Tulsa Community College—NORTHEAST Campus [Spring 2014]
Communications Services Division
ENGL 1213-291
TCC Outlook Email Site: outlook.com/tulsacc.edu (You must be able to login in and check your email on a regular basis.
You will use this email address to send me email and to receive email from me.)
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
Successful completion of ENGL 1113 or AP/CLEP credit.
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.
Author:
Title:
Publisher:
ISBN:
Nicholas Delbanco, Alan Cheuse
Literature: Craft & Voice, 2 nd ed.
McGraw-Hill, 2012
978-0-07-338492-4
Author:
Title:
Publisher:
ISBN:
Jane Aaron
Little, Brown Essential Handbook, 7th ed.
Pearson, 2011
978-0-205-71876-4
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Tulsa Community College—NORTHEAST Campus [Spring 2014]
Communications Services Division
ENGL 1213-291
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.
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.
A ----------89.5 - 100% (895-1000 pts.)
B ----------79.5 – 89.49% (795-894 pts.)
C ----------69.5 – 79.49% (695-794 pts.)
D ----------59.5 – 69.49% (595-694 pts.)
F ----------59.49% and below (594 pts. and below)
Discussion board: 250 points possible (25% of final grade)
Regular discussion board prompts: 5 pts. for each original response and 2.5 points for each response to peer =
130 points total
Essay 1, 2, 3 & 4 first drafts: 15 points each x 4 times over course of semester = 60 points total
Peer review responses: 5 points each x 6 over course of semester = 30 points total
Semester-long Padlet project: 10 points for each check x 3 checks over course of semester = 30 points
Essay 1: 150 points (15% of final grade)
Essay 2: 150 points (15% of final grade)
Essay 3: 200 points (20% of final grade)
Essay 4: 200 points (20% of final grade)
Annotated Bibliography: 50 points (5% of final grade)
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Tulsa Community College—NORTHEAST Campus [Spring 2014]
Communications Services Division
ENGL 1213-291

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)

Each week, I will assign discussion board posts that will have specific prompts for you to respond to. The grades for discussion board posts will be added to the gradebook week-by-week. With the semester-long
Padlet project, you will create a Padlet wall (from padlet.com) for this class and copy the URL to the corresponding discussion board post. You will add a quote/image/video/link to your Padlet and offer a short reflection (of 2-4 sentences) for each of the short stories, poems, and plays that are assigned. I will check the semester-long Padlet project after each of the first 3 units (after Week 4, Week 8, and Week 12). Check
1 will be for reflections over the 1 st unit readings, Check 2 will be for reflections over the 2 nd unit readings, etc. You will receive up to 10 points for each check. I do not accept late work for the discussion board posts, so be sure to finish and post them early (to avoid technology problems at the last minute).
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
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Tulsa Community College—NORTHEAST Campus [Spring 2014]
Communications Services Division
ENGL 1213-291

Semicolon Separating an Independent and a Dependent Clause

Excessive Errors in Spelling and Punctuation
*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).
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.
This course is totally online. Strategies include the following: reading resources linked to the Internet, brief lectures with assignment instructions; project and process-oriented individual and collaborative projects; use of the discussion board; use of the Internet; and emails between individual students and the professor.
NOTE: This Internet class demands that the student be self-motivated and self-disciplined. You are responsible for keeping up with the schedule, assignments, and exams. I will be contacting you throughout the semester by email, and
Blackboard is available at all times. I answer email as quickly as possible (within 48 hours, except for Spring break).
Sometimes email does go astray due to human error or technological glitches, so if I haven’t responded within 48 hours, please try to contact me again. In the email message, please include your full name and the name of the course you are taking. All students have a TCC email account and should check it regularly for news/announcements and for writing the professor. For more information on your TCC email account, see the link here: http://www.tulsacc.edu/office365/students.
3.
4.
5.
6.
7.
8.
TCC Distance Learning Office requires that you take an Internet Orientation. Students who enroll in this online
Composition II should have basic computer skills, including the knowledge of how to use a word process, save files, send email (along with attachments if necessary), navigate the internet and use search engines, etc.
What You Should Understand About Internet Classes
1.
2.
Be realistic about the amount of time required to do the coursework
Plan to spend 3 to 5 clock hours for every credit hour
Schedule class time as if you were attending class on-campus
Turn in your work ON TIME
Online is NOT easier!
This online class has deadlines and penalties for late work
Participate actively in the class
Use e-mail and the discussion boards to communicate often with your instructor and other
classmates
9. Log onto the class at least 2-3 times a week (every day is best)
10. Do NOT fall behind in your assignments
11. ASK for help when you need it
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Tulsa Community College—NORTHEAST Campus [Spring 2014]
Communications Services Division
ENGL 1213-291
You must submit all discussion board posts to the discussion board and all major assignments to the corresponding assignment links under the appropriate week on the Assignment 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. Also, I use Blackboard for all of my classes, both online and on-campus, so include your class information.
If your personal computer crashes or is otherwise unavailable, that does not absolve you of your work in this online class. HAVE A BACKUP PLAN. TCC provides computer labs on all four campuses; as an online student, you may work in those computer labs. Public libraries also offer limited access to computers with Internet connection. TCC also has an agreement with OSU-Tulsa for TCC students to use computers and the library at OSU-Tulsa. Check with OSU-Tulsa for the hours: http://www.osu-tulsa.okstate.edu/library/Hours.htm, or 918/594-8130.
After I have graded your major assignments, please read my comments to help you in future revisions and other assignments. I try to offer a significant amount of feedback to help you.
Class participation work is not accepted after the due date. The four major essays and the annotated bibliography 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 an 83). Please turn in work on time to get the best grade you can.
Please note: If you need to turn in an essay late, post the electronic copy on Blackboard as you would any essay.
Students are allowed to revise any of the first 3 essays (Essay 1, 2, or 3) by the final day of class (Fri. May 9). The revised essay score will replace the original essay score. 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 in the appropriate assignment link.
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 (the NEC writing lab offers online tutoring as well). Each tutoring session or workshop you attend will add 10 points to your grade. Be sure the writing center sends me documentation that you attended. You may earn this extra credit up to 3 times during the semester (for a total of 30 points).
Because this class is online, there is no attendance required on campus. However, you must participate regularly online.
Most assignments will be due each Monday night by 11:59 pm (including weekly assignments on the discussion board as well as longer term projects, like the 4 major essays). In addition, peer reviews for the first 3 major essays will be due on the discussion board by Thursday night at 11:59 pm on the week they are due. It is essential for you to stay on track and complete your assignments each week to be successful in this class. I understand that (rarely) sometimes an emergency might happen in a student’s life. If there is an emergency in your life that will prevent your completion of an
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Tulsa Community College—NORTHEAST Campus [Spring 2014]
Communications Services Division
ENGL 1213-291 assignment, you must contact me as soon as possible to discuss possible options. If you do not contact me, I will have no idea what’s going on and you may receive a grade you do not like.
Open and mutually respectful communication of varied opinions, beliefs, and perspectives during 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 involves 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.
Occasionally, changes to the syllabus or course agenda may be necessary. Students will be notified of any changes to the syllabus on blackboard (in the announcement section and on the syllabus).
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. Since this is an online class, bad weather shouldn’t affect coursework.
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. I answer email as quickly as possible (within 48 hours, except for Spring break). Sometimes email does go astray due to human error or technological glitches, so if I haven’t responded within 48 hours, please try to contact me again. In the email message, please include your full name and the name of the course you are taking. All students have a TCC email account and should check it regularly for news/announcements and for writing the professor.
Note: When writing emails to any of your instructors, please follow basic netiquette and follow Standard Written English conventions. Communicate clearly and concisely (how you present yourself in email affects how others view you).
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
Center (EAC) at eac@tulsacc.edu or call (918) 595-7115 (Voice). Deaf and hard of hearing students may text (918) 809-
1864.
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
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Tulsa Community College—NORTHEAST Campus [Spring 2014]
Communications Services Division
ENGL 1213-291 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.
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.
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.
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.
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Tulsa Community College—NORTHEAST Campus [Spring 2014]
Communications Services Division
ENGL 1213-291
Note: 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.
Note: Students in online courses who remain inactive for two weeks may be administratively withdrawn (AW) from the course. Receiving an AW may permanently affect financial aid for the rest of your life. Inactivity means the student has not participated in discussion, been in touch with the instructor by email, and/or submitted assignments.
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 Spring 2014 hours are as follows: Mon. – Thurs. 8 am – 9 pm, Fri. 8 am – 6 pm, & Sat. 9 am - 3
pm. A writing tutor is available during the following hours: Mon. - Thurs. 8 am – 8:45 pm, Fri. 8 am – 4:45 pm, & Sat. 9 am – 2:45 pm.
Students have access to a writing tutor on all TCC campuses, but you do not need to make an appointment to see one at the NE campus FACET Center. Go to a writing center for in-person help if at all possible. However, if you cannot meet with the tutor in person, as an online student, you can email NE campus tutors for help. Email questions about your essay to necwriting@gmail.com
and the writing specialists in the NEC FACET Center will help. You must email thirty-six hours ahead of your need for help.
Online tutoring is also available from SMARTHINKING; see the link on the left side of the screen when you log into Bb.
Division Name: Communications Services Division
Associate Dean: Jocelyn Whitney
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Tulsa Community College—NORTHEAST Campus [Spring 2014]
Communications Services Division
ENGL 1213-291
Office: NEC 2389
Phone: 595-7496
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.
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.
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.
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.
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.
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Tulsa Community College—NORTHEAST Campus [Spring 2014]
Communications Services Division
ENGL 1213-291
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.
Week 1
Jan 13-20
Unit 1
Introduction, begin Unit 1
Assignments due Jan 20
1.
Review: Essay 1 Assignment Sheet and Grading Rubric on BB
2.
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) *Look at the questions after the story/play and think about how
you would answer them.
3.
Review: Literary Elements handout on BB
4.
Write: 2 original posts and one response to another student’s post:
A.
Write an introduction of yourself on the discussion board (include at least your name, year in school, major (or what major you are contemplating/leaning towards), your hometown, your hobbies/interests, your favorite TV show or movie (and why!). Also, add a little creativity to your post by finding at least 1 image that you think describes you and your personality (you can find an image from Google that you think fits you well and it can be symbolic or literal). Be sure to explain why that image fits you, so the class can get to know you better. After providing this information, please write a paragraph describing how you see yourself as a writer. What experience do you have? What areas of writing do you feel stronger in? In what areas do you need work? What gives you trouble? What types of writing do you enjoy? Etc.
B.
After reading the assigned texts for class on 1/27, please 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
(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 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 characterizations 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
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Tulsa Community College—NORTHEAST Campus [Spring 2014]
Communications Services Division
ENGL 1213-291
Week 2
Jan 21-27 other aspects of the story? Etc. There are many different directions you can go with this prompt. Your response is up to you.
C.
After you write your post, respond to one other student's post with at least a 100 word
response (try to choose a student who has not already had another student respond to his/her post, unless everyone else already has a response). Feel free to make connections to the other student's post, ask questions to further everyone's thinking, or add your own commentary in whatever way you can to further the discussion about the readings. These response posts are pretty open and you can discuss any issue you want to about the readings.
5.
Get started: on your semester-long Padlet project (where you post a short reflection on each short story/poem/play we read in class to a padlet.com wall). You can find the instructions in the
“Assignments” tab. I recommend you work on this project as you read the texts (so they will be fresh on your mind). Start with your reflections on "Story of an Hour," "Girl," and Trifles. Copy and paste your URL for your padlet.com wall on the discussion board thread "Semester-Long
Padlet Project." I will not check your Padlet wall until the end of Unit 1 (after Week 4).
Literature analysis and brainstorming
Assignments due Jan 27
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.
2.
Review: 5 Paragraph Essay Outline handout and Body Paragraph Outline handout on BB
3.
Write: 2 original posts and one response to another student’s post:
A.
Choose either "The Yellow Wallpaper" or A Doll's House to discuss and write about. Your response should be at least 250 words. Look at each of the following elements within your chosen work and write about the importance of each element in the story (use specific references to the text and add your own commentary). Feel free to use my questions as a jumping off point to your writing about each element.
1) Plot - What is the major plot of the story? What kind of conflict does the author develop? Why are specific plot points important? What choices did the author make and why? How does the plot affect the theme and other elements of the story? Etc.
2) Character - who are the main characters? How are they depicted in the story? What aspects of the story help you understand their characterization? How do they grow and change (or why do they remain the same)? Why does their characterization matter? How does the characterization affect other elements of the story? Etc.
3) Setting- What is the setting of the story (location, context, time, culture, etc)? What role does the setting have on the story? Why might the author have chosen this particular setting? Etc.
4) Point of view - Who is the narrator of the story? What point of view does the story have? Why did the author choose this particular POV/narrator? How does it impact the other elements of the story? Etc.
5) Language, tone, and style (including symbolism) - How would you describe the tone and style of the story? Look at specific examples from the text. What kinds of imagery (description using the 5 senses) and figurative language (i.e. personification, metaphor, simile, etc.) does the story use? What do these
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Tulsa Community College—NORTHEAST Campus [Spring 2014]
Communications Services Division
ENGL 1213-291
Week 3
Jan 28 -
Feb 6 instances of imagery and figurative language add to the story? How does the author develop a certain style or tone? What passages in the text help us see that? Why do the tone and style matter? What symbols are used in the story? Look at specific examples from the text and explain how they are symbols. What do they symbolize? Why would the author use these particular symbols? Etc.
6) Theme - What is the theme of the story? (or, in other words, what kind of commentary is the author trying to make?) Is it explicit or implicit? How do you know? What parts of the story help to illustrate this theme? Etc.
B.
After you write your post, respond to one other student's post with at least a 100 word
response (try to choose a student who has not already had another student respond to his/her post, unless everyone else already has a response). Feel free to make connections to the other student's post, ask questions to further everyone's thinking, or add your own commentary in whatever way you can to further the discussion about the readings. These response posts are pretty open and you can discuss any issue you want to about the readings.
C.
Start thinking about what you plan to write your essay over (if you haven't started yet). Which work might you want to write about? What is the theme of that story/play
(as you interpret it)? What major elements stick out to you in the text? What is important about those elements in the text? How do those elements help illustrate the theme? What specific examples would you want to use? Write as much as you can think of to help get you started thinking about your upcoming essay. Your post needs to be at least 250 words. Keep in mind that this post is just a brainstorming activity and you can change your ideas completely before the final draft of Essay 1.
Stories/plays to choose from: "Story of an Hour," "Girl," Trifles, "Yellow
Wallpaper," or A Doll's House
4.
Continue: work on your semester-long Padlet project. I recommend you work on this project as you read the texts (so they will be fresh on your mind). You can now add your reflection on A
Doll's House and "The Yellow Wallpaper." Be sure your URL for your padlet.com wall is posted on the discussion board thread "Semester-Long Padlet Project." I will not check your Padlet wall until the end of Unit 1 (after Week 4).
First draft and peer reviews
Homework
1.
Read and annotate: Literature: Craft and Voice Chapter 7 (161, 164-185), Chapter 3 (35-63)
2.
Review: Thesis Statement Tips, Summarizing, Quoting, and Paraphrasing, MLA Guide, and
Transition handouts on BB
3.
Write: 1 original discussion board post, your first draft of Essay 1, and 2 peer reviews of other students’ essays:
A.
After completing the readings for this week, please write at least 150 words discussing what ideas/concepts were most important from Chapters 3 and 7. Did you find the readings useful? Why or why not? Refer to specific passages.
B.
By Feb 3 at 11:59 pm, post your first draft of Essay 1 to the discussion board (save your essay as a .doc or .docx and attach the file to your post). Your draft needs to be at least 700 words.
C.
By Feb 6 at 11:59 pm, read 2 other students' essays and respond fully to the peer review
handout attached (look for peers' essays that have not been replied to yet). Please give
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Tulsa Community College—NORTHEAST Campus [Spring 2014]
Communications Services Division
ENGL 1213-291
Week 4
Feb 7-10 your peer as much advice as you can think of. When you are finished with each peer review, save them to your computer, click "reply" on your peers' original posts and attach your peer reviews. Be sure to read through the peer reviews your peers complete for you before you turn in your final draft and your revision strategy.
Finish Essay 1
Homework
1.
Finish: final draft of Essay 1 (at least 800 words, due Mon. Feb 10 at 11:59 pm on BB)
2.
Write: a 100 word revision strategy, after looking at your peer reviews. A revision strategy discusses what you plan on revising in your essay before the final draft. What issues did your peers notice during the peer reviewing process? Does their advice help you? What problems do you see in your essay? What things do you like about your essay? What revisions are you going to consider before you turn in the final draft? You can discuss organization, word choice, thesis statement/topic sentences, paragraph development, introduction/conclusion, etc. (basically, anything having to do with writing the essay).
3.
Be sure: your semester-long Padlet project is up-to-date. You should have a post on "Story of an
Hour," "Girl," Trifles, A Doll's House, and "The Yellow Wallpaper." Be sure your URL for your padlet.com wall is posted on the discussion board thread "Semester-Long Padlet Project." I will check your Padlet wall at the end of Unit 1 (Week 4).
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