ENGLISH 1301 CALENDAR- Fall 2014
Instructor: Dr. Vali B. Karr
E-mail: vali.karr@hccs.edu
Off. Hours: by appointment
CRN # 28647
Room 306
MW 9:30-11:00am
Textbooks and Other Materials:
McQuade, Donald, and Robert Atwan, eds. The Writer’s Presence: A Pool of Reading, 7th ed., 2012.
Maimon, Elaine P., Janice H. Peritz, and Kathleen Blake Yancey. The McGraw-Hill Handbook, 3rd ed. Boston: McGrawHill. Available online: http://connect.mheducation.com/class/karr 28647
Comp 1 Study Guide: The Process of Writing. Ed. Deanne Schlanger. (An HCC publication, available through
McGraw-Hill) http://textflow.mcgraw-hill.com//assets/0077777891/HCC%20Study%20Guide.pdf
Other Materials:
One flash drive or other file saving device for back-up copies of your class work
Grade Percentages:
Expressive/Reflective essay (10%) (On personal experience, childhood memories, out of class, topics provided)
Midterm Essay
(10%) (In class writing on gender issues or current education controversies)
Critical Review
(10%) (Out of class, review of a documentary or feature film to be viewed by students)
Mini Library/Research Paper (20%) (Out of class, on an important figure, event, or concept selected by instructor)
Oral Report
(10%) (Oral presentation on the research paper topic already assigned
Final Essay Exam
(15%) (In class, fairly in-depth analysis of a selected essay in WP)
Class activities
(10%) (Good attitude, attendance, and group work done in class)
Instructor’s choice
(15%) (Completion of McGraw-Hill Connect: 1. Pre Test, 2. LSA Plan, and 3. Post-Test)
Course Description:
“A course devoted to improving the student's writing and critical reading. Writing essays for a variety of purposes from personal
to academic, including the introduction to argumentation, critical analysis, and the use of sources. Core Curriculum Course.” 3credit course (HCCS Catalog)
Prerequisites:
A satisfactory assessment score, completion of ENGL 0310 or ENGL 0349 for non-native speakers.
High Priority Assignments:
During the first week, you will be required to register for McGraw-Hill Connect not only to gain access to Connect shell
resources, including the Handbook (MH) and the Study Guide (SG), which we use in this class, but also to complete the
adaptive Pre Test. The Pre-Test measures your proficiency in grammar and editing skills. Then, based on your performance, the
program generates an individualized plan, which aims at enhancing your writing proficiency in the needed areas and which has
to be worked on regularly over a better part of the course period (check the deadline). To take this test, work on your
individualized plan later on, and, towards the end of the course, complete the post-diagnostic assessment, login to
http://connect.mheducation.com/class/karr_28647 . You can check out this student walkthrough website to familiarize
yourself with the program: https://www.youtube.com/watch?v=Twj2DhJlMS8
Please use your HCC e-mail or the working one you gave to HCC when you registered. Once the program recognizes you as a
properly registered student in this course, you can explore the site and its resources. After you are through checking the
features, exit and sign back in. If, at any time you experience a technical issue, please contact McGraw-Hill’s Customer
Experience Group (CXG) by calling (800-331-5094) or sending an email at http://mpss.mhhe.com/contact.php. Either way, do
not forget to ask for a case number for future reference.
If you do not have an HCC-assigned email account, make sure to get one. You will need to check your HCC email daily. That is
how I will communicate with you concerning class matters. You are also encouraged to contact me with class/assignment
concerns in the same manner, not via your personal e-mails because these accounts may be abruptly cancelled or discontinued
for one reason or other.
Learning Web:
You will need to check the class calendar on HCC’S Learning Web: http://learning.hccs.edu/faculty/vali.karr/engl-4.1301
Bookmark the Learning Web’s site address or add it to your favorites for easy reference, especially for the days when you miss
class. Please do not call me with a questions like, “What did we do today?” Call a classmate to get updated about what went on
in class or check your syllabus online to learn the assignments you need to catch up.
This course focuses on the writing process, which includes generating ideas, drafting, revising, editing and self-evaluating.
Throughout the semester, we will explore the basic tools essential for the development of clear, concise writing, such as thesis
development, organization, and the creation of effective transitions. By the end of the semester, you will have grown
increasingly sensitive to identifying your audiences and to the rhetorical devices that will be most suitable for addressing them
in your writing. You will develop traditional research and documentation skills that will be important in 1302 and in your upper
level curriculum. Writing, reading and thinking go hand in hand. To become good writers, you need to learn how to read with
precision and then methodically respond to what you’ve read. You will learn to look at issues critically rather than readily
accepting them merely because they appear in print; and then to arrive at an informed decision or opinion. You will learn how
to articulate your views as well as how to affect your audience. The critical and analytical skills you develop will serve you
throughout your academic and professional careers and enable you to express yourself clearly and effectively.
Also, it is important to note that our class will mimic, in so many ways, the real world in the sense that students will be
expected to participate professionally—be on time, stay engaged the entire class period, be prepared to discuss assigned
material, meet deadlines, collaborate, and work fairly and honestly. Talking to classmates about things other than the discussion
focus is rude and will not be tolerated. Likewise, reading outside materials (books, magazines, textbooks), working on
assignments for other classes, using a cell phone or other electronic device, or other non-class related activities are not allowed,
and you will be penalized points for doing so.
Attendance: Attendance will be checked daily. Coming in late or leaving early will constitute a tardy. Excessive tardies will
not be tolerated. “Excessive” is defined as more than two tardies. All tardies (in minutes and hours) will be recorded online and
counted toward your excused absences. Tardies will have an effect on the grade you receive for the course (i.e. the work you
miss, such as class activities, assignments, etc. will be deducted from your final grade average). Please make an effort to be on
time to avoid losing points and disrupting the class. Your absences over the allowed limit of 12.5% (6 ½ hours) will
definitely affect your course grade. If you intend to withdraw, you must do so by the official date given above. Failing to do
so will result in receiving an “F” for the course grade.
According to HCCS policy, if a student is reported absent more than 12.5% of class (6 hours), he or she may be administratively
dropped from the course. Please do not call the campus staff about absences or any other class matters, including emergencies
that force you to turn in late work. You are allowed to miss a class or two for emergencies, but remember, no matter how
legitimate or justifiable your reasons for missing class or delayed work might be (car accidents, weddings, death in the family,
etc.), when not in class, you cannot ask your instructor to mark you present or to exempt you from the late work policy described
below, especially if, for any emergency reason, you manage to show up only a few minutes before class is dismissed. Again, if
you should miss class for any reason, it is your responsibility to make up the work you missed. It is also strongly recommended
that you obtain the phone number of a classmate to aid you in this situation.
Library:
The HCC Libraries offer assistance in finding and documenting resources. If you would like help with research, you may contact
the librarian, Daniel Dylla at daniel.dylla@hccs.edu or call the library at 713-718-5747.
Manuscript Guidelines:
For out-of-class essays, please follow these guidelines: 1) Print your paper on 8 1/2 x 11” paper. 2) Use 12pt. Times New Roman.
No bold type. 3) Double space with 1” margins all around. 4) One inch from the top of the first page only, on the upper righthand corner, give the following single spaced items: A. your name, B. course title and instructor’s name within parenthesis, C.
title of the assignment, and D. due date, and date of submission. 5) Type your name in the upper right-hand corner of the ensuing
pages, and 6) If you use various sources, follow the MLA documentation rules. Check out The McGraw-Hill Handbook online for
the guidelines. For example, if you use an Internet article, you need to give the author’s name, title, date of publication, posting, etc,
in a special order.
Withdrawal Policy:
The State of Texas has begun to impose penalties on students who drop courses excessively. For example, if you repeat the same
course more than twice, you have to pay extra tuition. Beginning Fall, 2007, the Texas Legislature passed a law limiting first time
entering students to no more than six total course withdrawals throughout their academic career in obtaining a certificate or
baccalaureate degree. There may be future penalties imposed.
If you intend to withdraw, you must do so by the official date. If you do not withdraw before the deadline, you will
receive the grade that you are making as the final grade. This grade will probably be an “F.” Check out the last day to
withdraw from this course to receive a safe “W,” instead of an “F.” However, it is advisable that you confer with me, an
HCC counselor, or HCC Online Student Services to learn what, if any HCC interventions might be offered to assist you
to stay in class and improve your performance or your attendance rate. Such interventions could include tutoring, child
care, financial aid, and job placement.
International Students:
Receiving a “W” in a course may affect the status of the student visa. Once a “W” is given for the course, it will not be changed
to an “F” because of the visa consideration. Please contact the International Student Office at 713-718-8520 if you have any
questions about your visa status and any other transfer issues.
Late Work: Late assignments will be penalized five (-5) points for every class; emergencies are no exceptions. All assignments
are required to be turned in at the beginning of the class when they are due. Your due date will be posted on our class syllabus.
Occasionally, the due dates on the syllabus may be adjusted, so please check the Learning Web’s updated version of the class
syllabus about the latest deadline date changes.
No late papers will be accepted more than two weeks late. Please arrange a brief conference with me to discuss the reasons for
any late papers. I keep the original copy of your papers for my own files; you should always save another copy in case we need
one. The English Department regards a two week turnaround for the return of major essays an appropriate timeframe.
Scholastic Dishonesty:
According to the 2006-2009 Student Handbook for the Houston Community College System, “Students are responsible for
conducting themselves with honor and integrity in fulfilling course requirements. Penalties and/or disciplinary proceedings may
be initiated by College System officials against a student accused of scholastic dishonesty. ‘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 materials during a test that are 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 of a 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 Student Handbook: 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 (35).
Use of Cameras and Recording Devices
Use of recording devices, including camera phones and tape recorders, is prohibited in classrooms, laboratories, faculty offices,
and other locations where instruction, tutoring, or testing occurs. These devices are also not allowed to be used in campus
restrooms. Students with disabilities who need to use a recording device as a reasonable accommodation should contact the
Office for Students with Disabilities for information regarding reasonable accommodations.
Special Conditions: If you have any special conditions, extenuating circumstances, or needs that may affect your progress in
this course, please notify your instructors. Discuss with your instructors any special accommodations that you have documented
through the Disability Support Services Counselors so that we may better meet your needs. (Student Handbook 10)
HCCS CORE CURRICULUM INTELLECTUAL COMPETENCIES AND EXEMPLARY
EDUCATIONAL OBJECTIVES -- ENGLISH 1301 AND 1302:
·READING: Reading material at the college level means having the ability to analyze and interpret a variety of materials –
books, articles, and documents.
·WRITING: Writing at the college level means having the ability to produce clear, correct, and coherent prose adapted to
purpose, occasion, and audience. In addition to knowing correct grammar, spelling, and punctuation, students should also
become familiar with the writing process, including how to discover a topic, how to develop and organize it, and how to
phrase it effectively for their audience. These abilities are acquired through practice and reflection.
·SPEAKING: Effective speaking is the ability to communicate orally in clear, coherent, and persuasive language appropriate to
purpose, occasion, and audience.
·LISTENING: Listening at the college level means the ability to analyze and interpret various forms of spoken
communication.
·CRITICAL THINKING: Critical thinking embraces methods of applying both qualitative and quantitative skills analytically
and creatively to subject matter in order to evaluate arguments and to construct alternative strategies. Problem solving is
one of the applications of critical thinking used to address an identified task.
·COMPUTER LITERACY: Computer literacy at the college level means having the ability to use computer-based technology
in communicating, solving problems, and acquiring information. Core-educated students should have an understanding of
the limits, problems, and possibilities associated with the use of technology and should have the tools necessary to evaluate
and learn new technologies as they become available.
II. EXEMPLARY EDUCATIONAL OBJECTIVES: FRESHMAN ENGLISH
· To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing,
and presentation.
· To understand the importance of specifying audience and purpose and to select appropriate communication choices.
· To understand and appropriately apply modes of expression (descriptive, expository, narrative, scientific, and selfexpressive) in written, visual, and oral communication.
· To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding.
· To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the
development of exposition and argument.
· To develop the ability to research and write a documented paper and/or give an oral presentation.
Core Objectives
Given the rapid evolution of necessary knowledge and skills and the need to take into account global, national,
state, and local cultures, the core curriculum must ensure that students will develop the essential knowledge and
skills they need to be successful in college, in a career, in their communities, and in life. Through the Texas Core
Curriculum, students will gain a foundation of knowledge of human cultures and the physical and natural world,
develop principles of personal and social responsibility for living in a diverse world, and advance intellectual and
practical skills that are essential for all learning.
Students enrolled in this core curriculum course will complete a research project or case study designed to
cultivate the following core objectives:
Critical Thinking Skills—to include creative thinking, innovation, inquiry, and analysis, evaluation and synthesis
of information
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Communication Skills—to include effective development, interpretation and expression of ideas through
written, oral and visual communication
o Personal Responsibility—to include the ability to connect choices, actions, and consequences to ethical
decision-making
o Teamwork (Comp I, Comp II, and TW)—to include the ability to consider different points of view and to
work effectively with others to support a shared purpose or goal
Student proficiency in Communication Skills will be assessed as a formal written out-of-class essay, which is at
least 3 pages long and which includes an oral presentation component as well as a visual component. Student
proficiency in Critical Thinking will be assessed by a formal out-of-class essay assignment. Personal, Social
Responsibility, and Teamwork will be assessed as part of long unit or major essay assignment, which will include
assigned reading responses, pre-writing activities, multiple drafts, and group activities (such as peer review or
group presentations). Student project grades will account for at least 5% of the final course grade.
English Program Student Learning Outcomes:
1. Write in appropriate genres using varied rhetorical strategies.
2. Write in appropriate genres to explain and evaluate rhetorical and/or literary strategies employed in argument, persuasion,
and various genres.
3. Analyze various genres of writing for form, method, meaning, and interpretation.
4. Employ research in academic writing styles and use appropriate documentation style.
5. Communicate ideas effectively through discussion.
English Composition I Student Learning Outcomes:
1. Demonstrate knowledge of writing as process.
2. Apply basic principles of critical thinking in analyzing reading selections, developing expository essays, and writing
argumentative essays.
3. Analyze elements such as purpose, audience, tone, style, strategy in essays and/or literature by professional writers.
4. Write essays in appropriate academic writing style using varied rhetorical strategies.
5. Synthesize concepts from and use references to assigned readings in their own academic writing.
EGLS3 – Evaluation for Greater Learning Student Survey System
At Houston Community College, instructors believe that thoughtful student feedback is necessary to improve teaching and
learning. During a designated time, you will be asked to answer a short online survey of research-based questions related to
instruction. The anonymous results of the survey will be made available to your professors and division chairs for continual
improvement of instruction. Look for the survey as part of the Houston Community College Student System online near the end
of the semester,
Inclement Weather: For school closings monitor major local TV channels, radio, or call the campus information. If for some
reason I am more than twenty minutes late, class is dismissed. Follow your course calendar and check the assignments for the
next session.
Other Policies and Expectations: Ours is a composition class. This means that you will be doing some writing, revising,
editing, and sometimes out-of-class work to research a topic or complete an assignment to be turned in the same day, such as
exploring topics on the Internet or brief visits to the resource center.
According to the Discipline & Student Conduct section of the HCCS Student Handbook, “. . . a student’s membership in the
community of scholars is a privilege and carries with it obligations to Participate in and contribute to the educational mission of
the College and to avoid any behavior that is contrary to that mission. “Therefore, please demonstrate respect for others and
interact courteously; listen carefully, speak thoughtfully, and disagree or correct tactfully; understand that rudeness, angry
outbursts and expressions of discrimination or intolerance will not be put up with. Failure to adhere to HCC’s codes of conduct
will result in prescribed consequences.
The following policies will be strictly enforced and repeat offenders will receive a failing grade:
 Absolutely no cellular phones, beepers, palm pilots, tobacco, food and drinks in the
classroom, No inviting friends or “loved” ones for company or to use the computers
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No disruptive behaviors, such as chatting loudly with friends during presentations or class discussions, taking
Kindergarten naps during class, entering and leaving the room noisily as if begging for attention from others.
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As in any other public domain, where one is expected to conduct himself/herself responsibly and in such a way to avoid
any infringement on other people’s rights, college classes place a serious demand on students and instructors alike to
observe a set of behavior standards. Unfortunately, though, some students seem to have difficulty grasping the simple
fact that a classroom is a public space and that disregarding others’ right to a quiet learning atmosphere by socializing
loudly or conducting home or business affairs is pure rudeness and indicative of incivility. Much to their
embarrassment, these types will be spotlighted and “talked to’ at their level about their unacceptable attitude and
discourtesy. In brief, misconduct and habitual tardiness will not be tolerated. Complaints of disruption, reported by class
members or instructor, may result in administrative withdrawal from the course.
Please come to class on time. Time missed is reported online and subtracted from the six excused absence hours.
Leaving class early also results in time subtracted from the 12.5% attendance limit.
Sorry! No sleeping or heads on desks permitted. If you fall asleep, I’ll wake you up by singing a baby tune!
If you must leave early, please tell me before class starts.
No food allowed in class. Please throw away trash at end of the class session.
Again, Just Turn off and put away your cell phone and beeper the moment you step into or to the hall to answer a
phone call is disruptive. The classroom, Answering a phone call in class, or responding to a call right outside the
class door is very disruptive.
Please stay in class once class begins. Leaving during class for a long break, a trip to the vending machines,
I dismiss class a few minutes early, so please do not pack books before class is dismissed.
Please do not chat with class colleagues during discussions. Share your idea with the entire class
An 89.4 average at the end of the semester is a B. A 79.4 average at the end of the semester is a C.
Out of class essays must be typed. No exceptions.
If, for some reason, I am late more than twenty minutes, class is dismissed. Check the assignments for the next session.
12. Good learning attitude, cooperative demeanor, and polite behavior all go a long way with me!
Important Dates:
August 22:
August 24:
August 24:
September 1:
September 8:
September 10:
September 16:
November 27-30
October 31:
December 7:
December 8-14:
December 19:
Last Day for 100% Refund
Registration Ends
Last Day for Drop/Add/Swap
Labor Day Holiday
Official Date of Record
Last Day for 70% Refund
Last Day for 25% Refund
Thanksgiving Holiday
Last Day for Administrative /Student Withdrawals (4:30pm)
Instruction Ends
Final Exams
Grades Available to Students
Daily Schedule (subject to change):
Mon., Aug. 25
• Proof of registration
• Brief introduction to English 1301
• Grade legend
• Class policies
• McGraw-Hill Connect
Wed., Aug. 27
• Course description, purpose, core competencies, and objectives
• McGraw-Hill Connect Composition Pre-Diagnostic
Assignment: MH: Chapter 11, “Personal Essays,”
WP, pp. 118-20, "Salvation" and Maya Angelou’s short story, “Graduation,” available online
Mon., Sep. 1
Labor Day Holiday-No classes
Wed., Sep. 3
• Introduction to essay #1(rhetorical context): Childhood and Family
• Critical analysis of Langston Hughes' "Salvation" and Maya Angelou’s “Graduation”
• Oral presentations (extra credit)
Assignment: MH: the Writing Process: Chapters 1 – 3;
WP, pp. 31-36., “What is Your Name, Girl?” and pp.176-80, “Leave your Name at the Border”
Mon., Sep. 8
• Narrative elements (plot, characterization, dialog, etc.)
• Research process (choosing a research topic and online search)
• Oral presentations begin (extra credit)
Assignment: WP, pp.142-52, “On being a Cripple” pp. 27-30, “The Joy of Reading and Writing: Superman and Me”
SG: pp. 4 – 6; pp. 7 – 22; pp. 31 – 43; pp. 44 – 47
Wed., Sep. 10
• Word Choice (styles, sexist language; gender stereotypes and labels)
• Oral presentations continue (extra credit)
Assignment: MH: Writing and Revising: Chapters 4 & 5,
WP: pp.793-97, “The Men We Carry in Our Minds,”
Mon., Sep. 15
• Argumentative writing strategy
• Oral presentations continued (extra credit)
Assignment: MH: Chapters 7 and 9
WP: pp. 343-47, ‘Faking It”
SG pp. 48 – 56
Wed., Sep. 17
• Preparation for Essay #2: writing an argumentative essay
• Oral presentations continued
• Critical analysis of "I Want a Wife" available on the Internet
Assignment: MH: Ch. 10, “Arguments,”
WP: pp.555-57, “Why Boys Don’t Play with Dolls?”
Mon., Sep. 22
• Essay #1 DUE
• Paragraphing (types and methods of development
• Oral presentations continued
Assignment: MH: Chapter.13, “Oral Presentations,”
WP: pp.293-304, “What Meets the Eye.”
Wed., Sep. 24
• Topic Sentences
• Reader Response to “Why Boys Don’t Play with Dolls?”
Assignment: MH: Chapters. 15-16;
WP: pp. 650-54, “Will Women Still Need Men?”
Mon., Sep. 29
• Preparation for Essay #2: writing an argumentative essay on education
• Paragraphing (organization, unity, and coherence)
• Oral presentations continued
Assignment: MH: Chapter 10, “Arguments”
WP, pp.716-31, “Letter from a Birmingham Jail”
Wed., Oct. 1
• Pre-writing for an argumentative essay on men and women
• Discuss rhetorical devices in “Letter from Birmingham Jail”
• Sample research papers in MH
• Logical fallacies
Assignment: MH: Chapter 18: “Evaluating the Sources”
WP: pp.337-42, “The Insufficiency of Honesty”
Mon., Oct. 6
• Thesis statements in expository writing
•
Preparation for Essay #2: writing an argumentative essay
Assignment: MH: Chapters 20 – 21, “Academic Honesty”
WP: pp. 633-42, “Is Google Making us Stupid?”
Wed., Oct. 8
• writing strategies: Analysis (reviews to be posted)
• constructing paragraphs: Topic sentences
Assignment: MH: Chapter 9, “Interpretive Analyses”
WP, pp. 665-72, “Against School”
Mon., Oct. 13
• Preparation for Essay #2: writing an argumentative essay
• Critical analysis of “Against School”
Assignment: WP, pp. 860-69, “Stories Hollywood Never Tells”
SG, pp. 56 – 61; 61 – 68
Wed., Oct. 15
• Library Orientation
• Thesis statements (expository writing)
• Critical analysis of “I Want a Wife” available online
Assignment: MH: Chapter 49, “Exact Language”
WP, pp. 527-38, “Politics and the English Language”
Mon., Oct. 20
• paragraphing revisited: features of a strong paragraph
• Constructing paragraphs: Special purpose paragraphs
Assignment: MH: Chapter 5, “Revising”
WP: “The Joy of Reading and Writing: Superman and Me” pp. 27-30
Wed., Oct. 22
•Using MLA Document Format
Assignment: MH: Chapter 66, “Identifying and Editing Common Errors”
WP, pp. 86- 91, “Learning to Read and Write”
Mon., Oct. 27
• Midterm (Essay #2, written in class)
• constructing unified paragraphs: Topic sentences
Assignment: MH: Chapter 9f, “drama”
WP, pp.655-660, “The Boston Photographs”
Wed., Oct. 29
• Using MLA style of documentation
• Patterns of exposition: Cause/Effect
Assignment: MH: Chapter 4d, “Develop ideas and use visuals strategically”
WP, pp.324-30, “Why Women Smile”
Mon., Nov. 3
• Patterns of exposition: Definition
Assignment: MH: Chapter 4d, “Develop ideas and use visuals strategically”
WP, pp. 800-806, “The Tyranny of Choice, “
Wed., Nov. 5
• Patterns of exposition: comparison/contrast
Assignment: MH: Chapter 4d, “Develop ideas and use visuals strategically”
WP, pp. 800-806, “What Is Wrong with Animal Rights“
Mon., Nov. 7
•
Patterns of exposition: Narration and description
Assignment: MH: Chapters 38, “Wordy Sentences”
WP, pp. 260-65, “Once More to the Lake “
Wed., Nov. 12
•
Patterns of exposition: classification and process analysis
Assignment: MH: Chapter 4d, Develop ideas and use visuals strategically “”
WP, pp. 451-57, “Everything You Need to Know about Writing Successfully“
Mon., Nov. 17
• DUE: movie review (Essay #3)
• Using sources, direct quotes, paraphrases, and summaries
• Sample research paper
• constructing paragraphs: achieving coherence
Assignment: MH: Chapters 32-35, “Editing for Grammar Conventions”
WP, pp. pp.655-660, “The Boston Photographs”
Wed., Nov. 19
• Using MLA Document Format
• Share research experience and results with class
Assignment: MH: Chapters 36, “Problems with Pronouns”
WP, pp.330-36, “People Like us, “
Mon., Nov. 24
• Editing for Clarity (misplaced and dangling modifiers, mixed constructions, missing words, etc.)
• Share research experience and results with class
Assignment: MH: Chapter 37, “Problems with Adjectives and Adverbs”
WP, pp.244-50, “Beauty: When the Other Dancer is the Self“
Wed., Nov. 26
• Editing for Clarity (wordiness, shifts, faulty parallelism, coordination, and subordination)
• Final Exam study topics)
Assignment: MH: Chapter 23,” MLA Documentation Style”
WP, pp. 337-42, “The Insufficiency of Honesty” and pp. 207-209, “My Speech at West Point”
Mon., Dec. 1
• Last day for oral presentations
Assignment: MH: Chapter 23,” MLA Documentation Style”
WP, pp.318-21, “Analyze, Don’t Summarize”
Wed., Dec. 3
• DUE: Mini-research project (paper #4)
• DUE: folder of completed worksheets (saved on your memory drive)
Mon., Dec. 8
• Final Essay Exam (paper #5, written in class on an assigned topic; grades available online Dec. 19)
Assignment: MH: Chapter 12,”Essay Exams”