Tulsa Community College—NORTHEAST Campus [Summer 2014]
Communications Services Division
ENGL 1213-291
Ms. Sydney Teel
ENGL 1213-291 (32316): English Composition II
Summer 2014: online (June 2 – July 24)
Contact Info: sydney.teel@tulsacc.edu (preferred), 918-595-7465 (may leave messages)
Office: A-177 (in NE campus FACET Center)
Office Hours:
Mon: 2:00-5:00 pm
Tues: 8:00-12:30 pm & 1:30-6:00 pm
Wed: 2:00-5:00 pm
Thurs: 8:00-12:30 pm & 1:30-6:00 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 at TCC)
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 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
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
Tulsa Community College—NORTHEAST Campus [Summer 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 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 paragraphs, 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% (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 and revision strategies: 5 pts. for each original response and 2.5 points for
each response to peers’ posts=105 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 8 over course of semester = 40 points total
Semester-long Padlet project: 15 points for each check x 3 checks over course of semester = 45 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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

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)
Twice a 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 2b, Week 4b, and Week 6b).
Check 1 will be for reflections over the 1st unit readings, Check 2 will be for reflections over the 2nd unit
readings, etc. You will receive up to 15 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).
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
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

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).
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.
Teaching Methods
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 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 (usually within 24 hours, except weekends and
holidays). Sometimes email does go astray due to human error or technological glitches, so if I haven’t responded within
24 hours during the normal school week (Mon-Thurs), 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.
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 processor, 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.
3.
4.
5.
6.
7.
8.
9.
10.
11.
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
Log onto the class at least 2-3 times a week (every day is best)
Do NOT fall behind in your assignments
ASK for help when you need it
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Communications Services Division
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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 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.
Reviewing Graded Work
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.
Late-work Policy
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.
Revision Policy
Students are allowed to revise any of the first 3 essays (Essay 1, 2, or 3) by the final day of class. 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.
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 (the NEC writing lab offers online tutoring as well). Each
tutoring session or workshop you attend will add 10 points to your final 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).
Attendance Policy
Because this class is online, there is no attendance required on campus. However, you must participate regularly online.
Assignments will be due each Sunday night and Thursday night by 11:59 pm (including twice-a-week assignments on the
discussion board as well as longer term projects, like the 4 major essays). 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
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.
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Classroom Etiquette
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.
Syllabus Changes
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).
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. Since this is an online class, bad weather shouldn’t
affect coursework.
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. 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, be sure to follow basic netiquette and follow Standard Written
English conventions. Communicate clearly and concisely (how you present yourself in email affects how others view
you).
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
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
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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.
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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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.
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. 8 am – 9 pm. A writing tutor is available
during the following hours: Mon. - Thurs. 8 am – 8:45 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.
To Contact the Division Office
Division Name: Communications Services Division
Associate Dean: Jocelyn Whitney
Office: NEC 2389
Phone: 595-7496
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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.
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.
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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)
Week 1a
June 2-6
Unit 1
2 original
posts, 1
reply
(12.5
points)
Introduction, begin Unit 1
Coursework due June 6 (11:59 pm)
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 Assignments > Unit 1 > Week 1a
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, please write a 300 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.
100 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 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.
C. After you write your post, respond to one other student's post with at least a 100 word
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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.
Week 1b
June 6-8
2 original
posts, 1
reply
(12.5
points)
Literature analysis and brainstorming
Coursework due June 8 (11:59 pm)
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 does 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 does 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
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
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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.
Week 2a First draft and peer reviews
June 9-12 Coursework due June 12 (11:59 pm)
First
1. Read and annotate: Literature: Craft and Voice Chapter 7 (161, 164-185), Chapter 3 (35-63)
draft, 2
2. Review: Thesis Statement Tips, Summarizing, Quoting, and Paraphrasing, MLA Guide, and
peer
Transition handouts on BB
reviews
3. Write: your first draft of Essay 1 and 2 peer reviews of other students’ essays:
(25
A. Post your first draft of Essay 1 to the discussion board (save your essay as a .doc or .docx
points)
and attach the file to your post). Your draft needs to be at least 700 words.
B. Read 2 other students' essays and respond fully to the peer review handout (look for
peers' essays that have not been replied to yet, unless every first draft already has 2 peer
reviews. In this case, choose any 2 essays to reply to). Please give 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.
Week 2b
June 13-
Finish Essay 1
Coursework due June 15 (11:59 pm)
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ENGL 1213-291
15
Revision
strategy
(5 points)
Week 3a
June 1619
Unit 2
2 original
posts, 1
reply
(12.5
points)
1. Finish: final draft of Essay 1 (at least 800 words, due Sun. June 15 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.
Poetry analysis
Coursework due June 19 (11:59 pm)
1. Review: Essay 2 Assignment Sheet and Grading Rubric on BB
2. Review: the helpful analysis documents on Blackboard Assignments > Unit 2 > Week 3a
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)
4. Write: 2 original posts and 1 response post:
A. Write at least a 150 word original post answering the following prompt:
 What is important to keep in mind when reading and writing about poetry? What
about when reading and writing about poetry from the Harlem Renaissance? What
ideas from the chapters and/or handouts on BB stood out to you?
B. Write at least a 300 word original post answering the following prompt:
 Choose 2 poems from the reading assignment to write about. Read the poems out
loud (even though you’ve already read the poem at least once) and respond to the
following questions for each poem:
1. What literary elements are important in this poem? (You might think about the
following: narration/POV, setting, language/tone/style, characters, theme, etc.)
2. Focus on the element of language/tone/style in particular. What are the
important language techniques/words/images from the text? (Give at least 23 examples from the text). Why might the author have chosen to use those
words/create those images in the text? How does the language used connect
with other elements in the text? Why is language important in the text?
3. How does the context of the poem (when it was written/published, who wrote it,
the culture/location/time period of the text, etc.) affect the meaning of the
poem?
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. Continue: work on your semester-long Padlet project. Since there are so many shorter poems
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this week, please just choose 2 poems to add to your padlet project. I will not check your Padlet
wall until the end of Unit 2.
Week 3b
June 1922
2 original
posts, 1
reply
(12.5
points)
Week 4a
Short story analysis, brainstorming activity
Coursework due June 22 (11:59 pm)
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” (516520)
2. Write: 2 original posts and one response post:
A. Write a 300 word original response to two stories (at least 150 words about each story),
looking at one element from each story in depth (i.e. characterization, setting, point of
view, language/style, theme, or symbolism)*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? How does it connect to the theme?)
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. Write a 200 word original post to the following brainstorming/freewriting prompt
(remember, you can always change your ideas before you finish the final draft of your
essay):
 In a compare/contrast essay, you'll want to choose 2 poems/stories or characters that
have something in common (otherwise, why would you want to look at the 2 of them
together to begin with? Comparing 2 completely different objects will not offer you
anything important to say about them. At the same time, they need to have
significant differences too, for you to address). To get started thinking about your
paper, answer the following questions:
1. What poems/stories (or what 2 characters from the same story) over the last
2 weeks are you thinking about comparing and contrasting?
2. What makes them a good comparison? How are the two similar?
3. What are some of the differences that you can think of? Just list as many as
you can to brainstorm ideas.
4. Out of these differences, which ones seem most important? What
differences could you write about in depth (to analyze the works/characters)?
5. After looking at these similarities and differences and really thinking about
the two texts, what overall claim could you make about the works? What is
important about the similarities and differences you noticed? This overall
statement can become your thesis statement for the essay (you may end up
adjusting it many times before the final draft of your essay though!)
3. Continue: work on your semester-long Padlet project. Please add your reflections on "Battle Royal,”
"Everyday Use,” “Brownies,” and “The Lesson.” I will not check your Padlet wall until the end of Unit
2.
First draft/peer reviews
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Communications Services Division
ENGL 1213-291
June 2326
First
draft, 2
peer
reviews
(25
points)
Week 4b
June 2729
Revision
strategy
(5 points)
Week 5a
June 30July 3
Unit 3
2 posts, 1
reply
(12.5
points)
Coursework due June 26 (11:59 pm)
1. Review: the helpful essay documents on Blackboard Content > Unit 2 > Week 4a folder
2. Write: your first draft of Essay 2 and complete 2 peer reviews
a. Post your first draft of Essay 2 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.
b. Read 2 other students' essays and respond fully to the peer review handout (look for
peers' essays that have not been replied to yet, unless every first draft already has 2 peer
reviews. In this case, choose any 2 essays to reply to). Please give 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 2
Coursework due June 29 (11:59 pm)
1. Finish: final draft of Essay 2 (at least 800 words, due Sun. June 29 at 11:59 pm on BB assignment
link)
2. Write: a 100 word revision strategy, after looking at your peer reviews (post on BB discussion
board). 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 2 poems,
"Battle Royal,” "Everyday Use,” “Brownies,” and “The Lesson.” 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 2.
Read Death of a Salesman
Coursework due July 3 (11:59 pm)
1. Review: Essay 3 Assignment Sheet and Grading Rubric on BB
2. Review: the helpful analysis documents on Blackboard Assignments > Unit 3 > Week 5a
3. Read and annotate: Literature: Craft and Voice Chapter 5 (96-136), Chapter 30 (1003-1004, 10141021) and Arthur Miller’s Death of a Salesman (1278-1341) *you can find videos of film & stage
versions online too if you’d like to see parts of the play acted
4. Write: 2 original posts and 1 response post:
a. Write thoughtful responses in an original post to the questions 1-8 and 10-11 after the
play.
b. Write at least a 250 word original post answering the following prompt: Which literary
elements are most important in the play? What is important about these elements? Find
specific instances in the text to back up what you have to say. You could write about any
of the following (here are some questions to get you started thinking too):
 Plot - What is the major plot of the play? 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.
 Character - who are the main characters? How are they depicted in the
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Week 5b
July 4-6
2 posts, 1
reply
(12.5
points)
play? What aspects of the play 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 play? Etc.
 Setting- What is the setting of the play (location, context, time, culture,
etc)? What role does the setting have on the play? Why might the author have
chosen this particular setting? Etc.
 Language, tone, and style (including symbolism) - How would you describe the
tone and style of the play? 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 play use? What do these
instances of imagery and figurative language add to the play? 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.
 Theme - What is the theme of the play? (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.
c. After you write your post, respond to one other student's post (about the elements in the
play) 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 reading.
5. Continue: work on your semester-long Padlet project. Add one entry on Death of a Salesman this
week. I will not check your Padlet wall until the end of Unit 3.
Read “The Things They Carried” and start research
Coursework due July 6 (11:59 pm)
1. Read and annotate: Tim O’Brien’s “The Things They Carried” (426-438)
2. Find, read, and annotate: 2 sources for Essay 3, one of which needs to be scholarly from a library
database or a print book from the library (http://library.tulsacc.edu) *At least one source should
be from JSTOR, Ebscohost, or another library database and both sources should focus on the text
you are writing about or discuss the context of the text (i.e. time period/location/etc.). If you have
trouble finding sources, please let me know or talk to a TCC librarian. In person, they will sit down
with you and help you search for what you need. Also, they have an online chat feature on their
website, if you need help from home (http://library.tulsacc.edu). The other source you include
doesn’t have to be from the library, but it still must be credible. When evaluating whether the
source is credible, ask yourself the following questions (and others you can think of): who is the
author? What authority does the author have in this subject area? What is the site that is
sponsoring this information? What authority do they have in this area? What is the purpose of
this article? How professional are the writing, layout, images on the site? Etc.)
3. Write: 2 original posts and 1 response post:
a. Write at least a 150 word original post responding to “The Things They Carried.” What
themes are important in the story? What literary elements are important in helping build
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Communications Services Division
ENGL 1213-291
Week 6a
July 7-10
First
draft, 2
peer
reviews
(25
points)
Week 6b
July 1113
1 revision
strategy
(5 points)
those themes? (You can consider language/tone/style, characters, narration/POV, plot,
and/or setting. Which elements do you think are most important in the story? Why?)
b. Write at least a 250 word original post about the sources you found.
 First, tell us a little about what you want to write about in Essay 3. Which literary
work are you going to focus about? What do you want to focus on within that
work (e.g. what element(s) you want to focus on)? Why did you make those
choices?
 Then, write the MLA citation information for the 2 sources you found (be sure you
include the names of the articles and the authors).
 Then, write about each one: What are these 2 sources about? Are they going to
be useful for your own essay? Why or why not? What can you use from them in
your own essay? Do you agree with the author’s argument? Why or why not?
Etc.
c. Write a 100 word response to one other student’s post (about their sources). Do you
think these sources are good for your peer’s topic? Why or why not? Are they credible?
Why or why not? Are there any other types of sources your peer could use for his/her
topic? Give any advice you can.
4. Continue: work on your semester-long Padlet project. Add one entry on “The Things They
Carried” this week. I will not check your Padlet wall until the end of Unit 3.
Essay 3 peer reviews
Coursework due July 10 (11:59 pm)
1. Review: the helpful essay documents on Blackboard Content > Unit 3 > Week 6a folder
2. Write: your first draft of Essay 3 and complete 2 peer reviews
a. Post your first draft of Essay 3 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.
b. Read 2 other students' essays and respond fully to the peer review handout (look for
peers' essays that have not been replied to yet, unless every first draft already has 2 peer
reviews. In this case, choose any 2 essays to reply to). Please give 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.
Essay 3 final draft due
Coursework due July 13 (11:59 pm)
1. Finish: final draft of Essay 3 (at least 800 words, due Sun. July 13 at 11:59 pm on BB assignment
link)
2. Write: a 100 word revision strategy, after looking at your peer reviews (post on BB discussion
board). 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 Death of a
Salesman and “The Things They Carried.” 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 3.
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ENGL 1213-291
Week 7a Begin Unit 4 on film and evaluation
July 14- Coursework due July 17 (11:59 pm)
17
1. Read and review: Essay 4 assignment sheet, handout on evaluation arguments (and, if you want,
Unit 4
any of the helpful handouts on research) posted text on Blackboard Assignments > Unit 4 > Week
2 original
7a folder
posts, 2
2. Watch: the film you are planning on writing about
replys (15
3. Find and read: at least 3 possible sources for Essay 4 *Remember, sources could include:
points)
historical/political/social context, film review, scholarly essay, article over the social issue, film
analysis text, etc. Avoid unreliable and unaccountable sources (i.e. Wikipedia.com, about.com,
etc.)*
4. Write: 2 original posts and 1 reply post:
a. Write a 200 word summary of your chosen film assignment
b. Write a 200 word response to the following questions:
 1) What kind(s) of social commentary does the film make? Why did you choose
to write about this film? What interests you about it?
 2) What criteria will you use to evaluate the film? What qualities are important
for an effective social commentary to have? What qualities are needed in an
effective film (in general)? You may come up with a list of many criteria, but
which ones are most important for you to focus on in your essay? (You probably
don’t want to use more than 3-5 main criteria to focus on in your essay.
Otherwise you may not be able to really analyze the film in depth)
 3) What do you like about the 3 sources you’ve found so far? Tell a little about
each one. How can you use these sources as support for your evaluation
argument?
c. Write two 100 word responses to other students’ posts (about their essay ideas). Do you
think these ideas will work? Do you have any advice for your peers? Do you think their
sources are good for their topics? Why or why not? Are they credible? Why or why not?
Are there any other types of sources your peers could use for their topics? Give any
advice you can.
Week 7b Complete annotated bibliography and first draft of Essay 4
July 18- Coursework due July 20 (11:59 pm)
20
1. Read and review: the annotated bibliography example and informational handouts (and any of
First
the helpful essay documents you’d like to look over) posted on Blackboard Assignments > Unit 4 >
draft, 2
Week 7b folder
peer
2. Finish: annotated bibliography (at least 5 entries, including your film, and 100 words written
reviews
about each source, due on Blackboard by Sun. July 20 at 11:59 pm on Assignments > Unit 4 >
(25
Week 7b folder)
points)
3. Write: your first draft of Essay 2 and complete 2 peer reviews
a. Write and post your first draft of Essay 4 (at least 1000 words) to BB discussion board
Week 7b thread.
b. Read 2 other students' essays and respond fully to the peer review handout (look for
peers' essays that have not been replied to yet, unless every first draft already has 2 peer
reviews. In this case, choose any 2 essays to reply to). Please give 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.
18
Tulsa Community College—NORTHEAST Campus [Summer 2014]
Communications Services Division
ENGL 1213-291
Week 8
July 2124
Peer reviews, turn in Essay 4 and revision work (everything due Thurs. July 24 by 11:59 pm on BB)
Coursework due July 24 (11:59 pm)
1. Finish: final draft of Essay 4 (at least 1200 words, due Thurs. July 24 at 11:59 pm on BB under
Assignments>Unit 4> Week 8 folder)
2. Finish: all revisions (due Wed. July 23 at 11:59 pm on BB to the original essay assignment links)
19