El Paso Community CollegeSyllabus, Part I

Instructor’s Course RequirementsFall Semester 2015

I. Course Number and Instructor InformationClass Identifier: CRN: 14077Dual Credit English III – EPCC, ENGL 1301, Expository English Composition 6th Period: 1:35 P.M. – 2:20 P.M.

Instructor: Cheryl Lea Becknell Patterson, MA English American Literature and MA Humanities (Interdisciplinary)

Campus and Office Hours: Montwood High School, C-214 Phone: 937-2400/2584Office Hours/Tutoring: 8:00 -8:45 A.M. (Mon/Wed)Lunch, Before and After School by appointmentConference Period: 8th Period and contact me via Email: cpatte@sisd.net

II. Texts and MaterialsYou must use the assigned textbooks listed below and other supplemental materiallisted below:Bullock, Richard, Maureen D. Goggin, and Francine Weinberg. The Norton Field Guide to

Writing, with Readings and Handbook, 3rd Ed. New York: Norton, 2013. Print. Hacker, Diana. A. and Nancy Sommers. A Writer's Reference with Writing about Literature,

7th Ed. New York: Bedford/St. Martin's, 2011. Print. Supplemental Reading:Gardner, John. Grendel. New York: Vintage, 1989. Print.Eliot, George. Jane Eyre and Related Readings. Dallas: McDougal Littell, 1997. Print.

Materials: College ruled paper, Post-it strips, highlighters, flash drive, pocket portfolio/notebook, blue and black pens, 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. You are encouraged to “Mark the Text” using Post-it Notes and Flags

III. Course Requirements:A. Daily/Reading and Writing Assignments/Quizzes 30 %

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.

B. MLA Writing Assignments, 5 Major Essays (700-1000 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) 70%

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C. 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. 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.

D. Grading Scale and Course Grades:Average Grade Letter 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).

E. Late Work - Daily assignments and Exams/Essays Check the calendar for assignment due dates. If you know you will be absent, make arrangements to turn-in the work early or by email. You may only make-up scheduled exams/essays if you 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.

F. MLA Writing Assignments, 5 Major Essays (700-1000 words) with corollary requirements. 70%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” response, which is at the end of each major writing assignment/chapter (see Norton text - page 52). You will learn about this page in the first unit of instruction. Each essay is weighted equally and equate to 70% of your course grade. A Writer’s Reference and The Norton Field Guide to Writing with Readings provide excellent sources of information on how to format writing assignments in MLA:

1. A Writer’s Reference - Section: MLA Papers pages 371-440 with a MLA Sample Paper on pages 436-440.

2. The Norton Field Guide to Writing with Readings- Section: Doing Research - MLA Style 419-532 with MLA Sample Paper on pages 523-532.

G. 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. If you have permission

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to send your assignment via email it must be submitted as a docx or rich text document. Assignments not completed in the correct format will be returned only one time and be subject to a late work deduction of 20 points.

1. Please refer to the following sources and internet sites for MLA format for your essays: Review – A Writer’s Reference, Diana Hacker. See Student Resources below.

2. All papers must be typed (12 pt., Times New Roman font, double spaced) as a docx or rich text document.

3. 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 numberStep 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)

4. 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 (28 August 2015)

5. Title of Assignment (Centered)

6. Essay #4 (Persuasive Essay) - This final research based essay will be turned in by hardcopy and also posted in Blackboard Research Project Section. The essay will be checked by a program which identifies plagiarism called Safe Assign.

A. Student Resources (Click on the link or copy and paste to your browser):

1. Hacker: http://bcs.bedfordstmartins.com/writersref7e/default.asp#t_612701____2. http://owl.english.purdue.edu/owl/resource/747/13/.3. MLA (Modern Language Association of America) Handbook for Writers of Research Papers, 7th Edition, 2009.

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www.mla.org4. Norton MLA site: http://www.wwnorton.com/college/english/write/writesite/MLA_updates.pdf 5. EPCC 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. http://www.epcc.edu/OfficeofStudentSuccess/tutorialservices/Pages/default.aspx

B. Standard 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.

IV. 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.

V. Units of Instruction:A. 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.

B. Description of Essays Assignments1. Literacy Narrative (Norton 27- 51)2. Analyzing Text/Literary Analysis (52-86)3. Compare and Contrast (Norton 348 – 355)4. Persuasive Essay, Arguing a Position/Research Essay (Norton 119 – 149)

(Norton, Part 5 Doing Research 419-532)Proposal (Abstract (Norton: 150-54, Hacker: 489)Annotated Bibliography (Norton, 155-163, Hacker R3a, 358-365 )

5. Final Essay (414-418)

C. Essays must contain a word count on the final page of each essay submitted. The required length for each essay is 700-1000 words. All essays must contain a Word Count, Rhetorical Situation Worksheet, and a Work 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.

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1. Communication/Rewrites/Late Work: Assignment due dates will posted on the calendar and also in the Weekly Assignments; therefore, I expect all students to meet the deadlines. There is no reason to turn in late papers; consequently, I do not accept late work, unless you and I have discussed the matter in advance, and I have given you written permission to do so. Do not expect to get an exception to policy the day before the assignment is due—plan in advance unless it is an actual emergency.

2. 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. I will give you feedback on your writing and helpful tips to improve your writing. Diana Hacker’s, A Writer's Reference with Writing about Literature, 7th 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 and give you specific sections to study. 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.

VI. Instructor’s PoliciesA. Attendance/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 13 November 2015. 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: http://www.epcc.edu/dualcredit/Documents/Dual%20Credit%20Handbook%2010-30-12.pdf

B. Plagiarism:Plagiarism 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:

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1) Copying word for word out of a book, magazine, or the internet and not giving credit to the original source.

2) Turning in another person’s work with your name on it.3) Paraphrasing too closely or changing only a few words in a sentence or

paragraph.

C. 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 to Discussion/Journal postings. Please do not copy and paste another student’s response and post it as your own. Each posting is date and time stamped.

D. 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.

E. Classroom and On-line (email and Blackboard) Etiquette – Quoted directly from EPCC catalogue (2015): “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.

VII. 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, Third Edition, and A Writer's Reference with Writing about Literature, 7th Edition.

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ENGL 1301, Revised Fall 2014/Spring 2015

El Paso Community College SyllabusPart II

Official Course Description

SUBJECT AREA English 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.

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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.

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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 withdrawn

V. 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 2015 Revised by Discipline: (next revision in 3 years).

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English 1301 -Expository English Composition Fall Semester 2015 Calendar

EPCC First day of Class 24 August 2015EPCC Final Exam Days: 7-11 December 201513 November 2015 - Last Day to Drop with a grade of “W”

28-31 July 2015 1. Lecture.

Class introductions, planning, and expectations for English 1301. Dual Credit/Requirements and Objectives

2. Review EPCC Dual Credit Handbook, Student ResponsibilitiesReview – A Writer’s Reference, Diana Hackerhttp://bcs.bedfordstmartins.com/writersref7e/default.asp#t_612701____http://owl.english.purdue.edu/owl/resource/747/13/.

(Use this URL for 2009 Updates to MLA Handbook, 7th Edition and for MLA sample essay formats). I recommend you print a copy of a Sample MLA Paper (Undergraduate). Discuss Plagiarism and read Pitts article and read and sign MHS/EPCC Policies.

3. Reading Assignments: Rhetorical Situations in Norton Part 1 (3-24). Generating Ideas and Text, Drafting, Assessing Your Own Writing, Editing and Proofreading (259-286)

Transition, Logical sequence and development of your essay “Sketch a Plan, Drafting, Hacker (12- 20) Early American Writing, What is your heritage? Conduct interview, share

findings with class Read and discuss from "The Wanderer" short epic poem (Anglo-Saxon period

108-111) – Writing Activity: When are people the most alone?4. Analyze essay/speech: Timed Writing Sample/Diagnostic Essay - "Rose"

3-7 August 20151. Lecture–MLA Format/ Rhetorical Situations2. Paraphrasing and Plagiarism Syllabus (Section VI A-C pages 5-6)3. Reading Assignments:

“Doing Research (Norton, 419-532): Evaluating Sources, Quoting, Paraphrasing, and Summarizing, Acknowledging Sources, Avoiding Plagiarism - Norton (453-456 and 475-479, 462-474 Quoting, Paraphrasing & Summarizing,)

“Supporting A Thesis,” “Citing Sources, Avoiding Plagiarism,” and “Integrating Sources, Using Quotations Appropriately”- Hacker (373-385)

MLA Format and Sample Paper (Hacker: 429-440, Norton 523-532) Read “The Wife’s Lament” (112-114) – Writing Activity: What are the narrator’s

feelings toward her husband? How are they expressed or described? Is she utterly alone?

Begin reading, Grendel, John Gardner 4. Classroom Activity-

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Writing – How important is point of view to a story? In the epic poem Beowulf, Grendel is the antagonist, analyze why Gardner offers this alternate view of Grendel.

10-14 August 20151. Reading Assignment: Continue with Beowulf 2. Secondary Text:

Hennequin, Wendy M. “We’ve Created a Monster: The Strange Case of Grendel’s Mother.”

English Studies 89.5 (October 2008): 503-523. JSTOR. Web. 7 Jun 2009.

3. Writing Activity - Explain how Gene Rodenberry uses the story of Beowulf in a future context and contrast his use of a female warrior (Frea) to the socially accepted roles for women during Middle-Ages and Anglo-Saxon time-frames. 4. Film adaptation – Beowulf storyline: Heroes and Demons - Star Trek, Voyager.

Library: 13-14 August 2015 - Introduction to MHS/EPCC Library Databases (Initial Research for Essay #4)

17-21 August 20151. Analyze the different time frames from Anglo-Saxon period to present and how a hero is

portrayed. In the song: “Holding Out for a Hero” by Dean Pitchford how is the need for a modern hero depicted? Compare the poem we read to the modern ballad performed and sang on the 1984 soundtrack, FOOTLOOSE. Explain how the music and singing change the tone and mood of the ballad (Kagan: Think, Pair Share).

2. View the film Beowulf and write a movie review.3. Library, 20-21 August 2015 - Introduction to MHS/EPCC Library Databases.

2015 Week 1: 24-28 August 2015 (26 August Early Release)

1. Reading Assignments: Documenting Sources “Doing Research: Documentation, Quoting, Paraphrasing, and Summarizing–

MLA Style” (Norton 419, 462-474, 480-482) Documentation – Article Accessed Through an online Data Base (Norton 510) Source Citations: for an Article/Essay published in a book and book, print media

(Source Citation: Norton, 498; Hacker 395) (In-text Citations - Norton, 491; Hacker 388) (MLA Handbook Section 5.56 (157).

2. Review MLA format (see syllabus Section III, 2 A-C - pages 1-2 MLA Writing Assignments).

Week 2: 31 August -1-4 September 20151. Lecture: Literacy Narrative2. Reading Assignments: Literacy Narrative (27-51):

“Always Living in Spanish: Recovering the Familiar through Language” Majorie Agosin (33-37)

“Mother Goose in Monterrey” Richard Bullock (37-42) Documenting and in-text citations – In-text Citations - Norton, 491; Hacker 388,

(MLA Handbook Section 5.56 (157).

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3. Writing Activities: Review brainstorming, thesis, organizing your ideas and write a draft.

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?

Week 3: 8-11 September 2015 (7 September Holiday/Labor Day)****9 September 2015 Census Date***

1. Lecture Literacy/Review MLA Lecture – Proofreading, Editing, Responding to a Draft2. Analyze and view film 9-11

Recommended 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:http://www.firecritic.com/2009/09/19/911-naudet-film-in-its-entirety-online/

3. Review the following handouts: Consider the Rhetorical Situations Proofreading Tips Editing Tips Peer Editing Read “Revising, Editing” (Hacker 23-28) Taking Stock of Your Work- Literacy Essay Norton (44-51)

4. 9-10 September - Write your essay, view prompt, complete a Rhetorical Fact Sheet and attach as the last page to your essay

5. Library: Type your Literacy Essay, Due: 11 September 2015 (MLA format, Word Count, and attach Rhetorical Fact Sheet).

6. Selection of topic for Essay #4, Controversial Topic/Current Event – Due 14 September 2015.Lecture – Proposal/Annotated Bibliography (AB)

Review of Abstract/Proposal - Hacker text (489) and What is a Proposal? (handout)

Annotated Bibliography (AB) - Source Citations and AB format - The Norton Field Guide to Writing, 3rd eds., Bullock, Goggin and Weinberg (155-163)

Week 4: 14-18 September 2015. 1. Lecture: Analyzing Texts/Literary Analysis/ (52-86)

2. Reading Assignments: "A Spirit Reborn" by William Safire (62-64) "Just One More Game...:Angry birds, Farmville, and Other Hyper-addictive

Stupid Games" by Sam Anderson (64-69)

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Sonnet: “Life and not the Painted Veil Which Those Who Live” Percy B. Shelley (82-6)

3. Writing Activity: In the essay:  "Just One More Game...: Angry Birds, Farmville, and Other Hyper-addictive Stupid Games" (64-69), analyze Anderson's utilization of the terms:  "stupid games" and "gamification"? 4. Maintenance for Personal Writing Portfolio - Review Essay #1 - Complete a Reflection Sheet/draft and final copies, Hacker C3e, 28-31.5. Library, 16-18 September 2015 (Essay #4 Proposal Due: 16 September 2015/AB with one source- Due: 18 September 2015.

Week 5: 21-25 September 2015 (24 September Early Release)1. Review MLA format (see syllabus Section III, 2 A-C - page 1-2 MLA Writing

Assignments) for Literary Analysis/Analyzing Texts Essay #2/Review – source citation for an Anthology and Book with one author (Hacker 407, 399)

Taking Stock of Your Work/Consider the Rhetorical Situations (85-86) Proofreading Tips Editing Tips Peer Editing Read “Revising, Editing” (Hacker 23-28)

2. Library- 25 September 2015 – type Essay #2 (MLA format) 3. Practice Literary Analysis – Due 25 September 2015, Typed, MLA Format, Word

Count, Rhetorical Situation Sheet and Work Cited page.

Week 6 & 7: 28-30 September 2015, 1-9 October 2015 (Intercession Break)1. Reading Assignment: Students will read the novel, Jane Eyre, by George Eliot. 2. Writing Assignment – Literary Analysis, Analyze a Text, write a two page essay

analyzing the historical significance of this novel. Conduct background information on the author (Mary Anne Evans) Due: 12 October 2015, Essay #2, must contain a Work Cited page.

3. Maintenance for Personal Writing Portfolio - Complete a Reflection Sheet/draft and final copies, Hacker C3e, 28-31.

Week 8: 12-16 October 20151. Lecture Research – Introduction to Research and Argue a Position (Persuasive Essay

119-149) Essay #4 (Ongoing/Continuation)2. Library – 15-16 October 2015, Independent Research - Controversial Topic

This essay must have a minimum of three sources all from Library Databases (EPCC). For your source citation please do this as an attachment file in the form of a Work Cited page format.  Use the Information Tool/MLA Sample Paper or your Hacker text (372/index, 415, 412-13). Information on MLA Format is also available at: owlpurdue.edu.  

3. Reading Assignments: Selecting Reliable Sources, Research Topic Selection/Proposal, Outline/Bubble Maps, Planning your Research Paper:

Write a preliminary thesis…(Use proposal, outline, and AB) (Hacker 373-376) “Doing Research: Developing a Research Plan, Finding Sources, Evaluating

Sources, Synthesizing Ideas” Norton (419-431, 432-452, 453-456, 457-461)

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Researching: “Planning, Clustering, Free-writing, Conducting Research and Evaluating Sources” Hacker (2-10, 332-357)

"Black Friday: Consumerism Minus Civilization" by Andrew Leonard (131-135) 4. Outline – Due: 15 October 20155. AB – Due: 16 October 2015 (minimum of 3 sources)

Peer Review: 16 October 2014Instructor Review: 19 October 2015

Week 9: 19-23 October 20151. Review lecture Argue a Position (Persuasive Essay)2. Utilize outline/proposal to write thesis and introduction3. Classroom Activity: Begin writing draft of Essay #4 (Proofreading, Editing, and

Revisions)Peer Edit - 22 October 2015, using hard copies or via email have two (2) classmates Peer Edit your Persuasive Essay. Add their names to the final page with your word count.

4. Reading Assignments: "Organ Sales Will Save Lives" by Joanna Mackay (119-124) “Some Like It Hot” Lawrence Lessig (127-131)

5. 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.

4. Review MLA format (see syllabus Section III, 2 A-C - page 1-2 MLA Writing Assignments) for Argue a Position, Essay #4

Taking Stock of Your Work/Consider the Rhetorical Situations (139-140, 149) Proofreading Tips Editing Tips Peer Editing Review: “Revising, Editing” (Hacker 23-28)

Week 10: 26-30 October 20151. Lecture Compare and Contrast (C&C) Essay #32. Reading Assignments: Norton (348-355)

" Is Google Making Us Stupid? " by Nicholas Carr (731-745) “Anti-Intellectualism: Why We Hate the Smart Kids" by Grant Penrod (754-757)

3. Writing Activity: 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? “Anti-Intellectualism:  Why We Hate the Smart Kids" by Grant Penrod (754-757)

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.

Week 11: 2-6 November 2015

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1. Reading Assignments: "Just One More Game...:Angry birds, Farmville, and Other Hyper-addictive

Stupid Games" by Sam Anderson (64-69)2. Writing Activity: In the essay:  "Just One More Game...: Angry birds, Farmville, and

Other Hyper-addictive Stupid Games" (64-69), what does Anderson imply by the use of the terms:  "stupid games" and "gamification"?

3. Review lecture – Compare and Contrast (C&C), MLA Format 4. Proofread, Revise & Edit, Peer/Instructor Reviews.

Consider the Rhetorical Situations/Taking Stock of Your Work (354-5) Proofreading Tips Editing Tips Peer Editing Read “Revising, Editing” (Hacker 23-28)

5. Library – Type Essay #36. Compare & Contrast Essay #3, Due: 6 November 2015 (MLA Format, Word

Count, Work(s) Cited page, and Rhetorical Situation Worksheet.

Week 12: 9-13 November 2015 (Holiday, Veterans Day - 11 November 2015)Review Lectures: Argue a Position/Persuasive Essay #4, MLA FormatReading Assignments:

1. "Should Gamers Be Prosecuted for Virtual Stealing" by Alex Weiss (727-729) Writing Activity: Read the article at the link below and compare and contrast with the article by

Alex Weiss, "Should Gamers Be Prosecuted for Virtual Stealing?"

http://news.bbc.co.uk/2/hi/technology/7094764.stm (Virtual Arrest Leads to Arrest)

2. Proofread/Revise and Edit/Peer Review/Instructor Review3. Library – 9-10 November 2015 4. Final Draft of Essay #4 Due: 16 November 2014

Components: 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 16 November 2015 (using the Assignment Tool).

Week 13: 16-20 November 2015 1. Presentation of Essay #4 by lotto assignments 2. Reading Assignments:

"Kenneth Cole Gets Schooled" by David Sirota (759-763)3. Writing 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?

4. Classroom Activity: Kagan - Inside/Outside Circle Debate (Cole v/s Sirota)

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LAST DAY TO DROP WITH A “W” - 13 November 2015

Week 14: 23-27 November 2015 (EPCC Holiday Break 26-27 November 2015)1. Reading Assignment

"Black Friday: Consumerism Minus Civilization" by Andrew Leonard (131-135) "Fish Cheeks" by Amy Tan (Embracing our Heritage/Culture)

2. 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?

"A Brief History of Black Friday" (copy and paste the link into your web browser to view).

http://content.time.com/time/business/article/0,8599,1 942935,00.html

3. Independent Research – Read and analyze a current news event and complete an Annotated Bibliography. Bring your article/AB with you to class on 1 December 2015.

4. Maintenance for Personal Writing Portfolio - Review Essay #4 - Complete a Reflection Sheet/draft and final copies, Hacker C3e, 28-31.

Week 15: 30 November, 1-4 December 20151. Reading Assignment:

Multi-tasking Can Make You Lose...Um...Focus, Alina Tugend (714-718)2. Final Exam 3-4 December 2015 (Library 4 December 2015)

Handwritten Draft 3 December 2015 Library - Type Essay #5 in MLA Format -4 December 2015

Week 16: 7-11 December 2015 (Final Exam)1. Review of Final Exam/Grade2. Maintenance for Personal Writing Portfolio - Review Essay #1-4 - Complete a

Reflection Sheet/draft and final copies, Hacker C3e, 28-31. ***Portfolio Due: 9 December 2015***

14-18 December 2015 (18 December 2015 Early Release)1. Textbook turn-in2. British Literature Survey of Poetry

An Invitation to Poetry, A New Favorite Poem Project Anthology - DVD Editor Robert Pinsky and Maggie Dietz (selected poems)

TPCASTT - Group/Pairs, Background information on authors Team Stand -N-Share - TPCASTT/Poetry Analysis

Final Grades Available: 18 December 2015 ***This syllabus and calendar are subject to change***