Instructor: Stacy Miles, MA. ENG. Adjunct Instructor.
NCTC.
Location: Steele AHS, 310 B
Office Hours: T-F, 7:25-8:25
E-mail: smiles@nctc.edu
Desk phone: 817-698-5808
NORTH CENTRAL TEXAS COLLEGE
Course Syllabus
Composition II
English 1302, 868, Spring Semester 2015
M,W 8:25AM – 9:50 AM
COURSE DESCRIPTION
Catalog Description: Intensive study of and practice in the strategies and techniques for developing
research-based expository and persuasive texts. Emphasis on effective and ethical rhetorical inquiry,
including primary and secondary research methods; critical reading of verbal, visual, and multimedia
texts; systematic evaluation, synthesis, and documentation of information sources; and critical thinking
about evidence and conclusions.
PREREQUISITE: ENGL 1301 or its equivalent
TEXTBOOKS & MATERIALS
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Kirszner, Laurie G., and Stephen R. Mandell. Practical Argument: A Text and Anthology. 2nd
New York: Bedford/St. Martin's, 2011. ISBN: 0-312-57092-9
Aaron, Jane. The Little, Brown Compact Handbook with Exercises. 8th ed. New York:
Pearson/Longman, 2012. ISBN: 0-205-21751-6 (Optional)
Access to internet and CANVAS for updates and emails.
A recent standard college dictionary
Pen or pencil and paper for daily writing in class
STUDENT LEARNING OUTCOMES
Learning Outcomes: Upon successful completion of English 1302, students should be able to accomplish
the following:
1. Demonstrate knowledge of individual and collaborative research processes.
2. Develop ideas and synthesize primary and secondary sources within focused academic arguments,
including one or more research-based essays.
3. Analyze, interpret, and evaluate a variety of texts for the ethical and logical uses of evidence.
4. Write in a style that clearly communicates meaning, builds credibility, and inspires belief or action.
5. Apply the conventions of style manuals for specific academic disciplines (e.g., APA, CMS, MLA,
etc.)
UNITS OF STUDY:
Block I: Readings
 Students will read and analyze a variety of selections from the adopted textbook.
Block II: Quizzes, Examinations, and the Final Exam
 Students may be required to take quizzes or tests over assigned readings and/or related materials.
The class MUST meet during the final exam week. A final exam, if given, may count no more
than 25% of the semester grade.
Block III: Compositions
 Students will write a minimum of 5,000 words (20 pages) in a variety of compositions—formal
and informal. As part of this required writing, students will produce a minimum of four graded
assignments. At least two of these must use the complete writing process, which may consist of
the following:
o Invention
o Drafting
o Peer Review
o Revision
o Final Draft
Block IV: Grammar and Mechanics
 Students will study grammar and mechanics in the adopted handbook in order to meet
departmental standards. This study may be done by examination of units in the handbook or
through writing as a process, according to the discretion of the instructor.
Block V: Research
 Students will utilize library and electronic resources. They will submit a written assignment, such
as an annotated bibliography, a documented essay, or several short compositions, using MLA
style documentation. Pages generated as part of this research block are included in the required
writing stipulated in Block III.
CORE OBJECTIVES
Foundational Component Area: Communication
Courses in this category focus on developing ideas and expressing them clearly, considering the effect of the
message, fostering understanding, and building the skills needed to communicate persuasively. Courses involve the
command of oral, aural, written, and visual literacy skills that enable people to exchange messages appropriate to
the subject, occasion, and audience.
*Critical Thinking Skills (CT)- to include creative thinking, innovation, inquiry, and analysis,
evaluation and synthesis of information
*Communication Skills (COM)- to include effective development, interpretation and expression of
ideas through written, oral, and visual communication
*Teamwork (TW)- to include the ability to consider different points of view and to work effectively
with others to support a shared purpose or goal
*Personal Responsibility (PR)- to include the ability to connect choices, actions, and consequences to
ethical decision-making
GRADING POLICY
Students should note that this class is writing intensive. Although I will try to look at everything students
write, I will not necessarily assess and respond to all submissions. You should faithfully complete all
assignments so that you gain practice in writing and acquire the specific skills being taught in this
course. The semester grade criteria articulated below makes clear the weight of assignments.
LETTER/NUMERICAL GRADE VALUES:
 90-100A
 80-89B
 70-79C
 60-69D
 Below 60- F
SEMESTER GRADE CRITERIA:
 Writing Assignment I
 Writing Assignment II
 Writing Assignment III
 Daily Grades
 Final Exam
20%
20%
20%
20%
20%
*note* If, any time, I suspect students are not reading the required material, I will administer quizzes. These quizzes will
be configured into “Daily Grades.”
EXTRA-CREDIT, MAKE-UP, AND LATE WORK
 College students are expected to work independently and complete assignments within the time allotted. It is
important to look ahead in order to understand when assignments are due. Most successful students mark due
dates on a planner or calendar.

*This instructor DOES NOT make available extra-credit assignments. Make-up and late work are NOT
accepted unless you contact the instructor in advance and she agrees. Students must stay abreast of deadlines
and submit their work as scheduled in order to receive credit.

If the instructor agrees to make-up and late work (see above bullet), assignments will have 10 percent of the total
points deducted for each calendar day late, up to four days after the original deadline. On the fifth day, the
assignment is given a “zero” (0) grade. This policy applies to “Daily Grades” and “Writing Assignments.”
However, some “Daily Grades” assignments require attendance and class participation in the activity, which
means that not all daily grades can be completed for a late grade. In addition, many assigned reading quizzes
completed in class cannot be made-up due to the unfair advantage the extra time gives to a student who misses
class.

Your lowest completed score in the “Daily Grades” category will be dropped at the end of the semester. However,
a grade of a 0 will not be dropped nor will the Documentary Analysis.
Please do not assume all work can be completed for late points. NOTE THE INFORMATION IN THE ABOVE
BULLLETS.
GRADE OF ZERO
1. A paper not submitted or submitted on the fifth day after the due date will receive grade of zero.
2. A paper that fails to respond to the prompt and/or fails to follow instructions will receive a grade of zero because
the assignment has not been done.
3. A paper that fails to do the assignment as prescribed (e.g., formatting, length, content) will receive a grade of
zero because the assignment has not been done.
4. A research assignment that contains no research or insufficient/inadequate research will receive a grade of zero
because the basic assignment has not been done.
5. A research assignment that contains a Works Cited page but no internal documentation will receive a grade of
zero because the paper is plagiarized (information was not internally cited).
6. A research assignment that is internally documented but contains no Works Cited page or a page that fails to
conform to MLA standards will receive a grade of zero because the paper is plagiarized (information is not
completely/correctly documented).
*When I assess your papers, I gage them holistically in terms of how successfully you have managed the content,
plan/pattern, style, mechanics, and the research component (if any). I also assess any assignment-specific criteria.
*No credit is given for "trying hard" or investing "a lot of time" in an assignment. This is a college course. This
instructor expects you to be challenged and to invest the effort and the time needed to complete assignments
successfully. (If you are "trying hard" and spending "a lot of time" on assignments and not producing a successful
outcome, you should seek help.)
PLAGIARISM AND SCHOLASTIC INTEGRITY
All work submitted for this course must be your own and written exclusively for this class.
Scholastic dishonesty shall include, but not be limited to cheating on a test, plagiarism, and collusion. See Student Handbook “Student
Rights & Responsibilities: Student Conduct [FLB (LOCAL)]” #20 on page 175.
Plagiarism, which should be avoided at all costs, includes the following student actions:
1. Turning in someone else's ideas, opinions, theories, or work as your own;
2. Unintentionally or inadvertently turning in someone else's ideas, opinions, theories, or work as your own as the
result of failing to document sources both internally and in the Works Cited;
3. Copying words, ideas, or images from someone without giving credit; Failing to put a quotation in quotations
marks;
4. Giving incorrect information about the source of information, quotations, or images;
5. Changing words but copying the sentence structure of a source without giving credit;
6. Copying so many words, ideas, or images from a source that it makes up the majority of the student's work,
whether or not the student gives credit.
Please note the consequences of scholastic dishonesty in this course: The consequences of scholastic dishonesty in this
course may range from a zero on the assignment to expulsion from the course with a grade of F. Students MUST be
diligent in avoiding scholastic dishonesty of all kinds.
ATTENDANCE POLICY
General regulations regarding class attendance at North Central Texas College are:
 Regular and punctual attendance is expected of all students in all classes for which they have registered. If you do
not sign the attendance sheet, you may be counted as absent.
 All absences or partial absences are considered to be unauthorized unless the student is absent due to emergencies
that are approved by the instructor or due to participation in an approved college-sponsored activity (or an
approved high-sponsored activity for dual credit students). Written approval from the appropriate instructional
Dean / (high-school administrator for dual credit students) is required. (The grading guidelines & late
work/make-up policies stated above still apply).
 The instructor is responsible for judging the validity of any reasons given for absence. Valid reasons for absence,
however, do not relieve the student of the responsibility for making up required work. (The grading guidelines &
late work/make-up policies stated above still apply).
 Students will not be allowed to make up an examination missed due to absence unless they have reasons
acceptable to the instructor. A student who is compelled to be absent when a test is given should petition the
instructor, in advance if possible, for permission to postpone the exam.
 Students may be dropped from a class by the Registrar upon recommendation of the instructor who feels the
student has been unjustifiably absent or tardy a sufficient number of times to preclude meeting the course’s
objectives.
 Persistent, unjustified absences from classes or laboratories may be considered sufficient cause for College
officials to drop a student from the rolls of the College.
Important Policies:
1. Because each day of instruction is important, attendance to each class meeting is imperative and mandatory.
Students might suffer a reduction of points from the ‘Daily Grade” category for each absence. Every single class
is important. To miss one class is to miss important information. If you miss class, it is your responsibility to
learn from the course calendar and from other students what you missed, including any changes to the
syllabus or assignments. Students are responsible for all announcements made during class even if they are
not present in class at the time of the announcement. All “Grading Guidelines” continue to apply to students
who miss class because of a school-sanctioned field trip, athletic event, religious holiday, or in dramatic instance.
In most cases, I will require students to turn in assignments prior to missing class. Be prepared to honor this rule
if you are in extra-curricular activities. I will consider weather and traffic issues on a case-by-case basis.
2. Students who miss class, without prior approval from the instructor, are unable to make-up work in the “Daily
Grades” category.
3. If you are asked to leave class because of behavioral issues, you will automatically lose any possible points
available in the “Daily Grades” category for that day. Consider your classroom audience, purpose, and occasion
before making poor choices in our classroom.
4. Sleeping students will be awoken, asked to leave class, and counted absent for the day. A conference with me
may, or may not follow the incident involving the sleeping student
ETIQUETTE/PROFESSIONALISM POLICY

Often, we will read material from a diverse group of thinkers and writers. Always, we will be sharing a variety of
ideas and values, many with which you may not agree. Polite debate is welcome, insults and denigration of the
ideas of another student or myself is not welcome, and will not be tolerated. Any student who mocks or scoffs at
anyone else in the class will be promptly dismissed, counted absent, and may not return to class until the offensive
student has experienced a conference with me and the chair of the Department of English, Speech, and Foreign
Language. Please conduct yourself as a professional in our classroom. Consider your academic audience, purpose,
and occasion at all times.


Do not text message, accept incoming calls, or use your iPod during class.
Do not wear ear buds to class, even if your stereo device is turned off.
STUDENT EXPECTATIONS
1. Students should remember that a dual credit course is a college course in all respects. The curriculum is the same
as used on the college campus, and their responsibilities are the same as all other college students. The teaching
methods are the same as on the college campus, and students will be expected to conduct themselves as college
students. [See the NCTC Student Handbook]
2. College courses sometimes deal with controversial issues or subject matter that high school courses may not
address. This can provide new challenges for the dual credit student. Nonetheless, dual credit students should be
prepared to participate in the same course an instructor teaches on the college campus.
3. All college students should expect to invest at least as much time out-of-class as in-class in reading, studying, and
preparing for college course assignments. To be successful and ensure completion of out of class assignments,
most students will need to invest more time than this.
4. Students should pay careful attention to their instructor's system for assigning grades. Often the college grading
system is different from the system their high school uses. If students do poorly on a test or assignment, they
should not expect to repeat the work in order to improve their grade. Also, instructors may not allow students to
do extra work to bring up a poor grade. The instructor’s grading system is covered in the course syllabus students
receive at the beginning of the semester. If students have trouble in a dual credit course, it is their responsibility to
ask the instructor what they need to improve in order to succeed in the class.
STUDENT RESPONSIBILITY
The instructor is available to answer questions about course materials or class policies. If students have any concerns
about their performance in the course or are not sure of an assignment, the student should speak with the instructor.
QUESTIONS:
Students are responsible for reading all course materials and for paying especially close attention to directions. They are
expected – and encouraged – to contact the instructor any time they have a question. Remember, the instructor will have
no way of knowing that a student is having questions or difficulties unless they tell the instructor! Failure to ask questions
about assignments before they are due does not mitigate a student’s responsibility for completing the assignment in a
timely manner. However, before asking a question, students should read the course materials already posted on Angel.
Mrs. Miles has endeavored to anticipate and provide answers to the most frequently asked questions and concerns of
students about the class. Mrs. Miles will avoid answering emails asking questions that have previously been answered in
the posted information provided for the class.
E-MAIL:
Each student should regularly check their NCTC e-mail account. Checking this account is the student’s responsibility.
Each email sent should have a subject line with a descriptive topic. Subject lines help to streamline the handling of emails
and help to assure that all students receive timely responses to their queries.
INSTRUCTOR RESPONSE:
Students may expect a response to email messages within 48 hours during the week. If a student does not receive a
response within 48 hours, they should inquire whether their email has arrived, unless Mrs. Miles notifies them in advance
that she will be unavailable. This 48-hour period does not include weekends (especially Sundays) and university holidays.
Students should copy themselves in all correspondence with the instructor so that they will have proof of their attempt to
reach the instructor.
COMPLAINTS:
If there is a complaint about a course or an instructor, then students should first take the matter up with the instructor and
try to resolve to the issue with him or her first. If the student and instructor are unable to resolve the matter then the
student will need to take the matter to the high school counselor, NCTC Dual Credit Coordinator, or the instructor’s
department head. Only if the matter cannot be resolved at the department level should the student make his or her appeal
to the appropriate dean.
FAMILY EDUCATION RIGHTS PRIVACY ACT (FERPA):
Students should see Section 1 of the Dual Credit Handbook for Students and Parents for a complete listing of FERPA
rules.
DROPPING A COURSE
OFFICIAL DROP DATE: April 9, 2015 is the last day to withdraw from a class with a grade of “W”
If college students are doing poorly in the class, they may wish to withdraw. Students who withdraw from a college class
before the official drop date will receive a W (no grade) on their transcript. When students withdraw from a class they
may no longer attend the class or receive any college credit. Students may drop a dual credit course and return to a regular
high school course at any time before the NCTC final drop date. The final drop date can be obtained from the NCTC
website.
Dual credit students must contact their high school counselor before withdrawing from a class. This action will insure
graduation requirements can still be met without the college course credit. There is no penalty on the students’ high school
or college transcript for dropping a dual credit course. Withdrawing from a class requires completion of the appropriate
paperwork and doing so before the last date for course withdrawal.
Early Alert and NCTC CARES: The NCTC Early Alert program has been established to assist students who are at risk of
failing or withdrawing from a course. Your instructor may refer you to this program if you are missing assignments,
failing tests, excessively absent, or have personal circumstances impacting your academic performance. If submitted as an
Early Alert you will be notified via your NCTC e-mail address and then contacted by a Counseling and Testing advisor or
counselor to discuss possible strategies for completing your course successfully.
The NCTC CARES (Campus Assessment Response Evaluation Services) Team addresses behavior which may be
disruptive, harmful or pose a threat to the health and safety of the NCTC community-such as stalking, harassment,
physical or emotional abuse, violent or threatening behavior, or self-harm. As a student, you have the ability to report
concerning behavior which could impact your own safety or the safety of another NCTC student. Just click the NCTC
CARES Team logo posted on MyNCTC, or send an e-mail to CARESTeam@nctc.edu. As always, if you feel there is an
immediate threat to your own safety or welfare (or to another student), please call 911 immediately.
TUTORIAL ASSISTANCE
Tutorial assistance is available to all students. These services can be accessed ONLINE or students can come to any on
campus tutoring center during scheduled hours.
Student Success Center: The Student Success Center is designed to help all students at NCTC develop tools to achieve
their academic goals. This program also links students to FREE tutoring, including a Writing Center, a Math Lab, and
free 24/7 online tutoring and helps new students acclimate to college by providing computer lab services for prospective
students. All students are invited to visit the Student Success Center on the Corinth Campus go to rooms 170, 182, or
188; on the Gainesville Campus go to rooms 114 or 111; on the Flower Mound Campus go to room 111, on the Bowie
Campus go to room 124.
TRIO Program: TRIO Programs are federally funded programs which offer services designed to assist students in
achieving their academic goals. Services include educational workshops, academic advising, tutoring, personal
counseling, career counseling, cultural enrichment, and financial aid information. Students may be eligible for TRIO if
they are currently enrolled at North Central Texas College, have academic need, and meet at least ONE of THREE criteria
which include: 1) first generation status—neither parent has graduated from college, 2) income level is within federal low
income guidelines, and/or 3) has a documented disability. TRIO is located in Room 170 on the Corinth Campus, Room
112 on the Gainesville Campus, and Room 124 on the Bowie Campus. Contact Jessica DeRoche, TRIO Coordinator, at
jderoche@nctc.edu, 940-498-6212 on the Corinth Campus for more information.
Students can also access the Department of Student Success’ website by going to www.nctc.edu and clicking on the red
button in the middle of the page labeled “Tutoring and Other ACADEMIC SUPPORT SERVICES” or by going directly
to http://www.nctc.edu/Student_Services/Access/AcademicandStudentSupportServices.htm.
LIBRARY RESOURCES
While the resources of the high school library may meet most of the research needs of dual credit students, students may access the
NCTC system as well. Every NCTC student is given an ID number by the Admissions Office. All students can use this to access the
full resources of the NCTC library databases. Students may also come in during regular library hours on any of the NCTC campuses.
Please remember, NCTC is an institution of higher education and the college library provides materials that support and supplement
the educational process. No effort is made to either censor or filter any materials from its collections.
OFF-CAMPUS ACCESS 3 Easy Steps!
1. Log in to MyNCTC: User Name (doej123456) and Password (123000456)
2. Click on Library Resources
3. Click on Library Databases
NOTE: If you have a smaller screen size, you may have to click Menu --> Library Resources and then Menu --> Library
Databases.
STUDENT SUPPORT SERVICES
North Central Texas College does not discriminate on the basis of disability for admission or access to its programs. The College is
committed to providing equal access to its students with disabilities by providing appropriate accommodations; a variety of services
and resources are made available through the Office for Students with Disabilities (OSD). Students are responsible for notifying the
OSD Department of their need for assistance.
Disability Services (OSD)
The Office for Students with Disabilities (OSD) provides accommodations for students who have a documented disability. A
disability is anything that can interfere with learning, such as a learning disability, psychological challenge, physical illness or injury.
Accommodations may include extra time on tests, tests in a distraction reduced environment, volunteer note taker in class, etc.
On the Corinth Campus, go to room 170 or call 940-498-6207. On the Gainesville Campus, go to room 110 in the Administration
(100) Building or call 940-668-4209. Students on the Bowie, Graham, Flower Mound, and online campuses should call 940-668-4209
to arrange for an intake appointment with OSD.
North Central Texas College is on record as being committed to both the spirit and letter of federal equal opportunity legislation,
including the Americans with Disabilities Act (ADA) of 1990, ADA Amendments Act of 2009, and Section 504 of the Rehabilitation
Act of 1973 (P.L. 93-112).
http://www.nctc.edu/StudentServices/SupportServices/Disabilityservices.aspx
Support Services
Counseling and Testing staff offer a variety of services to current and prospective students, such as College 101, placement testing,
academic advising and course registration, transfer assistance, and College Success seminars (Time Management, Study Skills, Test
Anxiety, Choosing a Major, Learning Style Strategies, Career Exploration), and much
more. http://www.nctc.edu/StudentServices/CounselingTesting.aspx
Student Success offers academic coaching, tutoring, including a Writing Center, a Math Lab, free 24/7 online tutoring through Grade
Results and assist new students acclimate to college by providing computer lab services for prospective students. First generation
students can also participate in TRIO which offers specialized support services.
http://www.nctc.edu/StudentServices/SupportServices.aspx
Financial Aid offers financial resources for students that qualify, visit the financial aid offices for more
information. http://www.nctc.edu/FInancialAidHome.aspx
EEOC STATEMENT:
North Central Texas College does not discriminate on the basis of race, color, national origin, gender, religion, age, or disability in the
employment or the provision of services.
You will sign a sheet acknowledging your access and understanding to the course syllabus.
COURSE CALENDAR
This is a tentative schedule and events are subject to change; check emails and/or CANVAS regularly for modifications and updates.
You are responsible for all changes that are announced verbally in class or through school e-mail/CANVAS.
WEEK 1
WEDNESDAY, January 21
ACTIVITY: Welcome! Syllabus, calendar, course expectations.
 The difference between responding to content and responding to rhetoric
 Developing a thesis with a “roadmap”
READ FOR NEXT TIME: Practical Argument – Introduction (Understanding Argument),
and Chapter I (The Structure of Argument) pp. 3-28.
FRIDAY, January 23
WEEK 2
MONDAY, January 26
ACTIVITY: Participate in a Socratic Seminar over the Reading Assignment from
Wednesday.
 Evaluate argument & the structure of argument in an essay. Practical Argument pp. 1418
FOR NEXT TIME: Read Practical Argument pp. 19-27 & take notes over the strongest
argument in each article.
WEDNESDAY, January 28
ACTIVITY: Discuss reading assignment from 1/26
 In class write: Write an essay about an issue. Practical Argument pp. 19-27 [LOs 2, 3, 4]
FOR NEXT TIME: Read Chapter II - Reading and Responding to Arguments pp. 33-51 &
create two discussion questions over the reading material
FRIDAY, January 30
 College Visit TWU
WEEK 3
MONDAY, February 2
DUE: Rough draft of essay about an issue from class on 1/28 [LOs 2, 3, 4]
ACTIVITY: Discuss in Socratics Seminar Form Chapter II - Reading and Responding to
Arguments pp. 33-51
 Write a critical response -Reading and Responding to Arguments pp. 51
 In class reading: Chapter III - Decoding Visual Arguments pp. 53-65
 Discuss in Socratics Seminar Form Chapter III - Decoding Visual Arguments pp. 53-65
FOR NEXT TIME: Read Chapter IV - Writing a Rhetorical Analysis pp. 67-86 and bring
(print a hard copy) an example of visual and/or textual rhetoric designed for a specific
audience.
WEDNESDAY, February 4
ACTIVITY: Write a critical response - Decoding Visual Arguments pp. 65 [LOs 2,3,4]
 Discuss example of visual or textual rhetoric brought by students. Examples will be
collected for a daily grade
FRIDAY, February 6
WEEK 4
MONDAY, February 9
ASSIGN: Writing Assignment I – Rhetorical Analysis of Speech and Image [LOs 1, 2, 3, 4, 5]
FOR NEXT TIME: Bring a copy of your speech and visual by Wednesday 2/11.
ACTIVITY: Watch and discuss Kennedy Speech vs. Brutus’s & Antony’s Speech in Julius
Caesar
WEDNESDAY, February 11
ACTIVITY: Peer discussion of students’ individual speech topics and visual representations
FOR NEXT TIME: Read Chapter V - Understanding Logic and Recognizing Fallacies pp.
89-143 & create two discussion questions over the reading material.
FRIDAY, February 13
WEEK 5
MONDAY, February 16--(Snow Day Make-up; there is school)
WEDNESDAY, February 18
ACTIVITY: Discuss logical fallacies in a Socratic Seminar
FOR NEXT TIME: Find and bring (print a hard copy) an example of a logical fallacy
FRIDAY, February 20
ACTIVITY: Discuss example of logical fallacies brought by students. Examples will be
collected for a daily grade.
FOR NEXT TIME: Read Chapter XI - Avoiding Plagiarism pp. 281-312.
WEEK 6
MONDAY, February 23
ACTIVITY: Peer Review – Writing Assignment I
 Plagiarism Workshop.
ASSIGN: Writing Assignment II –Identifying Logical Fallacies in a Rhetorical Issue [LOs 1, 2,
3, 4, 5]
WEDNESDAY, February 25
ACTIVITY: Research possible topics for Writing Assignment II
FRIDAY, February 27--(END OF NISD’s 4th 6 Weeks)
DUE: Writing Assignment I [LOs 1, 2, 3, 4, 5]
ACTIVITY: Lab time for Writing Assignment II
WEEK 7
MONDAY, March 2
ACTIVITY: Share logical fallacies; daily writing.
FOR NEXT TIME: Read Chapter VIII - Evaluating Sources pp. 219-248
WEDNESDAY, March 4
ACTIVITY: Discuss the definition of credible scholarship for academic audiences
FOR NEXT TIME: Read Chapter VII (Planning, Drafting, and Revising an Argumentative
Essay) pp. 189-215.
FRIDAY, March 6
WEEK 8--(NISD Spring Break) NCTC has Spring Break March 16-22
MONDAY, March 9
—No class
WEDNESDAY, March11
—No class
FRIDAY, March 13
—No class
WEEK 9—(NCTC is closed for Spring Break. We will have class to make up for the above
week)
MONDAY, March 16
ACTIVITY: Peer review – Writing Assignment II;
Discuss chapter VII; daily writing
ASSIGN: Writing Assignment III – Persuasive Research Paper [LOs 1, 2, 3, 4, 5]
FOR NEXT TIME: Chapters XII – Argument by Definition pp. 315-350
WEDNESDAY, March 18
ACTIVITY: Discuss chapter XII;
In class reading: Chapter XIII – Causal Argument pp. 353-383
ACTIVITY: Discuss chapter XIII
FOR NEXT TIME: Read Chapter XIV – Evaluation Arguments pp. 385-414
FRIDAY, March 20
DUE: Writing Assignment II [LOs 1, 2, 3, 4, 5]
WEEK 10
MONDAY, March 23
ACTIVITY: Discuss chapter XIV.
FOR NEXT TIME: Read Chapter XV – Proposal Arguments pp. 417-451
WEDNESDAY, March 25
ACTIVITY: Discuss chapter XV.
FOR NEXT TIME: Read Chapter XVI – Argument by Analogy (Argument by Comparison)
pp. 453-477
FRIDAY, March 27
WEEK 11
MONDAY, March 30
ACTIVITY: Discuss chapter XVI.
FOR NEXT TIME: Read Chapter XVII – Ethical Arguments pp. 481-518.
ACTIVITY: Discuss implementation of all forms of warrants into research papers.
WEDNESDAY, April 1
Due: Outline for Writing Assignment III Research Paper [LOs 1, 2, 3, 4]
ACTIVITY: Peer conferences about research papers (each student will be assigned a grade
based on the strength of their outline; this grade will be configured in “Daily Grades.”
FRIDAY, April 3--(Snow Day Make-up; there is school)
WEEK 12—April 9th at 7:30 AM is the last day to drop with a “W”
MONDAY, April 6
ACTIVITY: Lab time for Writing Assignment III.
WEDNESDAY, April 8
ACTIVITY: Lab time for Writing Assignment III.
FRIDAY, April 10
College Visit—UT Arlington
WEEK 13
MONDAY, April 13
Due: Rough Draft for Writing Assignment III
ACTIVITY: Peer review I for Writing Assignment III
WEDNESDAY, April 15
ACTIVITY: Lab time for Writing Assignment III.
FRIDAY, April 17
WEEK 14
MONDAY, April 20
ACTIVITY: Lab Time for Final draft
WEDNESDAY, April 22 (Earth Day)
DUE: Writing Assignment III [LOs 1, 2, 3, 4, 5]
ACTIVITY: Directions for PowerPoint Presentations
FRIDAY, April 24--(END OF NISD’s 5th 6 Weeks)
ACTIVITY: Lab time for PowerPoint Presentations
WEEK 15
MONDAY, April 27
ACTIVITY: Peer Edit PowerPoint Presentations
WEDNESDAY, April 29
Due: PowerPoint Presentations [LOs 1, 2, 3, 4]
Activity: PowerPoint Presentations
FRIDAY, May 1
WEEK 16
MONDAY, May 4
Activity: PowerPoint Presentations
WEDNESDAY, May 6
ACTIVITY: Review for final exam.
FRIDAY, May 8
ACTIVITY: Review for final exam.
WEEK 17— Final Exams Week
MONDAY, May 11
 Final Exam Short Answer
WEDNESDAY, May 13
 Final Exam Essay