English 101 – Composition I (Online)
Personal and Political Revolutions
Instructor: Christy Scheuer
Course Time and Location: Online
E-mail: Christina.Scheuer@seattlecolleges.edu Office Hours: 10 a.m.-11 a.m. M-F.
(Use in an emergency. For course-related
email, please use ANGEL email.)
Office: IB 2306 D
Instructor Phone: 206-934-4538
Course Websites
Angel:
http://angel.northseattle.edu/
Faculty web page:
https://people.northseattle.edu/users/cscheuer
When we read, we start at the beginning and continue until we reach the end. When we
write, we start in the middle and fight our way out. —Vickie Karp
COURSE OVERVIEW
This class focuses on using the writing process to discover and develop ideas about the
world. Throughout this quarter, we will focus on change -- exploring how people
experience revolutions in their personal lives and worldviews and how those
revolutionary shifts challenge and change the society in which we live in fundamental
ways.
One of the best ways to become a better writer is to read, reread, and critique people
who have devoted themselves to the craft of writing. Although all of the assigned
reading will be significant, your writing is the most important text that we will
consider in this class. Ultimately, the best way to learn how to write is to start
writing—to suspend judgment of your abilities and dive into the process.
You will need to be prepared to write often, both in formal essays and in class. My goal
is to make you feel as comfortable as possible with the writing process, which includes
freewriting and brainstorming, drafting, sharing your writing within a writing
community, and presenting final drafts of which you can feel proud.
Core Goals:
1. Be specific.
2. Be passionate.
3. Become a close, critical reader of other writing.
Required Texts:
Cohen, Stanley, ed. 50 Essays: A Portable Anthology. 3rd edition. New York: Bedford/St.
Martin‘s, 2011. ISBN 031266821X.
Trimble, John. Writing with Style. 3rd Edition. Boston: Prentice Hall, 2011. ISBN:
0205028829.
ENGLISH 101 COURSE OUTCOMES:
1. You will become a more relaxed, confident, and skilled writer.
2. You will learn to see writing as a process, one that requires time and thoughtful attention.
You will practice all phases of the writing, editing, and revising process.
3. You will become comfortable and skilled in expressing yourself in different forms of the
essay.
4. You will be able to recognize, define, and create a thesis statement and to be able to
develop and shape supporting material for that thesis.
5. You will develop the ability to revise your own writing using a variety of forms of
feedback and to offer useful feedback to others on their writing.
6. You will use critical thinking skills to challenge “commonplace” ideas about the world and
to engage in informed discussions with your colleagues.
7. You will become a more effective and confident reader and develop your critical reading
and thinking skills so that you can analyze, synthesize, and evaluate ideas found in each
other’s essays and in academic texts.
8. You will gain the ability to write what you mean in clear, correct sentences and practice
developing a repertoire of sentence structures.
9. You will become more proficient at in-class writing tasks.
10. You will establish your own writing goals and develop strategies to transfer these skills
to your work in other classes.
PREREQUISITES:
This course is a college level English composition course, which requires that you
provide me with a piece of paper, from the NSCC Testing Center
(http://www.northseattle.edu/ enroll/testing/) or from your previous NSCC English
Instructor (http://www.northseattle. edu/humanities/english/), documenting that you
have the skills necessary to succeed in this class. You must present a copy of the
placement test evaluation form from the Testing Center, a recommendation form from
your previous NSCC English instructor, or a signed form from the Testing Center
indicating your placement into English 101 by Friday, September 30.
Please drop off your Placement form off in my mailbox in the Humanities Division
Faculty Mailroom. You can also fax it to (206) 527-3784 with a cover page addressed to
Christy Scheuer. I‘m sorry, but I cannot make any exceptions to this rule. I CANNOT let
you stay in the course without proper placement verification. Any student who has
failed to verify placement by the end of the first week of class will be automatically
dropped.
ADDITIONAL PREREQUISITES FOR ONLINE SECTIONS:

Keyboarding/ typing skills are required for success in this class.

Every student must have regular and reliable Internet/computer access set up for
participation in our online classroom at least four days a week.
ON THE ONLINE NATURE OF THIS COURSE:
Class will be conducted entirely online. There is no specific time of day when you need
to be online; however, you will need to check the class page regularly to stay on top of
things. I will check my ANGEL email at least once per weekday, and you need to, too. I
rarely check my email on Saturdays. This class is both reading and writing intensive.
Please realize that you'll be reading, working on your own, and working online rather
than sitting in a classroom 5 hours a week as you would with an "ordinary" class. Be
prepared to spend those 5 hours online instead—in addition to the normal
reading/writing homework time. For many of you this will seem strange at first and
you'll feel like you spend inordinate amounts of time online. Keep reminding yourself of
the time you're NOT spending in a classroom and commuting to school! It is not unusual
to spend up to 15 hours per week on work for this class. Even though due dates are on
Mondays, Wednesdays, and Fridays, you should expect to log on at least 5 days a week.
You will also need to read instructions carefully in advance so that assignments don’t
catch you by surprise.
In order to write well, that you need to write a bit, put it aside, think about it, revisit it,
and change it over time. It is impossible for you to engage with writing in this way if you
log in once a week and try to get your entire task list done in one sitting. Therefore, the
weekly task lists are organized with the expectation that you are logging in and working
for a few hours at a time at least 4 of the 7 days of the week, for a total commitment of
about 15 hours per week. If this is not something your schedule can handle, then you
need to pursue another option than this course.
If you have never taken an online course before, please read the information for
“Potential and Registered Online Students” at
http://www.virtualcollege.org/resource/orient.htm. These brief orientations will help
you to understand what‘s expected from you in an online class, so please take a few
minutes to read this over. This is very important information!
Profile of a Successful Online Student

Has basic proficiency with Internet and with sending and receiving e-mail and file
attachments

Is a self-motivated learner who takes initiative and responsibility for his or her own
learning.

Is disciplined about time management and can prioritize his or her own workload

Is able to allocate time his or her schedule for the workload and time commitment of
an online course.

Is a responsible and accountable group member, providing timely and thoughtful
feedback

Keeps the peer group and the instructor closely informed if situations arose
preventing the student from keeping up with the course workload.
USING ANGEL/TECHNICAL DIFFICULTIES:
We will be using ANGEL as our online courseware. To access our online course, go to
http://angel.northseattle.edu/. Your username is your complete 9-digit NSCC student
ID number and your password is the first five letters of your last name. For example, if
your student ID number is 955-55-4411 and your last name is Smith, then your
username would be 955554411 and your password would be smith. If you have
trouble logging on, please check the Distance Learning office's troubleshooting
information at http://www.virtualcollege.org/resource/technicalhelp_index.htm. If you
can't solve the problem that way, contact the Distance Learning office help desk:
(206)527-3738 or email them at distance@sccd.ctc.edu.
COURSE POLICIES:

Log in regularly. The importance of logging in and “attending” online multiple times
a week cannot be overestimated. You will have regular online discussions of course
readings that require you to post to your assigned forums and respond to your
classmates. You will participate in online writing groups and have to provide
comments to your peers in a fairly quick turnaround of 1-2 days. In order to finish
the week’s worth of assignments successfully, you should need to begin as early
each week as possible. If you wait until the end of the week to start working on
material for this class, you will fall behind and fail to complete everything. Plan to
log in 4-5 days a week and to check your ANGEL email each work day (MondayFriday), and I will do the same.

Papers must be typed and submitted as attachments to the Essay Dropboxes. All
assignments (including drafts) should be typed, double-spaced, using 12 point
Times New Roman font.

Save your work. It is your responsibility to keep an extra copy of all assignments
that you turn in.

Submit your work on time. Assignments are due at 11:59 p.m. PST on the day
assigned, unless otherwise noted. For each assignment you need to turn in there is a
specific due date/time. To turn in an assignment, go to the Lessons tab and select
the folder for the current week of the course. Click on the assignment you want to
turn in and then upload your file. Don't forget to click "Submit" after you upload
the file! Therefore, you need to be on top of things and give yourself time in case
there is a problem. If you do not turn your assignment in on time, you will receive 0
points on that assignment. If the server is ever down, the IT people contact me. If
this happens, I will be understanding; however, other than a server crash, no other
computer excuses will be accepted.

Drafts, revisions, and peer review are required for the four major papers. The major
papers will go through a typed draft version and a final, corrected version before a
grade is assigned. In terms of the grading system, drafts and final versions constitute
separate assignments, with drafts receiving points for completion in the peer review
forum assignments. If a draft is haphazard or incomplete, you will not receive full
points. Failure to upload a draft on the assigned date will result in a zero for that
portion of the peer review grade.
Failure to provide the required comments to your peers‘ papers will result in a zero
for that portion of the peer review grade, as well as your possible expulsion from the
peer review forum group to which you are assigned.
GRADES:
Your grade will be based on a variety of projects and assignments, including drafts, formal
papers, discussion boards, and numerous small writing exercises.
Maximum points possible under each category are as follows:
The Major Papers:
3-4 page Narrative Analysis Essay Final Draft (Oct. 24)
Rough Draft (Oct. 16 by 11:59 p.m.)
3-4 page Personal Revolution Essay Final Draft (Nov. 11)
Rough Draft (Nov. 6 by 11:59 p.m)
2-3 page Academic Integrity Analysis
4-5 page Problem/Solution Final Draft (Nov. 29)
Rough Draft (Nov. 22 by 9 a.m.)
Everything Else:
Rough Drafts and Peer Review (3 x 25 points)
Peer Review (4 x 25 points)
200 points
200 points
150 points
250 points
75 points
100 points
Discussion Forum Participation (Best 8 x 20 points)
Homework Exercises and Responses
160 points
240 points
Total: 1365 points
You will accrue points for each of the above assignments over the semester. These points
will be added together to arrive at a final grade that is calculated as a percent average.
The grade given at the end of the quarter will be based on a 4.0 scale. No grades of I
(incomplete) or NC (no credit) will be granted except in the most extreme circumstances. If
you do not feel you will be able to complete the course to your satisfaction, it is your
responsibility to drop/withdraw from the course. I am happy to consult with you and
advise you in these matters, so that we can determine a course of action that is most
appropriate for you. For more information regarding withdrawing and other registration
related questions, go to https://northseattle.edu/policies/adding-dropping-andwithdrawing-course
The specific point value assigned to any assignment or exercise will correspond to how
well you meet the terms of the assignment. You can find the grading criteria for each major
assignment by looking at the Grading Rubric of that assignment.
As a general guideline:
A (4.0): An “A” paper is outstanding, typically exceeding normal expectations for the
assignment. It explores the subject in great depth and reveals attention to nuances and
complexities of the topic at hand. It is original, focused, carefully supported, nicely
organized, and a pleasure to read. It more than meets the requirements of the assignment
and exhibits the writer‘s mastery of mechanical skills and style.
B (3.0): A “B‘ paper is better than average. It examines the subject in some depth. The
thesis is supported and the organization is generally clear. Paragraphs and sentences are
generally well constructed. Mechanics are clean for the most part. The papers meets the
requirements for the assignment but lacks some of the tight structure, higher level analysis,
and cohesion of an A paper. May have some minor gaps in logic, unsupported assumptions,
or lack of full synthesis that leads to a really strong thesis.
C (2.0): A “C” paper offers an acceptable examination of the subject, but it lacks the depth
that comes with superior analysis. The thesis is present but not well supported with
examples and illustrations. In fact, often these papers require more definiteness,
focus/specificity, and original thought in thesis statements. Skeletal overall organization is
present, but more unity and coherence in body paragraphs is needed. Paragraphs may not
be fully developed. Papers may depend on generalizations and lack detail overall.
Sentences are clear but may be awkward at times. Often more extended summary than
analysis here that omits the thinking beneath the surface of matters.
D (1.0): A “D” paper demonstrates below average effort. It does not examine the subject in
depth and lacks organization. Much of the D essay typically does not support the thesis in a
focused way. Quotations do not support points as they should. Reading may be a bit
simplistic. Furthermore, paragraphs are not developed well. Awkward sentence structure
may create problems for the reader. The paper may exhibit significant mechanical
difficulties and likely will not complete all the requirements of the assignment.
F (0.0): An “F” paper is unacceptable. It lacks thesis and organization. Paragraphs are not
developed. It lacks details and examples. It may be difficult to follow, incomprehensible, or
incoherent. It does not follow the assignment or lacks basic requirements of the
assignment, such as proper length, documentation requirements, recognizable thesis and
support, and overall coherence and unity.
Grade Availability:
After your assignment submissions have been graded, your scores will automatically
appear in the Grades box on the ENGL 101 home page. You may need to refresh your
Grades‘ box by clicking the circle arrow‘ button in the top right of the box to see the most
recent update to your grades. You can also access your grades from the Grade book
(accessed from the tab on the top bar). To check your course grades, you'll need to click on
the "Grade book" tab in Angel, and select "Grades" under "Choose Report" drop-down
menu.
Grading criteria are as follows:
94-100: A (3.9 -4.0) 74-76: C
(1.9-2.1)
90-93: A- (3.5-3.8) 70-73: C-
(1.5-1.8)
87-89: B+ (3.2-3.4) 67-69: D+
(1.2-1.4)
84-86: B
(0.9-1.1)
(2.9-3.1) 64-66: D
80-83: B- (2.5-2.8) 62-63: D-
(0.7-0.8)
77-79: C+ (2.2-2.4) 61 or below: F (0.0)
RESOURCES
Accessibility and Disability Services: My goal is to make the classroom as accessible
as possible to all students. If you require any disability-related accommodations, please
contact me by e-mail, phone, or in person. I would also recommend contacting disability
services. There website can be found here: https://northseattle.edu/disability-services.
To make an appointment, contact the Disability Services office by phone at (206) 5273697, TTY at (206) 526-0079 modem, or e-mail at ds@sccd.ctc.edu.
The Loft Writing Center: The Loft is the campus language lab/writing center, located
on the top floor of the library on the North Seattle Campus. The Loft offers free tutoring!
The tutoring sessions last 30 minutes, are held on a first-come first served basis, and
can help you with reading, writing, grammar, listening and speaking. The Loft also
offers e-tutoring for online students. Although you will not be required to use the
services of the Loft in order to be successful in this class, many students have found
their services helpful. For more information, call (206) 526-0078 or visit
https://northseattle.edu/tutoring/loft-writing-center
Library: The library is a phenomenal resource to use if you have questions about
research or sources—or really questions about anything. We will head to the library a
few times as a class so that you can become more familiar with all that it has to offer.
You can find useful information at https://library.northseattle.edu/
CLASSROOM DIVERSITY STATEMENT:
Respect for diversity is a core value of this online classroom. Our college community
fosters an optimal learning climate and an environment of mutual respect. We, the
college community, recognize individual differences. Therefore, we are responsible for
the content and tone of our statements and are empathetic writers and readers of each
other‘s work.
NETIQUETTE / BEHAVIOR STATEMENT:
Students should always conduct themselves in a respectful manner. Words can mean
many things and what we intend to say is not always what others hear. This is
especially true of online communication, during which other students do not have the
opportunity to see your body language or hear your tone and therefore have a greater
possibility of misunderstanding what you truly mean.
Please follow these guidelines in all your online responses and discussion group posts:
Respectful exchanges are the most basic ground rule. Disagreements that
honor the viewpoints of the various contributors are productive and can lead to new
learning and understanding, but such disagreements should be presented in respectful
language that avoids personal attacks.
your own privacy rights but others as well. Do not
reveal any information that you deem private.
-level English course and the standard for all
correspondence (forum posts, assignments, emails to instructor) is Standard Academic
English that has been revised and proofread beforehand. Please be considerate of
grammatical/spelling errors. Re-read your posts before sending them to proofread your
own work for errors.
interpreted online.
Communication consists of more than words. So be prepared for some
misunderstanding and requests for clarification.
or condemn or even praise, although genuine encouragement is a necessary ingredient
in our learning with and from each other. We are here to provide information, to
address topics in an online learning community, and to provide assistance in helping
each participant use her or his own unique learning style. Reflection generally precedes
growth. So reflect upon what is said, provide sincere comments, and we will likely all
grow.
One good way to avoid problems is to reread your postings before sending them.
Something written in haste is much more likely to be misread.
CONFERENCES WITH YOUR INSTRUCTOR:
You are encouraged to visit me during office hours or at another mutually convenient time
to discuss any aspect of the course. For students who are unable to come to campus, I will
be available by phone at (206) 528-4536 and am willing to set up a phone appointment
through e-mail. I will also have online office hours most Mon.-Wed. from 1-2 p.m. Go to the
Angel homepage for instructions on how to use the “Live Chat” function; I will also respond
to e-mail immediately during this time. I am always happy to receive feedback about the
course or to get to know you a bit better, help you wrestle with difficult texts or concepts,
or address any concerns you may have.
COURSE SCHEDULE
Updated September 30, 2011 (Updates marked in yellow)
Unless otherwise noted, all assignments (marked in bold) are due at 11:59 p.m. PST on the
day they are due. (Sometimes, ANGEL‘s date and time stamp is not set to Pacific Time, so I
trust you to manage your own time!) To begin your work for the week, locate your weekly
list of tasks in the appropriately numbered Week Folder (“Week 1,” “Week 2,” “Week 3,”
etc.) in the Lessons Tab of the course website. Please begin your week‘s discussion forum
participation after having completed the week‘s reading. The schedule is a tentative guide
of what we will do each week. Follow the tasklist in each week’s folder for up-to-date,
complete information about what to do each week.
Week 1 Highlights: Monday, Sept. 26– Sunday, Oct. 2
Due Tuesday, Sept. 27th by 11:59 p.m. PST
Reading: Print out and read syllabus. Read “How to Write a Discussion Post”
Writing: Short Discussion Post 1 (12 points)– Introductions
Due by Wednesday, Sept. 28th by 11:59 p.m. PST
Writing: DP 1 Response (8 pts). Respond to at least 2 other students.
Due Thursday, September 29th by 11:59 p.m.
Reading: John Trimble, “Thinking Well,” (Writing with Style 2-11). Read Essay 1
Assignment and Rubric, “Narrative Analysis: Personal Revolutions.” Post any
questions or concerns to the Coffee Shop Forum. Watch “Revolutions” YouTube
video.
Writing: Complete DP 2 (12 points)
Due Sunday, Oct. 2 by 11:59 p.m.
Reading: Read “Time Management Strategies” handout. Read “Personal
Revolutions” essays from 50 Essays: Intro for Students (1-10); Sherman Alexie,
“The Joy of Reading and Writing: Superman and Me” (50 Essays 15-19); Langston
Hughes, “Salvation” (50E 179-181).
Writing: DP 2 Response (12 pts). Respond to at least 2 other students.
Week 2 Highlights: Monday, Oct. 3-Sunday, Oct. 10:
Due Tuesday, Oct. 4, by 11:59 p.m.
Reading: Gloria Anzaldua, “How to Tame a Wild Tongue” (50E 33-45). Read
handout on “Reading for Analysis”
Writing: DP 3
Due Wednesday, Oct. 5, by 11:59 p.m.
Reading: Trimble, “Getting Launched,” (WS 12-22).
Writing: HW 1 (Focused Freewrite and Response) *Dropbox closes Oct. 5, 11:59
p.m.*
You will need to read both Trimble and the handout in order to do the
homework. Please budget at least 2 hours for the Focused Freewrite and
Response.
Due Thursday, Oct. 6 by 11:59 p.m.
Writing: DP 3 Response. Respond to at least 2 other students.
Due Friday, Oct. 7 by 11:59 p.m.
Reading: Trimble “Openers” (WS 23-28)
Writing: DP 4
Due by Sunday, Oct. 9, 11:59 p.m.
Reading: Trimble, “Middles,” (WS 29-43)
Writing: DP 4 Response. Respond to at least 2 other students.
Week 3 Highlights: Monday, Oct. 10- Sunday, Oct. 16
Due Tuesday, Oct. 11, by 11:59 p.m.
Reading: Trimble, “Quoting” (WS 147-162)
Writing: DP 5
Due Wednesday, Oct. 12 by 11: 59 p.m.
Writing: HW 2 (Finding the Argument: Freewrite and Response)
Due Thursday, Oct. 13 by 11:59 p.m.
Writing: DP 5 Response. Respond to at least 2 other students.
Due Sunday, Oct. 16 by 11:59 p.m.
**Submit the Rough Draft of Essay 1 to the Rough Draft Dropbox**
Read Examples of Peer Review Responses
Week 4 Highlights: Mon., Oct. 17– Sun., Oct. 23
Monday, Oct. 17, 9:00 am –Wednesday, Oct. 19, 5:00 pm
Peer Review Groups Open for Narrative Analysis Essays
Write 2 peer review letters to people in your group. Read “Peer Review
Instructions” for more details.
Due Thursday, Oct. 20 by 11:59 p.m.
Reading: Read Trimble, “Closers” (44-47) and “Revising” (117-118)
Writing: HW 3 (Revision Exercise #1: Thesis and Bridge Sentences, Self-Reflection
and Revision Plan)
***Analysis Essay due Monday, Oct. 24 by 11:59 PST***
Week 5 Highlights: Mon, Oct. 24-Sun. Oct. 30
Due Monday, Oct. 24 by 11:59 PST
Analysis Essay, Final Draft. Upload the final draft to the Essay 1 Final Draft
Dropbox
Due Wednesday, Oct. 26 by 11:59 PST
Reading: Read Assignment Essay 2: Personal Revolutions. Read additional Personal
Essays in 50 Essays: Fredrick Douglass, “Learning to Read and Write” (50E 12-136);
Nancy Mairs, “On Being a Cripple” (50E 244-256)
Writing: DP 6 (Responding to the Reading)
Due Friday, Oct. 27th by 11:59 PST
Read: Trimble, “Readability” (WS 58-68)
Writing: Response to DP 6. Respond to at least 3 posts.
Due Sunday, Oct. 30 by 11:59 PST
Reading: Trimble, “Dramatizing Your Ideas,” (WS 101-116)
Writing: DP 7 (Personal Revolutions: Brainstorming)
Week 5 Highlights: Monday, Oct. 31-Sunday Nov. 6
Due Tuesday, Nov. 1 by 11:59 PST
Writing: Response to DP 7. Respond to at least 2 posts.
Due Wednesday, Nov. 2 by 11:59 PST
Reading: Trimble, “Diction” (WS 48-57)
Writing: Rough Draft due tomorrow, Friday, by 11:59 PST
Due Friday, Nov. 3 by 11:59 PST:
Writing: **Submit the Rough Draft of Essay 2 to the Rough Draft Dropbox 2**
Saturday, Nov. 4, 9:00 a.m.-Monday, Nov. 7 at 11:59 p.m.
Peer Review Groups Open for Personal Revolution Essays
Write 2 peer review letters to people in your group. Read “Peer Review
Instructions” for more details.
Week 6 Highlights: Monday, Nov. 7- Sunday, Nov. 13
Due Tuesday, Nov. 8 by 11:59 p.m.
Reading: Trimble, “Readability,” (WS 67-75)
Writing: DP 9 – Revision Strategies
Due Thursday, Nov. 10 at 11:59 p.m.
Writing: Response to DP 9. Respond to at least 2 other students
Due Friday, Nov. 11
Upload Personal Revolutions Essay to the Essay 2 Dropbox.
***Personal Revolution Essays due Friday, Nov. 11 at 11:59 p.m. PST***
Week 7 Highlights: Monday, Nov. 14– Sunday, Nov. 20
Due Tuesday, Nov. 15 by 11:59 p.m.
Reading: Assignment Rubric for Essay 3: Problem/Solution Essay. Post any
questions or concerns to the Coffee House. Barbara Ehrenreich, “Serving in Florida”
(50E 136-145) and Mike Rose, “I Just Wanna Be Average” (50E 331-345)
Writing: DP 10 (Responding to the Community)
Due Wednesday, Nov. 16 by 11:59 p.m.
Writing: Response to DP 10. Respond to at least 3 classmates.
Due Thursday, Nov. 17 by 11:59 p.m.
Writing: HW 4 (Essay 3 Proposal)
Due Fri., Nov. 18 by 11:59 p.m.
Read: Reading: Martin Luther King, Jr., “Letter from Birmingham Jail” (203-220)
(Note: This is the most linguistically complex essay that we will read this quarter.
Give yourself time to read it twice; it will be significant both for this essay and for
Essay 4.)
Writing: DP 11 due.
Due Sun, Nov. 20 by 11:59 p.m.
Writing: Response to DP 11. Respond to 2 classmates.
Week 8 Highlights: Monday, Nov. 21–Sun. Nov. 27
Due Tuesday, Nov. 22 by 9 a.m.
**Upload Rough Draft of Essay 3 to Rough Draft Dropbox 3**
Tuesday, Nov. 22 10 a.m. – Wednesday, Nov. 23 11:59 p.m.
Peer Review Groups Open for Problem/Solution Essay
Thursday, Nov. 22-Friday Nov. 23
Thanksgiving Holiday. Enjoy!
Due Sunday, Nov. 27 by 11:59 PST
Reading: Reread Trimble, “Readability,” (WS 58-75)
Writing: HW 5 (Response to Peer Review and Revision Exercise)
Week 9 Highlights: Monday, Nov. 28 – Sunday, December 4:
Due Tuesday, Nov. 29 by 11:59 PST
***Problem/Solution Essays due Friday, Nov. 29 at 11:59 p.m. PST***
Due Wednesday, Nov. 30 by 11:59 PST
Reading: Synthesis Paper Assignment; Instructor Notes on Synthesis
Due Thursday, Dec. 1 by 11:59 PST
Writing: DP 12 (Brainstorming for Synthesis Paper Drafts)
Due Sunday, Dec. 4 by 11:59 p.m. PST
Writing: Response to DP 12. Respond to at least 2 other classmates. HW 6 (Final
Essay Proposal)
Week 10: Monday, Dec. 5-Sunday, Dec. 11
Due Tuesday, Dec. 6 by 11:59 PST
**Upload Synthesis Paper Drafts to Rough Draft Dropbox 4**
Wednesday, Dec. 7, 9:00 am – Friday, Dec. 9, 5:00 pm.
Peer Review for Synthesis Papers Groups opens
Due Sunday, Dec. 11 by 11:59 p.m.
Writing: Online Course Evaluation
Week 11: Monday, Dec. 12
Due Monday, Dec. 12 by 11:59 p.m.
Writing: Final Self-Reflection
Due Tuesday, Dec. 13 by 11:59 p.m.
**Final Synthesis Essay Due. Upload the Synthesis to the Essay 4 Dropbox by
Dec. 13 at 11:59 p.m.**