Curriculum Requirements Document Template



Design Document Sample

Tool for Course Instructional Designer

Version Control

|Document Name |Document Stage |Revision Summary |Date |Submitted by |

|Dev English 1 Design Document Draft v2 |1st Draft |N/A |11/21/05 |Dawn Stapert |

|17NOV05 | | | | |

|Dev English 1 Final 30NOV05 |Final Draft |Incorporated comments from Julie Nichols, Erik|11/30/05 |Dawn Stapert |

| | |Styles, and Carrie | | |

| | |Added course project details | | |

| | |Added in Grading Criteria to Course Activities| | |

| | |Matrix | | |

| | |Added notes to DH and CW | | |

| | |Other minor changes | | |

Course Details

Course Name(s)

Developmental English 1: Sentence to Paragraph

Curriculum

General Education

Course Description

The “Developmental English 1: Sentence to Paragraph” course introduces students to college-level writing with an emphasis on basic grammar. Students will apply their learning to a variety of writing activities focusing on creating sentences and paragraphs.

Course Resources

Student Learning Materials

Texts

• ‘The Wrtiter’s World: Paragraphs and Essays’ by Lynne Gaetz and Suneeti Phadke

• Prentice Hall Grammar Workbook, The, 2/E 0131947710   

• Prentice Hall ESL Workbook, The, 2/E 0131947591 

• Applying English To Your Career 0131921150 

Web Sites

• gaetz

•

• Tutor Center

Electronic Media

• Visualizing Writing CD-ROM 0131734253

• OneKey CourseCompass, Student Access Kit, Writer's World, The: Sentences and Paragraphs 013188705X 

• Practice and Assess for Writer's OneKey 013194262X    

• Sentence to Paragraph CourseCompass Course Access Card 0131942638

Instructor Only Materials

Texts

• ‘The Wrtiter’s World: Paragraphs and Essays’ (Annotated Instructor’s Edition) by Lynne Gaetz and Suneeti Phadke.

Web Sites

Electronic Media

Course Content

Course Objectives

1. State why and how good writing skills can benefit you in your life and career.

2. Describe and apply the four steps of the writing process.

3. Describe the paragraph pattern types.

4. Identify the parts of a sentence and differentiate between sentence types.

5. Write grammatically correct sentences and recognize and avoid common sentence problems.

6. Define verbs, state their usage rules, and recognize proper use of them in writing.

7. Define pronouns, state their usage rules, and recognize proper use of them in writing.

8. Define nouns, state their usage rules, and recognize proper use of them in writing.

9. Define modifiers, state their usage rules, and recognize proper use of them in writing.

10. Identify the rules for using commas, end marks, apostrophes, and quotation marks, and recognize proper use of them in writing.

11. Identify rules for diction usage in the English language.

12. Construct grammatically correct paragraphs.

SCANS Objectives

|Locates, understands, and interprets written information in prose and in documents such as manuals, graphs, and schedules. |

|Communicates thoughts, ideas, information, and messages in writing |

|Creates documents such as emails and paragraphs. |

|Generates new ideas. |

|Recognizes problems and devises and implements plan of action. |

|Uses efficient learning techniques to acquire and apply new knowledge and skills. |

|Discovers a rule or principle underlying the relationships between two or more objects and applies it when solving a problem. |

|Exerts a high level of effort and perseveres towards goal attainment. |

|Assesses self accurately, sets personal goals, monitors progress, and exhibits self-control. |

|Chooses ethical courses of action. |

|Contributes to group effort. |

|Works well with men and women from diverse backgrounds. |

|Acquires and Evaluates Information. |

|Organizes and maintains information. |

|Interprets and communicates information. |

|Chooses procedures and tools including computers and related technologies. |

Special Instructions to the Course Writer

• This course has a lot of skipping around in the text. As part of the introduction to the students, we need to point this out and explain why.

• Throughout the course, build in online interactivity for ESL users and career-specific examples.

For the ESL issue, the Instructor Manual of Writer’s World provides numerous tips for ESL students, also the ESL Workbook provides exercises and explanations that can be useful. Can place an “ESL” button throughout the course when there is some ESL-relevant information to add. The 1st ESL tip can explain the use of the buttons as well as provide a link or reference to additional resources and exercises.

For the career-specific examples, can handle it in 2 ways:

1) Like the ESL buttons described above, can have some interactivity associated with “career applications.” Can have a button for each of the top 5 careers with examples, etc., or can have a “career application” button, and once you click on that, can see info for several different careers.

2) Can have a variety of activity options based on the career track. Instructor can direct students to choose the one that aligns with their career.

• Reference the “Visualizing Writing” CD ROM for ideas on content presentation. Most topics of the Writer’s World book are included in this CD ROM, and it may give the Course Writer ideas on interactivity design like rollovers, animated examples, etc.

• All PH Words references are taken from specific courses established by our SME. When referencing the PH Words activities, use the following for access:

Web site link:

Username: readysetsew

Password: Linbook06

• Additional exercises will be listed as option and can be incorporated as a link on the screen.

Objectives and Course Outline

[Note to Course Writer: Please note the following abbreviations used in this document: CW = Course Writer; DH = Development House; WW = Writers World text]

|Lsn |Lesson Title |Reading |Course Objectives |Lesson Objectives |Graded Activities |Online Activity Ideas |

| | |[Note to CW: The text has abundant practice, |Describe and apply the four |Identify the four steps of the |(Will be evaluated in Quiz 1) |Matching exercise matching each|

| | |exercises, and readings intermixed within the |steps of the writing |writing process. | |step with its description |

| | |content presentation. Unless otherwise noted, |process. | | |and/or purpose |

| | |assume students will not read and work through| | | | |

| | |these unless assigned]. | | | |(Refer to Cluster Diagram on p.|

| | |The Writer’s World | | | |12) For a given topic, show the|

| | |Chapter 1: Exploring (pp. 2-15)—skip practice | | | |student a list of examples (who|

| | |exercises, “Reflect on it,” and “The Writer’s | | | |example, what example, when |

| | |Room” | | | |example, etc) and a cluster |

| | |Chapter 2: Developing (pp. 16-37) | | | |shape like that on p. 12. Put |

| | |Chapter 3: Revising and Editing (p. 38) | | | |the topic in the middle and |

| | | | | | |branches for who, what, when, |

| | | | | | |where and how and have them |

| | | | | | |drag the correct example to the|

| | | | | | |correct branch. |

| | | | |Describe the purpose and key |(Will be evaluated in Quiz 1) |WW Practice 1, p. 6-7 |

| | | | |elements for each writing process | |Use as practice with M/C |

| | | | |step. |Activity 1.2 |questions. |

| | | | | |Practice Exercise | |

| | | | | |Intended Audience |WW Practice 2, p. 8-9 |

| | | | | | | |

| | | | | | |Animated example of clustering.|

| | | | |Practice Exploring Techniques |Activity 1.3 |Animated exercise of clustering|

| | | | | |Practice Exercise |or other exploring strategy. |

| | | | | |Exploring Techniques | |

| | |[Note to CW: Writer’s World does not cover | |Identify and describe the key |(Will be evaluated in Quiz 1). |Animated examples using content|

| | |this lesson objective in a direct way. Use PH | |elements of a paragraph. | |from Ph Words, Flachman course,|

| | |Words “Watch” resource for Topic Sentence and | | | |Module 33.11 |

| | |Supporting Details. (Flachman, Recognizing a | | | | |

| | |paragraph, Module 33.11) This topic needs to | | | | |

| | |be clearly presented on screen]. | | | | |

| | |[Note to DH: Create a short electronic file | | | | |

| | |(either MS Word or pdf) with the content | | | | |

| | |contained in the PH Words “Watch” exercise | | | | |

| | |mentioned in the note to CW} | | | | |

| | | | |Practice Developing Techniques |Activity 1.4 |WW Practice 2, p. 20-21. Use as|

| | | | | |Discussion Forum |an interactive practice |

| | | | | |Progressive Paragraph |exercise. |

| | | | | | | |

| | | | | | |WW Practice 3, p. 22. Use for |

| | | | | | |Beat the Clock. |

| | | |Construct grammatically |Apply the steps of the writing |Activity1.5 | |

| | | |correct paragraphs. |process to write a paragraph. |Writing Assignment | |

| | | | | |Paragraph Construction | |

| | | | | | | |

| | | | | |Activity 1.6 | |

| | | | | |Course Project | |

| | | | | |Writing Portfolio | |

| |Notes to CW for |[See above notes] | | | | |

| |Lesson 1 | | | | | |

| | |Chapter 7: Process (p. 89 “What is Process?” | |List and define the 9 types of |(Will be evaluated in Quiz 1). |(reference Florida Exit test, |

| | |section) | |paragraph patterns, and recognize | |pp. 30-34): |

| | |Chapter 8: Definition (p. 101 “What is | |paragraph pattern types in writing | |Matching exercise matching the |

| | |Definition?” section) | |samples. | |pattern type to the appropriate|

| | |Chapter 9: Classification (p. 114 “What is | | | |paragraph. |

| | |Classification?” section) | | | |Crossword activity using the |

| | |Chapter 10: Comparison and Contrast (p. 127 | | | |info from the bullet points. |

| | |“What is Comparison and Contrast?” section) | | | | |

| | |Chapter 11: Cause and Effect (p. | | | | |

| | |140 “What is Cause and Effect?” section) | |List the rules for writing an |(Will be evaluated in Quiz 1). | |

| | |Chapter 12: Argument (p. 153 “What is | |illustration paragraph. | | |

| | |Argument?” section) | | |Activity 2.1: | |

| | |Chapter 4: Illustration (p.54-63) | | |Practice Exercise | |

| | | | | |Illustration Paragraph Q/A | |

| | |[Note to DH: Create an electronic file |Construct grammatically |Write an illustration paragraph. |Activity 2.2: |Animated or online exercise |

| | |containing the content of all but the last |correct paragraphs. | |Writing Assignment |emphasizing the use of the |

| | |reading above.] | | |Illustration Paragraph |Illustration Paragraph |

| | | | | | |Checklist |

| | | | | |Activity 2.3: | |

| | | | | |Discussion Forum | |

| | | | | |Illustration Paragraph Checklist | |

| | | | | |Activity 2.4 | |

| | | | | |Quiz 1 | |

| | | | | |The writing process and paragraph | |

| | | | | |patterns | |

| | | | |Identify subjects, verbs, and |Activity 3.1: |Online practice identifying |

| | | | |prepositional phrases in writings. |Practice Exercise |subjects, verbs, and prep |

| | | | | |Identifying parts of a sentence |phrases in writing samples. Can|

| | | | | | |use examples in practice #1-7 |

| | | | | | |in WW text (p. 254-262). |

| | | | |Describe and classify simple, |(Will be evaluated in Quiz 2). |Online practice identifying |

| | | | |compound, and complex sentences. | |simple, compound, and complex |

| | | | | |Activity 3.2: |sentences. Use practice #1, 2, |

| | | | | |Discussion Forum |4, 6, 7 (p. 268-274) in text. |

| | | | | |Sentence Classification | |

| | | |Write grammatically correct |Compose simple, compound, and |Activity 3.3: |Drag and Drop Activity: Online |

| | | |sentences and recognize and |complex sentences. |Writing Assignment |practice writing compound and |

| | | |avoid common sentence | |Simple, compound and complex sentences|complex sentences. Use examples|

| | | |problems. | | |in practice #1, 2, 4, (p. |

| | | | | | |280-283) in text. |

| |Notes to CW for | | | | | |

| |Lesson 3 | | | | | |

| | | | |Define a fragment. |(Will be evaluated in Quiz 2). | |

| | | | |Recognize a fragment in writing |Activity 4.1: |Online practice using WW |

| | | | |samples. |Practice Exercise |Practice Exercises 1-5 (pp. |

| | | | | |Fragments |307-311) |

| | | | | | | |

| | | | | | |M/C questions from PH Grammar |

| | | | | | |Workbook, Exercises 11.2 – |

| | | | | | |11.6; PH Editing Workbook, |

| | | | | | |Exercises 10.1 – 10.10 |

| | | | |Describe comma splices and run-on |(Will be evaluated in Quiz 2). | |

| | | | |sentences. | | |

| | | | |Recognize comma splices and run-on |Activity 4.2: |Matching questions using PH |

| | | | |sentences in writing samples. |Practice Exercise |Grammar Workbook, Ch. 12, |

| | | | | |Comma Splices and Run-ons |Exercises 12.1-12.5 |

| | | |Recognize the paragraph |List the rules for writing a |(Will be evaluated in Quiz 2). |Online activity using “recall” |

| | | |pattern types. |classification paragraph. | |and “apply” questions from Ph |

| | | | | | |Words, Paragraphs course, |

| | | | | | |Lesson 2.7.1) |

| | | |Construct grammatically |Write a classification paragraph |Activity 4.3: |Students play the role of |

| | | |correct paragraphs. |with grammatically correct |Writing Assignment |“teacher.” They are presented |

| | | | |sentences. |Classification Paragraph |with paragraphs that meet all |

| | | | | | |but 1 criteria in checklist. |

| | | | | |Activity 4.4: |They then select the criteria |

| | | | | |Discussion Forum |that is not met and “grade” the|

| | | | | |Classification Paragraph Checklist |paper with feedback. Could be |

| | | | | | |scenario based. |

| | | | | |Activity 4.5: | |

| | | | | |Quiz 2 | |

| | | | | |Sentences | |

| | | | |State rules for subject-verb |(Will be evaluated in Quiz 3). |Beat the Clock game |

| | | | |agreement, and recognize proper and| | |

| | | | |improper examples. |Activity 5.1: |Use Practice exercises 1-9 from|

| | | | | |Practice Exercise |WW text on pp. 370-379 |

| | | | | |Subject Verb Agreement | |

| | | | |Differentiate between regular and |(Will be evaluated in Quiz 3). |Use M/C questions from PH Words|

| | | | |irregular verbs. | |Test Course Off the Shelf, |

| | | | | |Activity 5.2: |module 11.31, Recall questions.|

| | | | | |Practice Exercise | |

| | | | | |Regular and Irregular Verbs | |

| | | | | | |Use WW practice exercises 1, |

| | | | | | |5-8 on pp. 346-355. |

| | | | |Discriminate between incorrect and |Activity 5.3: | |

| | | | |correct usage of verbs in writing |Discussion Forum | |

| | | | |samples. |Correct usage of verbs | |

| |Notes to CW for |Wherever possible, add additional ESL practice| | | | |

| |Lesson 5 |exercises online (not graded) for this lesson.| | | | |

| | | | |State pronoun-antecedent agreement |(Will be evaluated in Quiz 3). |Strike out or Beat the Clock. |

| | | | |rules. | | |

| | | | |State pronoun case rules. |(Will be evaluated in Quiz 3). |Strike out or Beat the Clock. |

| | | | |List common problems with pronoun |(Will be evaluated in Quiz 3). | |

| | | | |usage. | | |

| | | | |Discriminate between incorrect and |Activity 6.1 |M/C or Beat the Clock using |

| | | | |correct usage of pronouns in |Practice Exercises |questions from PH Florida Exit |

| | | | |writing samples. |Pronoun-antecedent agreement |test, Exercises on p. 145-146; |

| | | | | | |PH Editing Workbook, Exercises |

| | | | | |Activity 6.3 |2.11-2.13 on pp. 24-25 |

| | | | | |Practice Exercise | |

| | | | | |Pronoun Case | |

| | | | | | | |

| | | | | |Activity 6.2 | |

| | | | | |Discussion Forum | |

| | | | | |Proper use of Pronouns | |

| | | | | |Activity 6.4: | |

| | | | | |Quiz 3 | |

| | | | | |Verbs and Pronouns | |

| | | | |Differentiate between common and |(Will be evaluated in Quiz 4). |M/C or Beat the Clock using |

| | | | |proper nouns. | |info from Lesson 11.11 “Watch” |

| | | | | | |clip from above. |

| | | | |State the rules for capitalization.|(Will be evaluated in Quiz 4). |M/C or Beat the Clock using PH |

| | | | | | |Words, “Off the Shelf” course, |

| | | | | | |lesson 11.71 |

| | | | |List and describe the types of |(Will be evaluated in Quiz 4). |Crossword, Strikeout, Matching,|

| | | | |nouns. | |or Word Scramble |

| | | | |Discriminate between incorrect and |Activity 7.1 |Ph Words 11.11 |

| | | | |correct usage of nouns and |Practice Exercise | |

| | | | |capitalization in writing samples. |Nouns | |

| | | | | | | |

| | | | | |Activity 7.2 | |

| | | | | |Practice Exercise | |

| | | | | |Capitalization | |

| | | |Describe the paragraph |List the rules for writing a |(Will be evaluated in Quiz 4). |Students are provided with a |

| | | |pattern types. |descriptive paragraph. | |list of Topic sentences and are|

| | | | | | |asked to select those that lend|

| | | | | | |themselves most to a |

| | | | | | |descriptive paragraph. |

| | | |Construct grammatically |Write a descriptive paragraph |Activity 7.3: |Students play the role of |

| | | |correct paragraphs. |applying the correct usage of |Writing Assignment |“teacher.” They are presented |

| | | | |nouns. |Descriptive Paragraph |with paragraphs that meet all |

| | | | | | |but 1 criteria in checklist. |

| | | | | |Activity 7.4: |They then select the criteria |

| | | | | |Discussion Forum |that is not met and “grade” the|

| | | | | |Descriptive Paragraph Checklist |paper with feedback. Could be |

| | | | | | |scenario based. |

| |Notes to CW for | | | | | |

| |Lesson 7 | | | | | |

| | | | |Define adjectives and adverbs. |(Will be evaluated in Quiz 4). |Animated examples and Beat the |

| | | | | | |Clock exercises. Use recall and|

| | | | | |Activity 8.1: |apply exercises from PH Words, |

| | | | | |Practice Exercise |“Off the Shelf Reading” Course,|

| | | | | |Modifiers |Lessons 11.51 and 11.52; |

| | | | | | |Exercises 5.4 and 5.5 in PH |

| | | | | | |Editing Workbook p. 52-53; WW |

| | | | | | |Practice Exercises 1, 3-9 on pp|

| | | | | | |426-436 |

| | | | |Recognize dangling and misplaced |Activity 8.2: |A timed exercise where student |

| | | | |modifiers in writing samples. |Discussion Forum |is eyewitness to a crime and |

| | | | | |Dangling and Misplaced Modifiers |must select the one sentence |

| | | | | | |from a list of 3 or 4 that |

| | | | | | |answers each of the |

| | | | | | |policewoman’s questions |

| | | | | | |clearly. If they pick the |

| | | | | | |misleading or confusing |

| | | | | | |sentence (because of a |

| | | | | | |misplaced modifier) the |

| | | | | | |policewoman must clarity and |

| | | | | | |that takes up time and the |

| | | | | | |crook gets away. If they are |

| | | | | | |clear, the crook is caught. |

| | | | | | | |

| | | | | | |Online practice activities |

| | | | | | |taken from: |

| | | | | | |WW Practice 1,2, 5 on pp. |

| | | | | | |441-446; PH Grammar Workbook, |

| | | | | | |Exercises 13.2 – 31.8 on pp |

| | | | | | |149-157 |

| | | |Describe and apply the four |State the purpose and process for |(Will be evaluated in Quiz 4). |Use recall and apply exercises |

| | | |steps of the writing |revising and editing. | |from PH Words, Paragraphs |

| | | |process. | | |Course, Lessons 1.1.8, 1.1.10, |

| | | | | | |and 1.1.11. Turn into a Beat |

| | | | | | |the clock and Ordering |

| | | | | | |exercise. |

| | | | |Practice Revising and Editing |Activity 8.3: | |

| | | | |Techniques |Writing Assignment | |

| | | | | |Revising and Editing | |

| | | | | | | |

| | | | | |Activity 8.4: | |

| | | | | |Course Project | |

| | | | | |Writing Portfolio | |

| | | | | |Activity 8.5: | |

| | | | | |Quiz 4 | |

| | | | | |Nouns and Modifiers | |

| | |[Note to DH—make an electronic content file | |Identify end marks, list the uses |(Will be evaluated in Quiz 5). |Show animated exercises showing|

| | |for the PH Editing Workbook reading and the PH| |of end marks, and state the rules | |rules. |

| | |Words reading above] | |of end mark usage in the English | | |

| | | | |language. | | |

| | | | |Discriminate between incorrect and |Activity 9.1 |Online practice using Practice |

| | | | |correct usage of commas and end |Practice Exercise |4-5 and Final Review in WW, pp.|

| | | | |marks in writing samples. |Commas and End Marks |482-489; PH Grammar Workbook, |

| | | | | | |Exercises 15.1-15.3 (pp |

| | | | | | |175-176) |

| | | |Describe the paragraph |List the rules for writing a |(Will be evaluated in Quiz 5). | |

| | | |pattern types. |narration paragraph. | | |

| | | |Construct grammatically |Write a narration paragraph |Activity 9.2: |Online sample exercises |

| | | |correct paragraphs. |correctly applying the rules for |Writing Assignment |PH Words, Paragraphs Course, |

| | | | |commas and end marks. |Narration Paragraph |Module 2.4.1 Apply Exercises |

| | | | | | | |

| | | | | |Activity 9.3: | |

| | | | | |Discussion Forum | |

| | | | | |Narration Paragraph Checklist | |

| | | | | | | |

| | | | | |Activity 9.4: | |

| | | | | |Course Project | |

| | | | | |Writing Portfolio | |

| |Notes to CW for |Make sure to include onscreen presentation for| | | | |

| |Lesson 9 |content presented in the PH Editing Workbook | | | | |

| | |and PH Words Readings above. | | | | |

| | | | |Discriminate between incorrect and |Activity 10.1 |Practice exercises from PH |

| | | | |correct usage of apostrophes and |Practice Exercise |Editing Workbook, 9.6, 9.7, and|

| | | | |quotation marks in writing samples.|Apostrophes |9.8 on pp. 98-100. |

| | | | | | | |

| | | | | |Activity 10.2 | |

| | | | | |Practice Exercise | |

| | | | | |Quotation Marks | |

| | | |Describe and apply the four |Practice Revising and Editing |Activity 10.3: | |

| | | |steps of the writing |Techniques |Discussion Forum | |

| | | |process. | |Revising and Editing | |

| | | | | | | |

| | | | | |Activity 10.4: | |

| | | | | |Course Project | |

| | | | | |Writing Portfolio | |

| | | | | |Activity 10.5: | |

| | | | | |Quiz 5 | |

| | | | | |Punctuation | |

| | | | |Memorize commonly confused words. |(Will be evaluated in Final Exam) |Beat the clock exercise using |

| | | | | | |the 120 misspelled words on pp.|

| | | | | |Activity 11.1 |466 – 467 in WW |

| | | | | |Practice Exercise | |

| | | | | |Spelling Flashcards | |

| | | | |Describe what is meant by |(Will be evaluated in Final Exam) | |

| | | | |exactness. | | |

| | | | |Define a cliché, and describe how |(Will be evaluated in Final Exam) | |

| | | | |to avoid its use. | | |

| | | |Describe the paragraph |List the rules for writing a |(Will be evaluated in Final Exam) | |

| | | |pattern types. |process paragraph. | | |

| | | |Construct grammatically |Write a process paragraph correctly|Activity 11.2: |Students play the role of |

| | | |correct paragraphs. |applying the rules for diction. |Writing Assignment |“teacher.” They are presented |

| | | | | |Process Paragraph |with paragraphs that meet all |

| | | | | | |but 1 criteria in checklist. |

| | | | | |Activity 11.3: |They then select the criteria |

| | | | | |Discussion Forum |that is not met and “grade” the|

| | | | | |Process Paragraph Checklist |paper with feedback. Could be |

| | | | | | |scenario based. |

| | | | | |Activity 11.4: | |

| | | | | |Course Project | |

| | | | | |Writing Portfolio | |

| |Notes to CW for | | | | | |

| |Lesson 11 | | | | | |

| | | | | |Activity 12.2 | |

| | | | | |Course Project | |

| | | | | |Writing Portfolio | |

Course Activity Matrix

|Lsn |Activity # |Activity Title |Activity Type |Activity |Deliverable |Due Date |

| | | | |Description | | |

|2 |(20 pp) .5 |1.5 |2.5 |1.5 |-- |6.0 |

|3 |(12 pp) .5 |1.5 |3.5 |-- |-- |5.5 |

|4 |(11 pp) .5 |1.5 |2.5 |1.5 |-- |6.0 |

|5 |(13 pp) .5 |1.5 |2.5 |-- |-- |4.5 |

|6 |(10 pp) .5 |1.5 |3.5 |1.5 |-- |7.0 |

|7 |(10 pp) .5 |1.5 |3.0 |-- |-- |5.0 |

|8 |(23 pp) .75 |1.5 |2.5 |1.5 |1.5 |7.75 |

|9 |(20 pp) .5 |1.5 |3.0 |-- |.75 |5.75 |

|10 |(6 pp) .25 |1.5 |3.0 |1.5 |.75 |7.0 |

|11 |(21 pp) .75 |1.5 |2.5 |-- |1.0 |5.75 |

|12 |-- |-- |-- |6.0 |-- |6.0 |

|Total (hours) |6.0 |

|Discussion Forums |15% |

|Practice Exercises |15% |

|Writing Assignments |25% |

|Quizzes |20% |

|Exams |10% |

|Course Project |15% |

|TOTAL |100% |

Grading Conversion Table

|Letter Grade |Percentage |Grade Point |

|A |90 - 100% |4.0 |

|B+ |85 - 89% |3.5 |

|B |80 - 84% |3.0 |

|C+ |75 - 79% |2.5 |

|C |70 - 74% |2.0 |

|D+ |65 - 69% |1.5 |

|D |60 - 64% |1.0 |

|F | ................
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