ENGLISH 1301 SYLLABUS
PART I: ENGLISH 1301 COURSE INFORMATION
Alief Campus –Summer I 2012
Instructor: Debra A. Coleman. MLA
Office hours: 2:30pm-3:00pm M-Th (Conference by appointment)
Summer I Class hours: 12:00-2:30pm; Mon- Thur.
Room: B112
E-mail: debra.coleman@hccs.edu
CRN# 83791
Textbooks
•The Little, Brown Handbook. (2010) Custom edition for the Southwest College.
H. Ramsay Fowler, Jane E. Aaron and Cynthia K. Marshall (ISBN 0558302157-This ISBN includes a
MyCompLab access code)
•The Writer’s Presence. (2009) Sixth edition. Donald McQuade and Robert Atwan (ISBN 0312563884)
Other Materials
College-ruled Notebook Paper and Black or Dark Blue pens
Three-ring notebook for handouts
College-level dictionary and thesaurus
Pocketed paper folder for essay #4 research materials
Floppy disks/CD-RW/jump drive
Grade Percentages
Essay #1: (10%) 750 word personal memoir on childhood and family
Essay #2: (10%) 750 expository essay on gender roles
Essay #3: (10%) 500 word in-class mid-term essay on a sense of place
Essay #4: (30%) 1,500 word researched and documented argumentative/persuasive
essay on ethics and morality
Essay #5: (10%) 750 word in-class critical analysis essay
Essay #6: (10%) 750 word in-class final exam essay
Other grades:
Daily grades (20%) quizzes, research checks
Important Dates
June 1:
June 4:
June 5:
June 7:
June 4-8:
June 9-11:
Last Day for 100% Refund
Classes Begin, Drop/Add/Swap Fee ($15.00) Begins
Registration Ends; Last Day to Drop/Add/Swap Classes
Official Day of Record
70% Refund
25% Refund
June 25:
July 3:
July 4:
July 5:
July 9:
July 13:
Last Day for Administrative/Student Withdrawals
Instruction Ends
Offices Closed – Independence Day
Final Exams
Grades Due by 12:00Noon
Grades Available to Students
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Attendance Policy
Regular attendance is required at Houston Community College. HCCS class policy states that a
student who is absent more than 12.5% (6 hours) of class may be administratively dropped.
Students who intend to withdraw from a course must do so by the official last day to drop.
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
in the Fall of 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 do not withdraw before the deadline, you will receive the grade that you are making as the
final grade rather than a “W.” This grade (due to missing classes and missing work) will probably be
an “F.” The last day to withdraw from the Summer I 2012 semester is June 25th.
You should visit with your instructor, 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. Such interventions could include tutoring, child care, financial aid, and job
placement.
Grades of “W” and “I”
A grade of “W” is given for a “withdrawal.” A grade of “I” is given for “incomplete.” An “I” is for
emergencies only. You have one semester to complete the missing work.
Student Course Reinstatement Policy
Students have a responsibility to arrange payment for their classes when they register, either
through cash, credit card, financial aid, or the installment plan. Students who are dropped from
their courses for non-payment of tuition and fees who request reinstatement after the official date
of record can be reinstated by making payment in full and paying an additional $75.00 per course
reinstatement fee. The academic dean may waive the reinstatement fee upon determining that the
student was dropped because of a college error.
HCC Student Email Accounts
All students who have registered and paid for courses at HCC automatically have an HCC email
account generated for them. Please go to http://www.hccs.edu/students/email/ to review how to
send email using this account.
International Students
Receiving a “W” in a course may affect the status of your 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.
Special Conditions
Any student with a documented disability (e.g. physical, learning, psychiatric, vision, hearing, etc.)
who needs to arrange reasonable accommodations must contact the Disability Services Office at
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the Southwest College at the beginning of each semester. Professors are authorized to provide
only the accommodations requested by the Disability Support Services Office. Contact: Dr. Becky
Hauri at 713-780-7909.
Diagnostic Essay
All English 1301 students write a diagnostic essay during the first class session in order to confirm
their placement into English 1301. The essay will not count as a grade in the course. One goal of
the Houston Community College English Department is to place you in an appropriate English class
where you will learn and succeed.
Free English Tutoring
The Southwest College offers you numerous opportunities for free English tutoring at our tutoring
centers (Stafford, Alief, and West Loop) or our electronic tutoring services. Signs will be posted
once the HCC live tutoring hours have been established. On-line tutoring services include AskOnline
and mycomplab.com. You will find the AskOnline tutoring icon on the HCC homepage for students.
More information about the on-line services will be available once the semester gets started.
Open Computer Lab
You have free access to the Internet and word processing in the open computer lab in the Scarcella
Science Center and in the West Loop Campus. Check on the door of the open computer lab for
hours of operation.
Student Organizations
An organization of interest to students taking English classes is Phi Theta Kappa.
Phi Theta Kappa is the honor society of two-year colleges. Students must earn a 3.5 grade point
average and accumulate 12 credit hours at HCCS. HCCS has an internationally recognized chapter:
Omega Sigma. Numerous transfer scholarships are offered through this honors organization.
Contacts are available at www.omegasigma.org .
Inclement Weather
During inclement weather conditions, monitor major local channels for updates on school closings.
Academic Honesty
Plagiarism results in a grade of zero (“F”) on that project. Consult your on-line student handbook
on scholastic dishonesty. Cheating and/or collusion also result in a grade of zero (“F”) on that
project. Two instances of plagiarism will sabotage the course grade and will result in an “F” in the
course. Consult your on-line student handbook for more details on scholastic dishonesty. No
opportunities for rewriting/resubmitting the plagiarized project will be given.
Late Paper Policy and Make-Up Exams
All assignments are required to be submitted at the beginning of class the date they are due. Due
dates are posted on your syllabus and/or assignment page. Late papers will be docked a letter
grade (ten points) per meeting day beginning with day two. No papers will be accepted more than
three meeting days late. If you miss any in-class essays or exams, contact me immediately to
schedule a make-up exam. No make-ups on daily quizzes! You can drop two low or missed quiz
grades at the end of the semester. (Note: in three-hour class sessions and in summer school, you
might have two or more quizzes during one class session.)
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Electronics Policies
1. Turn off and put away all cell phones, beepers, text-messaging devices and other electronic
devices when class starts. The sounds of cell phones ringing during class are disruptive. Students
should not leave the class to make a call or answer one (or worse—answer a call in class). No cell
phones permitted on top of desks.
2. No Bluetooth devices in ears allowed during class.
3. No MP3 players or other music devices with earphones allowed during class.
4. No laptops open during class.
5. You can answer your calls and make calls during your break.
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.
Other Course Policies
1. Please come to class on time. Time missed before class is subtracted from the 12.5% attendance
policy. Leaving class early or arriving late also result in time subtracted from the 12.5% attendance
policy.
2. Sorry! No sleeping or heads on desks permitted. If you fall asleep, I’ll wake you up by tapping on
your desk.
3. Please do not ever ask, “Are we doing anything important in class today?” The answer always is
“Yes!”
4. If you must leave early, please tell me before class starts.
5. No food allowed in class (campus rule). Beverages are fine in regular classrooms but not in the
computer labs. Please throw away trash at end of the class session.
6. I will dismiss the class, so please do not pack books before I do this.
7. Please do not chat with class colleagues during discussion. Let’s listen to what our class
members have to contribute to the discussion.
8. Please do not bring small children to class or other visitors.
9. 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.
10. The out-of-class essays must be typed. The in-class essays will be written either in blue books
purchased in the bookstore or on the computer in the computer lab.
11. If for some reason I am more than fifteen minutes late, class is dismissed. Follow your course
calendar and complete any assignments for the next session.
12. The time to discuss an essay grade is after it is returned, not at the end of the semester.
13. When you email me, use correct English and proofread your message. Write complete
sentences, capitalize proper nouns, and use correct punctuation. Do not write “b4” for “before” or
“u” for “you,” any other shortened form of a word, or text message language. Write as if you were
on the job and producing text acceptable in the Houston business community.
14. Please do not leave the class during the class session.
15. Good learning attitude, cooperative demeanor, and courteous behavior all go a long way with
me!
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COURSE DESCRIPTION, PURPOSE, AND OBJECTIVES
MISSION STATEMENT OF THE ENGLISH DEPARTMENT
The purpose of the English Department is to provide courses that transfer to four-year colleges; introduce
students to literature from diverse traditions; prepare students to write clear, communicative, wellorganized, and detailed prose; and develop students’ reading, writing, and analytical skills.
ENGLISH 1301 COURSE DESCRIPTION
English 1301 is a course devoted to improving the student's writing and critical reading. The course
involves writing essays for a variety of purposes from personal to academic, including the introduction to
argumentation, critical analysis, and the use of sources. English 1301 is a core curriculum course.
COURSE PURPOSE
English 1301 is designed to help students write multi-paragraph expository, analytical, and argumentative
essays that have the following qualities:
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clarity in purpose and expression,
appropriate and sensible organization,
sound content, including applications of concepts from and references to assigned readings,
completeness in development,
unity and coherence,
appropriate strategies of development,
sensitivity to audience
effective choice of words and sentence patterns,
grammatical and mechanical correctness, and
appropriate MLA citation format.
EDUCATIONAL OUTCOMES FOR ENGLISH 1301: By the time students have completed English 1301, they
will
 understand writing as a connected and interactive process which includes planning, shaping, drafting,
revising, editing, and proofreading;
 apply writing process to out-of-class writing;
 apply writing process as appropriate to in-class, impromptu writing situations, thus showing an ability
to communicate effectively in a variety of writing situations (such as essay exams and standardized
writing tests like the TASP);
 apply suggestions from evaluated compositions to other writing projects;
 understand and apply basic principles of critical thinking in analyzing reading selections, in developing
expository essays, and writing argumentative essays;
 apply concepts from and use references to assigned readings in developing essays;
 analyze elements of purpose, audience, tone, style, and writing strategy in essays by professional
writers
 complete short writing assignments, journal entries, reading quizzes, and other activities to strengthen
basic thinking and writing skills
 understand and appropriately apply various methods of development in writing assignments;
 avoid faulty reasoning in all writing assignments;
 fulfill the writing requirements of the course, writing at least 5,000 words during the semester.
EDUCATIONAL COMPETENCIES IN HCCS CORE CURRICULUM
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Reading: Reading material at the college level means having the ability to analyze and interpret a variety of
printed 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 for applying both qualitative and quantitative skills
analytically and creatively to subject matter in order 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.
EXEMPLARY EDUCATIONAL OBJECTIVES
 To understand and demonstrate writing and speaking processes through invention, organization,
drafting, revising, editing, and presenting.
 To understand the importance of specifying audience and purpose and to select appropriate
communication choices.
 To understand and appropriately apply modes of expression (descriptive, expositive, narrative,
scientific, and self-expressive)
 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 to give an oral presentation.
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PART II: ENGLISH 1301 STUDENT CALENDAR
Monday-Thursday
Summer I 2012
NOTE: The class agenda items listed under the session number indicate the topics to be covered in class
that day. The items in the assignment section constitute the homework to be completed for the next class
session.
WEEK ONE
Monday, June 4
 Brief Introduction to English 1301
 Proof of registration
 Course description, purpose, objectives, grades, and class policies
 Diagnostic essay (30 minutes)
 Read: The Writer’s Presence (WP) pages 1-10: “Introduction for Students.”
 Discuss reading
 Reading and marking your texts
 Overview of stages in writing process
Homework: Purchase textbooks (if have not done so already). Read the following and take notes: The
Little, Brown Handbook (LBH) pages iii-vi “Preface for Students,” LBH: 138-53: “Forming a Critical
Perspective,” LBH “Assessing the Writing situation” pg. 2-15. Also brainstorm a list of five childhood and
family experiences as possible topics for Essay #1 and bring this list to the class tomorrow.
Tuesday, June 5
 Discuss homework readings
 Brief guided tour of textbooks
 Introduction to Rhetoric: The art of arguing and persuading
 Introduction to Essay #1: Childhood and Family Memoir
 Writing purposes: Reflecting and expressing
 Writing strategy: Narration
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Homework: WP: Langston Hughes’ “Salvation” p.142, Maya Angelou’s “What’s Your Name, Girl?” p. 17, E.
B. White’s “Once More to the Lake” p.270. LBH Chapter 2: “Developing and Shaping Ideas,” LBH Chapter
38: Using Exact Language” (skip the exercises in both chapters), LBH: 150-164 “Forming a Critical
Perspective.”
If you do not have The Writer’s Presence yet, you can read “Salvation” at
http://www.courses.vcu.edu/ENG200-dwc/hughes.htm and “Once More to the Lake” at
http://dfll.fudan.edu.cn/College%20English/DocFile/Third/new/03090401/Online%20Assignments/Supplementary%20Reading%20-%20I.doc.
Wednesday, June 6
 Discuss rhetoric in homework readings
 Introduction to Jolliffe’s Rhetorical Framework to analyze rhetoric
 Discuss “Forming a critical perspective” (LBH 150-64)
 Critical analysis/discussion of “Salvation” and “What’s Your Name, Girl?
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Critical analysis/discussion of “Once More to the Lake”
Writing strategy: Description
Figurative Language
Discovering ideas: Freewriting
Homework: Read WP: Judith Ortiz Cofer’s “Silent Dancing” p.64. Read the following and take notes: LBH
Chapter 3 “Drafting and Revising,” Chapter 17 “Sentence Fragments”(skip the exercises), and Chapter 10
“Writing an Argument.”
Thursday, June 7
 Discuss homework readings
 Thesis and optional rough draft outline
 Planning page: Personal notes on purpose, audience, tone, strategy, tentative thesis, and
 Optional outline formats
 Brief review of complex sentences (and avoiding dependent clause fragment)
 Using dialog to build character
 Critical analysis/discussion of “Silent Dancing”
 Drafting vs. Revising an essay
 Brief review of complex and compound-complex sentences (LBH 262-3)
 Sentence style: Emphasis, loose and periodic sentences, and parallelism (LBH 384-391)
Homework: Read the following and take notes: LBH: Chapter 18 “Comma Splices and Fused Sentences.”
Begin rough draft of Essay #1. Read WP: Obama “Origins” p.194 and “…the Hazards of Autobiography”
p.201. Write a rough draft for Essay #1: A Personal memoir about your childhood or family.
WEEK TWO
Monday, June 11
 Discuss homework reading
 Brief review of modification problems (dangling, misplaced)
 Critical analysis/discussion of rhetoric in “Origins” using Jolliffe’s Rhetorical Framework M odel
 Critical analysis/discussion “…the Hazards of Autobiography.”
 Revising an essay
 Manuscript mechanics (font, margins, course information, headers, graphics)
Homework: Complete typed, double-spaced rough draft of Essay #1 and bring three copies to class for a
peer critique session. Your rough draft and attendance for peer critique count as a daily quiz grade. If you
have a 750 word draft, you get 100. If content of the draft is missing, the daily quiz grade is lowered. Read:
LBH Chapter 4 “Writing and Revising Paragraphs” sections 4a & 4b (72-90). Utilize this information when
you revise your essay based on your peers’ comments.
Tuesday, June 12
 Discuss homework readings
 Peer critique session for Essay #1
Homework: Revise your essay based on feedback from peers. Essay is due Thursday. Have one draft
critiqued by a tutor (online or in person). Read Brainstorm a list of possible gender role topics for Essay #2.
Read in WP Leslie Marmon Silko’s “In the Combat Zone” p.842 and Azar Nafisi’s “From Reading Lolita in
Tehran” p.493.
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Wednesday, June 13
 Critical analysis/discussion of homework readings
 Introduction to Essay #2: Gender Roles
 Writing purposes: Informing and explaining (the expository essay)
 Discussion on gender topics
 Read and discuss Judy Brady’s “I Want a Wife” [instructor handout]
 Writing strategy: Including examples
 Discussion of achieving paragraph unity & coherence(LBH 72-90)
 Brief review of subject-verb agreement (LBH 301-308)
Homework: Complete Essay #1 and have it ready to submit at the beginning of class tomorrow. Make sure
this and future essays are in either Arial or Tahoma 12 pt font. Turn in with 2 peer-edited drafts and per
critique response sheets, a draft edited by tutor (this is the procedure for all essays), your final draft,
brainstormed list of topics, any freewriting, planning page, rough draft, self/peer critique response sheet).
Read and take notes: LBH Chapter 4: “Writing and Revising Paragraphs” (72-90). Continue brainstormed list
of topics for Essay #2. Read in WP Katha Pollitt’s “Why Boys Don’t Play with Dolls” p.522 and James
Fallows’ “Throwing Like a Girl” p.386.
Thursday, June 14
 Essay #1 is due at beginning of class
 Discuss homework readings
 Writing strategy: Definition
 Achieving paragraph coherence (LBH 77-88)
 Critical analysis/discussion of “Why Boys Don’t Play with Dolls”
 Critical analysis/discussion of “Throwing Like a Girl”
 Sexist language (LBH 508-510)
 Brief review of pronoun-antecedent agreement (LBH 309-313)
Homework: Read and take notes: LBH Chapter 4: “Writing and Revising Paragraphs” (read 90-112). Read
WP: Scott Russell Sanders’ “The Men We Carry in Our Minds” p. 828 and Amy Cunningham’s “Why Women
Smile” p.324.
WEEK THREE
Monday, June 18
 Discuss rhetoric in homework readings
 Introduction/Discussion of Essay #3: A Sense of Place
 Writing strategy: Comparison/contrast
 Critical analysis/discussion of “The Men We Carry in Our Minds”
 Critical analysis/discussion of “Why Women Smile”
 Paragraph development
Homework: Read WP: Richard Ford’s “A City Beyond the Reach of Empathy” p.110 and Sherman Alexie’s
“This is What it Means to Say Phoenix, Arizona” p.909. Read and take notes: LBH Chapter 8: “Writing in
Academic Situations.” Complete planning page (personal notes on purpose, audience, tone, strategy,
tentative thesis, and optional outline). Complete typed, double-spaced rough draft of Essay #2 and bring
three copies for peer critique on Wednesday.
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Tuesday, June 19
 Mid-term Essay #3 on Sense of Place (90 mins)
 Critical analysis/discussion of “A City Beyond the Reach of Empathy” (if time)
 Compare/contrast Ford’s essay to Leonard Pitts’s “Sick Minds” [instructor handout]
Homework: Reminder: Complete typed, double-spaced rough draft of Essay #2 and bring three copies to
class for a peer critique session. Your rough draft and attendance for peer critique count as a daily quiz
grade. Begin reading and taking notes for chapters 41-43 on research writing.
Wednesday, June 20
 Discuss homework readings
 Peer critique of Essay #2 (groups of three)-one hour
 Critical analysis/discussion of “This is What it Means to Say Phoenix, Arizona”
 Special kinds of paragraphs: Introductory, concluding, and transitional paragraphs
 Introduction to and discussion of Essay #4: Hot Topics – Issues and Ethics
Homework: Read WP: James McBride’s “Hip-Hop Planet” p. 463 and Debra Dickerson’s “Who Shot
Johnny?” p. 656. Revise your essay #2 based on feedback from peers and the tutor. Essay is due tomorrow.
Have one draft critiqued by a tutor (online or in person). Most of the next class session is in the library
computer classroom. Get your library card ahead of time. Read LBH Chapter 42: “Finding Sources.”
Thursday, June 21
• Essay #2 is due
 Discuss homework readings
 Brief critical analysis/discussion of “Hip-Hop Planet.”
 Library orientation and electronic researching
Homework: Read WP: Gregg Easterbrook’s “The Myth of Fingerprints” p.665, Stephen L Carter’s “The
Insufficiency of Honesty” p.318, and George Orwell’s “Shooting an Elephant”p.203. Read and take notes:
LBH Chapter 46 “MLA Documentation and Format, “and Chapter 47 “Two Research Papers in MLA Style.”
Decide which essay #4 topic you wish to write about, research it, and write rough draft. Once done, submit
your draft to the online tutor to get back in time for submission.
WEEK FOUR
Monday, June 25
• Discuss homework readings
• Critical analysis/discussion of “Who Shot Johnny?”
• Critical analysis/discussion of “The Myth of Fingerprints.”
• Critical analysis/discussion of “The Insufficiency of Honesty”
• Analysis of sample student essays (LBH 691-725)
• Debates of topics for Essay #4: Issues and Ethics
Homework: Read and take notes: LBH Chapter 44: “Avoiding Plagiarism and Documenting Sources,” and
chapter 49 “Reading and Writing About Literature.” Read WP: Peter Singer’s “The Singer Solution to World
Poverty” p.849 and John Edgar Wideman’s “The Night I Was Nobody” p.886. Brainstorm and research your
chosen topic for essay #4. Create/finish rough draft and submit to online tutor, if not done already.
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Tuesday, June 26
 Discussion of homework readings
 Critical analysis/discussion of “Shooting an Elephant.”
 Critical analysis/discussion of “The Singer Solution to World Poverty”
 Critical analysis/discussion of “The Night I Was Nobody.”
 Conclusion of debates of topics for Essay #4
 Effective words (LBH 509-535)
Homework: Read LBH Chapter 9: “Reading Arguments Critically” and Chapter 41: “Planning a Research
Project.” Read: Martin Luther King’s “I Have a Dream” speech p. 715 and Cormac Cullinan’s “If Nature Had
Rights” p.641. Complete any research necessary for essay #4 making sure you have documented your
outside sources correctly (refer to Chapters 46 and 47 in LBH).
Wednesday, June 27
 Discussion of homework readings
 Listen to, then critique the rhetoric in “I Have a Dream” speech
 Critical analysis/discussion of “If Nature Had Rights”
 Effective words (LBH 509-535)
 Peer critique of Essay #4
Homework: Complete typed, double-spaced final draft of Essay #4 for Thursday and bring the two peer
edited copies plus your tutor edited copy. Read LBH Chapter 3: “Working with Sources.” Read WP: Bill
McKibben’s “Worried? Us?” p.761 and Jonathan Swift’s “A Modest Proposal” p.866.
Thursday, June 28
 Essay #4 is due
 Brief discussion of homework readings
 Critical analysis/discussion of Bill McKibben’s “Worried? Us?
 Brief discussion of “A Modest Proposal”
WEEK FIVE
Monday, July 2
• Brief review of rhetoric and Jolliffe’s rhetorical framework for analyzing rhetoric
• In class activity: Essay #5 Critical Analysis essay of rhetoric (90 mins)
Tuesday, July 3
• Recap of skills and concepts of E1301: critical reading and thinking, writing, research skills, listening,
speaking.
Homework: Get Blue Exam book for final.
Wednesday, July 4– Offices Closed/Independence Day Holiday
Thursday, July 5
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•
In class Final Exam Essay #6
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