El Paso Community CollegeSyllabus, Part I

Instructor’s Course RequirementsFall Semester 2016

I. Course Number and Instructor InformationClass Identifier: CRN: 14959, 14961, 14962, 14964Dual Credit English III – EPCC, ENGL 1301, Expository English Composition

Instructor: Daniel Chavez, M. A. (Interdisciplinary Studies: English and Psychology) and M.S. (Sports Management)Campus and Office Hours: Eastlake High School, B-208 Phone: 937-3600

Office Hours/Tutoring: 8:00 -8:45 A.M. (Mon/Wed)Lunch, Before and After School by appointmentConference Period: 7th Period and contact me via Email: dchave25@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.

Materials: Notebook (3 ring binder), 5-8 tabs, College ruled paper, Post-it strips, highlighters, USB/flash drive, 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 50 %

Short quizzes and writing assignments to include course material covered from essay assignments, grammar exercises, and content on reading assignments.

B. MLA Writing Assignments, 5 Major Essays (3 pages in length) with corollary requirements. 30 %

C. Personal Writing Portfolio which contains all documents pertaining to writing 20% assignments/draft and final copies. In addition, a reflective paper will be submitted. (Hacker C3e, 28-31)

All required essays/research project are equally weighted and their average is worth 30%. 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 50% 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.

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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. 5 points will be deducted for every day the assignment is late. You may only make-up scheduled exams/essays if you have an excused absence and must coordinate with the instructor (this is your responsibility). Major essays will not be accepted late. 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 (3 pages in length) with corollary requirements. 30%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 51). You will learn about this page in the first unit of instruction. Each essay is weighted equally and equate to 30% 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 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.

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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: Chavez 2 in the upper right hand corner)

4. Heading (goes on first line of document/not in header & footer)

Your NameMr. ChavezEnglish III DC Period____Current date (28 August 2016)

5. Title of Assignment (Centered)

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.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 Writing Center. 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

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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. Late work is accepted but with a point deduction (minus 5 points each day that the assignment is late). Major essays need to be turned in on time. No late essays will be accepted past the due date. 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. Evaluative Essay (414-418)6. Expository Essay-Final Reflection

C. Essays must contain a word count on the final page of each essay submitted. The required length for each essay is 3 pages with the exception of the research paper. 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.

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 accept late work but with a penalty, unless you and I have discussed the matter in advance, and I have given you written permission to do so. No late essays will be accepted. Do not expect to get an exception to

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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.

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 10 November 2016. 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 Eastlake High School, English III 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: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:

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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.

*******************************ENGL 1301, Revised Fall 2014/Spring 2015

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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. 2. Develop ideas with appropriate support and attribution.

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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 3 pages using MLA style and form. In addition to academic writing assignments, other types of writing assignments may include proposals, reports, commentaries and reviews.

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 30% of the student's grade.

D. Remediation At the instructor's discretion, students may be allowed to rewrite papers or retest for higher grades. Students seeking additional help may obtain tutoring assistance from one of the Writing Centers, located at most of the campuses.

E. Grading Scale Note: This course is the prerequisite for all further English courses, including literature courses, and must be passed with the grade of “C” or better before it can be used as a prerequisite.

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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 2016 Calendar

EPCC First day of Class 21 August 2016EPCC Final Exam Days: 4-10 December 201610 November 2016 - Last Day to Drop with a grade of “W”

2016 Week 1: August 1-5

1. Review of classroom norms and procedures2. Introductions/ice breaker (getting to know you activity)3. Begin college awareness and planning unit

College Bingo What’s Your Dream—SMART GOALS/Time Management Why College? Questionnaire/Discussion Annotating and close reading

Week 2: August 8-12

1. Continue reviewing the writing process and MLA Chunk Chapters 1-6 in Norton- Rhetorical Situations Presentations The process of writing-group activity Strategies for writing- group activity Writing an academic paper—academic voice and tone (Hacker book)

Week 3: August 15-19

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

MLA Style” (Norton 419, 462-474, 480-482) Plagiarism Tutorial 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).

3. Group activity: Citing different sources

Week 4: August 22-26 ( EPCC Semester Begins ) 1. Lecture: Literacy Narrative2. Reading Assignments: Literacy Narrative (27-51):

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

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“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).3. Writing Activities:

Looping brainstorming, thesis statement, 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?

Include a topic proposal

Week 5: August 29-September 21. Lecture Literacy/Review MLA Lecture – Proofreading, Editing, Responding to a Draft2. 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)

3. Write your essay, view prompt, complete a Rhetorical Fact Sheet and attach as the last page to your essay

4. Library: Type your Literacy Essay draft for student review, Due: 9 September 2016 (MLA format, Word Count, and attach Rhetorical Fact Sheet).

Week 6: September 5-9 ( Labor Day –September 5 ) . 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) 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. Due: Literacy Narrative Essay September 9 2016

Week 7: September 12-161. 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

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Read “Revising, Editing” (Hacker 23-28)2. Reading Assignment: Students will read, A Letter from a Birmingham Jail 3. Writing Assignment – Literary Analysis/Analyze a Text, write a two page essay

analyzing the historical significance of Martin Luther King’s Letter. Must contain a Work Cited page.

Week 8: September 19-231. Lecture Research – Introduction to Research and Argue a Position (Persuasive Essay

119-149) Essay #3 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.  

2. 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) 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)

Due: Literary Analysis Essay September 23 2016

Week 9: September 26-30

1. Review Lectures: Argue a Position/Persuasive Essay #3, MLA Format, Lecture – Proposal/Annotated Bibliography (AB)

2. Reading Assignments: Joanna MacKay, Organ Sales Will Save Lives pg. 119"Should Gamers Be Prosecuted for Virtual Stealing" by Alex Weiss (727-729)

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)

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)

3. Proofread/Revise and Edit/Peer Review/Instructor Review4. Library – 5. Final Draft of Essay #3 Due: October 21 2016

Components: Essay 900-1000 words, In-text citations, Works Cited Page, Portfolio with all drafts.

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Week 10: October 3-7 ( Intercession ) Work on Annotated Bibliography and writing of draft for argumentative essay

Week 11: October 10-14 ( Intercession ) Work on Annotated Bibliography and writing of draft for argumentative essay

Week 12: October 17-211. Reading Assignments: Read Kenneth Cole gets Schooled (759)2. Writing Activity: Respond to the engaging with the text questions over the reading.3. 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)

4. Library – Type Essay #35. Due: Argumentative Essay #3 October 21 2016 (MLA Format, Word Count, Work(s)

Cited page, and Rhetorical Situation Worksheet.

Week 13: October 24-281. Lecture Compare and Contrast (C&C) Essay #42. 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: 4. 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?5. Writing Assignment: “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 14: October 31-November 4 1. Reading Assignment- Writing of essay using either block or point by point method. 2. Peer editing and writing workshop3. Due: Compare and Contrast Essay November 4 2016

LAST DAY TO DROP WITH A “W” - 10 November 2016

Week 15: November 7-11 ( Veterans Day ) 1. Lecture: Evaluation Essay (164-172)

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"Fish Cheeks" by Amy Tan (Embracing our Heritage/Culture) Readings will be from Norton Chapter 61 “Evaluations” Review Evaluative essays (164-172)

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?

Evaluation Essay due November 18 2016

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.

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

Week 16: November 14-18 1. Reading Assignment:

Multi-tasking Can Make You Lose...Um...Focus, Alina Tugend (714-718) Computer lab- Type essay

Evaluation Essay due November 18

Week 17: November 21-25 ( Thanksgiving Break )

Week 18: November 28-December 21. Maintenance for Personal Writing Portfolio - Review Essay #1-5 - Complete a

Reflection Sheet/draft and final copies, Hacker C3e, 28-31. ***Portfolio Due: 6 December 2016***

Week 19: December 5-9Final will consist of an expository essay which will be written in class. Writing portfolio is also due.

***This syllabus and calendar are subject to change***