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ENGL 190 DEA
The Short Story
March Session 14-54
March 23, 2015-May 16, 2015
Course Description
Introduction to the study of fiction through the short story
Prerequisite: None
Proctored Exams: Final
Textbooks
Charters, Ann. The Story and its Writer. 9th Edition. 2015. ISBN: 978-1-4576-6461-8
Textbook for the course may be ordered from MBS Direct. You can order:
 online at http://direct.mbsbooks.com/columbia.htm (be sure to select Online Education
rather than your home campus before selecting your class)
 by phone at 800-325-3252
For additional information about the bookstore, visit http://www.mbsbooks.com.
Course Overview
This course will introduce you to the art of fiction through the study of classic, modern, and
contemporary short stories. Through extensive reading and discussion, you will consider and write
about the basic elements of fiction (plot, setting, characterization, point of view, etc.) while also
considering the historical and cultural contexts in which the narratives were created. The course is
designed to broaden your literary tastes and foster critical thinking while deepening appreciation of
“that most basic human activity” – storytelling.
The course will also enable you to explore and understand the experiences of people who are like
you as well as people who are very different from you. The reading of fiction enables us to experience
the actions and feelings which would otherwise be unavailable to us; fiction enables us to undergo
another person's experience, to occupy another person's condition. Finally, the course will provide
you with the skills to go on reading, understanding and interpreting fiction long after you have
finished the course.
Technology Requirements
Participation in this course will require the basic technology for all online classes at Columbia
College:

A computer with reliable Internet access,
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a web browser,
Acrobat Reader,
Microsoft Office or another word processor such as Open Office.
You can find more details about standard technical requirements for our courses on our site.
Course Objectives




To gain familiarity with the literature of the course
To understand literary terms relevant to the study of short fiction
To explore breadth and the social impact of short fiction
To practice basic analytical skills
Measurable Learning Outcomes
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Assess and appreciate the breadth of short fiction from varying periods
Evaluate the continuing cultural and social relevance of short fiction as commentary
Explain the elements of fiction such as plot, character, theme and tone
Demonstrate command of basic appropriate literary terms and elements
Grading
Grading Scale
Grade Weights
GRADE
POINTS
PERCENT
ASSIGNMENT
POINTS
PERCENT
A
900-1000
90-100
Discussions
300
30%
B
800-899
80-89
Papers
400
40%
C
700-799
70-79
Quizzes
100
10%
D
600-699
60-69
Midterm Exam
100
10%
F
0-599
0-59
Final Exam
100
10%
TOTAL
1000
100%
Schedule of Due Dates
WEEK
ASSIGNMENT
Week 1 Discussion 1
POINTS
DUE DATE
10
Wednesday
Discussion 2 (initial post)
Discussion 2 (all posts)
Thursday
20
Discussion 3 (initial post)
Sunday
Thursday
Discussion 3 (all posts)
20
Sunday
Quiz 1
20
Sunday
Week 2 Discussion 4
20
Sunday
Discussion 5
20
Sunday
Quiz 2
20
Sunday
100
Wednesday
Discussion 6
20
Sunday
Discussion 7
20
Sunday
Week 3 Essay 1
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20
Sunday
Week 4 Discussion 8
20
Sunday
Discussion 9
20
Sunday
Midterm Exam
100
Sunday
100
Wednesday
Discussion 10
20
Sunday
Discussion 11
20
Sunday
Quiz 4
20
Sunday
Week 6 Discussion 12
20
Sunday
Discussion 13
20
Sunday
100
Wednesday
Discussion 14
20
Sunday
Discussion 15
20
Sunday
Quiz 5
20
Sunday
20
Saturday
Essay 4
100
Saturday
Final Exam
100
Saturday
Week 5 Essay 2
Week 7 Essay 3
Week 8 Discussion 16
TOTAL
1000
Assignment Overview
Readings
Readings – both from the text and the additional resources in the course Content area –
should be completed prior to taking exams, posting to the discussion or submitting written
assignments.
Discussions
Every week you will find discussion questions in the course to discuss your readings and/or
the papers you are writing. You must post your original comments by Thursday at midnight
and respond to at least two other students by Sunday at midnight in order to get full points.
Your original posts should be submitted early enough that other students will have time to
read and respond. Your original response needs to be posted to the discussion board by
midnight on Thursday of the assigned week; your responses to at least two classmates
should be posted by midnight on Sunday of the assigned week. In Week 8, they are due
Friday and Saturday, respectively.
All Discussion assignments should be as formal as the essays. Naturally, these essays should
be written as if you are communicating with a scholar or client. The formal rules of proper
English and grammar apply for these submissions, and points will be deducted for
incomplete or inaccurate responses, misspellings, incomplete sentences, poor sentence
structure, etc. Additionally, the criteria for your discussion postings are that your messages
should be intelligible and original. You will not get full credit for a response that simply says
“I agree” or something similar.
Critical Essays
Literary criticism is analysis and synthesis. In these essays, you will analyze stories or
sections of stories and synthesize the knowledge to create understanding and communicate
meaning.
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Naturally, these essays should be written as if you are communicating with a scholar or
client. The formal rules of proper English and grammar apply for these submissions, and
points will be deducted for incomplete or inaccurate responses, misspellings, incomplete
sentences, poor sentence structure, etc.
Each paper should be at least 3 pages long (double spaced), and it can certainly be longer
as needed to make your point. It should be formatted in MLA format with a Works Cited
page that includes the story. No outside sources are to be used on this essay. MLA
format is available in our textbook on page 1720, or this website:
http://owl.english.purdue.edu/owl/resource/747/01/
For each paper, you will have the opportunity of posting a draft to the discussion board for
peer review and feedback from other students before posting your paper to the Dropbox for
my review. Normally, all assignments are due on Sunday, but these 4 essays will be due
Wednesday of the following week to give you time to get some peer feedback and revise
them. (Essay #4 is due the last day of class)
Paper #1: Plot
Paper #2: Point of view/Character
Paper #3: Setting/Tone
Paper #4: Symbol/Theme
Quizzes
Quizzes should be completed by Sunday at midnight. Quizzes will cover both the elements of
fiction and the stories read that week.
Midterm exam
The midterm exam will consist of short essay questions that focus on the individual elements
of fiction to enhance understanding of selections from the short story readings. You will have
2 hours to complete it. Responses should be at least a paragraph long—a sentence or two
will not be an adequate response.
Final exam
The final exam will consist of a longer essay question that will allow you to synthesize what
you have learned about the elements of fiction and fiction analysis. The final must be taken
in a proctored setting.
Course Schedule
Week 1 – Introduction to the Short Story
Readings
Textbook: “Reading Short Stories”
“The Elements of Fiction”
“A Brief History of the Short Story”
“Writing About Short Stories”
p. 1667-1675
p. 1676-1691
p. 1692-1701
p. 1702-1727
Plagiarism: Visit these online resources to read about plagiarism, academic honesty, and
intellectual property. You will discuss these readings in Discussion 2.
Purdue OWL. “Avoiding Plagiarism.” The Online Writing Lab at Purdue. September 18, 2007.
Purdue University Writing Lab. March 4, 2008
http://owl.english.purdue.edu/owl/resource/589/01/
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http://www.plagiarism.org/
Discussion Assignments
Discussion 1: Introductions.
Introduce yourself in the Introduction discussion, giving us enough information about you
that you become a real person to us. Where do you live? What degree are you pursuing? How
far along are you in your educational program? Kids? Pets? What was the last book you read
for fun? What is your favorite book? Anything else you want us to know about you? Post
your introduction by midnight Thursday. Read as many of your colleagues’ posts as possible.
By Sunday, respond to at least two postings.
Discussion 2: Plagiarism.
Do some reading and thinking about plagiarism, using the resources listed above. Then in
the discussion, define your understanding of plagiarism and respond to at least two other
postings.
Discussion 3: “Samuel”
“Samuel,” the story on page 1667, is extremely short. Even so, it leaves a big impression on
us. How do you think Paley accomplishes this? You are encouraged to use examples from the
story to help you make your point. Don’t forget to respond to 2 other postings.
Quiz 1: This will cover the 4 readings in the textbook and assess your understanding of the elements
of fiction.
Week 2 – Plot
Readings
Margaret Atwood, “Happy Endings”
James Baldwin, “Sonny’s Blues”
Ha Jin, “Saboteur”
Jhumpa Lahiri, “Interpreter of Maladies”
ZZ Packer, “Brownies”
John Updike, “A&P”
p. 32
p. 40
p. 660
p. 771
p. 1081
p. 1290
Discussion Assignments
Discussion 4: Plot
Choose one of the six stories in this unit and explain why the plot is important to how you
interpret the story. Be specific and use examples from the story to help you make your point.
Don’t forget to respond to 2 other postings.
Discussion 5: Action reveals character
Good stories are a lot like life; the protagonist’s (main character’s) true nature is usually
revealed not just by what he or she says, but by what he or she does. Stories often show how
the protagonist comes to a personal turning point, or how his or her character is tested or
revealed by events. Pick one of the stories and show how the plot reflects something about
the character of the protagonist.
Dropbox Assignments:
Essay 1: Plot
Most fiction plots have conflict; otherwise there’s not much of a story. As we’ve discussed,
there are 4 main types of conflict: Character vs. Self, Character vs. Nature, Character vs.
Character, and Character vs. Society. Choose one of our six stories and examine the conflict
in detail. What larger purpose does the plot serve in the story? For example, does it serve to
teach us something about the character(s)? Does it help the reader engage in the theme of
the story? How?
This essay will require analysis. Don’t retell the story; assume your reader has read it. You
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should have a thesis statement (statement of the controlling idea, or main point of your
paper). You will need to use examples from the story to support your analysis. The
references you make to the story (quotes, paraphrases, etc.) will need to be cited and
documented. (See the Lecture “On the Citation of Sources” in the content area). Your paper
should be at least 3 pages double spaced. It should be formatted in MLA format with a
Works Cited page that includes the story. No outside sources are to be used on this essay.
Put your essay in the appropriate discussion in Week 2 to get some peer feedback, then
submit your essay to the appropriate dropbox by midnight Wednesday of Week 3.
Quiz 2: This quiz will cover Plot and the six assigned stories from this week’s unit.
Week 3 – Narrative Point of View
Readings
Ambrose Bierce, “An Occurrence at Owl Creek Bridge”
Edwidge Danticat, “Night Women”
Junot Diaz, “How To Date a Browngirl…”
William Faulkner, “A Rose for Emily”
Charlotte Perkins Gilman, “The Yellow Wallpaper”
Tim O’Brien, “The Things They Carried”
p. 125
p. 386
p. 394
p. 454
p. 533
p. 990
Discussion Assignments
Discussion 6: Point of View
Choose one of the six stories we read for this unit and explain how the point of view helps
you understand/interpret the story. Be sure to identify what the point of view is in your
response, and use examples from the story.
Discussion 7: Point of View redux
Choose a different story than the one you picked in Discussion 6 and speculate on how the
story would be different if it had a different narrative point of view. For example, what if
Tobe had told the story of Miss Emily? Or what if Miss Emily herself told her own story?
Why do you think the author chose the narrator he/she did? Use examples from the story in
your answer.
Quiz 3: This quiz will cover narrative point of view and the 6 assigned stories in this week’s unit.
Week 4 – Character
Readings
Anton Chekhov, “The Lady With the Little Dog”
Ralph Ellison, “Battle Royal”
F. Scott Fitzgerald, “”Winter Dreams”
Dagoberto Gilb, “Love in LA”
Katherine Mansfield, ”Miss Brill”
Flannery O’Connor, “A Good Man is Hard To Find”
p. 271
p. 418
p. 474
p. 529
p. 862
p. 1031
Discussion Assignments
Discussion 8: Dynamic Characters
Pick one of the stories in which there is a dynamic protagonist, a main character who
changes or evolves over the course of the story. Discuss how the character was before the
change, what happened, and how you know he/she did change. Be sure to use examples
from the story.
Discussion 9: Minor Characters
We generally spend a lot of time talking about major characters. For this discussion, pick a
minor character who, even though he/she doesn’t have a large role in the story, is somehow
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important to the plot. Discuss why that character is important.
Mid Term Reflection: Post your comments on how you think the course is going so far.
What should be different in our course? What would benefit you that we have not yet
covered?
Dropbox Assignments:
Essay 2: Character/Narrative Point of View
For this essay, choose one of the two prompts below. Be sure to choose a different story than
the one you wrote on in Essay #1.
a) Sometimes characters can be symbolic. Choose one of the 18 stories we have read so far
in which you see one or more of the characters as symbols. Explain what they are
symbolic of and why you think so.
b) Choose one of the 18 stories we have read that is told in first person point of view.
Discuss how that choice of narrator affects your interpretation of the story. Some things
to consider: how would the story be different if not told in the first person? First person
narrators are sometimes not reliable. Is this true in your story, and if so, how does it
affect your reading of it? Why do you think the author chose this point of view to tell the
story?
This essay will require analysis. Don’t retell the story; assume your reader has read it. You
should have a thesis statement (statement of the controlling idea, or main point of your
paper). You will need to use examples from the story to support your analysis. The
references you make to the story (quotes, paraphrases, etc.) will need to be cited and
documented. (See the Lecture “On the Citation of Sources” in the content area). Your paper
should be at least 3 pages double spaced. It should be formatted in MLA format with a
Works Cited page that includes the story. No outside sources are to be used on this essay.
Put your essay in the appropriate discussion in Week 4 to get some peer feedback, then
submit your essay to the appropriate dropbox by midnight Wednesday night of Week 5.
Midterm Exam: This exam will consist of short essay questions which focus on the individual
elements of fiction discussed so far to enhance understanding of selections from the short story
readings discussed so far. It will be written in a 2 hour time frame.
Week 5 – Setting
Readings
Tadeusz Borowski “This Way for the Gas”
T. Coraghessan Boyle, “Birnam Wood”
Ernest Hemingway, “Hills Like White Elephants”
Edgar Allan Poe, “The Fall of the House of Usher”
Annie Proulx, “Job History”
John Steinbeck “The Chrysanthemums”
p.142
p. 156
p. 589
p.1114
p. 1152
p. 1223
Discussion Assignments
Discussion 10: Setting
Pick one of the six stories we have read this week and talk about why you think the setting is
important to understanding the theme of the story. Use examples from the story and
remember, you should be responding to 2 other responses.
Discussion 11: Setting as Character
Sometimes a story is written in a way that the setting can be seen as a character in the story.
Choose one of these six stories and make the case that the setting is so essential to the story,
it almost becomes a character. Support your claim.
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Quiz 4: This quiz will cover Setting and the six stories assigned in this week’s unit.
Week 6 –Tone and Style
Readings:
Raymond Carver, “Cathedral”
Kate Chopin, “The Story of an Hour”
Sandra Cisneros, “Barbie-Q”
Etgar Keret, “Not Human Beings”
Jamaica Kincaid, “Girl”
John Edgar Wideman, “newborn thrown in trash and dies”
p. 200
p. 288
p. 290
p. 752
p. 757
p. 1344
Discussion Assignments
Discussion 12: Style/Tone
Pick one of the six stories assigned for this week and discuss how the style of the story—the
diction, word choice, sentence length, use of dialogue, tone, structure, and organization work
together to create a certain effect in the story.
Discussion 13: Flash Fiction/Sudden Fiction
A few of the stories we have read fall in to the category of “super short” fiction, also known
as Flash Fiction or Sudden Fiction, stories that are just one or two pages long, like “Samuel,”
“Girl,” and “Barbie-Q.” How do these super short stories succeed in drawing us in and
making a point in just a couple of pages, or do they? Use examples from any very short story
we’ve read so far to answer the question.
Dropbox Assignments: Essay #3: Setting/Tone
For this essay, choose one of the two prompts below. Be sure to choose a different story than
the one you wrote on in Essays 1 and 2.
a) Sometimes the setting of a short story can be symbolic. Choose one of the 24 stories we have
read so far in which you see the setting as symbolic. Be sure to thoroughly discuss the
setting, why you see it as symbolic, and use examples from the story to support your
argument.
b) Irony can be an important part of tone. Choose one of the 24 stories we have read so far and
discuss the irony in it. You can discuss verbal irony, situational irony, dramatic irony or any
combination. How does irony contribute to the overall effect of the story?
This essay will require analysis. Don’t retell the story; assume your reader has read it. You
should have a thesis statement (statement of the controlling idea, or main point of your
paper). You will need to use examples from the story to support your analysis. The
references you make to the story (quotes, paraphrases, etc.) will need to be cited and
documented. (See the Lecture “On the Citation of Sources” in the content area). Your paper
should be at least 3 pages double spaced. It should be formatted in MLA format with a
Works Cited page that includes the story. No outside sources are to be used on this essay.
Put your essay in the appropriate discussion in Week 6 to get some peer feedback, then
submit it to the appropriate dropbox by midnight Wednesday night of Week 7.
Course Evaluations: Please evaluate the course. You will be able to submit your course evaluation
between Sunday of Week 5 and Thursday of Week 7. A link will be sent to your CougarMail
that will allow you to access the evaluation.
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Week 7– Symbols
Readings
Gabriel Garcia Marquez, “A Very Old Man with Enormous Wings”
Nathaniel Hawthorne, “Young Goodman Brown”
Zora Neale Hurston, “Sweat”
Ursula K. Le Guin, “The Ones Who Walk Away From Omelas”
Bobbie Ann Mason, “Shiloh”
Eudora Welty, “A Worn Path”
p. 521
p. 578
p. 602
p. 814
p. 867
p. 1323
Discussion Assignments:
Discussion 14: Symbol
Pick one of the six stories we are working with this week and discuss how symbolism helps
us understand the story. Be specific and give examples, explaining not just what is symbolic
in the story, but why you think it is a symbol, and how it leads us to your understanding of
the story.
Discussion 15: Allegory
Remember, allegory is a form of extended metaphor, in which objects, persons, and actions
in a narrative, are equated with the meanings that lie outside the narrative itself. The
underlying meaning has moral, social, religious, or political significance, and characters are
often personifications of abstract ideas as charity, greed, or envy. Thus an allegory is a story
with two meanings, a literal meaning and a symbolic meaning. Pick one story from the six in
this week’s unit that you think is an allegory. Explain why, using examples from the story.
Dropbox Assignments: Essay 4: Symbol/Theme (due Saturday of week 8)
For this essay, choose one of the two prompts below. Be sure to choose a different story than
the one you wrote on in the first three essays.
a) Symbolism: From the 42 stories we have read, pick one with a strong central symbol.
Explain how the symbol helps communicate the story’s meaning, citing specific moments in
the story.
b) Theme: From the 42 stories we have read, pick one and show how the author uses the
elements of fiction (setting, character, plot, point of view, etc.) to engage readers in the
theme of the story. This is where your analytical skills will really come in handy; you’re
taking apart the story to see how the pieces interact and to understand the whole better.
This essay will require analysis. Don’t retell the story; assume your reader has read it. You
should have a thesis statement (statement of the controlling idea, or main point of your
paper). You will need to use examples from the story to support your analysis. The
references you make to the story (quotes, paraphrases, etc.) will need to be cited and
documented. (See the Lecture “On the Citation of Sources” in the content area). Your paper
should be at least 3 pages double spaced. It should be formatted in MLA format with a
Works Cited page that includes the story. No outside sources are to be used on this essay.
Put your essay in the appropriate discussion by Wednesday of Week 8 to get some peer
feedback, and then submit it to the appropriate dropbox by midnight Saturday of Week 8.
Quiz 5: This quiz will cover symbols and the six stories assigned in this week’s unit.
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Week 8– Theme
Readings
Sherman Alexie, “The Lone Ranger and Tonto Fistfight in Heaven”
Shirley Jackson, “The Lottery”
Joyce Carol Oates, “Where are you Going…?”
Amy Tan, “Two Kinds”
Kurt Vonnegut, “Harrison Bergeron”
Alice Walker, “Everyday Use”
p. 14
p. 624
p. 977
p. 1232
p. 1306
p. 1312
Discussion Assignments
Discussion 16: Choose one of the six stories in this week’s list and tell what you think the
theme of the story is. Use examples from the work to help you support your argument.
Final Exam: The final exam will consist of a longer essay question that will allow you to synthesize
what you have learned about the elements of fiction and fiction analysis. The final exam will
be proctored and books, notes, etc. will not be allowed.
Course Policies
Student Conduct
All Columbia College students, whether enrolled in a land-based or online course, are responsible for
behaving in a manner consistent with Columbia College's Student Conduct Code and Acceptable Use
Policy. Students violating these policies will be referred to the office of Student Affairs and/or the
office of Academic Affairs for possible disciplinary action. The Student Code of Conduct and the
Computer Use Policy for students can be found in the Columbia College Student Handbook. The
Handbook is available online; you can also obtain a copy by calling the Student Affairs office (Campus
Life) at 573-875-7400. The teacher maintains the right to manage a positive learning environment,
and all students must adhere to the conventions of online etiquette.
Plagiarism
Your grade will be based in large part on the originality of your ideas and your written presentation
of these ideas. Presenting the words, ideas, or expression of another in any form as your own is
plagiarism. Students who fail to properly give credit for information contained in their written work
(papers, journals, exams, etc.) are violating the intellectual property rights of the original author. For
proper citation of the original authors, you should reference the appropriate publication manual for
your degree program or course (APA, MLA, etc.). Violations are taken seriously in higher education
and may result in a failing grade on the assignment, a grade of "F" for the course, or dismissal from
the College.
Collaboration conducted between students without prior permission from the instructor is
considered plagiarism and will be treated as such. Spouses and roommates taking the same course
should be particularly careful.
All required papers may be submitted for textual similarity review to Turnitin.com for the detection
of plagiarism. All submitted papers may be included in the Turnitin.com reference database for the
purpose of detecting plagiarism. This service is subject to the Terms and Conditions of Use posted on
the Turnitin.com site.
You will find a Plagiarism Tutorial in the content area of the course. Please take a look at it, and let
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me know if you have any questions.
Non-Discrimination
There will be no discrimination on the basis of sex, race, color, national origin, sexual orientation,
religion, ideology, political affiliation, veteran status, age, physical handicap, or marital status.
Disability Services
Students with documented disabilities who may need academic services for this course are required
to register with the Coordinator for Disability Services at (573) 875-7626. Until the student has been
cleared through the disability services office, accommodations do not have to be granted. If you are a
student who has a documented disability, it is important for you to read the entire syllabus before
enrolling in the course. The structure or the content of the course may make an accommodation not
feasible.
Online Participation
You are expected to read the assigned texts and participate in the discussions and other course
activities each week. Assignments should be posted by the due dates stated on the grading schedule
in your syllabus. If an emergency arises that prevents you from participating in class, please let your
instructor know as soon as possible.
Attendance Policy
Attendance for a week will be counted as having submitted a course assignment for which points
have been earned during that week of the session or if the proctoring information has been
submitted or the plagiarism quiz taken if there is no other assignment due that week. A class week is
defined as the period of time between Monday and Sunday (except for Week 8, when the week and
the course will end on Saturday at midnight). The course and system deadlines are all based on the
Central Time Zone.
Cougar E-mail
All students are provided a CougarMail account when they enroll in classes at Columbia College. You
are responsible for monitoring e-mail from that account for important messages from the College and
from your instructor. You may forward your Cougar e-mail account to another account; however, the
College cannot be held responsible for breaches in security or service interruptions with other e-mail
providers.
Students should use e-mail for private messages to the instructor and other students. The class
discussions are for public messages so the class members can each see what others have to say about
any given topic and respond.
Late Assignment Policy
An online class requires regular participation and a commitment to your instructor and your
classmates to regularly engage in the reading, discussion and writing assignments. Although most of
the online communication for this course is asynchronous, you must be able to commit to the
schedule of work for the class for the next eight weeks. You must keep up with the schedule of
reading and writing to successfully complete the class.
I will accept late submissions for quizzes, exams, and writing assignments. However, you must
communicate with me in advance to gain access for the late posting. I will deduct points for all
late assignments and will only provide partial credit for any work posted more than a week late.
These deductions can be waived for extraordinary circumstances, but the student must communicate
with me about the reasons for the late work.
The discussion board is intended for discussion with your classmates. Late postings to the discussion
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board will not likely be read, as we will have moved on to the next discussion topic. Therefore, you
will receive no credit for late postings on the discussion board.
Course Evaluation
You will have the opportunity to evaluate the course near the end of the session. Course evaluations
will open on Sunday of Week 5 and will remain open until Thursday of Week 7. A link will be sent to
your CougarMail that will allow you to access the evaluation. Be assured that the evaluations are
anonymous and that your instructor will not be able to see them until after final grades are
submitted.
Proctor Policy
Students taking courses that require proctored exams must submit their completed proctor request
forms to their instructors by the end of the second week of the session. Proctors located at Columbia
College campuses are automatically approved. The use of Proctor U services is also automatically
approved. The instructor of each course will consider any other choice of proctor for approval or
denial. Additional proctor choices the instructor will consider include: public librarians, high school
or college instructors, high school or college counseling services, commanding officers, education
service officers, and other proctoring services. Personal friends, family members, athletic coaches
and direct supervisors are not acceptable.
Additional Resources
Orientation for New Students
This course is offered online, using course management software provided by Desire2Learn and
Columbia College. The Student Manual provides details about taking an online course at Columbia
College. You may also want to visit the course demonstration to view a sample course before this one
opens.
Technical Support
If you have problems accessing the course or posting your assignments, contact your instructor, the
Columbia College Helpdesk, or the D2L Helpdesk for assistance. Contact information is also available
within the online course environment.
CCHelpDesk@ccis.edu
helpdesk@desire2learn.com
800-231-2391 ex. 4357
877-325-7778
Online Tutoring
Smarthinking is a free online tutoring service available to all Columbia College students.
Smarthinking provides real-time online tutoring and homework help for Math, English, and Writing.
The Writing Center can be used for writing assistance in any course.
Smarthinking also provides access to live tutorials in writing and math, as well as a full range of study
resources, including writing manuals, sample problems, and study skills manuals. You can access the
service from wherever you have a connection to the Internet. I encourage you to take advantage of
this free service provided by the college.
Access Smarthinking through CougarTrack under Students->Academics->Academic Resources.
Columbia College Online Campus
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Grading Criteria
Discussion
Criteria
Description
Reflection
The student demonstrates that he/she has considered the meaning of the
material.
5
Length of
response
The student has written more than 2 sentences in his/her response.
5
Writing
and
Errors
The writing is largely error free.
5
Number of
Responses
The student has responded to the initial question and to at least 2 classmates’
posts.
5
Total
Points
20
Critical Essays
CRITERIA
DESCRIPTION
Content
Provides thoughtful, analytical considerations of readings/topic. Wellwritten critical analysis, showing evidence of informed thinking.
50
Format
Organizes ideas, allowing reader to follow chain of reasoning and has
focused thesis statement that responds to the assignment.
30
Mechanics
Is relatively free of sentence and word-level errors.
10
Instructions
Meets assignment length and follows instructions.
10
TOTAL
POINTS
100