignments are due each Sunday by 11:59 p.m. unless otherwise noted.Assignment ExpectationsThe requirements for each of the formal assignments will be articulated on assignment instructions posted in D2L under “Major Assignments.” As knowledge in the class will accumulate, there is no standard rubric for the composition assignments. I will provide grading criteria for each assignment on the assignment instructions. Informal writing assignments will typically be tracked through weekly discussions.Written assignments must be typed, double-spaced, and in MLA manuscript format. All assignments should be kept for future reference. If you use the spell-checker, I suggest you turn off your grammar checker as it may give bad advice. All typed work should use 12-point font, standard Times New Roman. Assignments longer than one page need to include page numbers per MLA format. You must submit assignments to the D2L assignment submission boxes. Assignments are due to the appropriate submission box by 11:59 p.m. on the due date. However, when we have peer reviews for drafts in the designated discussion forums, expect to have drafts ready to post online when required (initial Wednesday discussion due date), with final draft copies being due by the Sunday night deadline to the D2L assignment submission box.Response TimeJust as I expect you to submit your work in a timely fashion, it will be my responsibility to respond to you in a timely fashion. You can typically expect responses to email messages within 24 hours. I grade discussion posts and drafts within one week and written assignments/final drafts within two weeks.GRADing policyYou may view your grade in the “Grades” tab of D2L at any time. This course is graded out of 1000 points; percentages will be based on number of points accumulated throughout the semester: A = 900-1000, B = 800-899, C = 700-799, D = 600-699, F = 599 or below.I adhere to the philosophy that an A grade denotes exceptional work, a B grade denotes above average work, a C grade denotes satisfactory work, and below a C does not meet expectations in some respect (often assignment requirements). Or, in other terms, fulfilling baseline requirements of an assignment does not warrant an A. An A assignment demonstrates exceptional use of language and reasoning. It will be very important for you to check your finished work against any assignment description and grading rubric. Please note that there are opportunities for you to improve your grade on an assignment by using the Writing Center. See the “Extra Credit Opportunities” section below.Important DatesSTUDENTS: PLEASE VERIFY THE SPECIFIC DROP AND WITHDRAW DATES FOR THIS COURSE IN YOUR “Detailed Student Schedule (with Drop-Withdrawal Dates)” LINK IN THE ROCK, UNDER THE STUDENT TAB ()DROP/Census Date (last day to drop with a refund)This is the last day you can remove yourself from this class without having to pay for the class and without the class showing on your permanent student record. If you are considering dropping the class, please talk to your instructor first. If you are on financial aid, you should also consult a financial aid advisor before dropping a class. All students are encouraged to see an academic advisor about how dropping may affect their goals.Withdraw date (last day to withdraw with a “W”)This is the last day you can remove yourself from this class and receive a “W” for the class instead of a grade. You are responsible for payment. If you are considering withdrawing from the class, please talk to your instructor first. If you are on financial aid, you should consult a financial aid advisor before withdrawing from a class. All students are encouraged to see an academic advisor about how withdrawing may affect their goals.DETAILED important datesAugust 18: Last day to add 15-week a class without instructor approvalAugust 19: Students can access 14-week online coursesAugust 26: 14-week RRCC online classes beginAugust 31-September 2: No on-campus classes; Labor Day (weekly online class deadlines not impacted)September 4: Application deadline for fall graduation; tuition payment due for fallSeptember 5: Late fees added on accounts with outstanding balances that aren’t on a payment planSeptember 11: Last day to drop a 14-week RRCC online class and not be responsible for tuition and fee chargesOctober 21: Holds placed on accounts with outstanding balancesOctober 29: No on-campus classes; Development Day (weekly online class deadlines not impacted)November 4: Spring 2020 registration beginsNovember 13: Last day to withdraw* from 14-week RRCC online classes (“W” recorded; no refund)November 25-29: No classes; fall breakDecember 10: Classes end; final tuition payment for fall*Students with financial aid should consult a financial aid advisor before dropping or withdrawing from a class. Late PolicyAttendance is accounted for through the online discussion forums. I will not grade late discussion posts. The late penalty for formal assignments submitted through the D2L assignment submission box is 10% for each class session missed (for instance, 10 points on a 100-point assignment if submitted up to one week late, 20 points if submitted up to 2 weeks late). I will not grade any assignment that is submitted more than 2 weeks beyond the original due date. The exception to this 2-week late deadline is that I will not accept any work beyond the last day of class (Tuesday, December 10) so that I can meet my final grading deadline for the college. Writing Center RequirementThe Lakewood, Arvada, and Online Writing Center locations are amazing resources for you, and the services are provided through your student fees. The Writing Center can help you with many phases of your assignment, from idea generation to drafting and revising (and various steps I’ve skipped over here). The Online Writing Center (rrcc.edu/writing-center) has a 36-hour turnaround time during the semester.In order to ensure that you become aware of this service, you are required to visit the Writing Center (online or in-person) for the first major composition draft (Project 1) and submit a receipt to me when you upload your draft to D2L. I suggest that you submit your draft to the Writing Center (online or in-person) at the same time that you submit your draft to the D2L discussion board for peer review.Extra Credit with Writing CenterYou may earn extra credit on any formal assignment in our class (e.g., Project 2, summary/response entries, etc.) by seeking “real reader” feedback from the Writing Center at RRCC (in person or Online Writing Center). Hold an appointment with the RRCC Writing Center, in person or online, for any graded writing assignment in this class. Submit proof of the session (scan/take photo of the proof of attendance/receipt for in person; email tutor’s comments for online appointment) for up to 5% extra credit on the graded assignment. The objective is to obtain another valuable perspective on your writing. With that said, it is preferable that you work with one tutor per assignment, if possible (assuming that you are working over more than one session). You are required to use the Writing Center once for Project 1, but you may earn extra credit for the project for seeking a Writing Center consultation for a second time during your composition process.Rewrite Policy / Revision OptionIf you are not satisfied with your effort or with your grade on the final 100-point essay submission for Project 1 OR Project 2, you may revise and “apply” for a reconsideration of ONE of these assignment grades. This is a substantial undertaking. In order to submit for a new grade, you must: (1) carefully revise your assignment based on issues you have identified in your original submission; and (2) submit to me a 400-600 word artist’s statement, explaining the areas of improvement you have identified and how you have addressed these in your revision.Important Note: A rewrite does not automatically raise your grade. In fact, a rewrite is eligible for a higher grade or a lower grade. In essence, I will be grading your paper as a new submission, and the new grade will replace the original grade, whether higher or lower. So, do not ask me to take the time to read and grade a revision unless you are satisfied with and confident in the revisions you have made. I encourage you to utilize the Writing Center and to closely consider the comments I made on your original essay.This option is not available if: (1) you earned 90% or above (A) on your paper; or (2) you submitted your paper late. I will not consider a rewrite if: (1) you do not include the artist’s statement; or (2) you have not revised the paper. The deadline to submit a rewrite is the last day of class. Submit a rewrite for Project 1 OR Project 2 with artist’s statement by the last day of classes to the revision option submission box in D2L.Classroom EtiquetteThe online classroom is particularly susceptible to lapses in “netiquette.” We might feel like we are anonymous in an online classroom, and this feeling can result in the willingness to say things that we would not have said face to face. Online communication is also vulnerable to misunderstandings; for instance, I cannot rely on my tone of voice or body language to convey the intent of my online written communication. For this reason, tones denoting sarcasm are more difficult to pick up on in the online environment. I ask that you be attentive and sensitive to these pitfalls of online communication in our class. Please read through your discussion posts before submitting from the point of view of a reader. Try to determine if there’s anything that could be misheard. Be aware of how word choices, fonts, and ALL CAPS convey certain tones (such as SHOUTING!). Remember that an academic classroom is a professional environment; we are all mature adult learners, so we must all agree to self-present in this manner to the best of our abilities. Communication is essential to addressing any perceived breach of respectful behavior (verbal or nonverbal). I cannot address any complaint that is not voiced to me.Academic Integrity Statement / Academic DishonestyAccording to the RRCC Student Handbook, violations of academic honesty include cheating (seeking or giving unauthorized help on examinations, papers, and other academic assignments; turning in work from another class for credit in this one) and plagiarism (borrowing another person’s specific words or ideas, wholly or partially, intentionally or unintentionally, without giving proper credit). Violations of academic honest may result in failure of the assignment and/or other serious consequences.Plagiarism is an especially sensitive issue in writing classes. Plagiarism is an ethical infraction: It is essentially stealing intellectual property. The infraction is theft, passing other people’s ideas off as your own. It’s important to understand that plagiarism can be intentional or unintentional. While copying text from a source and passing it off as your own is certainly plagiarism, so is failure to credit a source for a quotation or summary. Failure to credit a source properly (through an MLA or APA citation, for example) tells the reader that he or she is reading your own original material when that isn’t the case. This is dishonest.It is also possible to self-plagiarize. You may not submit writing assignments in this course that you have submitted in previous classes. Even professional, published authors need to cite themselves when referring to previously published material and need to obtain permissions to reprint their own work in a new publication context. Beyond the issue of self-plagiarism, submitting an assignment for a grade more than once is unethical and will result in failure. You must submit original content in response to all assignment prompts.You will submit your paper assignments to the D2L assignment submission box. These papers are automatically scanned with plagiarism detection software. I take these reports seriously. I have identified plagiarism with and without the assistance of this software. The consequences for violation of academic honesty, including intentional and unintentional plagiarism, will result in failure of the assignment and/or other serious consequences.STUDENT COMPLAINT PROCESS If have a problem with the class, please try to resolve it with your instructor first and foremost. If a meeting does not resolve your issue, or if you do not feel comfortable discussing the matter with your instructor privately, contact Department Chair Leah Rogin-Roper, Leah.Rogin-Roper@rrcc.edu. If the Chair can’t resolve your issue, your next point of contact will be Dean Mike Coste, Mike.Coste@rrcc.edu. OUTSIDE RESOURCES If you find yourself struggling with reading, writing, revising, or anything else in this class, please speak with me.? I also encourage you to visit the Writing Center (at the back of the Library), or the online Writing Center for help outside of class.? RRCC’s Connect to Success office (room 1262, Learning Commons) can help you reach your academic goals as well. See Connect to Success for more information. RRCC also has counseling services available. See RRCC Behavioral Health Services for more information.STUDENT PUBLISHING OPPORTUNITIES RRCC has two journals. Claro, RRCC’s scholarly journal, publishes students’ high-quality academic work (research papers, charts/graphs, reports, reviews, websites, videos, etc.) through instructor submission. Obscura is RRCC’s art and literary journal and publishes original fiction, poetry, creative nonfiction, and art in all genres; work can be submitted work directly at any time at RRCCObscura@. For exciting literary events, writing contests, writing prompts, and much, much more, please follow the RRCC English Department on Facebook.rrcc syllabus insert – REQUIRED and additional informationAll students are required to be familiar with the information contained in the RRCC Syllabus Insert document. In addition to your instructor reviewing the required content in class, the RRCC SYLLABUS INSERT can be found as an announcement on all D2L landing pages (where you have access to all of your courses) and in the “Student Resources” pull-down menu.Tentative course AND ASSIGNMENT scheduleThis schedule is subject to change. It is meant to lay out reading expectations and major assignment due dates (completion dates are always at the end of a scheduled week, Sundays by 11:59 p.m.). Be sure to check Desire2Learn (D2L) for the most current readings and homework assignments.Critical Thinking Kickoffs: Due on a weekly basis (unless otherwise noted)Discussions: Due on a weekly basisSyllabus Quiz: Due September 1Project 1: Peer review Week 4; draft due September 22Project 1: Final submission due September 29Project 2: Peer review Week 7; draft due October 13Project 2: Final submission due October 20Project 3 Proposal: Due October 27Project 3 Summary-Response Entries: Due November 3Project 3 Check In: Due November 10Project 3 Project Outline: Due November 17Project 3: Peer review Week 13; draft due November 24Project 3 Final Project: Due December 8Project 3 Artist’s Statement: Due December 10Revision Opportunity (see Rewrite Policy): Due December 10Texts:BBG = The Bedford Book of GenresAny additional readings not found in your BBG textbook and any handouts will be posted on D2L, as well as links to any applicable web-based readings or websites. Please note that if I provide a link to YouTube or to another website, I am recommending only the material on the direct link and not any advertising or subsequent links you may click on that are associated with that web page.Readings are due for the week they are blocked on the syllabus.Schedule:Preview WeekReadingsAssignmentsIntro to CourseRead “Course Info: Start Here” Module, including SyllabusStudent Introduction DiscussionSyllabus QuizWeek 1ReadingsAssignmentsSelf-Awareness and Self-PositioningBloom, “First Person Plural,” link posted on D2LCritical Thinking KickoffWeek 1 DiscussionComplete Student Introduction DiscussionSyllabus Quiz DueWeek 2ReadingsAssignmentsClose Reading and PrewritingActive reading videos/links posted on D2LPrewriting video/links posted on D2LBBG, Chapter 4, pp. 12-14 and 41-46Critical Thinking KickoffWeek 2 DiscussionWeek 3ReadingsAssignmentsThesis and ExpositionThesis videos/links posted on D2LBBG pp. 470-474 (Sedaris)Critical Thinking KickoffWeek 3 DiscussionWeek 4ReadingsAssignmentsDrafting and Peer ReviewParagraphing/development links posted on D2LBBG, pp. 522-525 (Lamott)Week 4 DiscussionProject 1 Peer ReviewProject 1 Draft DueWeek 5ReadingsAssignmentsRevision and Rhetorical SituationDrafting/revising videos posted on D2LBBG, Chapter 4, pp. 54-55BBG, Chapter 1, pp. 5-11 and 17-25Critical Thinking KickoffWeek 5 DiscussionProject 1 Final DueWeek 6ReadingsAssignmentsRhetorical Situations of Informative and Persuasive GenresBBG, Chapter 3, pp. 27-39BBG, Chapter 5, pp. 83-89BBG pp. 477-487 (Mind/Body)Critical Thinking KickoffWeek 6 DiscussionWeek 7ReadingsAssignmentsExposition and Organization of AnalysesGenre reviews as posted on D2LBBG, Chapter 7, pp. 143-149Week 7 DiscussionProject 2 Peer ReviewProject 2 Draft DueWeek 8ReadingsAssignmentsKairotic Topics and Research ProblemsResearch problem video/links posted on D2LBBG, Chapter 11, pp. 293-300BBG pp. 501-508 (Burnette, MSHA)Optional: BBG, pp. 197-199Critical Thinking KickoffWeek 8 DiscussionProject 2 Final DueWeek 9ReadingsAssignmentsResearch Process and MLABBG, Chapter 11, pp. 310-325MLA guide in BBG beginning p. 372Purdue OWL MLA/citation links posted on D2LCritical Thinking KickoffWeek 9 DiscussionProject 3 Proposal DueWeek 10ReadingsAssignmentsAnnotations and Influence of ResearchBBG, Chapter 11, pp. 310-311BBG, Chapter 12, pp. 334-348Critical Thinking KickoffWeek 10 DiscussionProject 3 Summary-Response Entries DueWeek 11ReadingsAssignmentsMultigenre Projects and Responding to the Rhetorical SituationBrowse BBG, Chapter 15, pp. 428-444Critical Thinking KickoffWeek 11 DiscussionProject 3 Check In DueWeek 12ReadingsAssignmentsOutlines and Patterns of DevelopmentBBG, Chapter 7, pp. 104-112PIE Paragraph development resources posted on D2LCritical Thinking KickoffWeek 12 DiscussionProject 3 Project Outline/Storyboard DueWeek 13ReadingsAssignmentsQuotation Analysis and Framing an ArgumentIntro/conclusion resources posted on D2LQuotation analysis resources posted on D2LFurther BBG support, pp. 350-371Week 13 DiscussionProject 3 Peer ReviewProject 3 Draft Due11/25-11/29Fall BreakNo ClassesWeek 14ReadingsAssignmentsArtist’s Statements and ReflectionBBG, Chapter 10, pp. 267-271BBG, Chapter 6, pp. 90-102Week 14 DiscussionProject 3 Final Project DueWeek 15ReadingsAssignmentsSemester End December 10Review course material as needed to complete the revision option, if selectedProject 3 Artist’s Statement Due December 10Revision Option with Artist’s Statement Due December 10 ................
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