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ENGLISH 0300: FUNDAMENTALS OF GRAMMAR AND COMPOSITION I
COURSE GUIDELINES & WEEKLY CALENDAR – Fall 2010
COURSE DESCRIPTION:
ENGL 0300 is a refresher course devoted to improving basic English skills for native speakers of English
(NOTE: Non-native speakers must refer to ENGL 0320-0349 or ESOL 0341-0356). This course emphasizes
grammar, sentence structure, paragraph development, and creative techniques in essay writing.
COURSE OVERVIEW/STUDENT LEARNING OUTCOMES:
By the time you have completed English 0300, you should be able to:
* Write sentences that demonstrate proper use of grammar and mechanics.
* Read analytically.
* Write in response to readings.
* Develop a thesis statement and use supporting paragraphs to strengthen and support the thesis.
* Write a variety of paragraphs including introductory, supporting, and concluding paragraphs.
DEVELOPMENTAL ENGLISH DEPARTMENT MISSION STATEMENT:
The Developmental English Department provides opportunities for students to upgrade their basic language skills
in order to maximize their chance of success in college level courses. In addition, the department promotes goal
setting and values clarification and fosters self-esteem and positive attitudes to aid students in becoming
contributing members of society and gaining personal satisfaction.
TEXTBOOKS:
Textbook: Paragraphs and Essays by Lee & Kelly Brandon, 11th Edition
A 3-ring notebook with dividers (Syllabus/Assignment Guidelines, Essay in Progress, Vocabulary/Notes from
readings, Writing Process/Grammar, Returned Papers, Miscellaneous)
Any Good paperback college-level Dictionary
Blue or black ink pens for handwritten work
COURSE REQUIREMENTS:
50% Essays 5 (at least 2 will be in-class writings)
10% Average of all paragraphs (3-5) using various rhetorical modes
30% Instructor's Choice (homework, quizzes, attendance/participation, Lab Hour Activities)
10% Departmental Final Exam (in-class writing of an argumentative essay)
In-class writing: All students must demonstrate competence on in-class writing to pass English 0300.
Essays: Essays will be built from different types of paragraphs (introduction, body, transition, conclusion),
and always require a directly stated thesis. In your own essays and in other writers' essays, you will discuss
elements of essays such as topic, purpose, audience, thesis, style, tone, strategy, etc. The essays you write in
class should be at least 300 words long and those out of class should be at least 400 words long. Both will be
graded using a departmental grading profile based on the assessment guidelines of appropriateness, unity
and focus, development, organization, sentence structure, word usage, and mechanics.
Instructor's Choice: This part of your grade will be determined by a combination of class assignments: quizzes,
reading responses, homework, vocabulary, and various short writing assignments throughout the semester.
Included in this component of your final grade will be all Lab Hour Activities assigned throughout the semester.
These are listed separately on your syllabus.
Exams: All in-class essays are based on a prompt which you are given on the day of the in-class writing. You
must have a passing average of at least 70% on in-class essays in order to pass this course.
SUPPORT SERVICES:
Tutoring: Free tutoring is available in FAC 321B: Monday-Thursday ___________: Friday ____________
(**Students may be required by instructors to work with a tutor.)
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Library: The library is located in The Learning Hub Science Building on the 3 rd and 4th floor.
Open Computer Lab: Computers are available for word processing in FAC 302, SJAC 204a and in the
Macintosh Interdisciplinary Lab in JDB 203-204. Check for open hours.
STUDENTS WITH DISABILITIES/REASONABLE ACCOMMODATION:
Disability Support Services: Students who require reasonable accommodations for disabilities are
encouraged to contact the Disability Services Office in Room 106 of The Learning Hub Buidling or call 713718-6164 to make necessary arrangements. Faculty are authorized to provide only those accommodations
requested by the Disability Support Services Office.
HCCS POLICIES:
COURSE REPEATING: For students who repeat a course for the third time, financial aid will no longer pay
tuition/fees at HCC and other Texas public colleges and universities. Before you withdraw from a course,
confer with your instructor/counselor about the consequences of withdrawing and to discuss other options
available to you.
ATTENDANCE: Texas State law requires 87.5% minimum attendance for college courses. You may be dropped if
you miss more than 12.5% of instruction (6 class hours in a 3-credit hour course).
SCHOLASTIC DISHONESTY: According to the Student Handbook for the Houston Community College System,
"scholastic dishonesty" includes, but is not limited to, cheating on a test, plagiarism, and collusion.
Cheating on a test includes:
•Copying from another student's test paper; using during a test, materials not authorized
by the
person giving the test
•Collaborating with another student during a test without authority
•Knowingly using, buying, selling, stealing, transporting, or soliciting in whole or part the contents of
an unadministered test
•Bribing another person to obtain a test that is to be administered.
Plagiarism means the appropriation of another's work and the unacknowledged incorporation of that
work in one's own written work offered for credit.
Collusion means the unauthorized collaboration with another person in preparing written work offered
for credit.
Please note the possible consequences of such dishonesty, as stated in the HCCS Student Handbook : “Possible
punishments for academic dishonesty may include a grade of 0 or F for the particular assignment, failure in the
course, and/or recommendation for probation or dismissal from the College System”.
GRADING: A 90-100% (Excellent/Superior)
B 80-89% (Above Average)
C 70-79% (Average)
IP (In progress) is given to students who do not meet minimum standards but who conscientiously do the work of
the course. It indicates that the student must re-enroll in the course.
W (Withdrawn) is given to students who miss more than 12.5% of instruction or who withdraw themselves from the
class before the drop deadline. It does not affect the grade point average (GPA), but it may affect the student
receiving Financial Aid Benefits.
F or D may only be given if a student is repeating the course or for violations of the scholastic dishonesty policy or
in rare circumstances.
I (Incomplete) is NOT a possible grade in developmental courses.
HCCS Holidays/Crucial Days for Fall 2010:
August 28, 2010:
August 31, 2010:
September 6, 2010:
November 18, 2010:
Classes begin, Drop/Add/Swap fee begins
Last day for change of schedule (drop/add/swap)
Labor Day Holiday
Last day for student/administrative withdrawals (drop course with grade of “W”)
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November 25-28, 2010:
December 12, 2010:
December 13-19, 2010:
December 24, 2010:
Thanksgiving Day Holiday
Last day of Instruction
Final Exams (See HCCS Schedule for Final Exams)
Grades available to students via hccs website for students
IMPORTANT CLASSROOM POLICIES & PROCEDURES
Besides the HCCS policies already mentioned, please be aware of the following
policies and procedures which will apply to this class. These will be discussed during
the first week of class, however, you are responsible for knowing these, regardless of
when you entered class.
PLEASE TURN OFF AND PUT AWAY ALL CELL PHONES AND OTHER MECHANICAL DEVICES,
INCLUDING LAPTOP COMPUTERS, UPON ENTERING CLASS. IF YOU BEEP, BUZZ, RING, OR BREAK
INTO SONG DURING CLASS, YOU WILL BE ASKED TO WRITE A FORMAL LETTER OF APOLOGY OF 350
WORDS TO YOUR FELLOW STUDENTS FOR INTERRUPTING THEIR EDUCATION.
Courtesy and Respect: The rules of decorum and behavior in a college classroom are similar to those of
any public space or work place. You share the classroom space with a diverse group of individuals, of
varying ages, ethnicities, and beliefs. Since this class involves discussion and interaction among
students, it is essential that the common rules regarding courtesy and respect for one another be
followed. Everyone is entitled to share his or her views on subjects discussed. An important part of the
learning process is to listen and consider these views even when they are contrary to your own. It is
important that one person speaks at a time during class discussion and that everyone has the chance to
share his or her viewpoint. The classroom is a place of learning and expanding your awareness of self
and others, so considering the viewpoints of others is essential to your learning experience.
All students have the right to benefit from instruction provided by the professor, so when I speak, I
have the floor. Please refrain from conducting extraneous conversations when instruction is being
provided as this interferes with your fellow students’ ability to hear what is being said and to benefit
from instruction. If you are confused or do not understand what is being said, please ask for further
clarification from me, or see me after class for further explanation.
As a college professor, I am a partner in your learning experience. Your success as a college student is a
source of great pleasure for me, and I will assist you, to the best of my ability, to achieve your learning
goals. However, the work required to reach those goals is your responsibility. Instructors do not “give”
grades; students “earn” grades, according to the thought and effort they choose to devote to any given
assignment. As adults, each of you is responsible for your academic success and appropriate
behavior in a shared group space.
As a college professor, I am responsible for maintaining a cooperative, pleasant and emotionally positive
classroom atmosphere in which ideas can be expressed freely by all. Please check your attitudes at the
door. The public space of the classroom is not the place to air personal grievances, frustration, or anger.
Inappropriate disruptions of the classroom process are unfair to other students and to me, and will not
be tolerated. I am happy to discuss any conflicts or issues which arise for you personally, with me, other
students, or the course in general, in the privacy of my office.
Course Repeaters: If you are on financial aid, your grant will not cover the cost of a course which you
have taken more than twice. Before dropping any course, it is important to speak with an academic
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advisor to be sure you understand the consequences of such action. ALSO, if you are taking this
course for the third time, a grade of IP is not possible at the end of the semester. Instead you will
receive a letter grade of “F” if your final average is below 70%.
Attendance: Texas State law and HCCS Policy state that a student who misses more than 12.5% (6 hours)
of class instruction may be dropped from the course by the instructor. In a course which meets two (2)
days per week for 1.5 lecture hours each day, 12.5% is equal to four classes.
Your presence in this class is very important as is your active participation in your own learning process.
Classroom instruction, discussion, and practice is essential to the improvement of your writing skills. For
this reason, I will adhere to HCCS Policy stated in your Student Handbook. Also, since there are no
make-ups allowed for Instructor’s Choice grades, if you are absent on a day when an Instructor’s
Choice grade is due or given, you may not submit the assignment late and you will have to take a zero
for the assignment(s). One instructor’s choice grade for attendance will be given at the end of the
semester.
Attendance Procedure: An attendance sheet will be passed around at the beginning of each class session.
Attendance is based on your signature on this sheet. If you do not sign it, you will be marked absent for
that day. Once class has begun, you are considered tardy. The attendance sheet will be near the door, so
be sure to sign in as you enter class. If you must leave or enter class more than 60 minutes late or early,
you are considered absent. As a courtesy to your fellow students and me, please try to get to class on
time. The class process will not be interrupted to accommodate late arrivals or early departures.
Make-up Policy: You are responsible for all materials and information covered in class when absent.
You are expected to be prepared for class, with the assignments listed on your syllabus for the day of
your return. I suggest you exchange phone numbers with one or two reliable classmates and arrange for
your “buddy” to take notes for you and pick up extra copies of any handouts on the days you are absent.
You, of course, will do the same for them. If you miss an instructor’s choice assignment due to absence,
you may not make it up. At the end of the semester, 3-5 of these grades will be dropped, so 3-5 missed
assignments will not adversely affect your grade.
Essays and instructor’s choice assignments are due at the beginning of the class session on the due date
listed on your syllabus. Instructor’s Choice assignments will not be accepted late for any reason.
Major essays are subject to a late penalty of 10% of the grade for each class session missed. All major
essays must be turned in order to pass the course. In-class essays (there will be at least three (3) of
these), must be made up within one week if you are absent on that day. In the event that you know
beforehand that you will be absent, all assignments can be turned in early, prior to the class session
during which they are due.
Keep up with your Syllabus. This document tells you exactly what is due and when. Revisions will be
made to the syllabus if changes are needed due to unexpected happenings. In the event of official
school closings, come to the next class prepared with all assignments for days missed and those due
on the date of your return.
Academic Honesty: Cheating, plagiarizing, or calling someone else’s work your own, is a crime in
academic settings and unacceptable in this course. For the first offense, the assignment will be given a
grade of “0” with no opportunity to redo the assignment. If it happens more than once, you will receive
a grade of “F” for the course and referred to The Dean of Students for disciplinary action.
Keep track of your progress. As a college student, you are responsible for your own academic progress.
As your instructor, I will provide you with feedback about your progress and make suggestions to help
you improve upon your writing skills. It is up to you to respond to this information and do your part to
improve these skills. PLEASE SAVE ALL RETURNED PAPERS IN YOUR BINDER UNTIL THE END
OF THE SEMESTER. These are a great source of review to be studied to improve upon your writing
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skills, in preparation for in-class essay writing, and as proof of completed assignments if our records
should disagree.
Final Grade Criteria: Your grade for this course will be determined by the following assignments:
ENGL 0300:
ENGL 0310:
10%
Paragraphs (Average)
10%
Essay #1
10%
10%
Essay #1
Essay #2 (**In-class writing)
10%
10%
Essay #2 (**In-class writing)
Essay #3
10%
Essay #3
10%
Essay #4
10%
Essay #4
10%
Essay #5 (**In-class writing)
10%
Essay #5 (**In-class writing)
20%
Final Exam Essay (**In-class)
10%
Final Exam Essay (**In-class)
30%
Instructor’s Choice
_______30%
Instructor’s Choice
(**Instructor’s Choice includes in-class writing activities, reading, vocabulary, and grammar quizzes,
homework, attendance/participation/class discussion.)
**Remember: You must have a passing average on in-class writing to pass the course.
ENGL 0300 COURSE SYLLABUS for Fall 2010
MCSHERRY
Instructor’s Name: Kimberly McSherry Office location/hours: Room 206 FAC; TR 7-800 am and MW 11-12
(Other times available with appointment) Course CRN/Days/Times: 50986 MW 1-3 Room 312 FAC
61797 MW 3-5, Room 317 FAC. Phone(s): 713-718-6625 (VM) or 713-718-6671 (English Office)
E-mail: kimberly.mcsherry @hccs.edu.
**Abbreviation for textbook (Lee and Kelly Brandon’s Paragraphs and Essays, 11th Ed.) is P&E.
** Students should be prepared for in-class quizzes over readings/vocabulary on the day they are due.
WEEK 1: August 30-September 3 - Purchase and review textbook for course by Wednesday
MON: Distribute/Discuss Course Guidelines, Classroom Procedures & Policies, and Syllabus
Complete Student Questionnaire; Introduce Textbooks/Brief Course Overview
Discuss Formal (Academic) vs. Informal (Casual/Creative) Writing;
LAB HOUR TOPIC: In-class writing of Diagnostic Essay
WED: Due: Must have textbook by today
Due: Read Chapter 1 P&E pages 1-5 and 10-16
Discuss: Clarifying the assignment (Addressing the Topic), Academic Requirements,
Purpose, Audience, ongoing vocabulary building activity/Sentences (see written guidelines for this
assignment, The Writing Process)
Student Interviews in preparation for Paragraph #1 assignment (See Guidelines for this assignment)
WEEK 2: September 6-September 10
MON: NO CLASSES TODAY: Labor Day Holiday
WED: Due: Paragraph #1 (Introduction of Fellow Student)-SEE GUIDELINES
Due: Read Chapter 2 P&E pages 31-39 (Prewriting) and 394 (Heading-MLA Format)
Share paragraphs
Discuss: Ongoing Sentence assignment and The Writing Process-Prewriting
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LAB HOUR TOPIC: Writing Sentences using new vocabulary words in context using words
from Wong’s essay “The Struggle to be an All-American Girl” (P & E 23-24)
Guidelines for this ongoing assignment will be provided and discussed.
WEEK 3: September 13-September 17
MON: Due: Polished draft of Paragraph 1
Due: Read Wong’s essay “The Struggle to be an All-American Girl” (P&E 23-24),
Greenlea’s essay, “No Tears For Frankie” and Cofer’s essay “More” (P&E 119-123)
Due: Ten (10) Sentences using 10 vocabulary words from Week 3 list in context (see guidelines)
Be prepared for quiz over reading and vocabulary due today
Introduce Essay 1 topics (Personal Narrative/Description)
Begin prewriting for Essay 1
WED: Due: Freewriting Exercise for Essay 1 (Stage One of Writing Process Worksheet)
Due: Read Chapter 3 P&E pages 40-51 (Organizing and Developing Ideas/Outlining)
Discuss Topic Sentence & Thesis Statement, Organizing Supporting Details, Developing the
Topic, Outlining; Using prewriting, begin organization of Essay 1 (outline)
LAB HOUR TOPIC: Walking Tour of 3rd floor (English Office, Tutoring Lab, Computer Lab). In
computer lab, we will practice accessing The Online Study Center at
college.hmco.com/pic/brandonPE10e and the WriteSpace Online Writing Program.
WEEK 4: September 20-September 24
MON: Due: Organizational Outline for Essay 1 (Stage Two of Writing Process Worksheet)
Due: P&E Chapter 17 (417-426) (Kinds of Sentences)
Due: In your workbook, complete Ex. 10 (page 423) and Ex. 11 (page 425)
LAB HOUR TOPIC: Using Organizational Plan, work on first draft of Essay 1;
One on one work with instructor.
WED: Due: Rough Draft of Essay 1
Due: Read Chapter 4 P&E ((52-71) (Writing/Revising/Editing)
Due: In your book, revise and correct essay (Ex. 3, page 69)
In-class work with Rough Draft of Essay #1 (Peer Analysis)
WEEK 5: September 27-October 1
MON: Due: Final Draft of Essay #1
Distribute guidelines/Discuss Essay #2 (In-class) and #3 (Out-of-class-Exemplification)
WED: Due: Read Chapter 5 P&E (72-81)
Due: Ten sentences using any 10 new words from vocabulary list for Week 5 paragraphs
Be prepared for quiz over five paragraphs from Chapter 5 and vocabulary due today
Discuss Paragraph Patterns
LAB HOUR TOPIC: Practice paragraph writing using topic from Ex. 3, 1-10), page 80 P&E
Rough Draft and final draft of Paragraph due by end of session. This will be #2 of 5 paragraphs
for major grade.
WEEK 6: October 4-October 8
MON: Due: Read Chapter 6 P&E pages 82-97 (Writing the Essay)
Due: Prewriting for Essay 3 (based on topic choices 12 A-G given on P&E, page 162)
Discuss types of paragraphs within the essay (Introductions and Conclusions)
LAB HOUR TOPIC: Begin organizational plan for Essay 3 (outline);
One on one work with instructor over Essay #3.
WED: Due: Read Chapter 8 P&E pages 137-140 (Exemplification or Using Examples) AND
read Lara’s essay “Who’s Cheap?”, Burciaga’s essay ”Tortillas”, and Angelou’s essay “Liked
For Myself” (pages 146-154 in P&E)
Due: Ten sentences using any 10 new words from Week 6 list provided
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Be prepared for quiz over vocabulary and essays read for today
Discuss essays read for today as examples of exemplification
WEEK 7: October 11-October 15
MON: Due: Organizational Plan (outline) for Essay 3
Due: Chapter 17 pages 426-435 (Complete Ex. 12 and 13, pages 433-435 in your book)
Be prepared for quiz over using coordination and subordination in sentence construction
LAB HOUR TOPIC: Work on rewrite of Essay 1 or rough draft of Essay 3;
One on one work with instructor on Essays.
WED: Due: Rewrite of Essay 1 (Staple rewrite on top of original and turn it in)
In-class writing of Essay 2
WEEK 8: October 18-October 22
MON: Due: Rough Draft of Essay 3
Due: Chapter 17 (439-449) of P&E; Complete Ex. 17-18 in your book
LAB HOUR TOPIC: Peer analysis of Essay 3 rough draft focusing on correct and varied sentence
structure and use of vocabulary words from list learned to date.
WED: Due: Read Chapter 11 P&E pages 222-230 (Cause-Effect Writing)
Due: Complete Ex. 2, 3, and 4 (pages 229-230) in your book
Due: Read Shaw’s essay “The Girls in Their Summer Dresses”, Flaherty’s essay “The Ghetto
Made Me Do It”, and Scheindlin/Getlin’s essay “Enough is Enough” (pages 233-244 of P&E)
Due: Ten sentences using new Week 8 vocabulary words in context
Be prepared for Reading/Vocabulary Quiz over readings and vocabulary for Week 8
Discuss cause-effect development pattern and essays read for today
WEEK 9: October 25-October 29
MON: Due: Final Draft of Essay #3
Introduce Essay 4 (in-class essay) and Essay 5
LAB HOUR TOPIC: Using one of the outlines done for cause-effect writing, write a paragraph of
100-150 words using cause-effect development. Rough draft and final draft are due by the end of
class.
This will be #3 of five paragraphs due for major grade.
WED: Due: Mini-research report on “The Origins and History of Halloween” OR
“Ways in Which Halloween is Celebrated in Other Cultures”
Using research methods (library, library data bases, computer research tools), research and write
a report on one of the above topics.
Halloween Surprise!
WEEK 10: November 1-November 5
MON: No class today - To receive attendance credit for today, you must show up for our
scheduled appointment to discuss your writing skill progress to date.
**Also, please note the longer than usual reading list due on Wednesday, and plan your
time accordingly.
WED: Due: Prewriting for Essay 5
Due: Read Chapter 13 pages 278-286 (Comparison-Contrast Writing)
Due: Read Brehm’s “Blue as in Boy…” (287-288); Shaskan’s essay “Chick Flicks vs.
Macho Movies…”, Mukherjee’s essay “Two Ways To Belong in America”, and
Britt’s essay, “Neat People vs. Sloppy People” (290-297); and Gray’s essay
“Men Are from Mars, Women Are from Venus” (173-176)
Due: Ten sentences using new Week 10 vocabulary words in context
Be prepared for Reading/Vocabulary Quiz over readings and vocabulary for Week 10
Discuss essays read for today
Week 11: November 8-November 12
MON: Due: Read Chapter 14 pages 309-319 (Defintion)
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Due: Read Guilbault”s essay “Americanization is Tough…” (177-179); Pearson’s essay
“Whose Values?” (323-325); and Grant’s essay “Graffiti…” (326-330)
Due: Ten sentences using new Week 10 words in context
Be prepared for Reading/Vocabulary Quiz over readings and vocabulary for Week 11
Discuss essays read for today as models of development using definition
LAB HOUR TOPIC: Practice writing definition based on one topic from the list provided. One
paragraph (rough draft and final draft) due by end of session. This will be 4 th paragraph of 5
paragraphs for major grade.
WED: Due: Organizational Plan for Essay 5
Due: Rewrite of Essay 2
In-class writing of Essay #4 (Based on Definition)
Week 12: November 15-November 19 (November 18th is the last day for student withdrawal from any course)
(**Please note: No more sentences assigned for vocabulary words from this point on; However, you are still
responsible for learning the meanings of the words provided on the list for each essay assigned.**)
MON: Due: Read Chapter 10 in P&E pages 193-201; Baum’s “Flirting Fundamentals”
and Good/Fitzpatricks’s “A Successful Interview” (206-213)
Discuss essays read for today as models of development using process analysis
Be prepared for reading/vocabulary quiz over readings and vocabulary for Week 12
LAB HOUR TOPIC: Practice writing process paragraph based on one topic from the list
provided. The paragraph (rough draft and final) is due by the end of this session. This will be
the 5th of 5 paragraphs to be averaged for a major grade (10% of final grade).
WED: Due: Rough Draft of Essay 5 for Peer Analysis/Instructor Imput
Due: Read Chapter 15, pages 340-344
Introduce Argumentative Writing
We will discuss and complete Ex. 5-7 (349-350) in class together
In-class work/peer analysis with rough drafts of Essay 5
Week 13: November 22-November 26 (Thanksgiving Holiday begins on Wednesday evening)
MON: Due: Final Draft of Essay 5
Due: Read Horner’s essay “Schools as Political Combat Zones” (361-362)
Discuss essay read for today and analyze the argument using Analysis Worksheet provided
Discuss collaboration and introduce collaborative debate project
LAB HOUR TOPIC: Refer to list topics for arguments about education provided. Decide which
of these topics is of interest to you and determine a proposition (side or viewpoint) which you can
argue. Find a partner among your classmates who also feels strongly about the same topic, but
from the opposite viewpoint. Work with your partner on a proposition which can be argued
from each side. (Examples will be provided.) The topic chosen, the proposition agreed upon, and
the partners names are due by the end of this session. Begin working your argument using the
Analysis of Argument Worksheet provided if time permits.
(Week 13, continued)
WED: Due: Complete Exercise 5 and 6 on page 349-350 in your book
Due: Argument Analysis Worksheet for one of the essays assigned for today
Due: Read Daum’s essay “Shouldn’t Men Have ‘Choice’ Too?” and
Paglia’s essay “Rape and Modern Sex War” (350-356)
Be prepared for reading/vocabulary quiz over essays read for Week 13
Discuss essays; Analyze the arguments using Analysis of Argument Worksheet provided.
LAB HOUR TOPIC: Meet in collaborative groups to continue work on debate. Argument
Analysis Worksheets, including your refutation, are due by the end of this session.
Week 14: November 29-December 3
MON: Due: Read supplemental readings provided (Argumentative Essays)
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Return Essay #4 and discuss Final Exam Essay (topic and preparation)
In-class discussion on readings due today and work with Argument Analysis Worksheets
LAB HOUR TOPIC: Activities from Part V of P&E will be assigned on an individual basis
depending on each student’s need. This need will be determined by your self-analysis
worksheets throughout the semester. Additional worksheets may be provided for some students.
WED: Due: Presentation of Arguments-The Great Debate
Each collaborative group will present their argument to the class. The class will determine the
winner of the debate based on the principles of good argument. An evaluation instrument will
be provided.
Week 15: December 6-December 10 (Last day of instruction is 12/12/2010)
MON: Due: Argument Analysis Worksheet for Final Exam topic
**Please bring all graded papers with you today
Review for Final Exam using graded papers and self-analysis worksheets prepared throughout the
semester.
WED: **YOUR FINAL EXAM ESSAY WILL BE WRITTEN IN CLASS TODAY**
Due: Rewrite of Essay #4
Please be on time as exam will begin and end at specific times
IN-CLASS writing of FINAL EXAM ESSAY (An argument based on essay topics provided)
Week 16: December 13-December 17
In order to complete/pass this course, you must attend the final exam session. According to HCCS’s final exam
schedule, the final exam session for this class will be:
For MW 1:00 class: 1:00
in this room.
For MW 3:00 class: 3:00
in this room.
SUMMARY OF REQUIRED WORK AND GRADE COMPONENTS WHICH WILL BE USED TO CALCULATE
YOUR FINAL GRADE FOR THIS COURSE:
3-5 Paragraphs throughout the semester
Essay #1
(out-of-class essay)
Essay #2
(in-class essay)
Essay #3
(out-of-class essay)
Essay #4
(in-class essay)
Essay #5
(out-of-class essay)
Instructor’s Choice: Includes all daily assignments, quizzes,
grammar exercises, attendance & participation, and lab hour activities)
Final Exam Essay (in-class essay on last day of class)
10%
10%
10%
10%
10%
10%
30%
10%
**All essays must be completed in order to pass this course.
**Average of in-class writing (40% of your grade) must be 70% or higher in order to pass this course.
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