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ENGLISH 0300: FUNDAMENTALS OF GRAMMAR AND COMPOSITION I
COURSE GUIDELINES & WEEKLY CALENDAR – Spring 2013
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:
Paragraphs and Essays by Lee & Kelly Brandon, 12 Edition
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Textbook:
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% Five Essays (at least 2 will be in-class writings)
10% Average of all paragraphs (4-5) 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 3rd 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 use of another's written 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 Spring 2011:
January 16, 2012:
January 17, 2012:
January 18, 2012:
February 20, 2012:
Martin Luther King, Jr. Holiday
Classes begin, Drop/Add/Swap fee begins
Last day for change of schedule (drop/add/swap)
Presidents Day Holiday
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March 12-18 , 2012: Spring Break
IMPORTANT CLASSROOM POLICIES & PROCEDURES
Gaitan
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 LEAVE CLASS.
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 instructor, I am responsible for maintaining a cooperative, pleasant and positive classroom
atmosphere in which ideas can be expressed freely by all. 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
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.
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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.
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
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:
10%
Paragraphs (Average)
5
10%
Essay #1
10%
Essay #2 (**In-class writing)
10%
Essay #3
10%
Essay #4
10%
Essay #5 (**In-class writing)
10%
Final Exam Essay (**In-class)
_______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 Spring 2012
GAITAN
Instructor’s Name: Nicholas Gaitan Office location/hours: (Available with appointment)
Course CRN/Days/Times: 29335 10a-12p Tues/Thurs and 29336 12 p-2p Tues/Thurs
Phone(s):713-718-6671 (English Office)
E-mail: Nicholas.gaitan@hccs.edu.
**Abbreviation for textbook (Lee and Kelly Brandon’s Paragraphs and Essays, 12th Ed.) is P&E.
** Students should be prepared for in-class quizzes over readings/vocabulary on the day they are due.
WEEK 1: January 16 - January 20
Thurs: Distribute/Discuss Course Guidelines, Classroom Procedures & Policies, and Syllabus
Complete Student Questionnaire; Introductions, Textbooks/Brief Course Overview
Discuss Formal (Academic) vs. Informal (Casual/Creative) Writing;
LAB HOUR TOPIC: In-class writing of Diagnostic Essay
WEEK 2: January 23 – January 27 (Purchase and review textbook for course by Tuesday)
TUES: Due: Must have textbook by today
Due: Read Chapter 1 P&E pages 1-6 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)
THURS: Due: Paragraph #1
Discuss P&E, page 394 (Heading-MLA Format)
Share paragraphs
Discuss: Ongoing Sentence assignment and The Writing Process-Prewriting
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: January 30 – February 3
TUES: Due: Polished draft of Paragraph 1 (revision/rewrite)
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
**Be prepared for quiz over reading and vocabulary due today
Discuss essays read for today as examples of Narrative Essay writing
LAB HOUR TOPIC: in-class writing.
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THURS: Due: Read Chapter 5 P&E (72-81)
Due: Ten sentences using any 10 new words from vocabulary list for Week 3
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
due by semester’s end for a major grade.
WEEK 4: February 6 – February 10
TUES: Due: Read Chapter 2 P&E pages 31-39 (Prewriting)
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 4 list provided
**Be prepared for quiz over vocabulary and essays read for today
Discuss essays read for today as examples of exemplification; Introduce Essay 1 topics (Personal
Narrative/Exemplification); Begin prewriting for Essay 1
THURS: 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.
LAB HOUR TOPIC: Using prewriting, begin Organizational Plan for Essay 1 (outline);
One on one time with instructor.
WEEK 5: February 13 – February 17
TUES: Due: Organizational Outline for Essay 1 (Stage Two of Writing Process Worksheet)
Due: Read Chapter 11 P&E pages 222-230 (Cause-Effect Writing)
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 5 vocabulary words in context
Be prepared for Reading/Vocabulary Quiz over readings and vocabulary for Week 5
Discuss cause-effect development pattern and essays read for today
THURS: Due: Read Chapter 6 P&E pages 82-97 (Writing the Essay)
Due: Read P&E Chapter 17 (417-426) (Kinds of Sentences)
Due: In your workbook, complete Ex. 10 (page 423) and Ex. 11 (page 425)
Discuss types of paragraphs within the essay (esp. Introductions and Conclusions)
LAB HOUR TOPIC: Using Organizational Plan for Essay 1, begin writing Rough Draft;
One on one time with instructor.
WEEK 6: February 20 – February 24
TUES: NO CLASSES TODAY – Presidents Day Holiday
THURS:Due: Rough Draft of Essay 1
Due: Read Chapter 4 P&E ((52-71) (Writing/Revising/Editing)
Discuss Chapter 4 and various revision techniques (esp. Peer Analysis)
Discuss “Rules for Academic Writing” Worksheet provided
LAB HOUR TOPIC: Peer Analysis with Rough Drafts of Essay #1; One on one time with
instructor.
WEEK 7: February 26 – March 2
TUES: Due: Final Draft of Essay #1
Due: Read Chapter 13 pages 278-286 (Comparison-Contrast Writing)
Distribute guidelines/Discuss Essay #2 (In-class Essay) and #3 (Out-of-class Essay)
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Discuss patterns of development for comparison-contrast writing.
LAB HOUR TOPIC: Write a comparison-contrast paragraph of 150-200 words using one of
the topics provided. Rough draft and final draft are due by the end of class. This will be #3 of
five paragraphs due for major grade at semester’s end.
THURS: 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 7 vocabulary words in context
Be prepared for Reading/Vocabulary Quiz over readings and vocabulary for Week 7
Discuss essays read for today as models of comparison-contrast development
WEEK 8: March 5 – March 9
TUES: Due: Prewriting for Essay 3 (See Guidelines for Essay 3 for essay topic choices)
Due: Chapter 17 pages 426-435 (Complete Ex. 12 and 13, pages 433-435 in your book)
LAB HOUR TOPIC: Begin organizational plan for Essay 3 (outline);
One on one work with instructor over Essay #3.
THURS: Due: Rewrite of Essay 1 (Staple rewrite on top of original and turn it in)
In-class writing of Essay 2
SPRING BREAK is March 11 – March 17
Week 9 : March 19 – March 23
TUES: Due: Organizational Plan (outline) for Essay 3 (comparison-contrast essay)
Due: Chapter 17 (439-449) of P&E; Complete Ex. 17-18 in your book
Discuss Grammar Review Worksheet (Handout)
LAB HOUR TOPIC: Work on Rough Draft of Essay 3; One on one work with instructor
on Essay #3.
THURS: Due: Rough Draft of Essay 3
Due: Vocabulary list for Week 9 (Quiz over Homonym and Near Homonym List)
Peer analysis of Essay 3 rough draft focusing on correct and varied
sentence structure and use of vocabulary words from list learned to date.
WEEK 10: March 26 – March 30 April 1st is the last day to drop with a “W” for a grade)
TUES: Due: Final Draft of Essay #3
Due: Read Chapter 14 pages 309-319 (Defintion)
Introduce Essay 4 (in-class Definition essay) and Essay 5 (Out-of-class Persuasive Essay)
LAB HOUR TOPIC: Practice writing definition based on one topic from the list provided.
One paragraph (rough draft and final draft) is due by end of class session. This will be the 4 th
paragraph of 5 paragraphs due for a major grade at semester’s end.
THURS: 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 10
Discuss essays read for today as models of development using definition
Week 11: April 2 – April 6
TUES: Due: Read Chapter 15, pages 340-344 (Argument)
Due: Read Daum’s essay “Shouldn’t Men Have ‘Choice’ Too?” (350-352)
Introduce Argumentative Writing (Writing to Persuade)
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Discuss and complete Ex. 5-7 (349-350) in class together
Discuss essay read for today and analyze the argument
LAB HOUR TOPIC: Choose one side of the argument presented in Daum’s essay and write a
paragraph of 150-200 words in which you summarize the main points of support for your
position. Your topic sentence should clearly indicate the side you take. This will be the 5 th
paragraph of 5 paragraphs due for a major grade at semester’s end.
THURS: Due: Rewrite of Essay 2
In-class writing of Essay #4 (Based on Definition)
Week 12: April 9 – April 13
(**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.**)
TUES: Due: Prewriting for Essay #5 (A Modern Problem and its Solution)
Due: Read supplemental essays provided on topic of
Be prepared for quiz over essays and vocabulary list due today.
Discuss essays/topic/argument read for today
THURS: Due: Organizational Plan for Essay #5
LAB HOUR TOPIC: In-class work with individual writing problems. Bring Grammar Review
Worksheets
Week 13: April 16 – April 20
TUES: Due: Rough Draft of Essay 5 for Peer Analysis/Instructor Imput
LAB HOUR TOPIC: In-class work/peer analysis with rough drafts of Essay 5; one on one work
with instructor over rough drafts of Essay 5 and/or individual writing problems
THURS: Due: Final Draft of Essay #5
Due: Read supplemental essays provided on topic of
Be prepared for quiz over essays and vocabulary list due today
Discuss essays/topic/argument read for today
Week 14: April 23 – April 27
TUES: Due: Read supplemental essays provided on topic of
Be prepared for quiz over essays and vocabulary list due today
Return Essay #4 and discuss Final Exam Essay (topic and preparation)
Distribute supplemental essays for final exam topic & Argument Analysis Worksheets
Discuss essays/topic/argument read due today
THURS: LAB HOUR TOPIC: Complete Grammar Review Worksheets; one on one work with instructor
on individual writing problems
Week 15: April 30 – May 4 (Last day of instruction is 5/8/2011)
TUES: Due: Argument Analysis Worksheet for Final Exam topic
THURS: **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: May 7 – May 11 (Final Exam Week)
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In order to complete/pass this course, you must attend the final exam session. According to HCCS’s final exam
schedule for Spring 2012, the final exam session for this class will be:
For TR 8:00 class:
For TR 1:00 class:
SUMMARY OF REQUIRED WORK AND GRADE COMPONENTS WHICH WILL BE USED TO CALCULATE
YOUR FINAL GRADE FOR THIS COURSE: Grades available May 18th.
3-5 Paragraph throughout the semester
Average of all essays.
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)
**All essays must be completed in order to pass this course.
10%
10%
10%
10%
10%
10%
30%
10%