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.)
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.
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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 Building or call 713-718-6164 to make
necessary arrangements. Faculty is 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:
November 23, 2010:
November 25-28, 2010:
December 12, 2010:
December 13-19, 2010:
December 24, 2010:
Last Day for Administrative/Student Withdrawals-4:30 pm(drop course with grade of “W”)
Thanksgiving Day Holiday
Last day of Instruction
Final Exams (See HCCS Schedule for Final Exams)
Grades available to students via hccs website for student
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.
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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 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. Inclass 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.
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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:
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
RICKS
Instructor’s Name: Margie A. Ricks Office location/hours: by appointment
Course CRN/Days/Times: 62033 MW 6-8:40 pm Room 113/117WGHall
Phone(s): 713-718-5561 (VM)
E-mail: margie.ricks @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 ( or out- of- class) quizzes over readings/vocabulary on the day they are
due.
WEEK 1: September 27-29 - 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: October 4-6
MON: 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
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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.
WED: 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 2 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
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 3: October 11-13
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)
Due: Final Draft of Essay #1
Distribute guidelines/Discuss Essay #2 (In-class) and #3 (Out-of-class-Exemplification)
Due: Read Chapter 5 P&E (72-81)
Due: Ten sentences using any 10 new words from vocabulary list for Week 3 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 4: October 18-20
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 4 list provided
Be prepared for quiz over vocabulary and essays read for today
Discuss essays read for today as examples of exemplification
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;
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One on one work with instructor on Essays.
Due: Rewrite of Essay 1 (Staple rewrite on top of original and turn it in)
In-class writing of Essay 2
WEEK 5: October 25-27
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 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
WEEK 6: November 1- 3
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 100150 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.
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.
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 6 vocabulary words in context
Be prepared for Reading/Vocabulary Quiz over readings and vocabulary for Week 6
Discuss essays read for today
Week 7: November 8-10
MON: Due: Read Chapter 14 pages 309-319 (Defintion)
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 7 words in context
Be prepared for Reading/Vocabulary Quiz over readings and vocabulary for Week 7
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 8: November 15-November 17 (November 23rd 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.**)
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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 8
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 5 th 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 Input
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 9: November 22-November 24 (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 partner’s names are due by the end of
this session. Begin working your argument using the Analysis of Argument Worksheet provided if time
permits.
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 9
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 10: November 29-December 1
MON: Due: Read supplemental readings provided (Argumentative Essays)
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 11: December 6-December 8 (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)
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Week 12: December 13-December 15
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
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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