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ENGLISH 098: Writing Fundamentals
FALL 2011 / 5 Credits
Item 2730 Daily 9-9:50 JSH 115
Item 2734 Daily 10-10:50 JSH 115
Marylynne Diggs
Office: 113 Foster Hall
Mail Stop: FHL 222
Office Hours: MW 11-12
Phone: 992-2162
Website: http://web.clark.edu/mdiggs
Email: mdiggs@clark.edu
REQUIRED TEXTS & MATERIALS:
The Student Writer, Editor and Critic, 8th edition, ed. Clouse
Resource Packet for Diggs 098, available at Clark bookstore
Two-pocket folder for organizing and submitting assignments
COURSE DESCRIPTION:
Welcome to English 098. This class is designed to develop in students the basic, college-level writing skills
necessary for beginning English 101 with a solid foundation. To achieve that goal, you will write four papers: an
essay on your experiences with writing, a cause and effect paper on a social issue, and two argumentative essays
that support your position on an issue, the second of which will be a revision of paper #2 or #3 and will
incorporate research. In addition to writing papers, you will engage in classroom workshops and complete
exercises on grammar, punctuation, vocabulary, and usage. Much of our class time will be spent discussing
readings, participating in process-oriented workshops, and engaging in exercises designed to improve
punctuation, grammar, and clarity.
TIME, COMMITMENT, and PREPAREDNESS:
Learning to write well requires a serious commitment of time, energy, and concentration, both in and out of class.
In addition to the time we spend in class, you will have to spend an average of 1-2 hours outside of class in
preparation for each hour in class. It will be absolutely essential for everyone to be present, punctual, and
prepared for all classes except in rare cases of true medical or personal emergencies. Your attendance,
punctuality, and preparedness will be recorded daily.
ENGLISH 098 PREREQUISITES AND LEARNING OUTCOMES:
Prerequisite: C or better in English 097 or Compass score of 49 or higher.
Outcomes: At the end of the quarter, students earning a B or higher will be able to do the following:
1. Utilize library resources such as specialized encyclopedias and Gale Virtual Reference or Opposing Viewpoints to locate
information.
Summarize the main points from college-level material, using basic signal phrases, quotation marks, and in-text and
Works Cited citations in essays that use 1-2 sources.
3. Explore personal experiences and knowledge and discuss college-level readings to develop responses and opinions for
essays.
4. Consider varying opinions and experiences when reading and writing, recognizing the differences among fact, opinion,
and reasoned judgment.
5. Develop and organize at least one essay of 800-1000 words unified by a central idea and supported by sufficient detail
and evidence grouped into focused paragraphs. Use introductions, thesis, topic sentences, paragraph breaks, transitions,
and conclusions to maintain essay coherence.
6. Adapt voice and tone; edit essays to make the language appropriate to a particular audience, reducing slang and cliché as
necessary.
7. Write complete simple, compound, and complex sentences consistently with few fragments or run-ons. Maintain a
consistent point of view and tense. Develop vocabulary that increases the precision and clarity of their writing.
8. Work collaboratively by expressing opinions with tact, listening to others, and shouldering an appropriate share of the
workload.
9. Assess their own work, set goals, seek and use feedback, revise and edit, practice self-discipline and persistence, and
apply skills in new contexts.
2.
Students who cannot perform all of the above outcomes with competence will get a grade of C or lower. Students
must get a C or higher to move on to English 101.
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ASSIGNMENTS and GRADE COMPONENTS:
1. Paper #1: Writing Experiences Essay / 50 points or 25%
2. Paper #2: Cause and Effect Essay / 50 points or 25%
3. Paper #3: Argumentative Essay / 50 points or 25%
4. Paper #4: Revision and Argument w/ Source / 50 points or 25%
LATE PAPER POLICY:
With the exception of Paper #4, I accept final versions of papers up to one class session late without reducing
your grade. After the one-class grace period, I will deduct 5% per class period and round to the next class period
for papers turned in between classes. I do not accept papers more than one week late unless you can document a
medical emergency. No papers will be accepted after dismissal of the last class period of the quarter.
ATTENDANCE POLICY:
Attending college is like holding a job. Just as failing to show up for work is noticed and creates problems for
your boss and co-workers, failing to show up for class will be noticed. I will miss you. You will miss material.
Your classmates will miss your participation. None of us will be able to provide you with all of the information
and experiences you missed. Your ideas, your work in progress, and your feedback to fellow students form an
integral part of our class content. We depend on the daily attendance, punctuality, preparedness, and regular
participation of all students for promoting a high level of intellectual engagement. Developing as a community of
writers and audience members requires the active presence of everyone.
Erratic attendance is not only detrimental to your development as a writer, but also disrespectful of the Clark
College community. Students who could not register for the class when it was full will be delayed in their
progress because they needed the seat you are supposed to be occupying. Consequently, any student who misses
2 class periods or more in the first week will be dropped. Any student who arrives at the classroom more than 5
minutes late on more than a few occasions will accrue one “absence” for tardy arrivals.
I extend the number of permitted absences only in documented instances of military service, hospitalization, or
out-of-area required events, such as field trips, athletic competition, Speech and Debate, or Model UN. Each of
you gets 5 absences with no penalty for the common cold, stomach flu, medical appointments, car trouble, or sick
children. Use these absences judiciously, schedule appointments to avoid conflicts with class, and have a back-up
plan for childcare. Conflicts with work are not acceptable excuses, but rather a reason to take the class at a
different time. The consequences of excessive and undocumented absenteeism are as follows:
0-5 absences=no penalty
6-9 absences=reduction of 5% from the final grade
10 or more absences=automatic D or lower in the course (no exceptions unless you withdraw by week 8)
WITHDRAWING AND CONSEQUENCES:
The absolutely final date to withdraw from this class is the last day of the 8th week of classes. Other deadlines and
refund policies for withdrawing are indicated in class schedule. Please note that failing or withdrawing from a
class can have financial consequences in addition to academic ones. If you drop below a full-time load of 12
credit hours, you could lose financial aid or health insurance coverage (especially if you are carried under a
parent’s policy and that policy requires you to be a full-time student). It is your responsibility to prevent these
serious consequences from occurring.
CLASSROOM CONDUCT:
Every individual's behavior contributes to the classroom environment either positively or negatively. I expect all
students to be respectful of each other and to avoid conducting themselves in a way that distracts others or
disrupts the class. If a behavior problem is serious, I will ask the student to leave the classroom, and I will report
the matter to Student Services and the Dean. However, there are more subtle types of disruptive behavior that are
also unacceptable. Talking to a neighbor while a student or the teacher is addressing the class, sending text
messages, using your laptop or cell phone, arriving to the classroom late, even leaving or moving around the
classroom during class when there is no urgent need to do so are examples you might not have considered. This
is a 50 minute class, and I expect everyone to be punctual, present, prepared, and on-task for the entire class
period. I will reduce the letter grade of any student who repeatedly disrupts class or distracts others after being
warned to stop doing so. This reduction could be as much as 5% off the final grade.
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CELL PHONE POLICY:
All cell phones must be powered off or set to vibration alert mode and placed out of sight and out of reach during
class. Sending or receiving text messages during class is rude and distracting for both you and those around you.
If you are signed up for emergency flash alerts or are anticipating an emergency call, please set your phone to
vibration alert and place it out of sight where you can retrieve it easily if it is absolutely necessary.
LAPTOP POLICY:
Laptop computers are to be used only during independent writing and research periods. You may not use your
laptop for daily note-taking. Laptop keyboards distract those around you. Too many students use laptops
inappropriately to check email, surf the web, or play games during class. All of these uses of laptops promote a
lack of focus that will negatively affect your performance in the class. Ask me for details on this, and I’ll give
you the pass-rates for students who used laptops daily last year.
ACADEMIC EARLY WARNING SYSTEM:
I may use the Academic Early Warning (AEW) system in this course to let you know that I have concerns about
your academic performance early enough to give you time to improve. If I use AEW to let you know what you
need to work on, a letter will be sent to your home along with a list of free campus services that can assist you.
Because not all instructors will use AEW, and because I tend to reserve it for those who are at risk of failing the
class, it is your responsibility to be aware of how you are progressing in your classes relative to your expectations
for the grades you want to earn.
THE WRITING CENTER:
I take seriously my own responsibility for your writing instruction; however, if our class and my office hours do
not provide you with sufficient support and feedback to complete your assignments, you can make an
appointment at The Writing Center. The Writing Center has student and faculty tutors who can help you
brainstorm, structure ideas, and identify common errors in your writing. The Writing Center is not a typing or
proofreading service; it is designed to help you help yourself. Make an appointment well in advance of the due
date for your assignment, and plan to spend time thinking and working with your tutor. The Writing Center is
located in Hawkins Hall 102 and 103, adjacent to the Hannah and Foster Hall complex. You can contact The
Tutoring and Writing Center at 992-2253.
DISABILITY SUPPORT SERVICES:
If you have emergency medical information which should be shared, or if you require assistance in case the
building should be evacuated, please make an appointment to see me as soon as possible during the office hours
indicated in this syllabus. Any student with a disability who may require accommodation in order to fully
participate in this class should contact the Disability Support Services Office at (360) 992-2314 or (360) 991-0901
(VP) or stop by GHL 137 or TTY at 992-2835.
NON-DISCRIMINATION POLICY:
Clark College affirms a commitment to freedom from discrimination for all members of the college community.
The college expressly prohibits discrimination against any person on the basis of: Race, color, national origin,
disabled veteran status, sex, sexual orientation, age, gender identity, creed, gender expression, Vietnam-era
veteran status, religion, marital status, and presence of physical, sensory or mental disability. The responsibility
for, and the protection of, this commitment extends to students, faculty, administration, staff, contractors, and
those who develop or participate in college programs. It encompasses every aspect of employment and every
student and community.
SNOW, ICE, AND CAMPUS CLOSURES:
When the Portland/Vancouver metropolitan area experiences extreme weather, the college might issue a statement
that it will close, open late, or cancel evening classes. Go to www.clark.edu or call 360-992-2000 as your first
means of getting information. The College does send notices to radio and television stations, but the College’s
web site and switchboard are the official platforms for the most accurate information. If you do not see any
announcements that the campus is closed, you should assume that it is not and attend your classes as usual.
My policy is always to follow the campus lead: If campus is closed for our class time (even if conditions do not
seem dangerous), we will not meet as a class; if the campus is open for our class time (even if there is snow in the
area) we will meet as a class. When closures result in canceled class, you should continue reading as indicated in
the syllabus and continue making progress on your papers. My policy for catching up after such closures is to do
more during each class period, not to eliminate activities or assignments.
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“CLASSES TODAY” LINK:
Students now have the ability to check on line each day to be sure that their classes are meeting. To access this
information, go to the Clark College website and click on Quick Links, then on Classes Today. It will show any
classes that have been cancelled for that day only. The likelihood that I will miss class is slim (I’ve missed a
handful of days in 22 years of teaching); however, this is a service you might use if necessary or for other classes.
OTHER EMERGENCY INFORMATION:
Immediate Emergency Communication Alert: To receive immediate notice on emergencies, you can register
your cell phone number to receive text pages and your email address to receive email messages. To do this, go to
www.flashalert.net. Select “Subscribe” on the left, and follow the instructions. Mass communication will also be
sent to all college employee phones and computers.
Fire Alarms: Evacuate the building through closest exit; evacuation maps are located in the hallways. Take
personal belongings only if it is safe to do so. Remain at least 50 feet from the building. Notify others of
evacuation. Do not re-enter building until instructed to do so.
Parking Lot Identifiers: New parking lot identifiers using colors and numbers have been assigned to all Clark
parking lots. To help emergency or security personnel locate you, please refer to these identifying features.
Security Escort: Security Officers are available. For escorts, please call 360-992-2133.
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COURSE CALENDAR
WEEK 1: SEPTEMBER 26-30: INTRODUCTIONS & PREPARATION FOR PAPER #1
M
In Class: Introductions & discussion of syllabus, assignments, and policies.
T
To Prepare for Class: Read SWEC pp. 29-38 and 43-49 on various parts of the writing process.
Reflect on how the editor describes the writing process and how that differs from your other writing
experiences. Be prepared to share these reflections with the class.
In Class: Discuss the parts of the writing process, what works for you, and how this relates to your
other writing experiences. Discuss Class Packet. Discuss Paper #1: Writing Experiences Essay and
Brainstorming Methods.
W
To Prepare for Class: Read Class Packet on Brainstorming and use one or more of those methods to
generate a record of writing experiences you have had in school, work, or your personal life. Bring
brainstorm page(s) to class.
In Class: Discuss brainstorming methods and the strengths and challenges of various methods. Find
focus and order in brainstorm examples students bring to class.
TH
To Prepare for Class: Read SWEC 61-69 Evaluating and Ordering Ideas and Class Packet on The
Writing Process, Focusing, Organizing and Outlining, and Drafting. Create a fully developed outline
or list of your ideas, and bring it to class for workshop activity.
In Class: Discuss logical possibilities for focusing and ordering ideas for Paper #1 using outlines
students bring to class.
F
To Prepare for Class: Read SWEC 52-55 and Class Packet on Thesis Statements. Refine your
outline and create a thesis statement that reflects the outline structure. Bring thesis to class for
workshop activity.
In Class: Workshop thesis statements for Paper #1 using theses students bring to class
WEEK 2: OCTOBER 3-7: INTRO, THESIS STATEMENTS, PARAGRAPHS, & ROUGH DRAFTS
M
To Prepare for Class: Review SWEC 57-60 on Thesis Statements; Read SWEC 71-78 on
Introductions, and Class Packet on Components of a College Essay. Pay special attention to the
sections on Introductions and Thesis Statements. Write a brief introduction ending with a 1-2
sentence thesis that communicates what you want to say about your writing experiences. Bring
introduction and thesis to class for workshop activity.
In Class: Workshop Intro and thesis statements using examples students bring to class. Discuss how
to see body paragraph possibilities in the thesis.
T
To Prepare for Class: Refine Intro and Thesis on the basis of workshop activity. Read Class Packet
on Components of a College Essay: Body Paragraphs. Read SWEC pp. 70-85 and 87-92 on Body
Paragraphs, Topic Sentences, Conclusions and Titles. Begin writing paragraphs to support the thesis.
Bring paragraphs to class.
In Class: Discuss characteristics of good topic sentences and paragraphs. Work on improving topic
sentences and paragraphs using examples students bring to class.
W
To Prepare for Class: Refine topic sentences and paragraphs on the basis of workshop activity.
Read SWEC 143-150 on Description, 175-185 on Narration, and 209-217 on Exemplification.
Reflect on the developmental strategies that work best with your focus and thesis for Paper #1.
Continue developing your body paragraphs for Paper #1.
In Class: Discuss Description, Narration, and Exemplification as strategies for full development of
paragraphs and essays. Explore their use in isolation and in combination with other structures such as
chronological, spatial, and progressive order.
TH
To Prepare for Class: Finish typed rough draft of Paper #1. Print draft and bring it to class for
workshop activity.
In Class: Rough draft workshop: focus on assignment description, paragraph development, and
paragraph order.
F
To Prepare for Class: Revise Paper #1 to address issues from rough draft workshop. Print and bring
new draft to class for editing workshop.
In Class: Discuss SWEC 117-125, 127-134 on Effective Expression, Ch.20 on Word Choice and
Wordiness. Editing workshop focusing on effective expression and word choice.
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WEEK 3: OCTOBER 10-14: PAPER #1 DUE. READINGS AND FINDING FOCUS FOR PAPER #2:
CAUSE AND EFFECT
M
To Prepare for Class: Revise and print final version of Paper #1. Bring paper to class.
In Class: Paper #1 Due. Conduct Third Week Awareness Check. Discuss assignment and ideas for
Paper #2: Cause/Effect Essay and the complexities of writing about readings. Discuss Vocabulary
Log assignment.
T
To Prepare for Class: Read SWEC pp. 3-8 and 12-14 “Connections between Reading and Writing,”
“Summarizing and Responding to Readings,” and Sievert’s Essay, “It’s Not Just How We Play that
Matters” 321-322.
In Class: Discuss reading comprehension and retention strategies. Discuss Sievert’s article and its
main points. Discuss the difference between summary and response, interpretation and reaction, and
options for inferential expansion on specific concepts or terms.
W
To Prepare for Class: Write a one-paragraph summary of Sievert’s article (this can be handwritten),
and bring it to class for workshop activity.
In Class: Read student summary paragraphs out loud. Discuss accuracy, signal phrases, and citation.
Revise summary paragraphs in class. Discuss Cause and Effect topics.
TH
To Prepare for Class: Read SWEC 303-312 on Cause and Effect, choose a focus for Paper #2 using
the assignment description as a guide, and brainstorm your focus.
In Class: Discuss Cause and Effect concepts, and conduct oral progress reports with student
declaration of focus. Paper #1 returned: process comments, get clarification, review relevant sections
of the book, and record goals for Paper #2.
F
NO CLASS: FACULTY WORK DAY
WEEK 4: OCTOBER 17-21: DRAFTING PAPER #2: CAUSE/EFFECT
M
To Prepare for Class: Brainstorm your focus for Paper #2. Refine you brainstorm to find a focus,
and outline your new focus. Bring your brainstorm and focused outline to class for workshop.
In Class: Workshop brainstorms and outlines to clarify focus and order
T
To Prepare for Class: Refine your outline and draft your introduction and thesis for Paper #2.
Remember to look at your outline for cues on how to structure your thesis. Bring intro, thesis, and
outline to class.
In Class: Workshop intro, thesis, and outline using examples students bring to class.
W
To Prepare for Class: Begin drafting your first 2 body paragraphs using your outline. If your
outline is still underdeveloped, use SWEC 329-330 Process Guidelines “Think Like a Writer:
Generating Ideas,” Bullet Point 4 and “Think Like a Writer: Drafting” Bullet Point 1 and 2 as aids.
Also review possible strategies of development from the Cause and Effect chapter, pages 306-309.
Review chapters on Description, Narration, and Exemplification and explore their use in body
paragraphs.
In Class: Workshop outline, topic sentences, and body paragraphs.
TH
To Prepare for Class: Continue drafting and developing body paragraphs. Bring draft to class for
workshop activity.
In Class: Time for in-class work and discussion of Cause/Effect trouble spots, word choice,
vocabulary and using SWEC 330-331 and SWEC 100-102 as aids.
F
To Prepare for Class: Read SWEC on Transitions 101-104. Refine the topic sentence of each
paragraph to incorporate transitions between causes, between effects, and from causes to effects or
from effects or causes to solutions. Bring draft to class for workshop activity.
In Class: Read transitions out loud and refine where necessary.
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WEEK 5: OCTOBER 24-28: REVISING, EDITING, AND DUE DATE FOR PAPER #2: CAUSE/EFFECT
M
To Prepare for Class: Refine introduction and thesis, body paragraphs, topic sentences and
transitions, and complete your conclusion for Paper #2. Print typed draft and bring it to class.
In Class: Rough Draft Workshop on intro, thesis, paragraph focus, and development.
T
To Prepare for Class: Revise drafts to address issues from rough draft workshop. Review Grade
Sheet from Paper #1, editing goals for paper #2, and edit Paper #2 to eliminate your weak spots.
Identify wordy phrases in your paper. Put brackets around those phrases. Make a list of words that
would more precisely and efficiently articulate your meaning.
In Class: Workshop on wordiness and vocabulary.
W
To Prepare for Class: Read SWEC ch. 26 and circle places in your paper where you think you may
be lacking a comma or using a comma incorrectly.
In Class: Workshop on Commas and Clauses.
TH
To Prepare for Class: Read SWEC ch. 21 & 22 on Fragments and Run-ons. Continue editing your
paper for wordiness, word choice, and comma placement.
In Class: Workshop on Fragments & Run-ons.
F
To Prepare for Class: Finish all revisions and editing for Paper #2. Print and bring final version of
Paper #2 to class.
In Class: Paper #2 Due. Discuss Paper #3/Argument and the various topics at issue.
WEEK 6: OCTOBER 31-NOVEMBER 4: READING, DISCUSSION, AND OUTLINING PAPER #3:
ARGUMENT
M
To Prepare for Class: Read SWEC 421-433 on Argument, Support, and Logical Fallacies. Read
Weiss, “It’s Just Too Easy” 443-445.
In Class: Discuss argumentative strategies and Weiss’ argument on driver’s license requirements.
T
To Prepare for Class: Read Angie Cannon, “Juvenile Injustice” 408-12.
In Class: Discuss Cannon and the issues related to juvenile offenders.
W
To Prepare for Class: Read SWEC 422-431 and reflect on the two topics we are considering as a
class, the various issues raised by the authors, and your position on the issues. Perform some of the
Process Guidelines from Bullet Points 4-6 &8 on p. 469-70 to generate ideas, or use the
brainstorming methods that have worked for you in the past. Come to class with your tentative
choice on topic, issue, position, and reasons.
In Class: Topic, Issue, Position, and Reason Workshop. Students share topic choice, question at
issue, position on the issue, and tentative reasons for position.
TH
To Prepare for Class: Brainstorm your position and list your reasons or evidence. Refine your focus
and convert this brainstorm to an Outline. Come to class with your brainstorm and outline for the
claim you want to make.
In Class: Workshop on outlines and creating thesis statements based on outlines. Paper #2 returned:
process comments, get clarification, review sections of the book, and record goals for Paper #3.
F
To Prepare for Class: Refine your outline and thesis, begin drafting your introduction. Bring your
intro, thesis, and outline to class.
In Class: Workshop intro, thesis, and outline using examples students bring to class. Work on
creating topic sentences from outline components.
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WEEK 7: NOVEMBER 7-11: DRAFTING AND REVISING PAPER #3: ARGUMENT
M
To Prepare for Class: Read SWEC 480 Process Guidelines “Think Like a Writer: Drafting” points
1-4. Refine your intro, thesis, and outline. Begin drafting your body paragraphs with supporting
reasons. Print draft and bring to class for workshop activity.
In Class: Workshop topic sentences and paragraph focus using examples students bring to class. If
time, work on paragraph division, focus, and development. Use narration, description,
exemplification, and argumentative strategies from SWEC 446-450 and 480 “Think Like a Critic.”
T
To Prepare for Class: Continue developing paragraphs and revise paragraph order, paragraph focus
and content, and topic sentences as necessary. Draft transitions for the body paragraphs. Bring
printed draft to class for workshop activity.
In Class: Workshop on topic sentences and transitions using examples students bring.
W
To Prepare for Class: Continue drafting your body paragraphs with supporting reasons, and
conclusion. Print draft and bring to class for workshop activity.
In Class: Rough Draft Workshop: Focus on thesis, paragraph breaks, topic sentences, and paragraph
focus.
TH
To Prepare for Class: Finish drafting and begin revising body paragraphs and conclusion, refine
paragraphs, topic sentences, and transitions on the basis of rough draft workshops. Print new version
of Paper #3 for editing workshop.
In Class: Editing Workshop: Focus on ____________________________
F
NO CLASS: VETERANS’ DAY HOLIDAY
FRIDAY OF THE 8TH WEEK IS THE ABSOLUTE DEADLINE FOR WITHDRAWING FROM CLASS.
WEEK 8: NOVEMBER 14-18: FINAL EDITING AND DUE DATE FOR PAPER #3. BEGIN PAPER #4
M
To Prepare for Class: Refine full rough draft and edit sentences based on Thursday’s workshop.
Print new version of Paper #3 for editing workshop. Review and complete your Vocabulary Log,
spending one our watching national news if necessary. Consider watching PBS news, documentary
programs, ESPN, Animal Planet or any channel you rarely watch to expose your mind to less familiar
vocabulary.
In Class: Discuss Vocabulary Logs. Group work choosing most useful terms or phrases for college
assignments in general.
T
To Prepare for Class: Make final revisions and editing corrections on Paper #3. Print and bring
paper to class.
In Class: Paper #3 Due. Discuss Paper #4: Revision and Argument. View film: Everyday
Creativity. Discuss Palate Cleansing Activity and partners
W
To Prepare for Class: Identify and conduct your Palate Cleansing Activity (PCA).
NO CLASS: Meet at classroom to find partners for PCA if you prefer to have a partner.
TH
To Prepare for Class: Write a paragraph on PCA & bring it to class w/ copies of Paper #2 and #3.
In Class: Discuss PCA. Swap papers with a classmate and discuss which paper seems most
promising as a new, revised argument.
F
To Prepare for Class: Re-read Paper #2 and #3. Review your worksheets for Goals for Paper #2 and
#3. Fill out My Revision Checklist. Finalize decision on which paper to revise. Begin revising paper.
In Class: Revision Oral Progress report. Introduction to the basics of writing with sources: How
sources get used, areas of reference collection, and to handle documentation: In-text citation, works
cited, and avoiding plagiarism.
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WEEK 9: NOVEMBER 21-25: REVISION, LIBRARY, AND DOCUMENTATION ACTIVITIES
M
To Prepare for Class: Read SWEC 519-529 on taking notes, paraphrasing, avoiding plagiarism, and
documenting sources. Begin thinking about terms relevant to your revision paper and reference areas
that might prove promising. Start working on My Reference Section Worksheet.
In Class: Discuss paraphrasing, plagiarism, documenting sources. Distribute Reference Collection
guide. Discuss topics and terms. Show sample sources and what to photocopy next week.
T
To Prepare for Class: Finish filling out My Revision Checklist. Make revisions and editing
corrections in original paper based on teacher’s comments. Cut paragraphs that are not relevant to
your refined focus and argument. Brainstorm additional points you want to make to support your
argument. Continue thinking about terms relevant to your revision topic and areas of the Reference
Collection that might prove promising. Complete My Reference Section Worksheet and bring it to
the Library with $ for photocopier.
In Class: Meet in Cannell Library for introduction to specialized encyclopedias and Gale Virtual
Reference Collection.
W
NO CLASS: FACULTY WORK DAY
TH
NO CLASS: THANKSGIVING HOLIDAY
F
NO CLASS: THANKSGIVING HOLIDAY
WEEK 10: NOVEMBER 28-DECEMBER 2: REVISION and DOCUMENTATION
M
To Prepare for Class: Continue revising and editing Paper #4. Strategize what kind of additional
source info could help you provide convincing evidence for your argument.
In Class: Meet in Cannell Library for research time. Locate and photocopy source for your revision.
T
To Prepare for Class: Review SWEC 519-529 on paraphrasing, plagiarism, & documenting sources.
Print & bring draft to class for workshop. Read your source for Paper #4. Think about what part(s)
will work well in your paper as paraphrases or quotes. Draft in-text citation and Works Cited page.
In Class: Discuss SWEC 519-529 and paraphrasing, avoiding plagiarism, and documenting sources.
Workshop on paraphrase, quotation, and in-text citation using examples students bring to class.
W
To Prepare for Class: Refine the integration and documentation of new source based on workshop
activity. Draft your Works Cited entry for your new source, and bring it to class for workshop.
In Class: Workshop on Works Cited entries using examples students bring to class.
TH
To Prepare for Class: Revise Paper #4 as necessary, focusing on structure, development,
transitions, and argument. Incorporate your new source from the Clark College Reference Collection.
Draft your in-text citation and Works Cited entry for your new source. Bring new, revised, clean draft
to class for workshop activity. Draft must be updated/partially revised, newly printed to get
preparation credit.
In Class: Rough draft workshop focusing on structure, paragraph organization and development,
topic sentences, transitions, argument, and supporting evidence.
F
To Prepare for Class: Complete all aspects of the paper, including the incorporation of sources, all
new paragraphs, all editing from previously recorded comments.
In Class: Rough draft workshop focusing on peer feedback and sharing strengths and weaknesses.
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WEEK 11: DECEMBER 5-9: REVISION, DOCUMENTATION, AND PAPER DUE
M
To Prepare for Class: Refine your in-text citation and Works Cited entry for your source based on
last week’s workshops. Bring revised, clean draft to class for workshop activity. Draft must be
updated/partially revised, newly printed to get preparation credit.
In Class: Source Integration Workshop: Focus on plagiarism.
T
To Prepare for Class: Revise and edit Paper #4 to address revision and editing checklists. Review
grade sheets for other papers to identify your remaining weak spots and review the recommended
pages of SWEC from grade sheets. Come to class with editing priorities.
In Class: Editing workshop: Focus on _______________________________
W
To Prepare for Class: Revise and edit Paper #4 to address revision and editing checklists. Review
grade sheets for other papers to identify your remaining weak spots and review the recommended
pages of SWEC from grade sheets. Come to class with editing priorities.
In Class: Editing workshop: Focus on _______________________________
TH
To Prepare for Class: Refine the integration and documentation of new source and your Works
Cited page based on workshop activities. Bring new, printed draft to class for workshop activity.
In Class: Editing workshop: Focus on _______________________________
F
To Prepare for Class: Print Paper #4 and bring it to class in folder with other papers and your
photocopied source for the absolutely final due date during class period.
In Class: Paper #4 Due. Remember: There is NO grace period/ alternative due date for Paper #4.
This will be a short class period. Be on time to turn in your paper. Final thoughts and feedback.
Paper retrieval instructions.
EXAM WEEK
NO CLASS
SASE DROP-OFF THROUGH WEDNESDAY
MEET WITH TEACHER BY APPOINTMENT ONLY