COLLIN COUNTY COMMUNITY COLLEGE
COURSE SYLLABUS
COURSE NUMBER:
COURSE TITLE:
CREDIT HOURS:
PRE-REQUISITE:
LAB HOURS:
INSTRUCTOR:
ENGL 1302
Composition/Rhetoric II
3
ENGL 1301
1
Michelle Cooke
Email: ccooke@ccccd.edu
Office: B305
Phone: 972.548.6830 to leave a message, but it is best to
email me.
College Repeat Policy: A student may repeat this course only once after receiving a grade,
including W.
Textbooks: Schilb, John & John Clifford, Making Literature Matter, 3rd edition, or text
specified in instructor syllabus.
Course Description: The continued development of writing skills acquired in English 1301
and development of critical thinking skills in argumentation, analysis, and interpretation of
various types of literature. The course includes extensive reading and writing, MLA
documentation, study of research methods and materials, and preparation of the
documented research paper.
Expected Student Learning Outcomes – Upon successful completion of this course,
students should be able to do the following:
1.
Write organized argumentative essays with a controlling idea/thesis for a specific
audience and purpose.
2.
Write argumentative essays that contain appropriate evidence to support a
controlling idea/thesis.
3.
Write essays with a sense of style through the use of appropriate sentence
construction, word choice, and tone.
4.
Write essays that demonstrate/include use of preliminary planning/invention
strategies, drafting, and revisions.
5.
Write essays that illustrate proper formatting and use of Standard American
English.
6.
Write essays that meet and follow the requirements and criteria of the writing
prompt.
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7.
Demonstrate ability to think critically and analytically by being able to identify in
selected course readings the controlling idea/thesis, supporting evidence, the
targeted audience and purpose, and the argumentative and/or literary elements of
the piece.
8.
Demonstrate the ability to use textual support in the student’s own writing.
9.
Demonstrate the ability to locate, evaluate, summarize, and synthesize pertinent
source material in an original essay.
10.
Demonstrate the ability to cite material in MLA format.
Course Requirements:
1.
Students must write a minimum of four essays. Two of these must be researchbased papers of at least five typed pages each which include five to eight sources in
each paper.
2.
Even though this course focuses on argumentation and research, the student will
study various types of literature and/or current issues and write response papers
and/or analyses.
3.
Research is mandatory. No student should be able to pass the course without
completing research-based papers written in the latest MLA style of documentation.
To give the student continuity in documentation, the instructor must adhere to the
MLA handbook and avoid using his/her own personal abbreviated forms or out-ofdate forms of documentation. English 1302 should prepare students for sophomore
courses where students are expected to know the current MLA style of
documentation.
4.
A final exam must be given at the scheduled time during the week of finals. Part of
the final exam should be devoted to testing the students on current MLA style of
documentation. The final exam should count a significant portion of the course
grade.
5.
Faculty will select at least one end-of-semester writing and the final exam for each
student and use the departmental rubric to indicate whether the student “meets” or
“does not meet” the student learning outcomes listed above.
6.
Every instructor must hand out a section syllabus (which includes a calendar of
assignments) to each student the first class meeting
and follow that syllabus
during the semester. If the syllabus requires adjustments during the semester, the
students must be informed immediately.
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7.
The lab component, designed to support writing as a process and writing
improvement, is an integral part of the course. Instructors must require regular “lab
assignments” such as outlines, multiple drafts, research activities, journals, reading
responses, grammar and pre-writing exercises, revisions, summaries of key
concepts, etc., throughout the semester.
The lab component develops and reinforces reading, writing, and thinking skills
related to the issues and literary selections in the textbook.
For example, students can earn lab units by doing some of the following
assignments:
Keeping response journals
• Summarizing essays and/or literary texts
• Watching selected videos in the LRC
• Attending CCCC plays or special events and writing critiques
• Researching a topic
• Writing an outline
• Documenting sources
• Attending Grammar/Writing Workshops
• Participating in Service Learning (projects available through Regina Hughes’ office)
• Going to the Writing Center
The instructor should assign labs throughout the semester. To earn a passing grade,
students must complete the assigned lab component.
Course Format: Lectures, class discussion, small group discussions, computer-assisted
instruction, library orientation, audio/visual materials, oral presentations, and personal
conferences.
1. Portfolios
A portfolio is due the day of the final exam. This is your opportunity to prove what
you have learned this semester. You may use creative freedom when arranging
your portfolio, but it must include the following items at a minimum:
1. Cover page/Title page
2. Table of Contents
3. All three essays from the semester as well as their drafts, revisions, and
corrections.
4. Copies of the peer reviews you received on all three essays.
5. Reflection on the course and what you have learned—this is where you can tell
me your likes and dislikes about the class.
6. Self-assessment of papers and participation. How has your writing improved?
What grade do you think you deserve to make?
7. Anything else that you feel might enhance your portfolio—Remember that the
portfolio represents you as a writer so BE CREATIVE!
8. Journal entries.
9. Group presentation representation.
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LAB WORK: YOU MUST COMPLETE SIXTEEN UNITS OF LAB WORK TO
RECEIVE A GRADE IN THIS COURSE. IF YOU FAIL TO DO THE LAB WORK, YOU
WILL RECEIVE AN INCOMPLETE WITH AN UNDERSTANDING THAT YOU WILL
DO ASSIGNMENTS THAT I ASSIGN. DO NOT WAIT UNTIL THE LAST TWO
WEEKS OF THE SEMESTER TO DO LAB WORK; LAB WORK SHOULD BE DONE
THROUGHOUT THE SEMESTER IF YOU ARE TO IMPROVE YOUR WRITING
SKILLS. ALL LAB WORK MUST BE DONE BY THE FINAL EXAM DAY AND
PLACED IN YOUR PORTFOLIO.
Remember, the lab component is designed to help you work out your individual problems
in writing. By doing assignments that you need to do, you will strengthen your writing skills
and acquire credit for your lab work at the same time. So, find out early in the semester
the areas of writing in which you are weakest; then begin to eliminate these problems by
doing some of the following as outlined by your instructor:
Write journals and/or response papers assigned by your instructor.
Visit the Writing Center on-line or in person for individual help with specific aspects
of writing.
Write multiple drafts and/or revisions of assigned essays as directed by your
instructor. Revision means improving diction (choice of words) and syntax (order of
words) when needed. Also revision includes correcting errors in grammar,
punctuation, and spelling. Revision may include restructuring and/or expanding
ideas.
ATTENDANCE POLICY: Attendance is crucial for success in this class. Methods, class
exercises, tests, and quizzes cannot be repeated. Attendance will be checked at each class
period. Students will sign a “sign-in sheet” at the beginning of class. If you are late to class
(the sign-in sheet has already passed by your seat) you will sign in after class is over and
you will be listed as tardy. Three tardies equal one unexcused absence. Unexcused
absences are defined as those without appropriate documentation from a physician or
school authority for school activities. You may have a total of four unexcused absences
from my class before your grade is affected. Your final grade will be lowered five points for
every additional unexcused absence.
LATE WORK: Late work will not be accepted so please do not ask. Make every attempt to
turn your homework in promptly when it is due. If you must miss class on the day an
assignment is due, it must be in my file or email in box before class begins or it will not be
accepted. The ladies at the front office will be more than happy to put your work in my file.
AMERICANS WITH DISABILITIES ACT COMPLIANCE
It is the policy of Collin County Community College to provide reasonable
accommodations for qualified individuals who are students with disabilities. This
College will adhere to all applicable Federal, State and local laws, regulations and
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guidelines with respect to providing reasonable accommodations as required to
afford equal educational opportunity. It is the student's responsibility to contact the
faculty member and/or the Services for Students with Disabilities at 881-5950 in a
timely manner to arrange for appropriate accommodations.
RELIGIOUS HOLIDAYS
In accordance with Section 51.911 of the Texas Education Code, CCCCD will allow a
student who is absent from class for the observance of a religious holy day to take an
examination or complete an assignment scheduled for that day within a reasonable time.
Students are required to file a written request with each professor within the first 15 days
of the semester to qualify for an excused absence. A copy of the state rules and
procedures regarding holy days, and the form of notification of absence from each class
under the provision, are available from the Admissions and Records Office.
Last Day To Withdraw: Please the see schedule of classes for the last day to withdraw.
The syllabus should include the date or direct students to the schedule of classes for the
last day to withdraw and state that the procedure must be initiated by the student in the
Registrar’s Office.
Academic Ethics: The College District may initiate disciplinary proceedings against a
student accused of scholastic dishonesty. Scholastic dishonesty includes, but is not
limited to, statements, acts, or omissions related to applications for enrollment or
the award of a degree, and/or the submission as one’s own work material that is
not one’s own. Scholastic dishonesty may involve, but is not limited to, one or more
of the following acts: cheating, plagiarism, collusion, use of annotated texts or
teacher’s editions, and/or falsifying academic records.
Plagiarism is the use of an author’s words or ideas as if they were one’s own without giving
credit to the source, including, but not limited to, failure to acknowledge a direct quotation.
Cheating is the willful giving or receiving of information in an unauthorized manner during
an examination, illicitly obtaining examination questions in advance, copying computer or
Internet files, using someone else’s work for assignments as if it were one’s own, or any
other dishonest means of attempting to fulfill the requirements of a course.
Collusion is intentionally aiding or attempting to aid another in an act of scholastic
dishonesty, including but not limited to, providing a paper or project to another
student; providing an inappropriate level of assistance; communicating answers to a
classmate during an examination; removing tests or answer sheets from a test site,
and allowing a classmate to copy answers.
Course Content:
• Overview of course
• Research orientation
• Tour of LRC
• Study of argumentation and analysis
• Research process
• MLA style of documentation
• Critical reading, writing, and thinking
• Close reading of literary texts
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• Studying various issues
• Summarizing and critiquing literature
WRITING WORKSHOPS FOR STUDENTS: Several Writing Workshops will be held each
semester to address specific areas of the writing and research process. I will cover the
dates and times as they are posted for the semester. They will count as lab credit so I
encourage you to attend as many as possible.
LRC HELP FOR STUDENTS: Instructors may schedule orientation and instruction sessions for
their classes about the library’s resources and about specific research topics by calling the
LRC and setting up a date and time.






Excellent (A)
Controlling
idea/thesis is
significant,
important,
logical, and
solidly
supported.
Evidence is
relevant,
concrete,
clear, and
substantial.
Paper shows
originality and
creativity.
Essay
establishes a
logical order
and emphasis,
creating a
sense of
“flow.”
Paragraphs
are focused,
idea-centered,
and transition
smoothly.
Introduction
pulls the
reader in, and






English 1301 & 1302 Essay Grading Criteria
Good (B)
Adequate (C)
Poor (D)
Controlling
 Controlling
 Controlling
idea/thesis is
idea/thesis is,
idea/thesis is
logical and
for the most
largely
important.
part, logical.
illogical,
Evidence is
 Evidence does
fallacious
relevant,
not clearly
and/or
concrete, and
define or
superficial.
substantial.
advance the
 Evidence is
The ideas
thesis.
insufficient,
expressed
Evidence may
obvious,
and/or the
be irrelevant,
contradictory,
evidence
too general, or
or aimless.
provided is not
repetitious.
 The ideas
as significant
 The ideas
expressed are
or as original
expressed are
unoriginal,
as the “A”
unoriginal,
obvious or
paper.
obvious or
general.
general.
Essay
 Essay does
 Essay is
establishes a
not follow a
inappropriatel
logical order,
consistent,
y ordered or
indicating
logical order,
random,
emphasis.
though some
failing to
Paragraphs
order may be
emphasize
are focused,
apparent
and advance
idea-centered,
through the
any central
and include
discussion.
idea.
transitions to
 Paragraphs
 Paragraphs
indicate
are generally
may be
changes in
focused and
chaotic, may
direction.
idea-centered.
lack
Introduction
Transitions
development,
engages the
between
discussion,
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




Failing (F)
Lack of
controlling
idea/ thesis.
Evidence and
discussion
provided may
be random
and/or without
explanation.
Relatively few
complete ideas
expressed in
the paper.
Essay seems to
lack order
and/or
emphasis.
Paragraphs
follow a sort of
rule-bound
structure (i.e.,
three to five
sentences
each) rather
than
thoroughly
developing a
single idea.
the essay
continues to
be engaging,
and the
conclusion
supports and
completes the
essay without
repeating.





Sentences are
unified,
coherent,
varied, and
emphatic.
Word choice is
fresh, precise,
economical,
and
distinctive.
Tone
enhances the
subject,
conveys the
writer’s
persona, and
suits the
audience.
Student has
clearly met
and followed
requirements
and criteria of
the writing
prompt.
Obvious use of
preliminary
explorative
writing/planni
ng, rough
drafts, and
revisions.
reader, and
the conclusion
supports
without mere
repetition of
ideas.






Sentences are
purposeful,
varied, and
emphatic.
Word choice is
precise and
distinctive.
Tone fits the
subject,
persona, and
audience.

Student has
met and
followed the
requirements
of the writing
prompt.
Apparent use
of preliminary
writing/planni
ng, rough
drafts, and
revision.

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


paragraphs
and ideas are
obvious
and/or dull.
Introduction
and
conclusion are
formulaic and
uninteresting,
offering little
insight.

Sentences are
competent
but lacking
emphasis and
variety.
Word choice is
generally
correct and
distinctive.
Tone is
acceptable for
the subject.

Student has
met and
followed the
basic
requirements
of the
assignment.
Paper
contains
evidence of at
least some
preliminary
writing/planni
ng.




and shape;
transitions
are
inappropriate,
misleading,
or missing.
Introduction
merely states
what will
follow;
conclusion
repeats what
has already
been stated.
Sentences
lack
necessary
emphasis,
variety, and
purpose.
Word choice
is vague or
inappropriate.
Tone is
inconsistent
with the
subject.
Transitions are
inappropriate,
misleading, or
missing.
 Neither the
introduction
nor the
conclusion
satisfies any
clear rhetorical
purpose, or
may be
missing all
together.
 Sentences are
incoherent,
incomplete,
fused,
monotonous,
elementary, or
repetitious,
thus obscuring
meaning.
 Tone is unclear
or
inappropriate
to the subject.
Little to no
evidence of
preliminary
writing/planni
ng presents
itself.
Student has
not fully met
or followed
the basic
requirements
of the
assignment.

No evidence of
preliminary
writing/plannin
g.
 Student has
not met or
followed the
basic
requirements
of the
assignment.

Proper format
is clearly
illustrated.


Grammar,
syntax,
sentence
structure,
punctuation,
and spelling
adhere to the
conventions of
Standard
American
English,
thereby
contributing to
the essay’s
overall clarity
and
effectiveness.


Paper has
been carefully
edited.

Paper is
largely
formatted
correctly,
though the
text may
contain a few
minor
formatting
issues.
Grammar,
syntax,
sentence
structure,
punctuation,
and spelling
deviate from
Standard
American
English only
slightly, and
insufficiently
enough to
distract from
the essay’s
overall clarity
and
effectiveness.
Paper has
been edited.

Text may
contain minor
formatting
errors.

Formatting is
problematic.


Grammar,
syntax,
sentence
structure,
punctuation,
and spelling
deviate from
Standard
American
English
sufficiently
enough to
distract from
the essay’s
overall clarity
and
effectiveness.



Careless
proofreading
is evident.
Grammar,
syntax,
sentence
structure,
punctuation,
and spelling
deviate
frequently
from
Standard
American
English so as
to damage
the content
sufficiently
enough to
interfere with
the essay’s
overall clarity
and
effectiveness.
Little
evidence of
proofreading.

Formatting
does not follow
course
requirements.
Grammar,
syntax,
sentence
structure,
punctuation,
and spelling
deviate
frequently and
seriously from
Standard
American
English so as to
damage the
content
sufficiently
enough to
damage the
essay
significantly
overall.
 No evidence of
proofreading.
SCHOLASTIC DISHONESTY AND PLAGIARISM:
Scholastic dishonesty and plagiarism are briefly defined in the "Student Code of Conduct"
in the CCCCD Student Handbook. Below is a Statement of College policy related to
Scholastic Dishonesty based on revisions to the Student Handbook approved by CCCCD's
Board of Trustees, November 2004:
The College may initiate disciplinary proceedings against a student accused of scholastic
dishonesty.
Scholastic dishonesty includes, but is not limited to, statements, acts, or omissions related
to applications for enrollment or the award of a degree and/or the submission as one's
own work material that is not one's own. Scholastic dishonesty may involve, but is not
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limited to, one or more of the following acts: cheating, plagiarism, collusion, use of
annotated texts or teacher’s editions, and/or falsifying academic records.
Plagiarism is the use of an author's words or ideas as if they were one's own without giving
credit to the source, including, but not limited to, failure to acknowledge a direct quotation.
Cheating is the willful giving or receiving of information in an unauthorized manner during
an examination, illicitly obtaining examination questions in advance, copying computer or
Internet files, using someone else's work for assignments as if it were one's own, or any
other dishonest means of attempting to fulfill the requirements of a course.
Collusion is intentionally aiding or attempting to aid another in an act of scholastic
dishonesty, including but not limited to providing a paper or project to another student,
providing an inappropriate level of assistance; communicating answers to a classmate
during an examination; removing tests or answer sheets from a test site, and allowing a
classmate to copy answers.
Every student should read that information, but the CCCCD English faculty would like for
you to know more about plagiarism whether you are beginning the study of the research
process and the pitfalls of proper documentation or whether you are preparing a critical
essay for a literary studies course.
Plagiarism has disrupted and destroyed political careers as recently as the 1988
presidential election. It has cost professional writers thousands and, in some cases,
millions of dollars in court awards or settlements resulting from lengthy lawsuits. In some
businesses, plagiarism can result in a loss of respect or can be the grounds for dismissal.
In college courses, plagiarism's penalties can range from failure on a particular
assignment to failure in a course to expulsion from college. PLAGIARISM IS A SERIOUS
MORAL OFFENSE.
According to the MLA Style Manual, the origin of the word plagiarism is the Latin for
"kidnapper"; thus, a plagiarist kidnaps another writer's sentences, words, ideas, or
organization and presents the material as his own. When the plagiarist uses his stolen
material, he may do so knowing that the work is not his own. This is the most blatant form
of plagiarism. MANY CASES OF PLAGIARISM, HOWEVER, ARE THE RESULT OF CARELESS
DOCUMENTATION OR FAULTY NOTETAKING. Unfortunately, the reader who finds the error,
not knowing the writer's intent, can only assume the plagiarism is intentional. Intentional
or not, plagiarism in any paper will still carry serious penalties.
You can avoid plagiarizing if you remember that when you quote, use quotation marks;
when you paraphrase, use only your own words. IN EITHER CASE, YOU MUST DOCUMENT.
Proper paraphrasing does not mean changing a few words here and there, nor does it
mean omitting a few sentences or scrambling their order. For a more complete
explanation of proper paraphrasing, see your textbook.
Many students overreact when they learn what plagiarism means. They either assume that
they should not use any sources (thus avoiding the problem entirely), or they assume they
should document every word they have written. Both reactions are in error, for good writing
involves the synthesis of your own ideas with the ideas of others. Documentation serves
the purpose of clearly indicating which ideas are yours and which are those of other
writers. If you are in doubt about that dividing line, ask your instructor or the Writing Center
tutors for guidance.
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Plagiarism, because it is a form of theft, burglary, kidnapping, or dishonesty that interferes
with the goals of education, must carry severe penalties. The CCCCD English Department's
policy is that an assignment containing plagiarized material receives an automatic "F."
Instructors are advised to report cases of plagiarism, collusion, and/or any scholastic
dishonesty to the Dean of Students Barbara Money.
******* PLEASE SIGN BELOW, DETACH, AND TURN IN TO INSTRUCTOR ********
I have read the above brief explanation of plagiarism, collusion, and other forms of
scholastic dishonesty. I understand what it is and am aware of the consequences if I
should be guilty of it either intentionally or unintentionally.
______________________
_________________________
DATE
SIGNATURE
______________________
_________________________
ENGLISH Course/Section
NAME(PRINT)
English 1302 Assessment of Student Learning Outcomes Rubric
Class: On-Site___ Distance___
Semester:________________Campus:__________
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Student Learning Outcomes
Student shows he/she can:
Write organized argumentative essays with a thesis for a specific
Audience and purpose.
Write essays with appropriate evidence to support a thesis.
Writes essays with a sense of style through the use of appropriate
Sentence construction, word choice, and tone.
Write essays that demonstrate/include obvious use of preliminary
planning/invention strategies, drafting, and revision.
Write essays that illustrate proper formatting.
Write essays that demonstrate use of Standard American English.
Write essays that meet and follow the requirements of the writing
prompt.
Demonstrate the ability to identify in selected texts the controlling
idea/thesis, supporting evidence, the targeted audience and
purpose, and the argumentative and/or literary elements of the
piece.
Demonstrate the ability to use textual support in the student’s own
writing.
Demonstrate the ability to locate, evaluate, and summarize source
material for a writing prompt.
Demonstrate the ability to appropriately synthesize source
material into a student’s own essay.
Demonstrate the ability to cite material in MLA format.
Student Assessment Totals:
Note to Faculty: Please use two of a student’s writings/exam to
fill out this rubric. Staple originals or copies of these two items to
the rubric for each student and submit all to the English
Department in the envelope provided as soon as the semester
ends.
The data generated will be viewed holistically and shared with the
faculty with the goal of reviewing the curriculum, textbooks,
technology, and teaching methodologies in an effort to improve
student outcomes.
Your cooperation is appreciated!
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Meets or
Exceeds
Does Not
Meet
ENGLISH 1302 LESSON PLANS
SPRING 2007 SUNDAY 1:00-4:00 SCC BB234
PROFESSOR MICHELLE COOKE
January 21
January 28
February 4
February 11
February 18
February 25
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First day of classes. Distribute syllabus,
fill out information sheets.
Lecture: Writing about poems: the
elements of poetry. Powerpoint on poets.
Readings: William Blake, “The Chimney
Sweeper,” Anne Bradstreet, “To My Dear
and Loving Husband,” e.e. cummings,
“somewhere I have never traveled,” Emily
Dickinson, “Because I could not stop for
Death--,” “I heard a Fly buzz—when I died-,” “ I like a look of Agony,” “I’ve seen a
Dying Eye.”
Quiz on poetry terms. Discussion on
readings. Video on Dickinson with
handout. Lecture on MLA format and
plagiarism (class project). Readings: John
Donne, “Death Be Not Proud,” T.S. Eliot,
“The Love Song of J. Alfred Prufrock,”
Robert Frost, “After Apple-Picking,”
Langston Hughes, “Theme for English B,”
John Keats, “Ode on a Grecian Urn.”
Quiz over readings. Group discussions
with handouts over readings. Readings:
Robert Lowell, “To Speak of the Woe That
Is Marriage,” Andrew Marvell, “To His Coy
Mistress,” Edna St. Vincent Millay, “Love
Is Not All,” John Milton, “When I Consider
How My Light Is Spent.”
Draft due for poetry analysis. Peer
reviews. Class discussion on readings.
Read Sylvia Plath, “Daddy” and discuss in
class. Short film clip on Plath. Readings:
Theodore Roethke, “My Papa’s Waltz,”
Gary Soto, “Behind Grandma’s House,”
William Wordsworth, “The Solitary
Reaper,” William Butler Yeats, “The
Second Coming.”
Poetry Analysis due at the beginning of
class. Lecture on Writing about Stories:
the Elements of Short Fiction. Readings:
James Agee, “A Mother’s Tale,” James
Baldwin, “Sonny’s Blues,” Rebecca
March 4
March 11
March 12-18
March 25
April 1
April 8
April 15
April 22
April 29
May 6
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Brown, “The Gift of Sweat,” Kate Chopin:
“Desiree’s Baby,” “The Storm,” “The Story
of an Hour.”
Quiz over the elements of fiction.
Powerpoint over authors. Class
discussion on readings. Readings:
William Faulkner, “A Rose for Emily,”
Charlotte Perkins Gilman, “The Yellow
Wallpaper,” Nathaniel Hawthorne, “Young
Goodman Brown.”
Draft due on Short Story analysis. Peer
review. Lecture on Writing About Essays:
Elements of Essays. Readings: bell
hooks, “Inspired Eccentricity,” Joyce Carol
Oates, “I, the Juror.”
SPRING BREAK
Quiz on Essay terms. Discuss readings.
Readings: George Orwell, “Shooting an
Elephant,” Maxine Hong Kingston, “No
Name Woman.”
Discuss readings. Readings: N. Scott
Momaday, “The Way to Rainy Mountain,”
Jonathan Swift, “A Modest Proposal.”
Discuss satire.
Short Story Analysis due! Catch up day if
needed. Discuss readings.
Lecture on Writing About Plays: Elements
of Drama. Powerpoint on Drama.
Readings: Hamlet Act I. Hamlet Act I film
clip, discussion, and quiz. Readings:
Hamlet Act II.
Hamlet Act II film clip, discussion, and
quiz. Readings: Hamlet Act III. Hamlet
Act III film clip, discussion, and quiz.
Readings: Hamlet Act IV.
Hamlet Act IV film clip, discussion, and
quiz. Readings: Hamlet Act V. Hamlet Act
V film clip, discussion, and quiz. Draft
due on Hamlet. Peer review. LAST DAY
OF CLASS, REVIEW FOR FINAL EXAM
FINAL EXAM AT REGULAR CLASS TIME,
BRING A SCAN-TRON, PORTFOLIO DUE.