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. Revised 3/2/2016 11:47:59 PM KRL 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. Revised 3/2/2016 11:47:59 PM KRL 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. Revised 3/2/2016 11:47:59 PM KRL 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 Revised 3/2/2016 11:47:59 PM KRL 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 Revised 3/2/2016 11:47:59 PM KRL • 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, Revised 3/2/2016 11:47:59 PM KRL 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. Revised 3/2/2016 11:47:59 PM KRL 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 Revised 3/2/2016 11:47:59 PM KRL 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. Revised 3/2/2016 11:47:59 PM KRL 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:__________ Revised 3/2/2016 11:47:59 PM KRL 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! Revised 3/2/2016 11:47:59 PM KRL Meets or Exceeds Does Not Meet ENGLISH 1302 LESSON PLANS SPRING 2007 MWF 11:00-11:50 CPC B316 PROFESSOR MICHELLE COOKE January 17 January 19 January 22 January 24 January 26 February 2 February 5 February 7 February 9 February 12 Revised 3/2/2016 11:47:59 PM KRL First day of classes. Distribute syllabus, fill out information sheets. Lecture: Writing about poems: the elements of poetry. Powerpoint on poets. In class readings: William Blake, “The Chimney Sweeper,” Anne Bradstreet, “To My Dear and Loving Husband,” e.e. cummings, “somewhere I have never traveled.” Quiz on poetry terms. In class readings: 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.” Video on Dickinson with handout. Find a poem to read aloud in class next time. 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. Lecture: 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.” Group project: handout on readings. Poetry Analysis due at the beginning of February 14 February 16 February 19 February 21 February 23 February 26 February 28 March 2 March 5 March 7 March 9 March 12-18 March 19 Revised 3/2/2016 11:47:59 PM KRL class. Lecture on Writing about Stories: the Elements of Short Fiction. Readings: James Agee, “A Mother’s Tale,” James Baldwin, “Sonny’s Blues,” Rebecca 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.” Discuss Perspective: assignment is to write a short essay describing how you would rewrite a short story from a different perspective. Begin in class. Discuss readings from February 17. Focus on Symbolism. Short essay due! 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.” 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. SPRING BREAK Discuss group projects and assign groups. Hamlet Act IV film clip, March 21 March 23 March 26 March 28 March 30 April 2 April 4 April 6 April 9 April 11 April 13 April 16 April 18 April 20 April 23 April 25 April 27 April 30 May 2 May 4 May 9 Revised 3/2/2016 11:47:59 PM KRL discussion, and quiz. Readings: Hamlet Act V. Choose topics for group projects. Hamlet Act V film clip, discussion, and quiz. Draft due on Hamlet. Peer review. Film: Hamlet postmodern version. Film: Hamlet postmodern version. Film: Hamlet postmodern version. Drama Analysis due (on Hamlet)! LAST DAY TO WITHDRAW Library day for presentations. GROUP 1 PRESENTATIONS GROUP 2 PRESENTATIONS GROUP 3 PRESENTATIONS GROUP 4 PRESENTATIONS GROUP 5 PRESENTATIONS CONFERENCES CONFERENCES CONFERENCES CONFERENCES Work on portfolios—bring to class for review from me. PORTFOLIO DUE. Catch up day. LAST DAY OF CLASS, REVIEW FOR FINAL EXAM FINAL EXAM AT REGULAR CLASS TIME, BRING A SCAN-TRON