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ENGLISH 0310: FUNDAMENTALS OF GRAMMAR AND COMPOSITION II
COURSE GUIDELINES & WEEKLY CALENDAR FOR SPRING 2013
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 Brief McGraw-Hill Handbook, 2nd edition - paperback (E. Maimon, J. Peritz, and K. Yancey)
75 Readings Plus, 10th 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, essays will be built from different types of paragraphs (introduction,
body, transition, dialogue, conclusion), and always require a directly stated thesis. Elements of the essay,
such as topic, purpose, audience, thesis, style, tone, strategy, etc., will be discussed. 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 is included in 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.
SUPPORT SERVICES:
Tutoring: Free tutoring is available in FAC 321B: Monday-Thursday ___________: Friday ____________
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(**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 student use at various locations around campus.
Especially convenient for you are computer labs in FAC 302, the library, and JDB 203-204. Check for 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 the drop deadline. 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, the student must be given the grade of FX if he or she 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 HCCS (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.
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”.
My policy on plagiarism is: For a first offense, you will receive a grade of “0” for the assignment, with no
opportunity to redo the assignment. For a second offense, you will receive an “F” for the course.
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 and complete the semester. The student must re-enroll in the course.
FX (new for Fall 2011) is given to a student who has not officially withdrawn from the course, but
stops attending, or misses 12.5% of instruction. A grade of FX can not be changed and will result in
denial of future financial aid unless the student reimburses the government.
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 at the discretion of the instructor.
I (Incomplete) is not a possible grade in developmental courses.
EVALUATION FOR GREATER LEARNING STUDENT SURVEY SYSTEM (new as of FALL 2011)
At HCC, thoughtful student feedback is necessary to improve teaching and learning. At a designated time, you will
be asked to answer a short online survey of questions related to instruction. The anonymous results will be made
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available to your professors and division chairs. Look for the survey as part of the HCC Student System online near
the end of the term.
HCCS Holidays/Crucial Days for Fall 2012:
January 14, 2013:
Classes begin, Drop/Add/Swap fee begins
January 21, 2013:
Martin Luther King, Jr. Day Holiday
February 18, 2013:
President’s Day Holiday
March 11-17, 2013:
Spring Break
April 1, 2013:
Last day for student/administrative withdrawals (drop course with grade of “W”)
March 29-31, 2013:
Spring Holiday (Good Friday/Easter)
May 5, 2013:
Last day of Instruction
May 6-12, 2013:
Final Exam Week (See HCCS exam schedule for all classes)
May 17, 2013:
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 TECHNOLOGICAL DEVICES,
INCLUDING LAPTOP COMPUTERS, UPON ENTERING CLASS. IF VISIBLE OR IF YOU BEEP, BUZZ,
RING, OR BREAK INTO SONG DURING CLASS, YOU WILL GIVE ME YOUR CELL PHONE TO HOLD FOR
UNTIL THE END OF CLASS. YOU MAY ALSO 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
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.
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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. Leaving class early counts the same as a
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.
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
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OF THE SEMESTER. These are a great source of review to be studied in order to improve your writing
skills in preparation for in-class essay writing, and serve as proof of completed assignments if our
records should disagree. If, for any reason, you wish to appeal a grade at the end of the semester,
returned papers are needed to justify your claim.
Final Grade Criteria: Your grade for this course will be determined by the following assignments:
ENGL 0300:
ENGL 0310:
10%
5 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 (**In-class writing)
10%
Essay #5 (**In-class writing)
10%
Rewrites/Revisions of Essays
10%
Final Exam Essay (**In-class)
10%
Final Exam Essay (**In-class)
10%
Rewrites/Revisions of Essays
Instructor’s Choice
30%
Instructor’s Choice
_______30%
(**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 0310 COURSE SYLLABUS for Spring 2013
MCSHERRY
Instructor’s Name: Kimberly McSherry Office location/hours: Room 206 FAC; MW 7-8 am and 11:45am-12:30
pm; TR: 7am-8:00am (Others may be arranged on an individual basis.) Course CRN/Days/Times:
29149 (TR 8-10 am) in Room 313 FAC and 29150 (TR 10-12 noon) in Room 313 FAC.
E-mail: kimberly.mcsherry@hccs.edu. Phone(s): 713-718-6625 (VM) or 713-718-6671 (ENGL Office)
*Abbreviations for textbooks used are 75R for 75 Readings Plus and MHH for The Brief 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 14 - January 18
TUES:
Distribute and discuss opening day materials: Course & Course Guidelines, Classroom Policies,
and Syllabus; Complete Student Questionnaire; Introduce Textbooks; Brief Course Overview
Lab Hour: In-class writing of Diagnostic Essay
THURS:
Please purchase and review textbooks by today
Due: Read MHH 17-24 (The Reading-Writing Connection)
Complete discussion of Opening Day materials
Review textbook format and use; Discuss the Reading-Writing Connection
Formal (Academic) vs. Informal (Casual/Creative) Writing
Student Interviews in preparation for Paragraph #1 assignment (See Guidelines)
WEEK 2: January 21 – January 25
TUES:
Due: Paragraph #1 (Introduction of Fellow Student)-SEE GUIDELINES
Due: Read MHH 306 (Correct MLA heading/format)
Discuss Academic Writing: Clarifying the assignment, Addressing the Topic, Academic
Requirements, Format, Purpose, Audience
THURS:
Due: Paragraph 1 – Polished and revised Final Draft
Due: Read MHH 401-414 (Building a College Vocabulary) and 361-365
(“Avoiding Wordiness”)
Due: Read 75 Readings, Plus pp. 241-246 (Zinsser’s “Clutter”)
Discuss ongoing vocabulary building/sentence assignment (See Guidelines)
Lab Hour: Practice vocabulary building exercise and writing sentences using
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words in context using words assigned on Vocabulary list for Week 3.
WEEK 3: January 28 – February 1
TUES:
Due: 75 Readings PLUS pp. 21-25 (Malcolm X); 54-61 (White); and 125-129 (Naylor)
Due: Study/ Learn New Vocabulary; Write 10 original sentences using any 10 new words
from Week 3 list (SEE WRITTEN GUIDELINES FOR THIS ASSIGNMENT)
Due: Read MHH 140-143 (9A-Writing Personal Essays) and
29-35 (2B - Exploring Ideas); and 47-51 (Illustration, Narrative, Description)
*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
THURS:
Due: Freewriting for Essay #1
Due: Read MHH 35-42 (2 C & D - Organizing the Essay)
Continue with discussion of The Writing Process: Planning & Shaping;
The Thesis Statement; The Organizational Plan/Outline
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 4 – February 8
TUES:
Due: Read 75R pp. 1-20 (Orwell, Hughes, Angelou) and Study/Learn vocabulary list
Due: Ten (10) sentences using any 10 new 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
Lab Hour: Continue work on Organizational Plan for Essay 1;
One on one time with instructor as time allows.
(Week 4 continues)
THURS:
Due: Organizational Plan/Outline for Essay #1
Due: Read MHH 46-63 (Drafting and Paragraph Development)
Due: Read 75R pp 90-95 (“Writing Drafts” by R. Marius)
Discuss Drafting; Paragraph development; Introductions & Conclusions
Return papers/Discuss grading symbols used
WEEK 5: February 11 – February 15
TUES
Due: Read 75R pp. pp. 66-72 (Cofer); 96-102 (Lame Deer/Erdoes); 250-254 (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
THURS:
Due: Rough Draft of Essay #1
Due: Read MHH 63-85 (Revising & Editing) and review 401-411 (Language)
Sample revision will be done in class
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 18 – February 22
TUES:
Due: Final Draft of Essay #1
Distribute guidelines/Discuss Essay #2 (In-class) and #3 (Out-of-class)
Discuss/Brainstorm current controversies and possible topics for Essay #3
THURS:
List of at least 10 current controversies being discussed in the media today
Due: Read MHH 221-227 (16 A & B), 189-192 (13 A, B, & C)
(Evaluating Outside Sources)
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Library Orientation - Meet in the library classroom, 3 rd floor of LHSB
WEEK 7: February 25 – March 1
TUES:
Due: Read 75R pp. 193-199 (Catton); 208-212 (Britt)
Due: Read MHH 56-58 (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
THURS:
Due: Read 75R pp. 448-457 (Gould’s essay “Sex, Drugs, Disasters, and…Dinosaurs”)
Due: Bring Essay 3 Topic Choice and any sources found to date
Due: Read MHH 234-258 (writing summary, plagiarism, paraphrasing, and integrating
quotations from other sources)
Discuss source citation, Works Cited Page, and all of the above
Refer to MHH 276-302 for data required for sources used
WEEK 8: March 4 – March 8
TUES:
Due: Read 75R 212-218 (Mukherjee) and supplemental essay handout
(“The Serpents of Paradise” by Edward Abbey)
Due: Study/Learn Vocabulary List/ Ten (10) sentences using words from list
Due: Clarification of Controversy Worksheet for Essay #3
Be prepared for reading/vocabulary quiz and discussion of readings
Lab Hour: Writing Practice: Using one of the essays read for today, write a summary,
including source data, an introduction, and a summary of the main ideas of the essay, and
at least one quote or paraphrase from the essay. Due by end of session.
THURS:
Due: Read 75R pp. 267-268; 277-286 (Whitehead) and supplemental essay handout
(“Women’s Beauty: Put Down or Power Source?” by Susan Sontag)
Due: Read MHH p. 52-53 and 55-56 (definition and cause-effect development)
Due: Study/Learn Vocabulary List/ Ten (10) sentences using words from list
Due: Read MHH 143- 147 (In-class essay writing)
Be prepared for reading/vocab quiz and discussion of readings
Discuss development using definition and cause-effect
March 11 – March 17 is Spring Break
WEEK 9: March 18 – March 22
TUES:
Due: Articles and Summaries for Essay #3 (ONE SUMMARY FOR EACH OF 3
ARTICLES ON SAME CURRENT CONTROVERSIAL TOPIC)
(Refer to MHH 276-302 for data needed for each source used)
Due: Rewrite/Revision for Essay #1
In-class Essay #2 (based on ideas discussed from readings of Weeks 7-8)
THURS:
Due: Organizational Plan for Essay #3
Due: Read MHH 259-264 (Writing the Paper) and 267-275 (Intext Citations)
Due: Scan MHH 276-302 for Works Cited data needed & 316-317 for sample of
a Works Cited Page
Lab Hour: One-on-one work with instructor to discuss organizational plans;
Individual work on Rough Draft of Essay #3
WEEK 10: March 25 – March 29 (April 1st is the last day to withdraw from courses.)
(**There are no more vocabulary sentences from this point on, but you should still be prepared for
reading/vocabulary quizzes on days when essays are assigned from 75R, Plus.)
TUES:
Due: Rough Draft of Essay #3 for Peer Analysis (Bring three copies for
collaborative peer analysis exercise)
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Due: Scan MHH 427-442 (Editing for Sentence Structure)
Lab Hour: Collaborative peer analysis activity for Essay #3
THURS:
Due: Final Draft of Essay #3 (Overview of Current Controversy)
Introduce Essays #4 – Final Exam (All Arguments)
Return Essay #2 - Discuss in-class writing results/suggestions
WEEK 11: April 1 – April 5 (April 1st is the last day to withdraw from courses.)
TUES:
Due: Read MHH 117-139 (Writing Arguments)
Due: Read 75R 373-389 (Two essays by Hentoff and Dershowitz)
Discuss Argumentative Writing and Analysis Worksheet (Classical Formula,
Argumentative Thesis, Appeals, Refutation)
Discuss essays read for today as models of argument / possible topic for Essay 5
Complete Argument Analysis Worksheet for The First Amendment argument
Lab Hour: Meet in collaborative groups to complete Argument Analysis
Worksheet due next class.
THURS:
Due: Read 75R 174-181 (Lutz); and 364-373 (Two essays by Kornblum & Rubinkam)
Due: Argument Analysis Worksheet for one of two essay topics due today
(Politically Correct Language or PC and Texting in Classrooms)
Be prepared for reading/vocabulary quiz over essays read for today
Continue with discussion of writing argument/possible topics for Essay 5
WEEK 12: April 8 – April 12
TUES:
Due: Argument Analysis Worksheet for Essay #4
Continue working with argument analysis (Texting and PC Language)
Continue with discussion of possible topics for In-class Essay #5
THURS:
Due: Organizational Plan for Essay #4 (Argument)
Due: Rewrite/Corrections for Essay #2
In-class Essay #5 (Argument based on discussion and readings, Weeks 11-12)
WEEK 13: April 15 – April 19
TUES:
Due: Rough draft of Essay 4
Lab Hour: Peer Analysis using Essay #4 Rough Drafts (perfecting the argument);
Individual student conferences
THURS:
Due: Final Draft of Essay #4 (Argument)
Introduce Gender Issues (basis of prompt for final exam essay)
Distribute All Supplemental Handouts
WEEK 14: April 22 – April 26
TUES:
Due: Read Supplemental Handouts provided: “Punch and Judy” (Dave Barry), “Men
Are From Mars, Women Are From Venus” (John Gray), and “Talk in Intimate
Relationships: His and Hers” (Deborah Tannen)
Discuss gender issues and realities and possible arguments based on gender
Define/Discuss history, stereotypes, cultural beliefs and attitudes, and unfair social
practices (discrimination based on gender) regarding gender
THURS:
Due:
Due: Read 75 R pp. 121-125 (Goodman); 203-208 (Sanders); and 235-240 (Staples);
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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 Tuesday.
WEEK 15: April 29 – May 3 (Last day of instruction is May 5 th )
TUES:
Due: Read 75 R pp. 115-121 (Parker); 419-422 (Brady); and 476-481 (Cisneros); and
supplemental reading, “Rape: A Bigger Danger Than Feminists Know” (Paglia)
Reread/Review Sontag’s essay “Women’s Beauty: Put Down or Power Source”
Due: List of stereotypes, social practices, & advantages/disadvantages for women
(Be prepared for reading/vocab quiz & Discussion of Gender Issues from the female perspective)
Complete discussion of gender issues (basis for Final Exam prompt)
Review for final exam essay
THURS:
Due: Rewrite/Revision/Corrections for Essay #5
In-class FINAL EXAM ESSAY (Argument based on ideas from 75 R Week 13-14)
WEEK 16: May 6 – May 10 (Final Exams - SEE HCCS SCHEDULE FOR ALL FINAL EXAMS)
You completed your final exam on the last day of class. However, in order to complete/pass this course,
you must attend the final exam session. According to the schedule, the final exam session for this class will be
held on:
For TR 8-10 class on Thursday, 5/9/13 at 8:00 am in 313 FAC.
For TR 10-12 class: on Thursday, 5/9/13 at 10:00 am in 320 FAC.