English​ ​III​ ​Online
Summer​ ​2017
Dr.​ ​Ramona​ ​Lowe
Updated​ ​August​ ​31,​ ​2016
Welcome​ ​to​ ​English​ ​III​ ​Online!​ ​I​ ​am​ ​glad​ ​you​ ​are​ ​here.​ ​By​ ​their​ ​very
nature,​ ​syllabi​ ​(and​ ​syllabuses,​ ​which​ ​is​ ​also​ ​accepted)​ ​are​ ​intimidating
documents​ ​filled​ ​with​ ​way-too-much​ ​information​ ​and​ ​worst​ ​case
scenario​ ​warnings.​ ​Sadly,​ ​this​ ​one​ ​is​ ​no​ ​exception.​ ​However,​ ​before​ ​we
get​ ​to​ ​the​ ​technical​ ​and​ ​Legal​ ​stuff,​ ​let’s​ ​look​ ​at​ ​what​ ​I​ ​feel--and​ ​I​ ​hope
you​ ​will​ ​Agree--is​ ​the​ ​important​ ​Stuff.
This.
It’s​ ​our​ ​model​ ​for​ ​learning
and​ ​learning​ ​is​ ​the​ ​goal.​ ​I
want​ ​you​ ​to​ ​finish​ ​this
class​ ​and​ ​think,​ ​“Gee.​ ​I​ ​know
more​ ​now.​ ​I’m​ ​a​ ​regular
genius​ ​and​ ​ready​ ​for
college.​ ​Or​ ​life.”
from​ ​the​ ​content.
For​ ​us,​ ​the​ ​Challenging
Experiences​ ​come​ ​in​ ​the
form​ ​of​ ​reading​ ​about
people,​ ​ideas​ ​and​ ​situations
that​ ​are​ ​far​ ​removed
from​ ​our​ ​day​ ​to​ ​day
Experiences.​ ​Sometimes​ ​the
challenge​ ​comes​ ​from​ ​the
text​ ​form​ ​and​ ​sometimes
The​ ​Opportunities​ ​To​ ​Practice​​ ​come​ ​from​ ​the​ ​Activities​ ​we​ ​do​ ​that
are​ ​based​ ​on​ ​those​ ​readings.​ ​You​ ​are​ ​practicing​ ​those​ ​Ideas​ ​and
concepts,​ ​getting​ ​familiar​ ​with​ ​them​ ​and​ ​recognizing​ ​what​ ​they​ ​are​ ​(and
aren’t).
The​ ​Creative​ ​Conversations​​ ​part​ ​is​ ​like​ ​the​ ​graphic​ ​says,​ ​it’s​ ​the
lubrication​ ​that​ ​makes​ ​this​ ​learning​ ​possible​ ​and​ ​progression​ ​the​ ​result
of​ ​our​ ​efforts.​ ​We’ll​ ​“converse”​ ​via​ ​email,​ ​text,​ ​collaborative​ ​sessions,,
feedback​ ​on​ ​assignments,​ ​face-to-face​ ​meetings,​ ​face​ ​time​ ​sessions.​ ​I
hope​ ​you​ ​will​ ​“hear”​ ​my​ ​voice​ ​as​ ​you​ ​read​ ​the​ ​text​ ​on​ ​the​ ​screen​ ​that
provides​ ​instruction​ ​and​ ​background​ ​info.
Time​ ​for​ ​Reflection​​ ​is--you​ ​guessed​ ​it!--Assessment.​ ​This​ ​is​ ​where​ ​you
take​ ​the​ ​content​ ​we’ve​ ​studied​ ​and​ ​synthesize​ ​it​ ​with​ ​what​ ​you​ ​already
know​ ​and​ ​present​ ​that​ ​new​ ​understanding​ ​in​ ​an​ ​assessment​ ​format.
Usually​ ​writing,​ ​but​ ​sometimes​ ​conversation..
That’s​ ​it.​ ​It’s​ ​how​ ​we​ ​do​ ​what​ ​we​ ​do.​ ​The​ ​rest​ ​of​ ​the​ ​syllabus​ ​is​ ​going
to​ ​cover​ ​the​ ​nuts​ ​and​ ​bolts​ ​and​ ​the​ ​legal​ ​requirements,​ ​but​ ​what​ ​you
need​ ​to​ ​know​ ​right​ ​now​ ​is​ ​that​ ​I​ ​am​ ​committed​ ​to​ ​your​ ​learning.​ ​Really,
seriously,​ ​and​ ​always.​ ​That​ ​means​ ​I​ ​need​ ​to​ ​get​ ​to​ ​know​ ​you​ ​and​ ​how
you​ ​work​ ​and​ ​what​ ​works​ ​(and​ ​doesn’t​ ​work).​ ​That​ ​goes​ ​both​ ​ways.
You​ ​need​ ​to​ ​get​ ​to​ ​know​ ​me,​ ​how​ ​I​ ​work​ ​(and​ ​don’t),​ ​how​ ​to
demonstrate​ ​your​ ​thinking​ ​in​ ​an​ ​online​ ​class​ ​(and​ ​boy,​ ​is​ ​it​ ​different
from​ ​face-to-face​ ​classes!)​ ​and​ ​to​ ​keep​ ​in​ ​touch​ ​with​ ​me​!
Here​ ​is​ ​the​ ​start​ o
​ f​ ​the​ ​“official”​ ​syllabus.​ ​From​ ​time​ ​to​ ​time,​ ​I’ll​ ​break
in​ ​with​ ​my​ ​“voice”​ i​ n​ ​this​ ​font.
Contact:
I​ ​am​ ​available​ ​through​ ​many​ ​channels​ ​to​ ​help​ ​students​ ​with​ ​issues.​ ​If​ ​you​ ​wait
until​ ​the​ ​last​ ​minute​ ​on​ ​an​ ​assignment​ ​and​ ​cannot​ ​get​ ​in​ ​touch​ ​with​ ​me,​ ​then​ ​perhaps
some​ ​reflection​ ​on​ ​advance​ ​preparation​ ​is​ ​in​ ​order.​ ​That​ ​being​ ​said,​ ​email​ ​and​ ​text
message​ ​are​ ​the​ ​best​ ​way​ ​to​ ​get​ ​in​ ​touch​ ​with​ ​me.​ ​Emails​ ​and​ ​texts​ ​sent​ ​after​ ​9:00​ ​PM
may​ ​not​ ​be​ ​seen​ ​until​ ​the​ ​following​ ​morning,​ ​but​ ​I​ ​am​ ​usually​ ​prompt​ ​in​ ​answering.​ ​The
very​ ​longest​ ​it​ ​will​ ​ever​ ​take​ ​me​ ​to​ ​reply​ ​is​ ​24​ ​hours.​ ​(You​ ​should​ ​also​ ​feel​ ​free​ ​to
send​ ​me​ ​a​ ​gentle​ ​reminder​ ​if​ ​you​ ​don’t​ ​hear​ ​from​ ​me--I​ ​will​ ​do​ t​ he
same​ ​to​ ​you.​ ​I’m​ ​also​ ​a​ ​night​ ​owl​ ​most​ ​nights,​ ​so​ ​I​ ​may​ ​respond​ ​to​ ​a
1:30AM​ ​text​ ​faster​ ​than​ ​a​ ​6:30AM​ ​text)
Email:​​ ​l​ower@lisd.net
Phone:​ ​214-770-9880
Technology​ ​Help​ ​Desk​ ​Phone:​​ ​972-350-1872​ ​(24/7​ ​help​ ​can​ ​be​ ​found​ ​at
virtuallearning@lisd.net​​ ​)​ ​Add​ ​this​ ​one​ ​to​ ​your​ ​phone​ ​list.​ ​I​ ​can​ ​help​ ​with
course​ ​questions,​ ​but​ ​if​ ​it’s​ ​a​ ​technology​ ​issue​ ​(“Why​ ​is​ ​only​ ​half​ ​the
page​ ​showing?”)​ ​you​ ​need​ ​to​ ​call​ ​the​ ​experts.
Sharing​ ​Google​ ​Items:​​ ​lower@​staff​.lisd.net​​ ​(the​ ​“staff”​ ​makes​ ​all​ ​the
difference)
Important​ ​Date:​ ​Please​ ​note
● Course​ ​Drop​ ​Date:​ ​(appropriate​ ​date​ ​here)​.​ ​This​ ​is​ ​the​ ​last​ ​day​ ​to​ ​drop
without​ ​financial​ ​and/or​ ​academic​ ​penalty.​ ​Please​ ​contact​ ​VLA​ ​to​ ​arrange​ ​the
drop​ ​(i.e.,​ ​do​ ​not​ ​just​ ​click​ ​“unenroll”​ ​on​ ​Moodle--that​ ​does​ ​nothing).​ ​ ​If​ ​you​ ​drop
the​ ​course​ ​at​ ​anytime​ ​after​ ​that​ ​date,​ ​you​ ​will​ ​sacrifice​ ​any​ ​fees​ ​paid​ ​and​ ​will​ ​be
given​ ​the​ ​grade​ ​you​ ​have​ ​earned,​ ​even​ ​if​ ​that​ ​grade​ ​is​ ​zero​ ​for​ ​no​ ​work​ ​completed.
If​ ​you​ ​have​ ​questions​ ​or​ ​concerns,​ ​please​ ​contact​ ​VLA.
Technical​ ​Requirements:
You​ ​need​ ​consistent​ ​access​ ​to​ ​a​ ​computer​ ​with​ ​a​ ​reliable​ ​Internet​ ​connection.
“The​ ​Internet​ ​is​ ​down​ ​at​ ​my​ ​house”​ ​is​ ​not​ ​an​ ​acceptable​ ​excuse​ ​for​ ​missing​ ​work.​ ​If​ ​the
Internet​ ​is​ ​down​ ​at​ ​your​ ​house,​ ​you​ ​need​ ​to​ ​go​ ​to​ ​a​ ​place​ ​where​ ​it​ ​isn’t​ ​down:​ ​a​ ​library,​ ​a
hotspot,​ ​or​ ​at​ ​school.​ ​A​ ​tablet​ ​can​ ​work​ ​much​ ​of​ ​the​ ​time,​ ​but​ ​some​ ​features​ ​will​ ​not
fully​ ​function​ ​(example,​ ​during​ ​BBCs​ ​you​ ​will​ ​not​ ​be​ ​able​ ​to​ ​use​ ​the​ ​mic)​ ​and​ ​many
people​ ​do​ ​not​ ​like​ ​to​ ​type​ ​a​ ​longer​ ​writing​ ​on​ ​a​ ​tablet.​ (​ I​ ​am​ ​one).​ ​Using​ ​Firefox​ ​as
your​ ​browser​ ​will​ ​avoid​ ​many​ ​problems.
Class​ ​Guidelines:
● Treat​ ​others​ ​with​ ​courtesy,​ ​even​ ​if​ ​you​ ​think​ ​they​ ​do​ ​not​ ​deserve​ ​it.​ ​Treating​ ​others
courteously​ ​also​ ​means​ ​replying​ ​to​ ​them​ ​on​ ​forums​ ​and​ ​in​ ​Blackboard
communications.​ ​When​ ​others​ ​are​ ​dependent​ ​upon​ ​your​ ​responses,​ ​please​ ​be
prompt.​ ​ ​It​ ​also​ ​means​ ​responding​ ​to​ ​me​ ​in​ ​a​ ​timely​ ​manner.
● Keep​ ​up​ ​with​ ​the​ ​Pacing​ ​Guide.​ ​Falling​ ​behind​ ​in​ ​the​ ​course--especially​ ​when​ ​you
have​ ​a​ ​full​ ​load​ ​of​ ​classes​ ​and​ ​activities​ ​on​ ​campus--makes​ ​things​ ​hard.​ ​ ​(And
text​ ​me​ ​if​ y
​ ou​ ​start​ ​to​ ​fall​ ​behind​ ​or​ ​are​ ​going​ t​ o​ ​be​ ​“off​ ​the
grid​ ​for​ ​a​ w
​ hile.​ ​Funny​ ​thing​ ​about​ ​planning​ ​for​ ​a​ ​semester,​ ​life
happens.)
● Keep​ ​in​ ​near-constant​ ​communication​ ​with​ ​your​ ​instruction.​ ​(For​ ​the​ ​next
four​ ​months,​ ​I​ ​am​ ​going​ ​to​ ​be​ ​one​ ​of​ ​your​ ​frequent​ ​contacts!)
● Remember​ ​that​ ​this​ ​is​ ​your​ ​English​ ​course.​ ​It​ ​takes​ ​the​ ​place​ ​of​ ​a​ ​36​ ​week​ ​course
that​ ​LISD​ ​has​ ​already​ ​condensed​ ​to​ ​an​ ​18​ ​week​ ​course​ ​that​ ​meets​ ​90​ ​mins​ ​a​ ​day.
You​ ​have​ ​the​ ​flexibility​ ​to​ ​spend​ ​that​ ​time​ ​when​ ​and​ ​where​ ​you​ ​want​ ​(as​ ​long​ ​as
you​ ​stick​ ​with​ ​the​ ​pacing​ ​guide),​ ​but​ ​plan​ ​on​ ​spending​ ​as​ ​much​ ​time​ ​as​ ​you​ ​would
in​ ​a​ ​traditional​ ​class.​ ​It’s​ ​not​ ​a​ ​shortcut​ ​or​ ​easy​ ​option--it’s​ ​high​ ​school​ ​English.
(The​ ​best​ ​of​ ​all​ ​classes!)
Grading​ ​Breakdown:
● Minor​ ​grades:​ ​40%
○ Formative​ ​Grades​ ​(annotations,​ ​etc.):​ ​20%
○ Daily/Quiz​ ​ ​grades:​ ​20%
● Major/Test​ ​grades:​ ​60%​ ​(Including​ ​the​ ​Independent​ ​Reading​ ​Project)
● Mid-Term/Final​ ​exam:​ ​15%​ ​of​ ​overall​ ​grade,​ ​not​ ​used​ ​to​ ​decide
UIL​ ​eligibility
Grading​ ​Guidelines:
● Grading​ ​for​ ​subjective​ ​assignments​ ​are​ ​based​ ​on​ ​rubrics​​ ​that
students​ ​should​ ​review.​ ​If​ ​ ​students​ ​wish​ ​to​ ​contest​ ​their​ ​grade,​ ​they​ ​must
use​ ​the​ ​rubric​ ​to​ ​do​ ​so.​ ​It’s​ ​excellent​ ​practice​ ​for​ ​creating/supporting
arguments​ ​and​ ​advocating​ ​for​ ​yourself.​ ​Don’t​ ​hesitate​ ​to​ ​do​ ​so​ ​if​ ​you​ ​have
a​ ​concern​ ​about​ ​a​ ​grade.​ ​(You​ ​could​ ​be​ ​right--and​ ​even​ ​if​ ​I​ ​don’t
agree,​ ​the​ ​practice​ ​in​ ​self-advocacy​ ​is​ ​a​ ​good​ ​thing.)
● The​ ​mid-term​ ​exam​​ ​will​ ​be​ ​a​ ​multimedia​ ​project​ ​encompassing​ ​analysis
of​ ​Modules​ ​1​ ​and​ ​2.​ ​(If​ ​required;​ ​there​ ​is​ ​a​ ​chance​ ​you​ ​may​ ​not
have​ ​a​ ​midterm​ ​if​ ​you​ ​are​ ​moving​ ​straight​ ​from​ ​A​ ​to​ ​B)
● The​ ​final​ ​exam​​ ​will​ ​be​ ​an​ ​argumentative​ ​timed​ ​writing​ ​reflecting​ ​on​ ​the
semester’s​ ​literature.​ ​I​ ​will​ ​tell​ ​you​ ​the​ ​topic​ ​early​ ​on​ ​so​ ​you​ ​can​ ​prepare​ ​as
you​ ​work​ ​through​ ​the​ ​course.
Make-Up​ ​Work​ ​Policy:
Once​ ​a​ ​due​ ​date​ ​(see​ ​Pacing​ ​Guide)​ ​passes,​ ​missing​ ​work​ ​becomes​ ​a​ ​zero​ ​in​ ​the​ ​grade
book.​ ​You​ ​can​ ​still​ ​turn​ ​it​ ​in​ ​while​ ​that​ ​module​ ​is​ ​open;​ ​the​ ​zeros​ ​are​ ​place​ ​holders​ ​that
both​ ​serve​ ​as​ ​“gentle​ ​reminders”​ ​and​ ​worst​ ​case​ ​scenario.​ ​However​,​ ​once​ ​the​ ​ ​final​ ​due
date​ ​from​ ​the​ ​module​ ​passes​ ​(most​ ​often​ ​midnight​ ​Sunday)​ ​,​ ​the​ ​LISD​ ​late​ ​work​ ​policy
kicks​ ​into​ ​effect.​ ​72​ ​hours​ ​after​ ​the​ ​deadline​ ​for​ ​the​ ​final​ ​work​ ​in​ ​the​ ​module​ ​the​ ​module
is​ ​closed​ ​and​ ​no​ ​work​ ​can​ ​be​ ​submitted​ ​for​ ​credit.See​ ​pacing​ ​guide​ ​for​ ​specific​ ​dates
(This​ ​can​ ​be​ ​confusing,​ ​so​ ​ask​ ​questions!)
Dr.​ ​Lowe’s​ ​Personal​ ​Late​ ​Work​ ​Manifesto:
In​ ​my​ ​“perfect​ ​school”​ ​we​ ​don’t​ ​need​ ​grades.​ ​Students​ ​work​ ​to​ ​learn​ ​and​ ​all​ ​work
is​ ​designed​ ​for​ ​that​ ​specific​ ​learning​ ​with​ ​no​ ​busy​ ​work,​ ​makeup​ ​work,​ ​or​ ​work​ ​that
doesn’t​ ​relate​ ​to​ ​the​ ​learning.​ ​Because​ ​students​ ​aren’t​ ​focused​ ​on​ ​the​ ​difference​ ​between
an​ ​89​ ​and​ ​a​ ​90,​ ​they​ ​are​ ​focused​ ​on​ ​how​ ​well​ ​they​ ​are​ ​learning​ ​to​ ​craft​ ​an​ ​argument​ ​or
learn​ ​about​ ​something​ ​new.​ ​Penalties​ ​for​ ​late​ ​work​ ​would​ ​be​ ​assessed​ ​on​ ​a​ ​case-by-case
basis,​ ​including,​ ​but​ ​not​ ​limited​ ​to​ ​factors​ ​of​ ​overall​ ​course​ ​participation,​ ​overall​ ​course
late​ ​work​ ​history,​ ​and,​ ​if​ ​applicable,​ ​the​ ​instructor’s​ ​fore-knowledge​ ​of​ ​the​ ​student’s
particular​ ​situation​ ​causing​ ​the​ ​work​ ​to​ ​be​ ​late.​ ​All​ ​students​ ​would​ ​be​ ​given​ ​the​ ​benefit
of​ ​the​ ​doubt​ ​at​ ​the​ ​start​ ​of​ ​the​ ​course.​ ​In​ ​my​ ​“perfect​ ​school”​ ​we​ ​grade​ ​on​ ​mastery,​ ​not
timetables.​ ​This​ ​is​ ​my​ ​perfect​ ​world,​ ​but​ ​unfortunately,​ ​not​ ​even​ ​ ​I​ ​get​ ​to​ ​live​ ​there,​ ​ ​so
our​ ​VLA​ ​late​ ​work​ ​policy​ ​is​ ​listed​ ​below​ ​my​ ​manifesto.​ ​ ​The​ ​most​ ​important,​ ​real​ ​part​ ​of
my​ ​late​ ​work​ ​manifesto:​ ​contact​ ​me​ ​early​ ​and​ ​often​ ​about​ ​your​ ​work​ ​and
schedule.​​ ​Almost​ ​all​ ​problems​ ​can​ ​be​ ​resolved​ ​to​ ​our​ ​mutual​ ​satisfaction--the​ ​win-win
scenario.​ ​It’s​ ​a​ ​goal,​ ​and​ ​it​ ​works​ ​IF​ ​I​ ​know​ ​about​ ​your​ ​issues​ ​EARLY​ ​enough.​ ​BEFORE
is​ ​light​ ​years​ ​better​ ​than​ ​AFTER.​ ​Bottom​ ​line:​ ​ACT​ ​EARLY​ ​so​ ​the​ ​LISD​ ​policy​ ​never​ ​has
to​ ​kick​ ​in.​ ​Believe​ ​it​ ​or​ ​not,​ ​it​ ​makes​ ​me​ ​sadder​ ​than​ ​it​ ​does​ ​you.​ ​(Don’t​ ​be​ ​like​ ​the
student​ ​who​ ​thought​ ​he​ ​could​ ​catch​ ​up​ ​the​ ​whole​ ​course​ ​on​ ​a
weekend​ ​before​ ​the​ ​final--it​ ​doesn’t​ ​work​ ​that​ ​way.​ ​It’s​ ​going​ ​to​ ​take
time​ ​to​ ​read,​ ​write,​ ​and​ ​think.​ ​And​ ​.​ ​.​ ​.​ ​I’m​ ​picky.​ ​I​ ​want​ ​your​ ​best
reading,​ ​writing​ ​and​ ​thinking.​ ​In​ ​fact,​ ​I’m​ ​going​ ​to​ ​insist​ ​on​ ​it.)
VLA​ ​Official​ ​Grading​ ​Policy:
The​ ​primary​ ​purpose​ ​of​ ​grades​ ​is​ ​to​ ​measure​ ​and​ ​communicate​ ​what​ ​a​ ​student
knows,​ ​understands,​ ​and​ ​can​ ​do​ ​as​ ​a​ ​result​ ​of​ ​the​ ​student’s​ ​learning;​ ​a​ ​secondary
purpose​ ​for​ ​grades​ ​is​ ​to​ ​provide​ ​teachers​ ​with​ ​information​ ​for​ ​personalized​ ​instructional
planning.​ ​ ​Student​ ​should​ ​note​ ​that​ ​grades​ ​earned​ ​in​ ​online​ ​courses​ ​impact​ ​UIL
eligibility.​ ​ ​The​ ​following​ ​guidelines​ ​are​ ​in​ ​place​ ​for​ ​late​ ​work​ ​and
re-teach/re-assess/re-grade:
Re-Teach/Re-Assess/Re-Grade
On​ ​a​ ​major​ ​grade​ ​or​ ​test,​ ​students​ ​must​ ​make​ ​a​ ​sincere​ ​effort​ ​and​ ​complete​ ​major
grade​ ​tests​ ​and​ ​assignments​ ​by​ ​the​ ​module​ ​due​ ​date.
● Condition​ ​1:​​ ​If​ ​a​ ​student​ ​earns​ ​a​ ​grade​ ​below​ ​a​ ​70%​ ​on​ ​a​ ​major​ ​grade,​ ​the
teacher​ ​will​ ​re-teach,​ ​then​ ​re-assess
● Condition​ ​2:​​ ​After​ ​the​ ​re-teach/re-assess,​ ​the​ ​higher​ ​of​ ​the​ ​two​ ​grades​ ​will
be​ ​assigned,​ ​with​ ​the​ ​maximum​ ​possible​ ​score​ ​of​ ​70%
● Condition​ ​3:​​ ​In​ ​some​ ​instances,​ ​students​ ​may​ ​earn​ ​higher​ ​than​ ​70%​ ​if​ ​the
the​ ​assignment​ ​or​ ​project​ ​allows​ ​for​ ​revision​ ​with​ ​an​ ​extended​ ​deadline
(for​ ​example,​ ​written​ ​and​ ​digital​ ​compositions​ ​and​ ​process-related
projects)
Late​ ​Work
The​ ​following​ ​scores​ ​are​ ​the​ ​maximum​ ​grade​ ​students​ ​may​ ​earn​ ​on​ ​minor​ ​grades
and​ ​major​ ​grade​ ​tests​ ​and​ ​assignments​ ​submitted​ ​after​ ​the​ ​module​ ​deadline​:
● Condition​ ​1:​​ ​70%​ ​of​ ​the​ ​total​ ​possible​ ​–​ ​1​ ​day​ ​past​ ​the​ ​module​ ​deadline
● Condition​ ​2:​​ ​60%​ ​of​ ​the​ ​total​ ​possible​ ​–​ ​2​ ​days​ ​past​ ​the​ ​module​ ​deadline
● Condition​ ​3:​​ ​50%​ ​of​ ​the​ ​total​ ​possible​ ​–​ ​3​ ​days​ ​or​ ​more​ ​past​ ​the​ ​module
deadline
● See​ ​Pacing​ ​Guide​ ​for​ ​actual​ ​dates/deadlines
Semester​ ​Averages
● Semester​ ​average​ ​=​ ​85%
● Semester​ ​Exam​ ​=​ ​15%
Successful​ ​Completion
Per​ ​LISD​ ​Academic​ ​Grading​ ​Guidelines,​ ​students​ ​taking​ ​an​ ​online​ ​course​ ​must
pass​ ​the​ ​final​ ​exam​ ​in​ ​order​ ​to​ ​pass​ ​the​ ​course.​ ​Mid-term​ ​and​ ​final​ ​exams​ ​will​ ​be
proctored.
● Condition​ ​1:​​ ​Course​ ​grade​ ​of​ ​70%​ ​or​ ​higher
● Condition​ ​2:​​ ​Mid-term/Final​ ​exam​ ​grade​ ​of​ ​70%​ ​or​ ​higher
(Let’s​ j​ ust​ ​avoid​ ​this​ ​whole​ ​scenario​ ​by​ ​keeping​ ​in​ ​touch​ ​and​ ​getting
things​ ​in​ ​before​ ​a​ ​module​ ​closes)
General​ ​Writing​ ​Expectations:
​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​Your​ ​major​ ​writing​ ​assignments​ ​in​ ​this​ ​course​ ​will​ ​be​ ​in​ ​the​ ​form​ ​of​ ​blogs.​ ​We
have​ ​set​ ​up​ ​a​ ​class​ ​blog​ ​page​ ​where​ ​you​ ​will​ ​post​ ​your​ ​blogs​ ​and​ ​comment​ ​on​ ​the​ ​blogs
of​ ​your​ ​classmates.​ ​Given​ ​that​ ​writing​ ​argument​ ​is​ ​the​ ​academic​ ​focus​ ​for​ ​English​ ​III,
blogs​ ​make​ ​sense​ ​in​ ​that​ ​you​ ​will​ ​make​ ​a​ ​claim,​ ​provide​ ​evidence​ ​and​ ​then​ ​support​ ​your
arguments​ ​both​ ​in​ ​the​ ​text​ ​and​ ​in​ ​the​ ​comment​ ​discussion.​ ​ ​Every​ ​student​ ​has​ ​a
different​ ​initial​ ​skill​ ​level,​ ​and​ ​I​ ​expect​ ​the​ ​best​ ​of​ ​whatever​ ​your​ ​personal​ ​level​ ​is.​ ​Your
best​ ​writing​ ​should​ ​never​ ​be​ ​rushed.​ ​For​ ​extended​ ​assignments,​ ​begin​ ​the​ ​day​ ​you
receive​ ​the​ ​assignment​ ​so​ ​that​ ​you​ ​have​ ​plenty​ ​of​ ​time​ ​to​ ​step​ ​away​ ​and​ ​come​ ​back​ ​to
the​ ​piece​ ​with​ ​fresh​ ​eyes.
Additionally,​ ​from​ ​day​ ​one​ ​we​ ​are​ ​working​ ​toward​ ​your​ ​Magnum​ ​Opus,​ ​aka​ ​final.
That’s​ ​a​ ​major​ ​composition​ ​and​ ​we’ll​ ​talk​ ​lots​ ​more​ ​about​ ​it​ ​in​ ​the​ ​course.
Students​ ​will​ ​schedule​ ​time​ ​to​ ​receive​ ​teacher​ ​critique​ ​and​ ​assistance​ ​on​ ​writings.
You​ ​will​ ​meet​ ​with​ ​me​ ​at​ ​least​ ​once​ ​per​ ​unit.​(Probably​ ​more.​ ​If​ ​you​ ​are
out​ ​of​ ​district,​ ​we​ ​will​ ​Face​ ​Time​ ​or​ ​Skype)​​ ​Because​ ​students​ ​will​ ​be​ ​doing
long-term​ ​writing​ ​assignments,​ ​we​ ​will​ ​have​ ​discussions​ ​and​ ​direct​ ​instruction​ ​about
audience​ ​and​ ​occasion.​ ​Long-term​ ​writing​ ​assignments​ ​should​ ​be​ ​fully​ ​developed,
repeatedly​ ​revised​,​ ​(Why?​ ​It​ ​shows​ ​the​ ​development​ ​of​ ​thinking.​ ​If​ ​you
want​ ​to​ ​impress​ ​me,​ ​show​ ​me​ ​how​ ​your​ ​papers​ ​change​ ​from​ ​concept
to​ ​final.)​​ ​and​ ​checked​ ​with​ ​me​ ​at​ ​least​ ​once​ ​during​ ​our​ ​one-on-one​ ​meetings​ ​in​ ​order
to​ ​work​ ​on​ ​structure,​ ​organization,​ ​and​ ​voice​ ​before​ ​the​ ​deadline,​ ​and​ ​provide​ ​for
differentiation​ ​for​ ​the​ ​students.
General​ ​Reading​ ​Expectations
Assigned​ ​Reading​ ​Selections:​ ​Being​ ​well-read​ ​is​ ​essential​ ​to​ ​success​ ​in​ ​this
course​ ​and​ ​college​ ​courses.​ ​To​ ​be​ ​candid,​ ​reading​ ​makes​ ​you​ ​smarter.​ ​Parents​ ​and
students​ ​both​ ​should​ ​look​ ​over​ ​the​ ​Pacing​ ​Guide​ ​let​ ​me​ ​know​ ​if​ ​any​ ​items​ ​will​ ​be
unacceptable​ ​for​ ​the​ ​individual​ ​student​ ​to​ ​read.​ ​Please​ ​keep​ ​in​ ​mind​ ​that​ ​content,
allowance​ ​for​ ​student​ ​choice,​ ​purpose,​ ​theme,​ ​racial/cultural​ ​implications,​ ​time​ ​period,
genre,​ ​and​ ​overall​ ​complexity​ ​have​ ​all​ ​been​ ​carefully​ ​considered​ ​and​ ​aligned​ ​to
instructive​ ​purposes.
Independent​ ​Reading​ ​Module:​ ​In​ ​addition​ ​to​ ​the​ ​required​ ​reading​ ​selections,​ ​you
four​ ​books​ ​(one​ ​per​ ​module)​ ​and​ ​confer​ ​with​ ​me​ ​to​ ​document​ ​your​ ​progress.​ ​Sometimes
you​ ​will​ ​choose​ ​freely​ ​and​ ​sometimes​ ​you​ ​will​ ​choose​ ​from​ ​a​ ​list/guidelines.​ ​These
conferences​ ​are​ ​informal,​ ​but​ ​differentiated​ ​to​ ​the​ ​needs/abilities​ ​of​ ​each​ ​student.​ ​This
activity​ ​counts​ ​as​ ​a​ ​major​ ​grade,​ ​and​ ​is--to​ ​my​ ​mind--perhaps​ ​the​ ​most​ ​important​ ​part
of​ ​the​ ​course.​ ​According​ ​to​ ​research​ ​done​ ​in​ ​both​ ​California​ ​and​ ​the​ ​United​ ​Kingdom,
the​ ​habit​ ​of​ ​reading​ ​for​ ​pleasure​ ​as​ ​a​ ​teen​ ​is​ ​the​ ​best​ ​predictor​ ​of​ ​future​ ​success.​ ​I’ve
spent​ ​35​ ​years​ ​teaching​ ​reading​ ​to​ ​both​ ​students​ ​and​ ​adults,​ ​and​ ​these​ ​results​ ​don’t
surprise​ ​me.​ ​They​ ​align​ ​with​ ​a​ ​boatload​ ​of​ ​major​ ​studies​ ​that​ ​show​ ​how​ ​time​ ​spent
reading​ ​pays​ ​off​ ​in​ ​developing​ ​vocabulary,​ ​writing,​ ​reading​ ​proficiency,​ ​general
knowledge,​ ​ ​and​ ​life​ ​satisfaction.
One​ ​of​ ​the​ ​great​ ​mysteries​ ​of​ ​modern​ ​schooling​ ​(to​ ​my​ ​mind,
anyway)​ ​is​ ​why​ ​we​ ​make​ ​it​ ​so​ ​hard​ ​in​ ​high​ ​school​ ​for​ ​students​ ​to
cultivate​ ​this​ ​habit.​ ​It​ ​makes​ ​no​ ​sense,​ ​so​ ​in​ ​my​ ​classes,​ ​I​ ​devote​ ​time
and​ ​resources​ ​to​ ​an​ ​independent​ ​reading​ ​component.​ ​We​ ​will​ ​talk​ ​more
about​ ​this​ ​once​ ​we​ ​start​ ​the​ ​course,​ ​but​ ​know​ ​that​ ​you​ ​will​ ​be​ ​reading
a​ ​lot​ ​this​ ​term.
Ongoing​ ​Reading​ ​Component:
​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​Students​ ​will​ ​have​ ​ongoing​ ​reading​ ​throughout​ ​the​ ​course.​ ​(duh,​ ​English!!)
Students​ ​will​ ​have​ ​varying​ ​lengths​ ​of​ ​time​ ​to​ ​read​ ​each​ ​literary​ ​work,​ ​and​ ​must​ ​actively
read​ ​by​ ​annotating​ ​the​ ​text​ ​and​ ​completing​ ​formative​ ​and​ ​summative​ ​assessments
involving​ ​the​ ​literature.​ ​Students​ ​must​ ​come​ ​to​ ​our​ ​online​ ​collaboration​ ​sessions
prepared​ ​to​ ​partake​ ​of​ ​in​ ​depth​ ​discussions​ ​about​ ​the​ ​reading.​ ​Students​ ​will​ ​participate
in​ ​essays,​ ​projects,​ ​discussions,​ ​creative​ ​writings,​ ​etc.​ ​using​ ​the​ ​pieces​ ​we​ ​read​ ​for​ ​this
class,​ ​so​ ​it​ ​is​ ​imperative​ ​that​ ​students​ ​read.​ ​Students​ ​will​ ​be​ ​expected​ ​to​ ​analyze​ ​the
literature​ ​we​ ​read;​ ​we​ ​will​ ​both​ ​isolate​ ​and​ ​juxtapose​ ​literature​ ​in​ ​our​ ​pursuit​ ​of
in-depth​ ​analysis.​ ​Course​ ​selections​ ​will​ ​include​ ​fiction,​ ​nonfiction,​ ​drama,​ ​and​ ​poetry.
Reading​ ​Selections:
English​ ​III​ ​focuses​ ​on​ ​argument​ ​and​ ​rhetoric​ ​(which​ ​is​ ​a​ ​fancy​ ​word​ ​for​ ​saying
the​ ​way​ ​in​ ​which​ ​we​ ​use​ ​language).​ ​We​ ​follow​ ​a​ ​general--but​ ​not​ ​strict--chronological
progression​ ​from​ ​the​ ​Beginnings​ ​of​ ​the​ ​American​ ​Tradition​ ​through​ ​the​ ​21st​ ​Century.
We​ ​will​ ​look​ ​at​ ​many​ ​non-fiction​ ​pieces--perhaps​ ​more​ ​than​ ​you​ ​are​ ​accustomed​ ​to.​ ​At
times​ ​we​ ​have​ ​a​ ​lot​ ​of​ ​overlap​ ​with​ ​American​ ​history.​ ​You​ ​can​ ​get​ ​an​ ​idea​ ​of​ ​the​ ​writers
we​ ​will​ ​study​ ​by​ ​scanning​ ​the​ ​Pacing​ ​Guide​ ​and​ ​looking​ ​in​ ​the​ ​Books​ ​in​ ​the​ ​Course
Modules.​ ​All​ ​selections​ ​have​ ​been​ ​carefully​ ​reviewed​ ​and​ ​chosen​ ​and​ ​a​ ​specific​ ​and
deliberate​ ​attempt​ ​was​ ​made​ ​to​ ​include​ ​multiple​ ​perspectives​ ​and​ ​voices.​ ​.
Accessibility​ ​Statement:
For​ ​students​ ​with​ ​an​ ​IEP/504​ ​Plan,​ ​we​ ​provide​ ​accommodations​ ​listed​ ​to​ ​meet
the​ ​student’s​ ​needs.​ ​Many​ ​accommodations​ ​are​ ​built​ ​into​ ​our​ ​courses​ ​(extended​ ​time​ ​on
assignments,​ ​flexible​ ​exam​ ​setting).​ ​Accommodations​ ​that​ ​are​ ​not​ ​already​ ​built​ ​into​ ​the
course​ ​may​ ​still​ ​be​ ​met​ ​through​ ​individualizing​ ​the​ ​presentation,​ ​providing​ ​guided
notes,​ ​live​ ​teaching/tutorial​ ​sessions,​ ​phone​ ​contact,​ ​and​ ​one-on-one​ ​conversations.
Cheating/Plagiarism:
Cheating/plagiarism​ ​is​ ​not​ ​acceptable​ ​in​ ​any​ ​circumstance.​ ​It​ ​is​ ​better​ ​to​ ​be
wrong​ ​than​ ​to​ ​cheat​ ​or​ ​steal​ ​another’s​ ​ideas.​ ​Why​ ​do​ ​students​ ​cheat?​ ​The​ ​reasons​ ​fall
into​ ​three​ ​categories:
● They​ ​don’t​ ​know​ ​how​ ​to​ ​do​ ​the​ ​work.​ ​It’s​ ​too​ ​hard,​ ​too​ ​confusing,
they​ ​don’t​ ​have​ ​the​ ​necessary​ ​tools,​ ​or​ ​they​ ​don’t​ ​have​ ​the​ ​academic
background​ ​to​ ​successfully​ ​complete​ ​the​ ​work,​ ​and​ ​they​ ​are​ ​afraid​ ​of
looking​ ​foolish​ ​in​ ​front​ ​of​ ​their​ ​classmates​.​ ​ ​ ​In​ ​this​ ​online​ ​class,​ ​we
obliterate​​ ​this​ ​excuse.​ ​Online​ ​classes​ ​are​ ​flexible​ ​and​ ​individualized​ ​(well,​ ​this
one​ ​certainly​ ​is),​ ​so​ ​we​ ​start​ ​with​ ​where​ ​you​ ​are​ ​with​ ​whatever​ ​skills,​ ​knowledge
and​ ​resources​ ​you​ ​have.​ ​Your​ ​communication​ ​is​ ​with​ ​me,​ ​so​ ​you​ ​don’t​ ​need​ ​to
worry​ ​about​ ​looking​ ​foolish​ ​to​ ​your​ ​peers.​ ​Let​ ​me​ ​know​ ​as​ ​you​ ​begin​ ​work​ ​what​ ​is
hard,​ ​unclear,​ ​etc.​ ​and​ ​we​ ​will​ ​work​ ​through​ ​it​ ​together.​ ​(Remind​ ​me​ ​to​ ​tell
you​ ​the​ ​heart​ ​surgeon​ ​story​ ​sometime.)
● They​ ​have​ ​run​ ​out​ ​of​ ​time​ ​and​ ​they​ ​think​ ​cheating​ ​is​ ​faster​ ​than
actually​ ​doing​ ​the​ ​work​.​ ​This​ ​one​ ​perplexes​ ​me​ ​sometimes.​ ​I’ve​ ​had​ ​students
who​ ​spent​ ​way​ ​more​ ​time​ ​creating​ ​their​ ​elaborate​ ​ruse​ ​project​ ​rather​ ​than​ ​just
doing​ ​their​ ​own.​ ​Again,​ ​in​ ​this​ ​online​ ​class​ ​that​ ​reason​ ​doesn’t​ ​stand​ ​up.​ ​You​ ​and
I​ ​will​ ​be​ ​in​ ​daily​ ​(or​ ​even​ ​more!)​ ​communication​ ​about​ ​the​ ​course​ ​and​ ​your​ ​work.
We​ ​can​ ​negotiate​ ​deadlines​ ​and​ ​work​ ​through​ ​assignment​ ​components​ ​so​ ​that
you​ ​can​ ​spend​ ​your​ ​time​ ​working​ ​on​ ​exactly​ ​what​ ​is​ ​expected​ ​instead​ ​of​ ​searching
the​ ​web​ ​or​ ​your​ ​friends’​ ​files​ ​trying​ ​to​ ​find​ ​something​ ​that​ ​you​ ​might​ ​could​ ​make
fit.​ ​Time​ ​always​ ​goes​ ​fast​ ​in​ ​an​ ​online​ ​course,​ ​but​ ​it​ ​you​ ​will​ ​know​ ​every​ ​step​ ​of
the​ ​way​ ​when​ ​a​ ​deadline​ ​is​ ​approaching.
● They​ ​are​ ​lazy​ ​or​ ​just​ ​don’t​ ​want​ ​to​ ​do​ ​it.​ ​They​ ​want​ ​maximum​ ​results
for​ ​minimum​ ​efforts​ ​and​ ​just​ ​want​ ​to​ ​pass​ ​the​ ​course.​ ​ ​Here’s​ ​where​ ​we
butt​ ​heads.​ ​If​ ​you​ ​don’t​ ​want​ ​to​ ​do​ ​the​ ​work,​ ​don’t​ ​take​ ​an​ ​online​ ​course.​ ​Online
courses​ ​aren’t​ ​easier​ ​than​ ​traditional​ ​courses;​ ​they’re​ ​different,​ ​but​ ​you​ ​will​ ​put​ ​in
roughly​ ​the​ ​same​ ​amount​ ​of​ ​work,​ ​plus​ ​more​ ​on​ ​communications​ ​with​ ​the
instructor.​ ​It’s​ ​not​ ​for​ ​the​ ​slacker.​ ​(​I​ ​will​ ​push​ ​you​ ​tirelessly​ ​to​ ​do​ ​not​ ​only
your​ ​work,​ ​but​ ​your​ ​best​ ​work.​ ​This​ ​is​ ​English​ ​IV,​ ​after​ ​all.​ ​Your
next​ ​writing​ ​will​ ​occur​ ​in​ ​college​ ​or​ ​the​ ​workplace.​ ​And​ ​you​ ​can
replace​ ​“push”​ ​with​ ​“nag,”​ ​“badger,”​ ​“torment,”​ ​“vex,”​ ​ ​“hound,”​ ​or​ ​any
other​ ​word​ ​it​ ​takes​ ​for​ ​you​ ​to​ ​realize​ ​that​ ​I​ ​will​ ​not​ ​be​ ​placated.
There​ ​are​ ​teachers​ ​who​ ​say,​ ​“It’s​ ​my​ ​job​ ​to​ ​teach​ ​and​ ​students’
job​ ​to​ ​learn.”​ ​I​ ​am​ ​not​ ​one​ ​of​ ​them.​ ​It’s​ ​my​ ​job​ ​to​ ​ensure​ ​that​ ​you
learn​ ​and​ ​I​ ​will​ ​do​ ​everything​ ​I​ ​can​ ​to​ ​make​ ​sure​ ​that​ ​happens.​ ​I
don’t​ ​always​ ​get​ ​my​ ​way,​ ​ ​but​ ​my​ ​record​ ​is​ ​pretty​ ​good.)
● Take​ ​responsibility​ ​for​ ​what​ ​you​ ​do​ ​not​ ​know​ ​and​ ​for​ ​any​ ​failure​ ​to​ ​prepare.
LISD​ ​Virtual​ ​Learning​ ​Academy’s​ ​Academic​ ​Honesty​ ​Policy:
If​ ​the​ ​previous​ ​section​ ​didn’t​ ​completely​ ​convince​ ​you​ ​to​ ​completely​ ​avoid​ ​the
idea,​ ​read​ ​on.​ ​Please​ ​note:​ ​I​ ​did​ ​not​ ​write​ ​the​ ​following​ ​rules;​ ​they​ ​are​ ​the​ ​rules
established​ ​by​ ​LISD​ ​VLA.​ ​No​ ​allowances​ ​will​ ​be​ ​made​ ​or​ ​extra​ ​chances​ ​given.​ ​Please
read​ ​carefully​ ​all​ ​offenses​ ​and​ ​consequences​ ​listed​ ​below.
General​ ​Statements​ ​Regarding​ ​Academic​ ​Honesty
Any​ ​misconduct​ ​in​ ​the​ ​realm​ ​of​ ​academic​ ​honesty​ ​will​ ​trigger​ ​a​ ​student-teacher
interaction​ ​and​ ​will​ ​then​ ​be​ ​deferred​ ​to​ ​the​ ​student’s​ ​individual​ ​campus​ ​for​ ​the
execution​ ​of​ ​disciplinary​ ​procedures.
Any​ ​coursework​ ​(including,​ ​but​ ​not​ ​limited​ ​to,​ ​forums,​ ​formative/summative
assessments,​ ​daily​ ​work,​ ​etc.)​ ​may​ ​be​ ​subject​ ​to​ ​a​ ​plagiarism​ ​checker
Specific​ ​Areas​ ​of​ ​Academic​ ​Dishonesty
Cheating:​​ ​includes​ ​copying​ ​another’s​ ​work,​ ​possession​ ​of​ ​exam​ ​or​ ​exam
materials,​ ​etc.
● First​ ​Offense:​​ ​Assignment​ ​receives​ ​a​ ​grade​ ​of​ ​zero;​ ​parents​ ​and​ ​campus
site​ ​coordinator​ ​are​ ​notified;​ ​chance​ ​to​ ​redo​ ​assignment​ ​in​ ​a​ ​proctored
setting​ ​for​ ​partial​ ​credit
● Second​ ​Offense:​​ ​Assignment​ ​receives​ ​a​ ​grade​ ​of​ ​zero;​ ​parents​ ​and​ ​campus
site​ ​coordinator​ ​are​ ​notified
● Third​ ​Offense:​​ ​Possible​ ​removal​ ​from​ ​the​ ​course;​ ​parents​ ​and​ ​campus​ ​site
coordinator​ ​are​ ​notified;​ ​school​ ​administrators​ ​will​ ​be​ ​notified​ ​to​ ​discuss
further​ ​disciplinary​ ​action
Misrepresentation​ ​and/or​ ​Fraudulent​ ​Behavior:​​ ​includes​ ​allowing​ ​someone​ ​else
to​ ​do​ ​the​ ​work​ ​for​ ​you,​ ​or​ ​doing​ ​someone​ ​else’s​ ​coursework
● First​ ​Offense:​​ ​Assignment​ ​receives​ ​a​ ​grade​ ​of​ ​zero;​ ​parents​ ​and​ ​campus
site​ ​coordinator​ ​are​ ​notified;​ ​possible​ ​chance​ ​redo​ ​assignment​ ​in​ ​a
proctored​ ​setting​ ​for​ ​partial​ ​credit
● Second​ ​Offense:​​ ​Possible​ ​removal​ ​from​ ​the​ ​course;​ ​assignment​ ​receives​ ​a
grade​ ​of​ ​zero;​ ​parents​ ​and​ ​campus​ ​site​ ​coordinator​ ​are​ ​notified;​ ​school
administrators​ ​will​ ​be​ ​notified​ ​to​ ​discuss​ ​further​ ​disciplinary​ ​action
Plagiarism:​​ ​includes​ ​cutting​ ​and​ ​pasting​ ​from​ ​a​ ​non-peer​ ​source,​ ​and​ ​attempting
to​ ​present​ ​that​ ​source’s​ ​work​ ​as​ ​your​ ​own
● First​ ​Offense:​​ ​Student​ ​receives​ ​a​ ​warning;​ ​correct​ ​and​ ​resubmit​ ​for​ ​full
credit;​ ​parents​ ​and​ ​campus​ ​site​ ​coordinator​ ​are​ ​notified
● Second​ ​Offense:​​ ​Assignment​ ​receives​ ​a​ ​zero;​ ​parents​ ​and​ ​campus​ ​site
coordinator​ ​are​ ​notified
● Third​ ​Offense:​​ ​Possible​ ​removal​ ​from​ ​the​ ​course;​ ​assignment​ ​receives​ ​a
grade​ ​of​ ​zero;​ ​parents​ ​and​ ​campus​ ​site​ ​coordinator​ ​are​ ​notified;​ ​school
administrators​ ​will​ ​be​ ​notified​ ​to​ ​discuss​ ​further​ ​disciplinary​ ​action
(These​ ​are​ ​all​ ​awful.​ ​Avoid​ ​this​ e
​ ntirely​ ​by​ ​doing​ ​your​ ​own​ ​work​ ​and
realizing​ ​that​ ​if​ ​you​ ​can​ ​find​ ​it​ o
​ n​ ​the​ ​Internet,​ ​so​ ​can​ ​I.​ ​Also,​ ​after
about​ ​two​ ​assignments,​ ​I​ ​will​ ​have​ ​a​ ​good​ ​idea​ ​of​ ​your​ ​style.​ ​It’s​ ​just​ ​not
worth​ ​it.)
Online​ ​Etiquette​ ​(“Netiquette”)
General​ ​Guidelines:
● Use​ ​appropriate​ ​language:​ ​swearing,​ ​vulgarity,​ ​ethnic​ ​or​ ​racial​ ​slurs,​ ​and
any​ ​other​ ​inflammatory​ ​language​ ​is​ ​prohibited
● Make​ ​sure​ ​your​ ​messages​ ​are​ ​clear​ ​and​ ​appropriate​ ​so​ ​that​ ​the​ ​recipient
understands
● Don’t​ ​write​ ​anything​ ​you​ ​wouldn’t​ ​say​ ​in​ ​a​ ​face-to-face​ ​setting
● Read​ ​all​ ​posts/messages​ ​carefully​ ​before​ ​responding
● Keep​ ​posts/messages​ ​relevant​ ​and​ ​within​ ​the​ ​discussion​ ​topic
● Because​ ​text-only​ ​communication​ ​can​ ​be​ ​difficult​ ​to​ ​interpret,​ ​be​ ​patient
and​ ​understanding​ ​when​ ​others​ ​ask​ ​for​ ​clarification
● Feel​ ​free​ ​to​ ​use​ ​emoticons​ ​when​ ​appropriate​ ​so​ ​that​ ​others​ ​can​ ​correctly
interpret​ ​the​ ​tone​ ​and​ ​meaning​ ​of​ ​your​ ​message/post
● Pretending​ ​to​ ​be​ ​someone​ ​else​ ​when​ ​Pretending​ ​to​ ​be​ ​someone​ ​else​ ​when
sending​ ​or​ ​receiving​ ​messages​ ​is​ ​prohibited
● Submitting,​ ​publishing​ ​or​ ​displaying​ ​any​ ​defamatory,​ ​inaccurate,​ ​racially
offensive​ ​abusive,​ ​obscene,​ ​profane,​ ​sexually​ ​oriented,​ ​or​ ​threatening
materials​ ​or​ ​messages​ ​either​ ​public​ ​or​ ​private​ ​is​ ​prohibited
● Revealing​ ​such​ ​personal​ ​information​ ​as​ ​addresses​ ​or​ ​phone​ ​numbers​ ​of
users​ ​or​ ​others​ ​is​ ​prohibited
Synchronous​ ​Discussions:
● Includes​ ​any​ ​activity​ ​where​ ​students​ ​are​ ​interacting​ ​in​ ​real​ ​time​ ​with​ ​the
teacher​ ​and/or​ ​each​ ​other​ ​(e.g.​ ​BlackBoard​ ​Collaborate​ ​Sessions,​ ​text-only
chats,​ ​etc.)
● Arrive​ ​10-15​ ​minutes​ ​early,​ ​especially​ ​if​ ​you​ ​have​ ​not​ ​previously​ ​used​ ​the
online​ ​collaboration​ ​tool
● Set​ ​up​ ​technical​ ​components​ ​(e.g.​ ​Audio​ ​Wizard,​ ​Microphone​ ​Wizard,
charging,​ ​batteries,​ ​etc.)​ ​well​ ​in​ ​advance
● Don’t​ ​dominate​ ​the​ ​microphone;​ ​allow​ ​others​ ​to​ ​speak
Asynchronous​ ​Discussions:
Includes​ ​any​ ​activity​ ​where​ ​students​ ​are​ ​interacting​ ​over​ ​an​ ​extended​ ​period​ ​of
time​ ​with​ ​the​ ​teacher​ ​and/or​ ​each​ ​other​ ​(e.g.​ ​e-mail,​ ​in-course​ ​messaging,​ ​forums,​ ​etc.)
● Check​ ​your​ ​email​ ​regularly​ ​and​ ​respond​ ​in​ ​a​ ​timely​ ​manner
○ LISD​ ​students​,​ ​use​ ​your​ ​LISD​ ​Google​ ​email​ ​address​ ​only
○ TxVSN​ ​students​,​ ​you​ ​have​ ​been​ ​contacted​ ​by​ ​Tiffany​ ​Spencer​ ​on
how​ ​to​ ​set​ ​up​ ​your​ ​Gmail​ ​account​ ​for​ ​this​ ​course.
● Do​ ​not​ ​post​ ​overly​ ​critical​ ​or​ ​rude​ ​comments
● Be​ ​respectful​ ​and​ ​courteous​ ​when​ ​posting​ ​or​ ​emailing;​ ​consider​ ​how​ ​your
statements​ ​might​ ​be​ ​misinterpreted
Privacy​ ​Policy
The​ ​Family​ ​Education​ ​Rights​ ​and​ ​Privacy​ ​Act​ ​(FERPA)​ ​(20​ ​U.S.C.​ ​§1232g;​ ​34
CFR​ ​Part​ ​99)​ ​is​ ​a​ ​Federal​ ​law​ ​that​ ​protects​ ​the​ ​privacy​ ​of​ ​student​ ​education​ ​records.​ ​The
law​ ​applies​ ​to​ ​all​ ​schools​ ​that​ ​receive​ ​funds​ ​under​ ​an​ ​applicable​ ​program​ ​of​ ​the​ ​U.S.
Department​ ​of​ ​Education.
Schools​ ​may​ ​disclose,​ ​without​ ​consent,​ ​"directory"​ ​information​ ​such​ ​as​ ​a
student's​ ​name,​ ​address,​ ​telephone​ ​number,​ ​date​ ​and​ ​place​ ​of​ ​birth,​ ​honors​ ​and​ ​awards,
and​ ​dates​ ​of​ ​attendance.​ ​However,​ ​schools​ ​must​ ​tell​ ​parents​ ​and​ ​eligible​ ​students​ ​about
directory​ ​information​ ​and​ ​allow​ ​parents​ ​and​ ​eligible​ ​students​ ​a​ ​reasonable​ ​amount​ ​of
time​ ​to​ ​request​ ​that​ ​the​ ​school​ ​not​ ​disclose​ ​directory​ ​information​ ​about​ ​them.​ ​Schools
must​ ​notify​ ​parents​ ​and​ ​eligible​ ​students​ ​annually​ ​of​ ​their​ ​rights​ ​under​ ​FERPA.​ ​The
actual​ ​means​ ​of​ ​notification​ ​(special​ ​letter,​ ​inclusion​ ​in​ ​a​ ​PTA​ ​bulletin,​ ​student
handbook,​ ​or​ ​newspaper​ ​article)​ ​is​ ​left​ ​to​ ​the​ ​discretion​ ​of​ ​each​ ​school.
Acknowledgement​ ​of​ ​Receipt:
Please​ ​submit​ ​your​ ​acknowledgement​ ​of​ ​the​ ​contents​ ​of​ ​this​ ​syllabus​ ​via​ ​the
Google​ ​Form​ ​embedded​ ​in​ ​the​ ​Course​ ​Introduction​ ​Moodle​ ​Book.​ ​Submitting​ ​your
name​ ​to​ ​the​ ​form​ ​indicates​ ​that​ ​you​ ​are​ ​willing​ ​to​ ​comply​ ​with​ ​the​ ​systems​ ​and
strictures​ ​in​ ​this​ ​syllabus,​ ​and​ ​acknowledgement​ ​that​ ​all​ ​scheduling​ ​is​ ​tentative​ ​at
teacher​ ​discretion.
Final​ ​Words​:
An​ ​11​ ​page​ ​syllabus​ ​??​ ​What​ ​have​ ​signed​ ​up​ ​for?
Relax.​ ​A​ ​lot​ ​of​ ​this​ ​document​ ​falls​ ​under​ ​that​ ​“legal​ ​disclaimer”​ ​category.​ ​If​ ​we​ ​were​ ​in​ ​a
traditional​ ​class,​ ​a​ ​lot​ ​more​ ​of​ ​this​ ​would​ ​be​ ​spoken​ ​by​ ​the​ ​instructor.​ ​Many​ ​other
students​ ​have​ ​successfully​ ​navigated​ ​this​ ​course,​ ​and​ ​you​ ​will​ ​too.​ ​Really.
I’m​ ​looking​ ​forward​ ​to​ ​working​ ​to​ ​with​ ​you​ ​this​ ​term.​ ​See​ ​you​ ​online!
Dr.​ ​Lowe​ ​(See​ ​what​ ​I​ ​mean?​ ​But​ ​really,​ ​don’t​ ​be​ ​disheartened.​ ​If​ ​you​ ​are
willing​ ​to​ ​open​ ​your​ ​mind,​ ​do​ ​the​ ​reading​ ​and​ w
​ riting​ ​and​ ​thinking,​ ​it’s
going​ ​to​ ​be​ ​okay.​ ​If​ ​you​ ​have​ ​decided​ ​this​ ​is​ ​not​ ​for​ ​you,​ ​that’s​ ​okay
too.​ ​Online​ ​isn’t​ ​for​ ​everybody.)