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ENGLISH 0310: FUNDAMENTALS OF GRAMMAR AND COMPOSITION II
COURSE GUIDELINES & WEEKLY CALENDAR FOR SPRING 2011
Instructor: Daryl Conner
Mon/Wed 4:00-6:00 PM
Fine Arts Building - Room 312
CRN 77091
COURSE DESCRIPTION:
ENGL 0310 is designed to prepare students for ENGL 1301. It provides a basic review of the principles of grammar,
usage, and mechanics and utilizes the writing process to teach students to write short essays (350500 words). PREREQUISITES: Successful completion of ENGL 0300 or appropriate score on placement test.
COURSE OVERVIEW/STUDENT LEARNING OUTCOMES:
By the time you have completed English 0310, you should be able to:
* Use a variety of sentence patterns in writing.
* Comprehend and respond to assigned readings.
* Employ the writing process (planning, drafting, editing, revising, and developing thesis and topic
sentences) in assigned writings.
* Write a variety of essays using appropriate rhetorical modes.
* Incorporate the ideas and words of other writers in your own essays using established strategies.
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:
The New McGraw-Hill Handbook, 2nd edition (E. Maimon, J. Peritz, and K Yancey)
75 Readings Plus, 9th edition (Santi V. Buscemi, & C. Smith)
A 3-ring notebook with dividers (Syllabus/Assignment Guidelines, Essay in Progress, Vocabulary/75 Readings,
Writing Process/Grammar, Returned Papers, Miscellaneous)
Any Good Small College-level Dictionary
COURSE REQUIREMENTS:
50%-60% Essays 1-5 (or 6) (at least 2 will be in-class writings)
30%
Instructor's Choice (homework, quizzes, attendance/participation)
10%-20% Departmental Final Exam (in-class writing of an argument)
**In-class writing: All students must demonstrate competence in in-class writing to pass English 0310.
Essays: In preparation for ENGL 1301, the majority of essays written for this class will argue a specific, direct
point. The essays will be built from different types of paragraphs (introduction, body, transition, dialogue,
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 350 words long and those out of class should be at least 450 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.
Exams: All in-class essays are impromptu essays based on a prompt which you are given on the day of the inclass writing. You must have a passing average of at least 70% on in-class essays in order to pass this course.
Lab Hour: Beginning Fall 2009, a lab hour component has been added to all Developmental English classes.
One hour of the four hours per week will be reserved for lab hour activities. These will be listed on your syllabus
each week and a weekly grade will be assessed for competent completion of these activities.
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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 new Learning Hub/Science Building, Floors 3 & 4.
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 Building 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 REPEATERS: Students who repeat a course for the third time will not be reimbursed by
financial aid at HCC and other Texas public colleges and universities. Also, a grade of “IP” can not be given
if you fail to complete the course successfully. Before you withdraw from a course, confer with your
instructor/counselor about the consequences of withdrawing and to discuss other options available to you.
COURSE WITHDRAWAL: If you wish to drop a course, you must do so by 4:30pm on Thursday, April 21st.
After this date the course cannot be dropped, and professors can no longer give a grade of “W” at the end of the
semester. Instead, students must be given the grade earned, which is usually an “F” if the student stopped
coming to class.
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 (4 class hours in a 3-credit hour course).
SCHOLASTIC DISHONESTY: According to the Student Handbook for the Houston Community College
System (27-28), "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) 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 grades in developmental courses.
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HCCS Holidays/Crucial Days for Fall 2010:
January 17, 2011:
January 18, 2011:
January 19, 2011:
February 21, 2011:
March 14-20, 2011:
April 21, 2011:
April 22-24, 2011:
May 8, 2011:
May 9-15, 2011:
May 20, 2011:
Martin Luther King, Jr. Holiday
Classes begin, Drop/Add/Swap fee begins
Last day for change of schedule (drop/add/swap)
Presidents Day Holiday
Spring Break
Last day for student/administrative withdrawals (drop course with grade of “W”)
Easter Holiday
Last day of Instruction
Final Exam Week (See HCCS Schedule of Classes for Spring 2011 for exam schedule)
Grades available to students via www.hccs.edu
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
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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. 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.
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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 and telephone and texting issues.)
**Remember: You must have a passing average on in-class writing to pass the course.
ENGL 0310 COURSE SYLLABUS for Spring 2011
Instructor’s Name: Daryl Conner
Office hours: By Appointment Only – before or after class.
E-mail: daryl.conner@hccs.edu
Phone: 713-718-6671 (ENGL Office) or Home: 713-473-2373 (Do not call after 9:30 PM)
*Abbreviations for textbooks used are 75R for 75 Readings Plus and MHH for The New McGraw-Hill Handbook.
*Always be prepared for in-class reading responses/quizzes over reading and vocabulary assigned on the day
they are due, whether or not this appears on your syllabus.
WEEK 1: January 17 - January 21
Mon.
No Class MLK,Jr. Day
Wed.
Distribute and discuss opening day materials: Course & Course Guidelines,
Classroom Policies, and Syllabus
Student Questionnaire; Introduce Textbooks; Brief Course Overview
Lab Hour: In-class writing of Diagnostic Essay
WEEK 2: January 24 - 28
Mon.
Please purchase and review textbooks by today
Due: Read MHH 120-130
Review textbook format and use; Discuss the Reading-Writing Connection;
Formal (Academic) vs. Informal (Casual/Creative) Writing
Discuss ongoing vocabulary building/sentence assignment (See Guidelines)
Student Interviews in preparation for Paragraph #1 assignment (See Guidelines)
Wed.
Due: Paragraph #1 (Introduction of Fellow Student)-SEE GUIDELINES
Due: Read MHH 2-6 (1a); 21-34 (2a-f and 2h); and 379 (Correct MLA heading/format);
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and 678-688 (Building Vocabulary)
Discuss: Clarifying the assignment, Addressing the Topic, Academic
Requirements, Purpose, Audience
Lab Hour: Practice vocabulary building exercise and writing sentences using words in
context using words assigned on Vocabulary list for Week 2.
WEEK 3: January 31 – February 4
Mon :
Due: 75 Readings PLUS pp. 21-25 (Malcolm X); 53-60 (White); and 131-135 (Naylor)
Due: Study/ Learn New Vocabulary; Write 10 sentences using any 10 new words
(SEE WRITTEN GUIDELINES FOR THIS ASSIGNMENT)
Due: Read MHH 212-216 (Writing Personal Essays) and 33-42 (3a - Exploring Ideas)
*Be prepared for quiz over 75R assignment reading/vocabulary assigned for today
Distribute Essay Guidelines and Requirements (All essays)
Introduce Essay #1 (formal out-of-class essay)
Analyze/Discuss today’s readings as they relate to ideas for Essay #1
Discuss The Academic Writing Process and begin Prewriting for Essay #1
Wed:
Due: Freewriting/Brainstorming for Essay #1
Due: Read MHH 42-51 (3b-c) (Organizing the Essay)
Due: Read 75 Readings, Plus pp. 252-255 (Zinsser’s “Clutter”)
Continue with discussion of The Writing Process: Planning & Shaping;
The Thesis Statement Organizational Plan/Outline (Ex. 3.5 to be done in class)
Lab Hour: Using prewriting done for today, begin work on Essay #1 Organizational Plan
(Outline); one on one time with instructor as time allows.
WEEK 4: February 7 - 11
Mon:
Due: Read 75R pp. 1-20 (Orwell, Hughes, Angelou) and Study/Learn vocabulary list
Due: Ten (10) sentences using any 10 words from vocabulary list for these essays
Be prepared for quiz over readings and vocabulary assigned for today
Analyze/Discuss today’s readings as they relate to ideas for Essay #1
Continue working on Organizational Plan for Essay 1
One on one time with instructor as time allows
Wed:
Due: Organizational Plan/Outline for Essay #1
Due: Read MHH 56-75 (especially focus on 4b, c, f and g)
Due: Read 75R pp 91-96 (“Writing Drafts” by R. Marius)
Discuss Drafting; Paragraph development; Introductions & Conclusions
Return papers/Discuss grading symbols used
Lab Hour: Based on suggestions given for introductory paragraphs (MHH 72-73),
write 3 possible introductory paragraphs which you might use for Essay #1. These are
due by the end of the session. One on one time with instructor as time allows.
WEEK 5: February 14 - 18
Mon:
Due: Read 75R pp. pp. 65-71 (Cofer); 96-103 (Lame Deer/Erdoes); 261-265 (McPhee)
Due: Study/Learn Vocabulary/ Write ten (10) sentences using 10 words from list
Be prepared for quiz over readings and vocabulary assigned for today
Discuss today’s readings as they relate to Essay #1 topic and mode of development
In-class work on Rough Draft of Essay #1
Wed:
Due: Rough Draft of Essay #1
Due: Read MHH 76-103 (Revising & Editing) and 689-707 (Language)
Sample of revision will be done in class
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Lab Hour: Collaborative Peer Analysis Activity with Rough Drafts of Essay #1; Students will
read other students’ drafts, focusing on clarity of Thesis Statement, Organization of Ideas,
Development of Ideas, and Appropriate Language.
WEEK 6: February 21 – 25
Mon:
No Class – Presidents Day
Wed:
Due: Final Draft of Essay #1
Due: Bring a current newspaper (yesterday’s or today’s) with you to class
Distribute guidelines/Discuss Essay #2 (In-class) and #3 (Out-of-class)
Discuss/Brainstorm current controversies and possible topics for Essay #3
WEEK 7: February 28 – March 4
Mon:
Due: Read 75R pp. 103-110 (Abbey); 111-115 (Ehrlich); and 221-226 (Mukherjee)
Due: Study/Learn Vocabulary List/ Ten (10) sentences using words from list
Be prepared for reading/vocabulary quiz and discussion of readings
Lab Hour: Practice generating a list of specific controversial topics (stated as an argument)
based on broad essay topic ideas presented in the essays read for today (animal rights,
ecological concerns, and immigration reform)
Wed:
Due: List of at least 10 current controversies in the world today
Due: Read MHH 322-329 (Evaluating Outside Sources)
Library Orientation; LIBRARY CLASSROOM
(Meet in the library classroom, 3 rd floor of LHSB)
WEEK 8: March 7 – March 11
Mon:
Due: Read 75R pp. 190-96 (Catton); 217-221 (Britt); and 226-231 (Blodget)
Due: Read MHH 70-71 (comparison/contrast development)
Due: Study/Learn Vocabulary list/ Ten sentences using words from list
Be prepared for reading/vocabulary quiz and discussion of readings due today
Discuss development using comparison/contrast)
Discuss rewrite/revision guidelines for Essay #1
Wed:
Due: Bring Essay 3 Topic Choice and any sources found to date
Due: Clarification of Controversy Worksheet for Essay #3
Due: Read MHH 128-134 (writing summary); and 341-360 (plagiarism, paraphrasing,
quoting from other sources); and 322-332 (integrating quotations)
(Discuss evaluating sources, summarizing, paraphrasing, quoting, and integrating outside
sources)
Lab Hour: Writing Practice: Using one of the essays read for last Tuesday, write a textbased response including all of the following: first, introduce and summarize the essay,
second, oppose (disagree with) one idea presented in the essay. Be sure to quote or
paraphrase from the essay. Due by end of session.
WEEK 9: March 14 – March 20
NO CLASSES -
SPRING BREAK
WEEK 10: March 21 - 25
Mon:
Due: Read 75R pp. 116-121 (Sontag); 273-74; 283-292 (Whitehead); and 460-469 (Gould)
Due: Read MHH p. 66 and 69-70 (definition and cause-effect development)
Due: Study/Learn Vocabulary List/ Ten (10) sentences using words from list
Due: Read MHH 217-220 (In-class essay writing)
Be prepared for reading/vocab quiz and discussion of readings
Discuss development using definition and cause-effect
Lab Hour: Work with rewrite/revision of Essay 1; individual conferences over Essay #1.
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Wed:
Due: Articles and Summaries for Essay #3 (ONE SUMMARY FOR EACH OF 3
ARTICLES ON SAME CURRENT CONTROVERSIAL TOPIC)
Due: Rewrite/Revision for Essay #1
In-class Essay #2 (based on ideas discussed from readings of Weeks 6-8)
WEEK11: March 28 – April 1
Mon:
Due: Organizational Plan for Essay #3 In-class
Discuss correct ways to integrate outside sources in academic writing; source citation; Works Cited
Begin work on Rough Draft of Essay #4
Wed:
Due: Rough Draft of Essay #3 for Peer Analysis (Bring three copies for collaborative
peer analysis exercise)
Lab Hour: Collaborative peer analysis activity for Essay #3
WEEK 12: April 4 - 8
(**No sentences from this point on, but you should still be prepared for reading/vocabulary quizzes
on days when essays are assigned from 75R, Plus.)
Mon:
Due: Final Draft of Essay #3 (Overview of Current Controversy)
Due: Read MHH 183-212 (Writing Arguments)
Introduce Essays #4 – Final Exam (All Arguments)
Discuss Argumentative Writing and Analysis Worksheet (Classical Formula,
Argumentative Thesis, Appeals, Refutation)
Lab Hour: Meet in collaborative groups to practice critical thinking exercise provided
Wed:
Due: Read 75R 398-413 (Hentoff and Dershowitz)
Due: Argument Analysis Worksheet for Freedom of Speech and The First Amendment
Discuss essays read for today as models of argument / possible topic for Essay 5
Return Essay #2-Discuss in-class writing results/suggestions
WEEK 13: April 11 – April 15
Mon:
Due: Read 75R 371-388 (Ehrenreich and Hardin)
Due: Argument Analysis Worksheets for Welfare Controversy
Possible Quiz over vocabulary and readings for Week 10-11 (4 essays)
Discuss essays read for today as models of argument/possible topic for Essay 5
(Economics and Social Responsibility)
Lab Hour: Work on Argument Analysis Worksheets for Essay #4; Individual
Conferences over Essay #4
Wed:
Due: Read 75R 172-178 (Lutz); 453-458 (Lake) and 438-443 (Rodriguez)
Be prepared for reading/vocab quiz
Continue with discussion of writing argument/possible topics for Essay 5
(Politically Correct Language and Multicultural Education)
WEEK 14: April 18 – April 22
Mon:
Due: Argument Analysis Worksheet for Essay #4
Lab Hour: Work on Organizational Plan for Essay #4; Individual Conferences
Wed:
April 22 -24
Due: Organizational Plan for Essay #4
Due: Rewrite/Corrections for Essay #2
In-class Essay #5 (Argument based on ideas from 75R readings Weeks 10-12)
EASTER HOLIDAY
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WEEK 15: April 25 – April 29 (Thursday, April 21st is the last day to withdraw from courses)
Mon:
Due: Rough draft of Essay 4
Lab Hour: Peer Analysis using Essay #4 Rough Drafts (perfecting the argument); Individual student
conferences
Wed:
Due: Final Draft of Essay #4 (Argument)
Due: Read 75 R pp. 196-208 (Tannen) and supplemental handouts (“Punch and Judy”
by Dave Barry, and other readings about gender issues)
Introduce Gender Issues (basis of prompt for final exam essay)
WEEK 16: May 2 - 6
Mon:
Due: Read 75 R pp. 127-130 (Goodman); 212-217 (Sanders); and 247-252 (Staples);
and supplemental reading, “Shouldn’t Men Have ‘Choice’ Too?” (Daum)
Due: List of stereotypes, social practices, and advantages/disadvantages for men
Be prepared for reading/vocab quiz & Discussion of Gender Issues from the male perspective
Lab Hour: Begin generating list of social practices, advantages and disadvantages for
women due complete on Thursday
Wed:
Due: Read 75 R pp. 122-127 (Parker); 449-452 (Brady); and 499-504 (Cisneros); and supplemental
reading, “Rape: A Bigger Danger Than Feminists Know” (Paglia)
Reread/Review 372-381 (Ehrenreich) and 117-121 (Sontag)
Due: List of stereotypes, social practices, & advantages/disadvantages for women
(Be prepared for reading/vocab quiz & Discussion of Gender Issues from the female
perspective)
May 8 is Last Day of Instruction – (No more classes – just Finals.)
WEEK 17: May 9 – May 15
FINAL EXAM WEEK
In order to complete/pass this course, you must attend the final exam session.
According to the HCC schedule you exam will be on Wed. May 11, 2011 at 4:00 -6:00 PM,
in our normal class room.
(The following will be incorporated into classes as we move along.
Complete discussion of gender issues (basis for Final Exam prompt)
Bring all evaluated writing to class (essays, sentences, etc.)
Review for final exam essay
Due: Rewrite/Revision/Corrections for Essay #5
In-class FINAL EXAM ESSAY (Argument based on ideas from 75 R Weeks 13-14)
THERE MAY BE CHANGES AS WE GO ALONG SO STAY TUNED……………….