Tulsa Community College—NORTHEAST Campus [Summer 2014]
Communications Services Division
ENGL 1213-203
Ms. Sydney Teel
ENGL 1213-203 (30539): English Composition II
Summer 2014: MW 5:30-8:20 pm (June 2 – July 24), NEC-A161 (traditional, in-person discussion/lecture)
Contact Info: sydney.teel@tulsacc.edu (preferred), 918-595-7465 (may leave messages)
Office: A-177 (in NE campus FACET Center)
Office Hours:
Mon: 2-5 pm
Tues: 8-12:30 pm & 1:30-6 pm
Wed: 2-5 pm
Thurs: 8-12:30 pm & 1:30-6 pm
***please email me ahead of time to set up a time to meet (to make sure I am not in a
meeting or elsewhere on campus)
TCC Outlook Email Site: outlook.com/tulsacc.edu
Blackboard Site: bb.tulsacc.edu (You must be able to login to Blackboard on a regular basis. All handouts, homework
assignments, and updates will be posted on Blackboard. Also, we will use other features of Blackboard,
including discussion board posts.)
TCC Website: tulsacc.edu
Course Prerequisites
Successful completion of ENGL 1113 or AP/CLEP credit.
Course Description
ENGL 1213 is the second (and final) required composition course at TCC. During the semester, the course will continue
to develop students’ abilities in invention, drafting, and revising through the practice of writing. Students are expected
to research and develop positions on arguable topics which can be revised through peer interaction several times before
reaching the instructor. Along with developing persuasive writing skills, the course emphasizes research methods,
documentation techniques, and quotation/paraphrase management skills. In the classroom, we will focus on students’
writing in addition to analyzing fiction and arguments.
Textbooks and Required Material
Author:
Title:
Publisher:
ISBN:
Nicholas Delbanco, Alan Cheuse
Literature: Craft & Voice, 2nd ed.
McGraw-Hill, 2012
978-0-07-338492-4
Author:
Title:
Publisher:
ISBN:
1
Jane Aaron
Little, Brown Essential Handbook, 7th ed.
Pearson, 2011
978-0-205-71876-4
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These texts are available at the Tulsa Community College, Northeast Campus Store (Apache and Harvard), and other
sources. They are also available on the reserve shelf in the Northeast Campus Library. Students may not check the books
out, but they can read or make copies of reading assignments in the library.
You will also need Microsoft Office 2007 or 2010 (downloadable from TCC Blackboard for free). If you don’t have a
word processing program or a computer at home, you can always use a computer for free in the FACET Center lab or
library on the NE campus. All assignments turned in must be in .doc or .docx format. Microsoft Works and Wordpad
will NOT suffice; assignments in those word processing programs will not/cannot be graded. TCC provides Microsoft
Office 2010 FREE to all students. See Student Resources tab in Blackboard for instructions on downloading Microsoft
Office 2010. Having the appropriate word processing program for this class is vital because your documents must
maintain formatting, especially to conform to Modern Language Association (MLA) style. If you need help downloading
Word, talk to the PC specialist in the FACET Center or call (918)595-2000, the TCC Helpdesk.
Course Objectives
By the end of the course, students will be able to:
1. Apply the Comp I writing skills needed to create a five - six paragraph essay containing an introduction, a
statement of purpose or thesis, supporting body points, and a conclusion.
2. Demonstrate a mid-formal writing style that applies the principles of Standard English and uses word choice,
tone, and sentence structure appropriate to college-level writing.
3. Practice revision techniques that will provide your writing with strong verbs and a variety of transitions and
sentence patterns.
4. Formulate a central idea about a literary work and support that idea with evidence from the work itself.
5. Use MLA format to create a Works Cited page and indicate quoted or paraphrased material from primary and
secondary sources.
6. Recognize and avoid plagiarism in any writing.
7. Apply the basic research techniques needed to locate sources in campus or local libraries.
8. Use word processing to help you improve your writing.
Grading Scale
A ----------89.5 - 100%
B ----------79.5 – 89.49%
C ----------69.5 – 79.49%
D ----------59.5 – 69.49%
F ----------59.49% and below
Essay 1: 15% of final grade
Essay 2: 20% of final grade
Essay 3: 20% of final grade
Essay 4: 20% of final grade
Annotated Bibliography: 5% of final grade
Class participation: 20% of final grade

Each of the four essays and the annotated bibliography must be attached as an electronic copy (.doc or
.docx file) on Blackboard by 11:59pm on the due date (or it will be counted as late)
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
Class participation includes all daily work, group work, homework, peer reviews, first drafts, and revision
strategies. Each class participation grade will be given a certain number of points based on the activity and
how well a student has met the guidelines of the assignment. Each individual daily work/homework is
worth 15 points, each group work assignment is worth 10 points, each peer review and revision strategy is
worth 15 points, and each first draft is worth 20 points. At the end of the semester, a student’s class
participation points will be added together and divided by the total possible points to arrive at the class
participation percentage of the final grade. After each unit throughout the semester, I will update each
student’s participation grade on Blackboard.
Evaluation Techniques
The A Assignment:
·
Meets all the course objectives (Note: it may contain a few minor deficiencies)
·
Shows originality of thought
·
Fulfills the requirements of the assignments
·
Contains no serious errors in grammar or mechanics
The B Assignment:
·
Meets all the course objectives (Note: it may contain a few minor deficiencies)
·
Fulfills the requirements of the assignments
·
Contains no serious errors in grammar or mechanics
The C Assignment:
·
Attempts to meet all the course objectives, but falls short in certain areas
·
Fulfills the requirements of the assignments
·
May contain very few serious errors in grammar or mechanics
The D Assignment:
·
Attempts to meet all the course objectives, but falls short in many areas
·
Fulfills the requirements of the assignments
·
May contain serious errors in grammar or mechanics
The F Assignment:
·
Attempts to meet all the course objectives, but falls short in most areas
·
May contain serious errors in grammar or mechanics
Serious Errors in Grammar and Mechanics include the following:
 Unjustified Sentence Fragment
 Confused Pronoun Reference
 Comma Splice
 Wrong Pronoun Reference
 Fused Sentence (Run-on Sentence)
 Misplaced Modifier
 Failure in subject and verb agreement
 Dangling Modifier
 Semicolon Separating an Independent and a Dependent Clause
 Excessive Errors in Spelling and Punctuation
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*If students have trouble with certain grammatical issues (and almost everyone does), they should take it upon
themselves to look up rules in grammar handbooks (such as your Little, Brown Handbook), research rules online (with
resources such as TCC’s Online Writing Lab – owl.tulsacc.edu), or even visit the writing lab in the FACET Center to work
one-on-one with a tutor (and practice, practice, practice!). This course does not focus on grammar/mechanical issues,
but it is expected that students should already know the rules (which will be expected in future college classes as well).
Required Format for Assignments
MLA formatting is required for all homework and essay assignments (double-spaced, typed, 12 pt., Times New Roman
font). MLA is also required for documenting sources within your essays.
Submitting Assignments
You must submit all discussion board posts to the discussion board and all major assignments to the corresponding
assignment links under the appropriate unit on the Content tab on Blackboard. If, because of a College-wide problem
with Blackboard, you are unable to access the Blackboard server to turn in your assignment, please email it to me:
sydney.teel@tulsacc.edu with an explanation of why you are sending the file through the email. I will accept
assignments by email only during emergency situations. In the message, make sure you include all information I need to
understand the situation. If your personal computer crashes or is otherwise unavailable, that does not absolve you of
your work in this class. Have a backup plan and save your work often. TCC provides computer labs and a library on all
four campuses.
Late-work Policy
Class participation work is not accepted after the due date, unless the student has an excused absence (look under
attendance policy for definition of “excused absence”). The five major assignments can be turned in late, but the score
will be lowered by 5 percent for each day the essay/annotated bibliography is late (i.e. after one day, an 88 becomes a
83). Please turn in work on time to get the best grade you can.
Please note: I will lower the grade every day that an essay is late (not every class session). If you need to turn in an
essay late, post the electronic copy on Blackboard as you would any essay.
Revision Policy
Students are allowed to revise any of the first 3 essays by the final day of class. The revised essay’s score will replace the
original essay. For a higher grade, the revised essay needs to have deep revisions, rather than simple, surface-level
grammar/mechanical corrections. As with all major essays, students will need to turn in an electronic copy on
Blackboard.
Extra Credit Policy
Each student has the opportunity to earn extra credit by attending workshops held by the Northeast Writing lab or by
meeting one-on-one with a tutor at any TCC writing center. Each tutoring session or workshop you attend will add 15
points to your participation point subscore (basically each tutoring session or workshop can replace a zero on an
individual daily work/homework assignment). Be sure the writing center sends me documentation that you attended.
You may earn this extra credit up to 3 times during the semester.
Attendance Policy
ENGL 1213 is a discussion-based course that requires students to interact with each other and the instructor on a daily
basis. Absences hurt the learning atmosphere of the classroom, so please try to attend class every day (especially since
our class meets only twice a week for 8 weeks). Too many absences will hurt your success in the class. I will take
attendance every class period. Of course, some students must miss class for unavoidable reasons. I will excuse
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absences due to religious holidays, jury duty, court appearances, documented illness, military service, and family
emergencies.
 If students know they must miss class for one of the above reasons, they should tell me ahead of time if
possible. In cases of documented illness or emergency, students should contact me as soon after the absence as
possible. Students who have excused absences will be allowed to make up the daily work they missed, but it is
their responsibility to talk to me and receive instructions for the missed work. Generally, I will allow one week
after returning back to class to make up the missed work.
Tardy Policy
Sometimes students must arrive late for unavoidable reasons, but tardies disrupt the class and interfere with discussions
and group work. I will be lenient with tardies unless they become a habit.
 Please note: If a student misses a daily activity due to his/her tardy, the student will not be allowed to make up
the missed work.
Classroom Etiquette
Open and mutually respectful communication of varied opinions, beliefs, and perspectives during classroom or online
discussion encourages the free exchange of ideas that is essential to higher learning and to the ability to learn from each
other. Because this class is based on discussion, students will be free to talk openly, sometimes regarding controversial
issues. In order to keep this open environment in the classroom, everyone must remember to show respect for each
other. I expect you all to avoid prejudiced comments (whether they are racist, sexist, homophobic, etc.). Also, I will not
tolerate insults, personal attacks, or harassment. I want everyone to be unafraid to share his/her opinions and personal
experiences.
Also, remember to silence and put away phones (unless there is an emergency, in which case the student needs to talk
to me before class and tell me that s/he must keep the phone on). Do not read newspapers/other materials, listen to
music, or text during class. These activities are disruptive and rude to others in the class.
Syllabus Changes
Occasionally, changes to the syllabus or course agenda may be necessary. Students will be notified of any changes to
the syllabus in person and on blackboard.
Bad Weather or Emergency Cancellation Policy
Tulsa Community College rarely closes. Classes may be cancelled if extreme weather conditions or emergency situations
arise. TCC always gives cancellation notices to radio and television stations. This information is also available on the TCC
website: www.tulsacc.edu. If this happens, please refer to Blackboard site (https://bb.tulsacc.edu) for the course
website. Any changes related to the class will be posted on this site.
Student Email Communications
All TCC students receive a designated TCC Outlook email address (ex: jane.doe@tulsacc.edu). All communications to
you about TCC and course assignments will be sent to your TCC Outlook email address; and you must use the TCC
Outlook email to send email to, and receive email from, the instructor regarding this course.
ADA Policy
DISABILITY RESOURCES: It is the policy and practice of Tulsa Community College to create inclusive learning
environments. Accommodations for qualifying students in compliance with the Americans with Disabilities Act (ADA)
and Section 504 of the Rehabilitation Act are available. To request accommodations, contact the Education Access
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Center (EAC) at eac@tulsacc.edu or call (918) 595-7115 (Voice). Deaf and hard of hearing students may text (918) 8091864.
Academic Dishonesty and Misconduct
Academic dishonesty (cheating) is defined as the deception of others about one’s own work or about the work of
another. Academic dishonesty or misconduct is not condoned or tolerated at campuses within the Tulsa Community
College system (or any college/university). Tulsa Community College adopts a policy delegating certain forms of
authority for disciplinary action to the faculty. Such disciplinary actions delegated to the faculty include, but are not
limited to, the dismissal of disrespectful or disorderly students from classes. In the case of academic dishonesty and
depending on the offense, a faculty member may:
 Require the student to redo an assignment or test, or require the student to complete a substitute assignment
or test
 Record a "zero" for the assignment or test in question
 Recommend to the student that the student withdraw from the class, or administratively withdraw the student
from the class
 Record a grade of "F" for the student at the end of the semester. Faculty may request that disciplinary action be
taken against a student at the administrative level by submitting such a request to the Dean of Students.
Plagiarism Policy
According to author and Professor Robert Harris, “Plagiarism is using another person’s words or ideas without giving
credit to the other person. When you use someone else’s words, you must put quotation marks around them and give
the writer or speaker credit by revealing the source in a citation. Even if you revise or paraphrase the words of someone
else or just use that person’s ideas, you still must give the author credit in a note. Not giving due credit to the creator of
an idea or writing is very much like lying. … Plagiarism is using any words or ideas without giving credit to the source. If
the plagiarizer copies material that is also copyrighted, then the wrongdoing is potentially enhanced by the additional
crime of copyright infringement” (25-6).
Harris, Robert A. The Plagiarism Handbook. Los Angeles: Pyrczak Publishing, 2001. Print.
Further:
Plagiarism is claiming, indicating, or implying that the ideas, sentences, or words of another writer are your own; it
includes having another writer do work claimed to be your own, copying the work of another and presenting it as your
own, or following the work of another as a guide to ideas and expressions that are then presented as your own. The
student should review the relevant sections of the TCC Student Code of Conduct Policy Handbook. Plagiarism will not be
tolerated and may result in dismissal from the course.
Withdrawal/Audit Policy
The deadline to withdraw from a course shall not exceed 3/4 the duration of any class. Not attending class does not
constitute withdrawal.
If you are considering withdrawing, begin the process by discussing the issue with the faculty member assigned to the
course. Contact the Advisement Office at any TCC campus to initiate withdrawal from a course ('W' grade) or to change
from Credit to Audit. Withdrawal and/or change to an audit from a course after the drop/add period can alter the
financial aid award for the current and future semesters. Students may receive an outstanding bill from TCC if the
recalculation leaves a balance due to TCC. Students who stop participating in the course and fail to withdraw may
receive a course grade of “F,” which may have financial aid consequences for the student.
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Before you withdraw from a course, be sure to complete the following steps:
1. Talk with me. There may be alternatives to withdrawal that you have not considered. Withdrawing from a
course is a decision that you and I should make together.
2. If we decide that withdrawal from the course is best, you should go to the Counseling Office and request the
“Withdrawal” form.
3. Staff in the Counseling Office will help you fill out the paperwork and process the withdrawal.
4. You should keep a copy of the withdrawal form as a permanent record of the transaction.
Note: Students who stop participating in the course and fail to withdraw may receive a course grade of “F” or “AW,”
both of which may have financial aid consequences for the student.
NORTHEAST Instruction Labs
Writing/Reading Lab—FACET Center
American Sign Language—FACET Center
Mathematics Lab—FACET Center
Computer Lab—FACET Center
The TCC Northeast Campus FACET Center combines instructional technology with individualized instruction and
resources for refining skills in math, writing, speaking, research, and computers. The FACET Center is located in the
Enterprise Building. The Summer 2014 hours are as follows: Mon. – Thurs. 7 am – 9 pm. A writing tutor is available
during the following hours: Mon. - Thurs. 7 am – 8:45 pm.
To Contact the Division Office
Division Name: Communications Services Division
Associate Dean: Jocelyn Whitney
Office: NEC 2389
Phone: 595-7496
Computer Services Acceptable Use
Access to computing resources is a privilege granted to all TCC faculty, staff, and students. Use of TCC computing
resources is limited to purposes related to the College’s mission of education, research, and community service. Student
use of technology is governed by the Computer Services Acceptable Use Statements/ Standards found in the TCC
Student Code of Conduct Policy Handbook. These handbooks may be obtained by contacting any Student Activities or
Dean of Student Services office.
Institutional Statement
Each student is responsible for being aware of the information contained in the TCC Catalog, the TCC Student Policies &
Resources Handbook, and semester information listed in the class schedule. All information may be viewed on the TCC
website: www.tulsacc.edu.
TCC Mission Statement
The mission of Tulsa Community College as defined by the Oklahoma State Regents for Higher Education:
Tulsa Community College betters its community through the intellectual achievement, creative energy, and responsible
citizenship of its students, faculty, and staff by their engagement in teaching, learning, and service opportunities that
transform and enrich lives. Tulsa Community College commits to innovative, flexible, and affordable public higher
education that responds to a dynamic global environment.
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TCC Core Values
Student Success is the reason TCC exists. We strive for all students to be successful in their educations and we strive for
the education to effectively prepare students for their lives. Learning is the focus because it is the essence of an
institution of learning.
Excellence drives us. We strive to provide excellent education to our students, excellent resources to our community,
and excellent administration and management for our employees.
Stewardship guides our daily decision-making. We investigate community needs and expectation and then respond by
providing quality education that is responsive, convenient and affordable.
Innovation sparks our creativity and ensures that the hearts and minds of our students, faculty, staff and administration
are actively engaged in acquiring learning, increasing our knowledge, and leading the community forward.
Diversity is our common bond. Sincere appreciation for and cultivation of differences enriches our lives, the community
and the education we offer. It is a source of our pride and integral to our success.
TCC General Education Goals
Tulsa Community College students will be able to demonstrate:
Goal #1: Critical Thinking
Critical thinking is the ability to use reasoning skills or strategies to analyze, evaluate and integrate information.
Goal #2: Effective Communication
Effective communication is the ability to develop organized, coherent, unified written and oral presentations for various
audiences and situations.
Goal #3: Engaged Learning
Engaged Learning is meaningful participation in civic, scholarly and cultural activities.
Goal #4 Technological Proficiency
Technological proficiency includes knowledge of productivity and communication application tools, electronic research
capability, and discipline-related technologies.
English Discipline Goals
The English Discipline Goals are designed to ensure that graduates of Tulsa Community College English courses have the
skills, knowledge, and attitudes to carry them successfully through their work and their personal lives. English Discipline
Goals relevant to this course include Effective Writing, Informed Discussion, Critical Reading, and Scholarly Research.
Summer 2014 Course Agenda
(subject to change)
June 2
Unit 1
Introductions, syllabus, begin Unit 1
Homework
1. Read and annotate: Literature: Craft and Voice parts of Chap. 1, 2, & 6 (11-15, 20-31, 138-149),
Kate Chopin’s “Story of an Hour” (150-152), Jamaica Kincaid’s “Girl” (162-164), and Susan
Glaspell’s “Trifles” (1005-1014)
2. Write: Write a 400 word minimum discussion board post where you choose two of the three
assigned pieces of literature to write about. For both texts, provide a short summary of the
writing (each summary should be approx. 50 words or less) and response of your own (each
response should be approx. 150 words)
***Remember, a summary just tells what the author wrote - what happened in the
story. When writing a response, you can think about the elements of the story and what is
important about them (i.e. character, plot, conflict, word choice/style, themes,
etc.). Refer to specific words/passages from the text in your response. You might look at
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the questions at the end of the story to help get you started thinking. I’m really asking you
to break down the story and look at different aspects of it (this is called analysis). Really
ask yourself what is important about the story – i.e. are the characters
important? Why? How does the author show the characterizations? How do the
characters grow? Etc. or maybe the language of the story is most important? What kinds
of description and imagery does the author use? How does the dialogue affect the
story? What metaphorical language does the author use (i.e. metaphors, similes,
personification, etc.)? Why are these specific language choices important to the theme,
characters, plot, and other aspects of the story? Etc. There are many different directions
you can go with this prompt. Your response is up to you.
June 4
June 9
June 11
June 16
Unit 2
Discuss literature analysis, the reading and homework assignments, and Essay 1 assignment sheet; FACET
Center presentation
Homework
1. Read and annotate: in Literature: Craft and Voice: Charlotte Perkins Gilman’s “Yellow Wallpaper”
(363-372) and Henrik Ibsen’s A Doll’s House (1345-1393)*Look at the questions after the
story/play and think about how you would answer them. We will discuss them in class.
2. Write: a 250 word response looking at one or two elements (plot, characterization, setting, point
of view, language/style, theme, or symbolism) in one of the two stories. (post on BB discussion
board by class time)*Include examples of the element in the story, discuss how the author uses
that element in whatever way s/he does, and explore why the author would choose to use it in
that way (What is the importance of this element in the story? How does it work on the audience?)
Discuss readings, writing assignment, and essay writing (emphasis on five paragraph essay) and complete
a brainstorming exercise
Homework
1. Read and annotate: Literature: Craft and Voice Chapter 7 (161, 164-185), Chapter 3 (35-63)
2. Complete: first draft of Essay 1 (at least 700 words+ Works Cited page, post on BB discussion
board by class time for peer review)
Discuss readings, peer review Essay 1 draft, and discuss essay issues and MLA style citations
Homework
1. Finish: final draft of Essay 1 (at least 800 words, due Sun. June 15 at 11:59 pm on BB)
2. Finish: revision strategy (at least 100 words) (post on BB discussion board by Sun. June 15 at
11:59 pm)
3. Read and annotate: Literature: Craft and Voice Chapter 17 (560-569), Chapter 27 (922-927), and
the following poems/short essay: Langston Hughes’s “The Negro Speaks of Rivers” (927-928),
“Negro” (928), “Let America be America Again” (930-932), The Negro Artist and the Racial
Mountain” (934-935), “Harlem” (108), and Claude McKay’s “If We Must Die” (938-939) *Be
prepared to discuss and write about these poems in class on June 16 (read them carefully)
Begin Unit 2, discuss poetry analysis, readings, and Essay 2 assignment sheet
Homework
1. Read and annotate: Literature: Craft and Voice Ralph Ellison’s "Battle Royal” (502-510), Alice
Walker’s "Everyday Use" (553-557), ZZ Packer’s “Brownies” (300-313), Toni Cade Bambara’s “The
Lesson” (516-520)
2. Write: 250 word response to one story, looking at one or two elements from the story (plot,
characterization, setting, point of view, language/style, theme, or symbolism) (post on BB
discussion board by class time)*Include examples of the element in the story, discuss how the
author uses that element in whatever way s/he does, and explore why the author would choose to
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June 18
June 23
June 25
Unit 3
June 30
July 2
July 7
July 9
Unit 4
July 14
use it in that way (What is the importance of this element in the story? How does it work on the
audience?)
Discuss readings and writing assignment, brainstorming/outlining exercise
Homework
1. Complete: first draft of Essay 2 (at least 700 words, post on BB discussion board by class time)
Discuss readings, peer review Essay 2 draft, discuss essay issues
Homework
1. Finish: final draft of Essay 2 (at least 800 words, due Wed. June 25 at 11:59 pm on BB)
2. Finish: revision strategy (at least 100 words) (post on BB discussion board by Wed. June 25 at
11:59 pm)
3. Read: Literature: Craft and Voice Chapter 5 (96-136)
Begin Unit 3, attend library research presentation, and discuss reading and Essay 3 Assignment Sheet
Homework
1. Read and annotate: Literature: Craft and Voice Chapter 30 (1003-1004, 1014-1021) and Arthur
Miller’s Death of a Salesman (1278-1341) *Be prepared to discuss the play in class on March 25
2. Write: thoughtful responses to the questions 1-8 and 10-11 after the play (at least a paragraph
for each question) (post on BB discussion board by class time)
Discuss reading and writing assignment and start research
Homework
1. Read: Tim O’Brien’s “The Things They Carried” (426-438)
2. Read: Literature: Craft and Voice Chapter 5 (96-136)
3. Find, print, read, and annotate: 2 sources for Essay 3, at least one of which must be scholarly and
both of which must be credible (post links/citations for sources on BB discussion board by class
time) *Scholarly sources should be from JSTOR, Ebscohost, or another library database. It should
focus on the text you are writing about or discuss the context of the text (i.e. time
period/location/etc.)
Discuss readings and sources and complete a brainstorming/outlining exercise
Complete: first draft of Essay 3 (at least 700 words, post on BB discussion board by class time for peer
review)
Peer review Essay 3 draft, discuss essays with instructor
Homework
1. Finish: final draft of Essay 3 (at least 1000 words, due Mon. July 9 at 11:59 pm on BB assignment
link under Content>Unit 3)
2. Finish: revision strategy (at least 100 words) (post on BB discussion board Mon. July 9 by 11:59)
Begin Unit 4, watch City of God , discuss film, annotated bibliographies, and Essay 4 assignment sheet
Homework
1. Print, read, and annotate: posted text on BB content page (bring to class)
2. Watch: the film you are planning on writing about
3. Write: a 200 word summary of your chosen film (post on BB discussion board by class time)
4. Begin: researching sources to use in Essay 4
Discuss film evaluation (including criteria used to evaluate film), student film summaries, and research
Homework
1. Write: a response to the following prompt:

Read and post the citation information & links (if possible) for at least 3 sources you
might be able to use in your upcoming essay. Be prepared to summarize, discuss, and
write about the sources during class. Remember, sources could include:
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historical/political/social context, film review, scholarly essay, article over the social issue,
film analysis text, interviews with experts, etc. Avoid unreliable and unaccountable
sources (i.e. Wikipedia.com, about.com, etc.)

With each one, write a couple of sentences explaining what these sources say and how
these sources could be useful in your essay.

Create a basic outline (can be informal) for your essay (of course, you can change this
before the final draft but create one to get you started). Be sure you include a working
thesis statement, your topic sentences for each body paragraph, and any details you
want to include.
2. Begin: annotated bibliography (due Mon. July 21)
July 16
Discuss film evaluation and sources
Homework
1. Finish: final draft of annotated bibliography (due on Blackboard by Mon. July 21 by 5:30 on BB
under Content>Unit 4>Annotated Bibliography)
2. Complete: first draft of Essay 4 (at least 1000 words, upload to BB discussion board by 5:30 pm
on Mon. July 21 for peer reviews)
July 21
FINAL DAY OF CLASS; annotated bibliography due; peer reviews
Homework
1. Finish: final draft of Essay 4 (at least 1200 words, due Wed. July 23 at 11:59 pm on BB under
Content>Unit 4>Essay 4)
2. Finish: all revisions for Essays 1, 2, and 3 (due Wed. July 23 at 11:59 pm on BB)
Turn in Essay 4 and revision work (everything due Wed. July 23 by 11:59 pm on BB)
July 23
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