Teacher Portfolio
and Statement of Teaching Philosophy
Prepared for Dr. Jenn Fishman
By Andrew Hoffmann
December 11, 2011
This document is designed to be presented as part of an application for financial aid to a
Ph.D program in literature, or as an attachment to a secondary education teaching
application.
Statement of Teaching Philosophy
My teaching experience began a decade ago and in that time I have taught a variety of
subject matter across a myriad of student demographics. My experience includes teaching every
grade of high school literature and writing in the inner city. I have also been an English
instructor in the suburbs and have had an extended stay at a suburban middle school teaching
mathematics. Most recently I have been teaching Rhetoric and Composition at a prestigious
private university. Despite the differences in subject matter and student demographics that vary
across race, ethnicity, and class, I have discovered the one constant is the teacher, and the teacher
has the ability to function regardless of the scholastic setting.
But how does a teacher remain viable across differing demographics? Creating and
developing a “credible teacher ethos” is a hallmark of secondary education studies and during
my orientation at Marquette University the concept was similarly hyped. I agree wholeheartedly
with the idea of maintaining authority, but I disagree very much with Jay Parini’s assertion that
teachers “need to invent and cultivate a voice that serves their personal needs” (Parini, 2
emphasis mine). Invention implies a falsification of self, as if, for example, the man I am at
home is in some way insufficient to the task of managing a classroom. But how can that be?
As a spouse and father I need to be playful and serious; I need to authoritative without
losing the ability to listen; I need to manage my moods to meet the moods of those around me
and be sensitive to their anxieties. I need to understand the complexities of claiming to
understand a concept and truly understanding the concept. Is it really so different when a
teenage scholar claims to understand that making wise rhetorical moves involves a series of
conscious choices, but then fails to make them, as a ten year old who claims to understand the
importance of brushing his teeth, but then lies about having done it? Both situations require a
reinvention of material, and neither require anger because neither are indicative of betrayal.
What both situations require is a reinvention of material and a new way of presenting it; it is the
most basic function of teaching.
My classroom persona is not invented. I fully believe that if students know me, (which is
not to say that they know real details, but they do know there are real details) if they know that I
am a real person and I know they are, we are able to discuss subject matter on equal footing.
They know I am the authority in the room, because I know more than they do, but I refuse, as so
many teachers I have known do, to Lord over them.
I do not have the opportunity to know forty students personally, but I do have the ability
to let forty students know me. I am open with them and expect openness in return. This fosters a
classroom where students feel free to express opinions, where students are not afraid to ask
questions and explore their own misunderstandings. Being honest and human as a teacher
creates a classroom where real emotion is possible, encouraged, because it is modeled. There is
no embarrassment in a class where the teacher is free to be real and embarrass himself from
time-to-time; real learning is possible if a teacher is able to realize and change plans that are not
working, admitting to himself and his students that a lesson did not work and was systemically
flawed.
I tell my students on day one, that this is our time to share. I tell them that we are in this
“thing” together, and they will come to know that there is no place I would rather be during our
time. We will learn about each other as we learn about the material. That just as I am teaching
them to write or solve geometrical proofs, I am learning more about writing, geometry, and most
importantly how to become more effective at presenting that material. I contend that this method
encourages hard work, honesty and real effort on their part, because not only am I honest with
my expectations for that in class, but they see it in my “real” life as well. It is, perhaps, too much
to suggest that each class is like a family, but it’s fair, I think, to claim that each class is a
valuable community, and that each member has equal value within it, including myself.
Works Cited
Parini, Jay. "Cultivating a teaching persona." Chronicle of Higher Education 05 Sept. 1997: A92.
Academic Search Complete. Web. 11 Dec. 2011.
The following documents would accompany my statement of teaching philosophy along with a
link to my Colorado State writing page, which contains many lesson plans.
Rhetoric and Composition 1: Academic Literacy
Sections 135 & 138
Fall 2011
Policy Statement
Instructor: Andrew Hoffmann
Office Hours:
Office: Academic Support Facility (ASF) 314 A
Office Phone: 1-414-288-3004
E-mail: Andrew.Hoffmann@marquette.edu
M:
10:00-11:30 AM
T:
10:00-11:30 AM
or by appointment
Learning Outcomes
University Core of Common Studies
Rhetoric Knowledge Area
At the completion of core studies, the student
will be able to:
1. Use rhetorical strategies and processes
to analyze and compose texts.
2. Produce effective written, visual and
oral texts, given diverse purposes,
genres and audiences.
3. Explain the importance of ethics in
academic, civic, and professional
applications of rhetoric.
Course Goals:
The First-Year
English (FYE) program
at Marquette
University is designed to
help students learn to
communicate effectively.
To that end, the
program develops
student’s reading,
writing, speaking, and
listening skills for
critical literacy. Critical
Literacy is the ability
to recognize, analyze,
employ and, when necessary, interrupt discourse conventions (i.e., accepted ideas, organization and style)
within particular discourse communities (i.e., home, work, church, school). For example, an academic
history essay requires different writing conventions than does an academic chemistry report, and both
require different writing conventions than does a letter to the editor or business report. With this idea in
mind, the FYE Program teaches you what Quintilian calls facilitas, the ability to express your ideas and
beliefs effectively in a variety of situations.
To foster Critical Literacy via facilitas, Rhet-Comp 1 focuses on Academic Literacy,
introducing you to the critical thinking, reading, and writing skills associated with western logic and
required of well-rounded university students. These skills include: exposition, analysis, argument, and
interpretation. Designed around these skills, each unit in RhetComp 1 is designed around a thesis-support
paper that will largely determine each unit grade. To help you do well, each unit has specific literacy,
rhetoric, and writing goals; sequenced reading and writing activities; collaborative activities; and
ungraded short writings (SWs) that work toward the final written project and must be completed if you
are to receive full credit for each unit.
REQUIRED TEXTBOOKS & COURSE MATERIALS
 Ramage, Bean, and Johnson, Allyn and Bacon Guide to Writing, Brief 6th ed., 2012. [ABGW]*
 Howard, Writing Matters, 2010 [WM]


Muller, The New World Reader, 3rd ed., 2011 [NWR]
Course materials on D2L as assigned (e.g., syllabus, assignment sheets, handouts, links)
* The ABGW package includes two free books for English 1002, Public Literacy and Workplace
Literacy. Put them in a place where you’ll be able to find them readily next semester!
MAJOR ASSIGNMENTS Handouts (HOs) will be on paper & on D2L.
Unit One Rhetorical Analysis
Portfolio = SWs & an analytical essay about a reading
Unit Two Academic Exposition—Information Literacy & Multiple
Perspectives
Portfolio = SWs & a researched analytical essay
Unit Three Academic Argument
Portfolio = SWs & a researched argument essay
Unit Four Academic Interpretation
Portfolio = SWs & an interpretive essay incorporating outside readings
Unit Five Reflection & Revision Course Portfolio with the following items:
Reflective self-evaluative letter (Necessary to receive full revision
credit) Revision of Essay 1, 2, or 3 (Grade replaces earlier essay grade)
Copies of your 4 graded essays (Necessary to receive full revision credit)
DUE DATES
Fri., 9.23.11
Mon., 10.17.11
Wed., 11.9.11
Wed., 12.7.11
Tues., 12.13.11
CLASS RESOURCES ON D2L, DESIRE 2 LEARN—MU’s Web-based course management system
You’ll find many important course documents and valuable Internet links on our D2L page.
HOW TO ACCESS D2L IN THREE EASY STEPS
If you are registered for a course, you are automatically registered for its D2L site.
1. Go to http://d2l.mu.edu
2. Enter your Emarq/Checkmarq User ID and Password
3. Under “My Marquette University Courses,” click “ENGL 1001,” & you will be on our class page.
CLASS RESOURCES ON ARES (ELECTRONIC RESERVES): On occasion, you will have reading
assignments that are kept within the MU Libraries electronic reserve system. To access these readings,
1. Go to the Libraries home page at http://www. Marquette.edu/library/reserve/index.html
2. Click on the “Logon to Ares” box.
3. Type in your regular MU Username and Password.
4. Under “Student Tools,” click “Search for Classes.”
5. Select “English” under “Search by Department.”
6. All English 1 sections will choose the course with Virginia Chappell named as the instructor.
7. Enter the password rhetoric.
COURSE POLICIES
1. GRADES. Grading criteria for each essay are listed on each assignment sheet (D2L). Unit grades are
awarded for the essay; credit is awarded for the ungraded short writings (SW). The idea behind the SWs
is twofold: (1) They will provide draft material for your essay; (2) The more practice you get writing, the
better your writing will be. (Note: 1/4 percentage point may be deducted for each SW not completed by
its due date or not turned in with the portfolio). A total of 100 points is possible for this class:
............ Unit One (Rhetorical Analysis) Portfolio .......................................... 22% or 22 possible points
Unit Two (Academic Exposition) Portfolio ....................................... 25% or 25 possible points
Unit Three (Academic Argument) Portfolio ...................................... 25% or 25 possible points
Unit Four (Academic Interpretation) Portfolio ................................. 22% or 22 possible points
Unit Five Course Portfolio ........................................ See statement above about revision credit
Reflective essay and participation assignments .................................... 6 % or 6 possible points
Final Grades will be awarded on the following percentage scale as determined by the total number of
points your earn: A 100–93, A/B 92–88, B 87–83, B/C 82–78, C 77–73, C/D 72–68, D 67–63, F 62 or less.
2. X GRADES. In keeping with First-Year English Program tradition, if you turn in a paper with
significant mechanical errors, you may receive an X grade for your paper. An X grade means: (1) you
receive the grade you deserve on the paper with the errors factored in, and (2) the paper grade has an X
over it, signifying that you may revise the paper to remove the X grade. To remove the X and potentially
raise your grade, you are required to turn in the revised paper within one week of my returning your
graded paper. If you do not conference with me and do not turn in your revised paper by that deadline,
your initial grade under the X is recorded and factored into your final grade.
If you turn in a paper with a faulty works cited page, I cannot grade your paper until I have
talked with you in conference. Late penalties will apply. By “faulty,” I mean that the citations are not
sufficiently clear for me to understand where you found your sources.
3. CLASS PARTICIPATION. Vigorous, inclusive, and wide-ranging discussion is essential for individual
student learning and for the success of this course as a whole. To this end, all students will be expected to
actively participate in class discussion and to prepare for discussions by completing all reading
assignments and preparing questions and comments for discussion before the class session. My role as an
instructor includes making sure that all voices are heard and that we listen and respond to one another
with respect. I deeply value an inclusive and democratic classroom, and when even one voice is missing,
we all lose out. In order to give everyone a chance to participate, I will always feel free to call on
students, whether they have raised their hand or not. Students, in turn, always have the right to respond
with “pass.” “Pass” “I’m not ready to respond yet. I’m still thinking things through. Get back to me
later.” For this class, “pass” is a legitimate an answer as any other one. Everyone should try it out at least
once per semester.
During the course of the semester, we will be reading and discussing texts with controversial and
difficult subject matter. Even when the subject matter is not controversial, people with different
experiences and interpretive frameworks will have a wide range of perspectives on the topics we discuss.
Our goal in the classroom is to foster collective analysis and interpretation, not to judge one another.
Because we are all still active learners (including myself), everyone should feel free to try out a variety of
positions on a given subject, to play devil’s advocate, or to express positions that may be unpopular. No
one should be identified with the position they try out (or stereotyped for it). At the same time, everyone
should remember that our discussions are dialogues between colleagues who deserve respect. During
discussions, the person speaking should be thoughtful and civil towards each of his/her diverse
interlocutors.
LAPTOPS AND CELL PHONES. As part of showing respect for your classmates as well as for me, please
refrain from using cell phones and other electronic communications devices in class, including your
computer or similar device unless (a) they are part of a presentation, (b) you are referring to online text
for class discussion, (c) you are using the online version of Writing Matters. Ringing phones, sneaky
texting, and Web surfing are all disruptive to the climate and flow of class. Unless you anticipate being
contacted for emergency purposes—in which case, let me know—all these devices should be turned off.
4. ATTENDANCE. Daily attendance is required, and I will keep track. In a course such as RhetComp 1,
your success and the success of the class depend upon your presence and participation. For example, the
short writings (SW) are designed to enhance your thinking about the unit essay assignment; thus, being in
class for discussions of these writings may improve your final paper. Submission of make-up work will
be permitted on a case-by-case basis, but I will not be available to meet with you in case you “miss
something.” If you are not in class, you will have missed something. Find a class buddy who will take
notes for you in case of illness.
 If you miss more than 6 sessions, you may be disenrolled from the class with a grade of WA.
5. PEER REVIEW. Peer review enhances your critical thinking, reading, and editing abilities and provides
you with feedback on your essay before it is graded. For each peer review session, you should (1)
prepare, print, and bring to class a full draft of your unit paper, (2) print and bring to class the peer review
sheet that’s posted on D2L, and (3) print, fill out, and bring the author sheet also on D2L. This way, you
and your peers may respond to one another in writing in terms of your intentions (as stated on your author
sheet) and in terms of the grading criteria (as stated on the assignment sheet and turned into questions on
the peer review sheet). I will ask you each to read your paper aloud to your peer review group. Detailed
instructions will be provided. However, the decision for what to change and what to keep in your draft is
yours. NOTE: You must attend the peer review sessions with a full draft of your essay. If you are
absent or do not have a draft, (1) your paper grade will be lowered one step, and (2) you will not be
allowed to participate in the peer review process.
6. LATE PAPERS. All writings are due at the beginning of class; anything turned in later is considered
late. Late SWs and drafts will not be reviewed by your peers or by me; as a result, your essay grade may
suffer. Late unit papers may have their grades lowered by one grade (from A to A/B), and the
penalty sticks to the paper even if it’s revised for the final portfolio. Thus, if you have an emergency,
please contact me to make arrangements for another due date. If you need to be absent for several days,
contact your dean’s office; they will send letters to all your instructors so that you may make up work.
7. MISSING PAPERS. To pass the course, you must submit all unit papers.
8. ACADEMIC HONESTY As a Jesuit institution, Marquette University takes academic dishonesty, or
plagiarism, very seriously. Using someone else’s work as your own without careful citation is always
unethical and, at times, illegal; conversely, letting someone else use your work is also unethical.
Academic dishonesty is a serious offense and may result in, among other things, your receiving a grade of
“0” for the plagiarized assignment and a letter being sent to the dean of your college. Make sure you are
familiar with University policy, which may be found at
http://www.marquette.edu/mucentral/registrar/policy_honesty.shtml
ASSISTANCE
1. INSTRUCTOR: If you have questions, comments, concerns, etc., please call or stop in during my office
hours, schedule an appointment, or call me at my office number. Messages there go immediately into my
email. If you call before 7 p.m., I should be able to get back to you that evening, almost certainly by
email. As far as email is concerned, on weekdays, I check it in the morning around 9 a.m., several times
during the day, and in the evening around 7 p.m. I will try to answer messages promptly, but I must warn
you that I am not good at responding to drafts over email, so I don’t try anymore. You need to talk with
me in person.
2. WRITING CENTER: Located on the second floor of Raynor Library, the Writing Center can help you
with any stage of your writing. Hours are 9–4 Monday through Friday (288.5542).
3. GRADE COMPLAINTS: If you have a concern about a grade, workload, or any other aspect of the class,
please bring it to my attention. I take it as a point of honor to be open to your perspective.
Unit Two Assignment: Academic Exposition
Inquiry Theme: Global Popular Culture
Emphasis: Information Literacy and Multiple Perspectives
“Preparing today's students for success and eventual leadership in the global economy is the single most important
task facing U.S. education. If young Americans are to take on challenging global leadership roles in the future, they
must possess a deep understanding and appreciation for other cultures, geography, history, and languages."
~ Stephanie Bell-Rose, President of the Goldman Sachs Foundation
I. ASSIGNED WRITINGS
• 1 Expository Thesis-Support Essay [3 research sources required, including at least l non-U.S. perspective]
• 3 Short Writings (hereafter referred to as SW’s)
II. EXPOSITORY ESSAY ASSIGNMENT
Writer’s Task
Exposition means “to explain.” So after reading the assigned global pop culture essays, thinking about your own
experiences, and conducting library/Internet research, you have the opportunity to add your voice to the
conversation by writing an academic, research-based, thesis-support paper that explains your ideas to your instructor
and fellow students about an aspect of global popular culture. Your primary goals will be to both inform your
readers on some aspect of global culture and to surprise them somehow by adding to or challenging their current
knowledge/beliefs in regard to your chosen topic. As you develop your paper, be sure to draw upon your own
experiences/observations/reasoning as well as upon at least three sources. You must include at least three
different perspectives in your paper, including at least one from “outside” the U.S.
Specifically, you will…
1.
2.
3.
Select a global popular cultural topic that interests you
Define a research question about that topic
Building from the skills you learned in Unit 1, analyze that question (i.e., break it into parts so that you
can better understand and explain it)
4. Research competing perspectives on the question – You must have three different perspectives,
including at least one from “outside” the U.S.
5. Then join the conversation by writing a thesis-support essay that explains YOUR main ideas/beliefs on
the
research topic based upon your analysis of the multiple perspectives you researched – be sure to use
these
perspectives as evidence in support of your main points/ideas. Also be sure that you are somehow
expanding your readers’ understanding of your topic by adding a new element of “surprise” to the
discussion.
Prewriting Activities: For example …
1.
Say you’re interested in soccer (this is the global popular culture topic)
2.
You might wonder: What is it about professional soccer that encourages outbursts of violence among fans?
(this is the research question).
3. You might hypothesize different reasons why violence among fans occurs—e.g., nationalism, team
rivalries, rules of the game, mob mentality . . . (there’s your analysis, i.e., breaking the question into
different parts to better understand & explain it).
4. Conduct research on these different reasons to confirm and/or revise your analysis, either looking at
sources that…
(a) disagree with you and/or with each other
(b) come from different perspectives, such as players, team, sports analysts, coaches, fans
involved, police, etc. Be sure your sources also come from different national perspectives
– maybe you would include sources from the U.S., Argentina, and /or Ireland .(there are your
multiple perspectives)
5. To write the paper, you decide where to situate yourself among these multiple perspectives (there’s a
thesis); then you use your categories of analysis (e.g., nationalism, rivalries, etc.) to 1) explain your
understanding of soccer fan violence, and 2) as reasons to support your thesis. Be sure to use both your
research & your own reasoning as evidence to support each reason.
Topic Focus
In most college writing, you will be asked to join a conversation, asserting your own voice, not merely
repeating what you’ve read. To practice this skill, read the assigned readings, decide on a global pop culture
phenomenon that interests you, generate questions about this topic, and conduct library/Internet research on it.
Ask yourself: “What is an aspect of global popular culture that genuinely puzzles and interests me? After my
research, analysis, and critical thinking, how would I explain my understanding of this pop culture phenomenon
to other students in the class? What can I add to our pop culture conversations and to my audience’s
understanding of this phenomenon?”
Hints


Use YOUR OWN IDEAS as general points to support your thesis.
Use the readings, researched sources (at least three), and your experiences/observations/reasoning as
particular textual evidence to support your general points.
Purpose
 To introduce you to academic inquiry and university level research, where you investigate an assigned
topic, enter a conversation about that topic, and assert your own voice in that conversation
 To familiarize you with expository strategies of definition, classification, comparison/contrast,
cause/effect
Audience
Teacher & classmates who are part of a conversation on global popular culture, but who may be unfamiliar with
your chosen phenomenon. Your task is to break your readers away from our common and/or inadequately
informed view of your topic by inviting us to consider a “new, surprising view” (ABGW 117).
Format
4-5 double-spaced pages plus a Works Cited page. Use this heading in the upper left-hand corner of your essay:
12 pt. Times New Roman font.
Essay Grading Criteria:
1.
Purpose/Audience Negotiation:
 How well is your purpose stated in the introduction and/or thesis statement?
 How well does the paper address the class and the teacher as an audience who is part of an academic
community reading the same global popular culture essays but interested in how you’re going to expand
our understanding of your particular topic?
2. Organization:
 How rhetorically effective is the organization of ¶s in your paper?
 How effectively is the paper introduced and concluded (does the conclusion move beyond summary)?
 How well does the thesis statement state the writer’s main claim and organize the paper?
3. Development/Exposition:


How clearly are your general points stated?
How well are particular details from sources and your own experiences/observations/reasoning employed
as textual evidence to support the general points?
 How well are strategies of definition, classification, comparison/contrast, and/or cause/effect employed?
4. Writerly ethos:
 How well does the essay employ a college student ethos—i.e., informed, confident, appropriate tone?
5. Readability
• How effective are the choices about sentence punctuation, subject position, parallelism, and transitions?
• Are there any spots where sentence shape (length, punctuation, wording . . . ) interferes with meaning?
• How effective are academic citation practices: i.e., MLA parenthetical citation and Works Cited page?
Due Dates
Mon. 10.17
Unit One Portfolio due: SW’s 1, 2, 3; Essay Two; Peer Review notes; author sheet
UNIT THREE ASSIGNMENT: ACADEMIC ARGUMENT
Inquiry Theme: Priorities for Environmental Action
"Modern society will find no solution to the ecological problem unless it takes a serious look at its lifestyle.”
~Pope John Paul II
I. ASSIGNED WRITINGS
• 1 Academic Argument Essay
• 3 Short Writings (hereafter referred to as SW’s)
II. ARGUMENT ESSAY ASSIGNMENT
Writer’s Task
Argument means to make a claim about a debatable issue and to provide a reasoned defense of your claim. For
this academic argument assignment, compose a position paper seeking the reader’s agreement on a particular
environmental concern, or delineate a course of action that should take precedence over other environmental
concerns. As a starting point, choose one of our assigned NWR readings from this unit and argue how it typifies an
approach you think appropriate or inappropriate. From there, incorporate other readings to support your claim,
reasons, evidence, etc. At least one of these additional sources should forward a claim counter to your own, which
you then counter directly.
Unit Focus
To write a successful academic argument in which you state what you think and why, consider the following
moves:
(1) Define your issue, demonstrating your awareness that you are entering a conversation that contains
competing perspectives on the issue (this is where your chosen NWR essay will come into play);
(2) Make a focused claim about your issue (i.e., state an arguable thesis that locates your stance
among the competing perspectives and in relation to your chosen NWR essay);
(3)
(4)
(5)
(6)
Provide justification, or reasons that support your thesis;
Provide evidence for each of your reasons (e.g., your own reasoning plus research sources);
Anticipate objections from people with other perspectives and, when necessary, provide refutations;
Be aware of the unspoken/unwritten assumptions (values and beliefs) underlying both your
claims and reasons as well as the claims and reasons of competing perspectives.
(7) At some point, you must make a concession. You must concede a weakness or flaw in your own
argument. Another way of putting this is to “admit the price of your own position.”
Because your first two assignments were thesis-support essays, you have in fact been writing argument papers all
along; this assignment simply helps you conceptualize the strategies of argument that you have been using and
adds to your knowledge (via steps 5-6 in ABGW 355). This essay builds upon the skills of research, analysis, and
exposition that you developed in previous units, but adds the task of developing a classical argument. You are no
longer simply analyzing information or informing your audience; now you are compelling them to agree with you
and/or to take action.
Purpose
• To heighten your rhetorical and evaluative reading skills.
• To develop your skills in classical argumentative technique.
Audience
Your classmates and instructor who share some knowledge of the issue (the essay you begin with) but are not as
informed on the specifics of your argument. N.B. I am not deciding whether I agree or disagree with you but,
rather, whether or not your argument is clearly stated, reasoned, supported, and written.
Format
4-6 pp. double-spaced. Use the following heading in the upper left-hand corner of your essay:
Your Name
RhetComp 1
Instructor
Essay # 3
Grading Criteria
1. Purpose/Audience Negotiation:

How well is the issue from the reading defined in the introduction—i.e., how well has the writer
acknowledged the complexity of the issue (think: competing perspectives)?
 How well does the writer’s thesis present an arguable stance for the paper?
 How well has the writer made an attempt to negotiate with the selected reading (via listening, finding
common ground, refuting a claim, qualifying a claim, etc.), paying attention not just to its claims but to its
assumptions as well?
 How well does the writer address the teacher as an audience who is deciding not whether he agrees but,
rather, whether or not the writer’s argument is clearly stated, reasoned, supported, and written?
2. Organization: Given the purpose and audience,

How rhetorically effective is the organization (a) of paragraphs in the paper and (b) of ideas within each
paragraph?
 How well does the thesis statement organize the paper?
 How effective are the introduction and conclusion?
3. Development:
 How effective is the argument—does the writer come across as logical?
 How effective is the writer at articulating his own ideas as main points for each paragraph.
 How well is particular evidence used to support each reason?
4. Writerly ethos:

How well does the essay employ an ethos of student expert, someone whose voice is dominant when
talking to the readings?
5. Readability



How effective are the choices about sentence punctuation, subject position, parallelism & transitions,
action verbs, and clarity/conciseness?
Are there any spots where sentence shape (length, punctuation, wording . . . ) interferes with meaning?
How effective are academic citation practices: i.e., MLA parenthetical citation and Works Cited page?
Due Dates
Wed. 11.9 Unit Three Portfolio due: SW’s 1, 2, 3; Essay Three; PR sheets; author sheet