ENGLISH 1301 CALENDAR- Spring 2015
Instructor: Dr. Vali B. Karr
E-mail: vali.karr@hccs.edu
Off. Hours: by appointment
CRN # 43778
Room B 139
Sat. 8:30-11:30a.m.
Textbooks and Other Materials:
McQuade, Donald, and Robert Atwan, eds. The Writer’s Presence: A Pool of Reading, 7th ed., 2012. ISBN:
978-0-312-67262-1 (WP)
Maimon, Elaine P., Janice H. Peritz, and Kathleen Blake Yancey. The McGraw-Hill Handbook, 3rd ed. Boston: McGraw-Hill,
2011. http://connect.mheducation.com/class/vkarr_43778 (MH)
Comp 1 Study Guide: The Process of Writing. Ed. Deanne Schlanger. ( Available through the McGraw Hill website for $20)
http://textflow.mcgraw-hill.com//assets/0077777891/HCC%20Study%20Guide.pdf (SG)
You have the option of printing pages, sections, or all of the Study Guide from a pdf file inside the McGraw-Hill
Handbook: after you register and every time you sign in, you can click on the McGraw-Hill Handbook. Then go to
“book Contents.” Study Guide is above the table of contents. You can order hard copies of the Study Guide, or
the McGraw-Hill Handbook online, too, ($20 for both, $10 for the Study Guide, and $15 for the
MGH Handbook, if ordered separately).
Grade Percentages:
Narrative essay
Midterm Essay
Movie Review
Oral Report
Mini Library/Research Paper
Final Essay Exam
Conduct and group work
Instructor’s choice
(10%) (On Childhood memories, personal experience, etc.)
(10%) (In class, on gender or education issues discussed on the panel)
(10%) (Review of a documentary or feature film viewed and discussed in class)
(10%) (Highly structured oral presentation on the topic assigned by instructor)
(20%) (Fully documented paper, on oral presentation topic)
(15%) (In class, topics assigned)
(10%) (Good attitude, attendance, and group work)
(15%) (Completion of the 3-part McGraw-Hill Connect program: (1.Pre-Test, 2.
LearnSmat Achieve (LSA), and 3. Post-Test)(Start with the Pre-test even though
on the webpage it appears on the second row.)
Course Description:
“A course devoted to improving the student's writing and critical reading. Writing essays for a variety of purposes from
personal to academic, including the introduction to argumentation, critical analysis, and the use of sources. Core Curriculum
Course.” 3-credit course (HCCS Catalog)
Prerequisites:
A satisfactory assessment score for native speakers, completion of ENGL 0310 or ENGL 0349 for non-native speakers.
High Priority Assignments:
During the first week, you will be asked to sign up for McGraw-Hill Connect Composition 2.0 not only to gain access to
Connect shell resources, including the Handbook (MH) and the Study Guide (SG) we use in this class but also to complete
Connect Composition 2.0’s adaptive diagnostic, which measures your proficiency in grammar and editing skills. Then, based
on your test performance, the program generates a personalized learning plan (PLP) for you which aims at enhancing writing
proficiency in the needed areas and which has to be worked on consistently over a better part of the course period.
http://connect.mheducation.com/class/vkarr_43778 Please use your HCC e-mail account to register first, NOT Sign in. If you
do not have an HCC e-mail account, click http://www.hccs.edu/district/students/student-e-maileagle-id/generalinformation/#d.en.178256 (The first time you log in your User ID will be your W-number or student number. Your first
time password will be your birth date: mm/dd/yyyy. Change your password to something only you will remember once
you are logged in). Your e-mail address is firstname.lastname@student.hccs.edu and will have a number attached to your
last name in case there are students with similar last name.
Once you enter your exact HCC email; McGraw-Hill will recognize you as a properly registered student in this course. Then
you can enter the site and explore it. After you are through checking the features, exit and sign back in. If, at any time you
experience a technical issue, please contact McGraw-Hill’s Tech Support by calling (800-331-5094, Tues. –Thursday: 8AM –
11PM, Friday: 8AM – 6PM, Sunday: 6PM – 11PM Central Time) or by sending an e-mail (http://mpss.mhhe.com/). Either
way, do not forget to ask for a case number for future reference.
Learning Web:
You will need to check the class calendar on HCC’S Learning (Please bookmark it or put on your favorite for easy reference) as
well as your HCC email account on a regular basis to keep updated about the changes (dates or assignments).
This course focuses on the writing process, which includes generating ideas, drafting, revising, edition and self-evaluation.
Throughout the semester, we will explore the basic tools essential for the development of clear, concise writing, such as thesis
development, organization, and the creation of effective transitions. By the end of the semester, you will have grown
increasingly sensitive to identifying your audiences and to the rhetorical devices that will be most suitable for addressing them
in your writing. You will develop traditional research and documentation skills that will be important in 1302 and in your upper
level curriculum. Writing, reading and thinking go hand in hand. To become good writers, you need to learn how to read with
precision and then methodically respond to what you’ve read. You will learn to look at issues critically rather than readily
accepting them merely because they appear in print; and then to arrive at an informed decision or opinion. You will learn how
to articulate that opinion in written and verbal formats and to affect your audience. The critical and analytical skills you develop
will serve you throughout your academic and professional careers and enable you to express yourself clearly and effectively.
Our class will mimic, in so many ways, the real world in the sense that students will be expected to participate
professionally—be on time, stay engaged the entire class period, be prepared to discuss assigned material, meet deadlines,
collaborate, and work fairly and honestly. Talking to classmates about things other than the discussion focus is rude and will
not be tolerated. Likewise, reading outside materials (books, magazines, textbooks), working on assignments for other classes,
using a cell phone or other electronic device, or other non-class related activities are not allowed, and you will be penalized
points for doing so.
Absences: Attendance will be checked daily. Coming in late or leaving early will constitute a tardy. Excessive tardies will
not be tolerated. “Excessive” is defined as more than two tardies. All tardies (in minutes and hours) will be recorded online
and counted toward your excused absences. Tardies will have an effect on the grade you receive for the course (i.e. the work
you miss, such as class activities, assignments, etc. will be deducted from your final grade average). Please make an effort to
be on time to avoid losing points and disrupting the class. Your absences over the allowed limit of 12.5% (6 ½ hours) will
definitely affect your course grade. If you intend to withdraw, you must do so by the official date given above. Failing to do
so will result in receiving an “F” for the course grade.
According to HCCS policy, if a student is reported absent more than 12.5% of class (6 hours), he or she may be
administratively dropped from the course. Please do not call the campus staff about absences or any other class matters,
including emergencies that force you to turn in late work. You are allowed to miss a class or two for emergencies, but
remember, no matter how legitimate or justifiable your reasons for missing class or delayed work might be (car accidents,
weddings, death in the family, etc.), when not in class, you cannot ask your instructor to mark you present or to exempt you
from the late work policy described below, especially if, for any emergency reason, you manage to show up only a few
minutes before class is dismissed. Again, if you should miss class for any reason, it is your responsibility to make up the work
you missed. It is also strongly recommended that you obtain the phone number of a classmate to aid you in this situation.
Library:
The HCC Libraries offer assistance in finding and documenting resources. If you would like help with research, you may
contact the librarian at 713-718-5747.
Manuscript Guidelines:
For out-of-class essays, please follow these guidelines: 1) Print your paper on 8 1/2 x 11” paper. 2) Use 12pt. Times New
Roman. No bold typing. 3) Double space with 1” margins all around. 4) One inch from the top of the first page only, on the
upper right-hand corner, give the following single spaced items: A. your name, B. course title and instructor’s name within
parenthesis, C. title of the assignment, and D. due date, and date of submission. 5) Type your name in the upper right-hand
corner of the ensuing pages, and 6) If you use various sources, follow the MLA documentation rules. Check out The McGrawHill Handbook online for the guidelines. For example, if you use an Internet article, you need to give the author’s name, title, date
of publication, posting, etc., in a special order.
Withdrawal and Repeat Policy:
Beginning Fall, 2007, the Texas Legislature passed a law limiting first time entering students to no more than six total course
withdrawals throughout their academic career in obtaining a certificate or baccalaureate degree. Penalties will be imposed on
students who drop courses excessively. For example, if you repeat the same course more than twice, you will have to pay extra
tuition. If you intend to withdraw, you must do so by the official date. If you do not withdraw before the deadline, you will
receive the grade that you are making as the final grade. This grade will probably be an “F.” Check out the last day to withdraw
from this course to receive a safe “W,” instead of an “F.” However, it is advisable that you confer with me, an HCC counselor,
or HCC Online Student Services to learn what, if any HCC interventions might be offered to assist you to stay in class and
improve your performance or your attendance rate. Such interventions could include tutoring, child care, financial aid, and job
placement.
Repeat Course Fee
Students who enroll for most classes for three or more times will be charged an additional fees per semester credit hour
International Students:
Receiving a “W” in a course may affect the status of the student visa. Once a “W” is given for the course, it will not be changed
to an “F” because of the visa consideration. Please contact the International Student Office at 713-718-8520 if you have any
questions about your visa status and any other transfer issues.
Late Work: Late assignments will be penalized five (-5) points for every class; emergencies are no exceptions. All
assignments are required to be turned in at the beginning of the class when they are due. Your due date will be posted on our
class syllabus. Occasionally, the due dates on the syllabus may be adjusted, so please check the Learning Web’s updated
version of the class syllabus about the latest deadline date changes.
No late papers will be accepted more than two weeks late. Please arrange a brief conference with me to discuss the reasons for
any late papers. I keep the original copy of your papers for my own files; you should always save another copy in case we need
one. The English Department regards a two week turnaround for the return of major essays an appropriate timeframe.
Academic Honesty and Plagiarism Policy:
According to the Student Handbook for the Houston Community College System, “Students are responsible for conducting
themselves with honor and integrity in fulfilling course requirements. Penalties and/or disciplinary proceedings may be initiated
by College System officials against a student accused of scholastic dishonesty. ‘Scholastic dishonesty’ includes, but is not
limited to, cheating on a test, plagiarism, and collusion.
Plagiarized papers or projects will receive a grade of “0” (zero) -- no exceptions. Cheating or collusion will also result in a
grade of “0” (zero) on that paper or project. Plagiarism or collusion on a second major assignment will result in a zero in the
course. Students need to be aware that the instructor will be utilizing plagiarism software and internet sources to check student
work for potential plagiarism.
Link to 2014-2015 Student Handbook: http://www.hccs.edu/district/students/student-handbook/
All students are responsible for following the rules and guidelines related to student conduct as outlined in the HCC Student
Handbook.
Cheating on a test includes:
-- Copying from another student’s test paper;
-- Using materials during a test that are not authorized by the person giving the test;
-- Collaborating with another student during a test without authority;
-- Knowingly using, buying, selling, stealing, transporting, or soliciting in whole or part of a test;
-- Bribing another person to obtain a test that is to be administered.
Plagiarism” means the appropriation of another’s work and the unacknowledged incorporation of that work in one’s own
written work offered for credit.
Collusion” means the unauthorized collaboration with another person in preparing written work offered for credit.” Please note
the possible consequences of such dishonesty, as stated in the Student Handbook: Punishments for academic dishonesty may
include a grade of “0” or “F” for the particular assignment, failure in the course, and/or recommendation for probation or
dismissal from the College System (35).
Recording Devices and Use of Cameras
“Use of recording devices, including camera phones and tape recorders, is prohibited in classrooms, laboratories, faculty offices,
and other locations where instruction, tutoring, or testing occurs. These devices are also not allowed in campus restrooms.
Students with disabilities who need to use a recording device as a reasonable accommodation should contact the Office for
Students with Disabilities for information regarding reasonable accommodations.” (Official HCCS statement)
To establish the best learning environment in the class, I cannot allow cell phone use of any kind, especially for sending or
receiving text messages. I will ask violators to leave the class and mark them absent for the day no matter when the violation
occurs. The absence will count against recorded attendance for this course. Please turn off cell phones and other mobile devices
before class begins. If you are expecting an important call, set phone to “vibrate.” Step outside the classroom to take the call.
ADA Accommodations
"Any student with a documented disability (e.g., physical, learning, psychiatric, vision, hearing, etc.) who needs to arrange
reasonable accommodations must contact the Disability Services Office at the respective college at the beginning of each
semester. Faculty are authorized to provide only the accommodations requested by the Disability Support Services Office"
(Official HCCS statement). If you need ADA accommodations, contact the office of NW ADA counselor or call 713-718-5422.
Please give me a copy of your accommodations letter at the beginning of the semester, or send it to me through e-mail.
If you have any special conditions, extenuating circumstances, or needs that may affect your progress in this course, please notify
your instructors. Discuss with your instructors any special accommodations that you have documented through the Disability
Support Services Counselors so that we may better meet your needs. (Student Handbook 10)
HCCS CORE CURRICULUM INTELLECTUAL COMPETENCIES AND EXEMPLARY
EDUCATIONAL OBJECTIVES -- ENGLISH 1301 AND 1302:
·READING: Reading material at the college level means having the ability to analyze and interpret a variety of materials,
such as books, articles, and documents.
·WRITING: Writing at the college level means having the ability to produce clear, correct, and coherent prose adapted to
purpose, occasion, and audience. In addition to knowing correct grammar, spelling, and punctuation, students should also
become familiar with the writing process, including how to discover a topic, how to develop and organize it, and how to
phrase it effectively for their audience. These abilities are acquired through practice and reflection.
·SPEAKING: Effective speaking is the ability to communicate orally in clear, coherent, and persuasive language appropriate
to purpose, occasion, and audience.
·LISTENING: Listening at the college level means the ability to analyze and interpret various forms of oral communication.
·CRITICAL THINKING: Critical thinking embraces methods of applying both qualitative and quantitative skills
analytically and creatively to subject matter in order to evaluate arguments and to construct alternative strategies. Problem
solving is one of the applications of critical thinking used to address an identified task.
·COMPUTER LITERACY: Computer literacy at the college level means having the ability to use computer-based
technology in communicating, solving problems, and acquiring information. Core-educated students should have an
understanding of the limits, problems, and possibilities associated with the use of technology and should have the tools
necessary to evaluate and learn new technologies as they become available.
II. EXEMPLARY EDUCATIONAL OBJECTIVES: FRESHMAN ENGLISH
· To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing,
and presentation.
· To understand the importance of specifying audience and purpose and to select appropriate communication choices.
· To understand and appropriately apply modes of expression (descriptive, expository, narrative, scientific, and selfexpressive) in written, visual, and oral communication.
· To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding.
· To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the
development of exposition and argument.
· To develop the ability to research and write a documented paper and/or give an oral presentation.
Core Objectives
Given the rapid evolution of necessary knowledge and skills and the need to take into account global, national,
state, and local cultures, the core curriculum must ensure that students will develop the essential knowledge and
skills they need to be successful in college, in a career, in their communities, and in life. Through the Texas Core
Curriculum, students will gain a foundation of knowledge of human cultures and the physical and natural world,
develop principles of personal and social responsibility for living in a diverse world, and advance intellectual and
practical skills that are essential for all learning.
Students enrolled in this core curriculum course will complete a research project or case study designed to
cultivate the following core objectives:
Critical Thinking Skills—to include creative thinking, innovation, inquiry, and analysis, evaluation and synthesis
of information
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Communication Skills—to include effective development, interpretation and expression of ideas through
written, oral and visual communication
o Personal Responsibility—to include the ability to connect choices, actions, and consequences to ethical
decision-making
o Teamwork (Comp I, Comp II, and TW)—to include the ability to consider different points of view and to
work effectively with others to support a shared purpose or goal
Student proficiency in Communication Skills will be assessed as a formal written out-of-class essay, which is at
least 3 pages long and which includes an oral presentation component as well as a visual component. Student
proficiency in Critical Thinking will be assessed by a formal out-of-class essay assignment. Personal, Social
Responsibility, and Teamwork will be assessed as part of long unit or major essay assignment, which will include
assigned reading responses, pre-writing activities, multiple drafts, and group activities (such as peer review or
group presentations). Student project grades will account for at least 5% of the final course grade.
English Program Student Learning Outcomes:
1. Write in appropriate genres using varied rhetorical strategies.
2. Write in appropriate genres to explain and evaluate rhetorical and/or literary strategies employed in argument,
persuasion, and various genres.
3. Analyze various genres of writing for form, method, meaning, and interpretation.
4. Employ research in academic writing styles and use appropriate documentation style.
5. Communicate ideas effectively through discussion.
English Composition I Student Learning Outcomes:
1. Demonstrate knowledge of writing as process.
2. Apply basic principles of critical thinking in analyzing reading selections, developing expository essays, and writing
argumentative essays.
3. Analyze elements such as purpose, audience, tone, style, strategy in essays and/or literature by professional writers.
4. Write essays in appropriate academic writing style using varied rhetorical strategies.
5. Synthesize concepts from and use references to assigned readings in their own academic writing.
EGLS3 – Evaluation for Greater Learning Student Survey System
At Houston Community College, instructors believe that thoughtful student feedback is necessary to improve teaching and
learning. During a designated time, you will be asked to answer a short online survey of research-based questions related to
instruction. The anonymous results of the survey will be made available to your professors and division chairs for continual
improvement of instruction. Look for the survey as part of the Houston Community College Student System online near the
end of the semester,
Inclement Weather: For school closings monitor major local TV channels, radio, or call the campus information. If for some
reason I am more than twenty minutes late, class is dismissed. Follow your course calendar and check the assignments for the
next session.
Other Policies and Expectations: Ours is a composition class. This means that you will be doing some writing, editing,
revising, and sometimes out-of-class research or an assignment that needs to be turned in the same day, such as exploring
topics on the Internet or brief visits to the resource center.
According to the Discipline & Student Conduct section of the HCCS Student Handbook, “. . . a student’s membership in the
community of scholars is a privilege and carries with it obligations to Participate in and contribute to the educational mission
of the College and to avoid any behavior that is contrary to that mission. “Therefore, please demonstrate respect for others and
interact courteously; listen carefully, speak thoughtfully, and disagree or correct tactfully; understand that rudeness, angry
outbursts and expressions of discrimination or intolerance will not be put up with. Failure to adhere to HCC’s codes of
conduct will result in prescribed consequences.
The following policies will be strictly enforced and repeat offenders will receive a failing grade:
 Absolutely no cellular phones, beepers, palm pilots, tobacco, food and drinks in the
classroom, No inviting friends or “loved” ones for company or to use the computers
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No disruptive behaviors, such as chatting loudly with friends during presentations or class discussions, taking
Kindergarten naps during class, entering and leaving the room noisily as if begging for attention from others.
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As in any other public domain, where one is expected to conduct himself/herself responsibly and fully respectful of
other people’s rights, college classes place a serious demand on students and instructors alike to observe a set of
behavior standards. Unfortunately, though, some students seem to have difficulty grasping this simple fact and
socialize loudly in class or conduct home or business affairs as though they were alone. Much to their embarrassment,
these types will be spotlighted and “talked to’ at their level about their unacceptable attitude and discourtesy.
Complaints of disruption, reported by class members or instructor, may result in administrative withdrawal from the
course.
Please come to class on time. Time missed is reported online and subtracted from the six excused absence hours.
Leaving class early also results in time subtracted from the 12.5% attendance limit.
Sorry! No sleeping or heads on desks permitted. If you fall asleep, I’ll wake you up by singing a baby tune!
If you must leave early, please tell me before class starts.
No food allowed in class. Please throw away your trash before you leave.
Again, Just Turn off and put away your cell phone and beeper the moment you step into the classroom.
Answering a phone call in class, or outside a few inches right behind the classroom door is very disruptive.
I dismiss class a few minutes early, so please do not pack books before class is dismissed.
Please do not chat with class colleagues during discussions. Share your idea with the entire class.
An 89.4 average at the end of the semester is a B. A 79.4 average at the end of the semester is a C.
Out of class essays must be typed. No exceptions.
If, for some reason, I am late more than twenty minutes, class is dismissed. Check the syllabus for assignments.
Good learning attitude, cooperative demeanor, and polite behavior go a long way with me!
Important Dates:
Jan. 20:
Classes Begin
Feb, 2:
Official Date of Record
Feb. 5:
Last day for 70% refund
Feb. 11:
Last day for 25% refund
Feb. 16:
President’s Day
Mar. 16-23
Spring Break
Apr. 3-5:
Spring Holiday-Eastern Weekend
Apr. 7:
Last Day for Administrative /Student Withdrawals (4:30pm)
May 10:
Instruction Ends
May. 11-19:
Final Exams
Mary 22:
Grades Available to Students
Daily Schedule (subject to change):
Jan. 24
• Proof of registration
• Brief introduction to English 1301
• Grade legend
• Class policies
• McGraw-Hill LSA-Part I. Diagnostic Pre-Test
Assignment: MH: Chapter 11, “Personal Essays,” and Chapter 13, “Oral presentations”
WP, pp. 118-20, "Salvation" and Maya Angelou “Graduation,” available online
Jan. 31
• Course description, purpose, core competencies, and objectives
• Patterns of exposition: Narration and description
• McGraw-Hill Connect Composition-Part I. Diagnostic
• Overview of writing process
Assignment: MH: Chapter 11, “Personal Essays,”
WP, pp. 451-57, “Everything You Need to Know about Writing Successfully
Feb. 7
• Critical analysis of “I Want a Wife” (handout)
• Introduction to essay #1(rhetorical context): Childhood and Family
• Critical analysis of Langston Hughes' "Salvation" and Maya Angelou’s “Graduation”
• Oral presentations (extra credit)
Assignment: WP, pp. 31-36., “What is Your Name, Girl?” and pp.176-80, “Leave your Name at the Border.”
SG: pp. 4 – 6; pp. 7 – 22; pp. 31 – 43; pp. 44 – 47
Feb. 14
• Narrative elements (plot, characterization, dialog, etc.)
• Research process (choosing a research topic and online search)
• Oral presentations (extra credit)
Assignment: WP, pp.142-52, “On being a Cripple” pp. 27-30, “The Joy of Reading and Writing: Superman and Me”
SG pp. 23 – 26; pp. 27 – 29
Feb. 21
• DUE: Essay # 1: personal story
• Critical analysis of "I Want a Wife" available on the Internet
• Patterns of exposition: Cause/Effect
• Word Choice (styles, sexist language; gender stereotypes and labels)
• Oral presentations continued
Assignment: MH: Writing and Revising: Chapters 4 & 5,
WP: pp.793-97, “The Men We Carry in Our Minds,”
Feb. 28
• Discuss rhetorical devices in “Letter from Birmingham Jail”
• Preparation for Essay #2: writing an argumentative essay
• Argumentative writing strategy
• Thesis statements in expository writing
• Oral presentations continued
Assignment: MH: Chapters 7 and 9
WP: pp. 343-47, ‘Faking It”
SG pp. 48 – 56
Mar. 7
• Library Orientation
• Independent study (Explore sources and work on your library paper)
• Oral presentations continued
Assignment: MH: Ch. 10, “Arguments,”
WP: pp.555-57, “Why Boys Don’t Play with Dolls?” and pp. 665-72, “Against School”
Mar. 14
• Sample research papers in McGraw-Hill Handbook (online)
• Education panel
Assignment: MH: Chapters 20 – 21, “Academic Honesty”
WP: pp. 633-42, “Is Google making us Stupid?”
Mar. 21-Spring Break
Mar. 28
• Midterm (Essay #2, written in class)
• Sample research papers in McGraw-Hill Handbook (online)
• Oral presentations continued
Assignment: MH: Chapters 20 – 21, “Academic Honesty”
WP: pp. 633-42, “Is Google making us Stupid?”
Apr. 4 – Spring Holiday
Apr. 11
• Logical fallacies
• Paragraphing (organization, unity, and coherence)
• Oral presentations continued
Assignment: MH: Chapter 10, “Arguments”
WP, pp.716-31, “Letter from a Birmingham Jail”
Apr. 18
• Editing for Clarity (misplaced and dangling modifiers, mixed constructions, missing words, etc.)
• Share research experience and results with class
Assignment: MH: MH: Chapter 18: “Evaluating the Sources” and Chapter 37, “Problems with Adjectives and Adverbs”
WP, pp.244-50, “Beauty: When the Other Dancer is the Self“
Apr. 25
• DUE: Movie review (paper #3)
• Writing strategies: Analysis (reviews to be posted)
• Patterns of exposition: classification and process analysis
• Constructing paragraphs: Topic sentences
Assignment: MH: Chapters. 15-16
WP: pp. 650-54, “Will Women Still Need Men?
SG, pp. 56 – 61; 61 – 68
May 2
•
Last day for oral presentations
•
Using sources, direct quotes, paraphrases, and summaries
•
constructing paragraphs: achieving coherence
Assignment: MH: Chapter 9, “Interpretive Analyses” and Chapter 12,”Essay Exams”
May 9
• DUE: Mini-research project (paper #4)
• Final Exam (Paper #5, written in class on an assigned topic)
Assignment: MH: Chapter 23,” MLA Documentation Style” WP, pp.31821, “Analyze, Don’t Summarize”
May. 16
• Student feedback (attendance record, exams, worksheets, and grades)