Course Syllabus

 

The North Central Texas College (NCTC) Course Syllabus provides the following as required by the Texas Higher Education Coordinating Board (THECB):

 

1. a brief description of the course including each major course requirement, assignment and examination;
2. the learning objectives for the course;
3. a general description of the subject matter of each lecture or discussion; and
4. any required or recommended readings. 

 

Contact information for the instructor is also provided. The Course Syllabus also provides institutional information to indicate how this course supports NCTC’s purpose and mission. Information specific to a particular section of the course will be included in the Class Syllabus and distributed to enrolled students. 

 

Course Name & Number: Composition I - ENGL 1301.0342

 

Semester & Year: Spring 2020

 

Course Meeting Location & Times: Online at your own pace unless otherwise specified by instructor

 

Final Exam Due Date & Time: Wednesday, May 13^th by 11:59 P.M.

 

Course Description (NCTC Catalog): Intensive study of and practice in writing processes, from invention and researching to drafting, revising, and editing, both individually and collaboratively. Emphasis on effective rhetorical choices, including audience, purpose, arrangement, and style. Focus on writing the academic essay as a vehicle for learning, communicating, and critical analysis.

 

Prerequisite: Satisfactory placement test score or passing grade in ENGL 0305

 

Textbooks & Materials: 

• Package Components
• Custom Textbook—NCTC Joining the Conversation 2019-2020
• RedShelf Access card: eBook of NCTC Joining the Conversation and additional readings (mobile friendly)
• Instructions for student access will be available on your access card.
• Unnaturally Delicious, Jayson Lusk
• Confessions of a Recovering Environmentalist, Paul Kingsnorth
• ISBN-13: 978-1-319-22941-2

 

Instructor's Name: Jocelynn Peña, M.A.

E-mail Address: jpena@nctc.edu

Office Hours & Location: Mondays 3:00 – 5:00 PM online, preferably by e-mail. Outside of office hours, I reserve 24 hours to respond to students’ e-mails once I receive them.

 

Institutional Learning Goals: A quality general education curriculum in all associate degree programs.

• Quality freshman and sophomore level courses in arts and sciences which parallel the lower division offerings of four-year colleges and universities.
• Quality technical programs leading directly to careers in semi-skilled and skilled occupations, and quality technical education programs up to two years in length leading to certificates and associate degrees.
• Quality programs and services in support of adult literacy and basic skills development as a mean of workforce enhancement and expanding access to higher education.

 

Program Purpose Statement: NCTC seeks to implement its goal of providing quality freshman and sophomore level courses in arts and sciences that parallel the lower division offerings of four-year colleges and universities by offering a coherent sequence of courses with appropriate breadth and depth to prepare a student for transfer to a university.

 

Departmental Purpose Statement: The Department of English, Speech, and Foreign Language provides quality instruction to students pursuing their academic and career goals.

 

Student Learning Outcomes: Students who successfully complete English 1301 will meet the following learning outcomes:

1. Demonstrate knowledge of individual and collaborative writing processes.
2. Develop ideas with appropriate support and attribution.
3. Write in a style appropriate to audience and purpose.
4. Read, reflect, and respond critically to a variety of texts.
5. Use Edited American English in academic essays.

 

Foundational Component Area:  Communication

 

Core Objectives: Courses in this category focus on developing ideas and expressing them clearly, considering the effect of the message, fostering understanding, and building the skills needed to communicate persuasively.  Courses involve the command of oral, aural, written, and visual literacy skills that enable people to exchange messages appropriate to the subject, occasion, and audience.

• Critical Thinking Skills (CT) - to include creative thinking, innovation, inquiry, and analysis, evaluation and synthesis of information
• Communication Skills (COM) - to include effective development, interpretation and expression of ideas through written, oral, and visual communication
• Teamwork (TW) - to include the ability to consider different points of view and to work effectively with others to support a shared purpose or goal
• Personal Responsibility (PR)- to include the ability to connect choices, actions, and consequences to ethical decision-making [Rev. 5-2014 THECB]

 

 

 

 

STUDENT SUPPORT SERVICES

 

College Attendance Policy: Regular and punctual attendance is expected of all students in all classes for which they have registered. In face-to-face classes, attendance is taken at every class meeting. All absences are considered to be unauthorized unless the student is absent due to illness or emergencies as determined by the instructor and with appropriate documentation provided by the student. It is the student’s responsibility to provide documentation as to the emergency for approval and judgement by the faculty member.  Approved college sponsored activities are the only absences for which a student should not be held liable and only when provided by a college official ahead of the absence.  Valid reasons for absence, however, do not relieve the student of the responsibility for making up required work.  Students will not be allowed to make up an examination missed due to absence unless they have reasons acceptable to the instructor.  A student who is compelled to be absent when a test is given should petition the instructor, in advance if possible, for permission to postpone the exam.  Student will be dropped from a class by the Registrar upon recommendation of the instructor who feels the student has been justifiably absent (6 absences) or tardy a sufficient number of times to preclude meeting the course’s objectives.  Persistent, unjustified absences from classes or laboratories will be considered sufficient cause for College officials to drop a student from the rolls of the College. From Board Policy FC (LOCAL)

 

Disability Accommodations: North Central Texas College does not discriminate on the basis of disability for admission or access to its programs. The College is committed to providing equal access to its students with disabilities by providing appropriate accommodations; a variety of services and resources are made available through the ACCESS Department. Students are responsible for notifying the ACCESS Department of their need for assistance. Students with documented disabilities, such as mobility impairment, hearing or visual impairment, learning, and psychological disorders are eligible for services.

 

The Office for Students with Disabilities (OSD) provides accommodations for students who have a documented disability. A disability is anything that can interfere with learning, such as a learning disability, psychological challenge, physical illness, or injury. Accommodations may include extra time on tests, tests in a distraction-reduced environment, volunteer note taker in class, etc.

 

On the Corinth Campus, go to room 170 or call 940-498-6207. On the Gainesville Campus, go to room 110 in the Administration Building (100) or call 940-668-4209.  Students on the Bowie, Graham, Flower Mound, and online campuses should call 940-668-4209 to arrange for an intake appointment with OSD.

 

North Central Texas College is on record as being committed to both the spirit and letter of federal equal opportunity legislation, including the Americans with Disabilities Act (ADA) of 1990, ADA Amendments Act of 2009, and Section 504 of the Rehabilitation Act of 1973 (P.L. 93-112). http://www.nctc.edu/student-services/disability-services/index.html 

 

EEOC Statement: North Central Texas College does not discriminate on the basis of race, color, national origin, gender, religion, age, or disability in the employment or the provision of services.

 

Financial Aid, Scholarships, and Veterans Services: The Financial Aid Office is responsible for administering a variety of programs for students who need assistance in financing their education.  The first step for financial aid is to complete a FAFSA.  For more information, please visit your nearest Financial Aid Office: http://www.nctc.edu/financial-aid/index.html.

 

Last day to Withdraw: Last day to drop a class with grade of “W” is April 3^rd, 2020.

 

Scholastic Integrity – Plagiarism: Scholastic dishonesty shall include, but not be limited to cheating on a test, plagiarism, and collusion. See Student Handbook “Student Rights & Responsibilities: Student Conduct [FLB- (LOCAL)]” #18.

 

Disciplinary Actions [Student Handbook, #5] “When cheating, collusion, or plagiarism has occurred beyond any reasonable doubt, the instructor may give the student or students involved an “F” on a particular assignment or in the course. [See Scholastic Dishonesty FLB (Local)] The instructor shall make a written report of the incident and the planned action to his Department Chair. The Department Chair shall report the incident and action to the appropriate instructional dean who shall review the case, notify the student and, if necessary, take further action. This may involve either probation or suspension of the student or students in question. If such disciplinary action is deemed necessary, the Dean of Student Services shall be notified, and the action shall be taken through that office.”

Plagiarism, which should be avoided at all costs, includes the following student actions:

 

1. Turning in someone else's ideas, opinions, theories, or work as your own;
2. Unintentionally or inadvertently turning in someone else's ideas, opinions, theories, or work as your own as the result of failing to document sources both internally and in the Works Cited;
3. Copying words, ideas, or images from someone without giving credit; Failing to put a quotation in quotations marks;
4. Giving incorrect information about the source of information, quotations, or images;
5. Changing words but copying the sentence structure of a source without giving credit;
6. Copying so many words, ideas, or images from a source that it makes up the majority of the student's work, whether or not the student gives credit.

 

Please be aware that I take plagiarism very seriously:  You may not have another person write, type, edit, or revise any parts of your Writing Assignments.  You may not use someone else’s Writing Assignment or buy one from a “professional” source.  You may not use the material on the internet or in print sources without documenting it.  Failure to follow the proper guidelines for documentation constitutes plagiarism. 

Considering the severity of the issue, if you ever have any questions or concerns regarding plagiarism, please consider this an open invitation to visit with me about the issue. If I discover that a student has committed intentional plagiarism, the Writing Assignment that has plagiarized materials will receive a zero, and I will recommend to the English Department Head that the student fails the course.

 

Student Rights & Responsibilities: NCTC Board policy FLB (Local) Student Rights and Responsibilities states that each student shall be charged with notice and knowledge of the contents and provisions of the rules and regulations concerning student conduct.  These rules and regulations are published in the Student Handbook published in conjunction with the College Catalog.  All students shall obey the law, show respect for properly constituted authority, and observe correct standards of conduct.

 

Student Success: The Student Success Center is designed to help all students at NCTC develop tools to achieve their academic goals.  This program also links students to FREE tutoring, including a Writing Center, a Math Lab, and free 24/7 online tutoring and helps new students acclimate to college by providing computer lab services for prospective students.  All students are invited to visit the Student Success Center on the Corinth Campus, rooms 170, 182, or 188; on the Gainesville Campus, rooms 114 or 111; on the Flower Mound Campus, room 111; and on the Bowie Campus, room 124.

 

Tobacco-Free Campus: NCTC restricts the use of all tobacco products including cigarettes, cigars, pipes, electronic cigarettes, and smokeless tobacco on campus property. NCTC is aware that tobacco use influences underage students, which cumulates unsightly tobacco litter and interferes with assuring clean air for all who come to NCTC. NCTC recognizes the health hazards of tobacco use and of exposure to second-hand smoke. Information on a tobacco cessation program is available for students, faculty, staff who wish to stop using tobacco products. We would like to "thank you" for your help in making our campuses Tobacco-Free. For questions or concerns, please contact the Office of Vice President of Student Services at 940-668-4240.

 

 

 

ADDITIONAL COURSE INFORMATION

 

Evaluation of Major Writing Assignments:

“A” Work:  This writing is excellent and demonstrates excellence in development, organization, style and tone, and mechanics. There is clear evidence of the writing process (invention, drafting, revision, editing, and proofreading).  

• A = 95  
• A- = 92  
• A-/B+ = 90

“B” Work: This is good work and delivers substantial information—that is, substantial in both quantity and interest-value. It is well-developed and unified around a clear organizing principle that is apparent early in the piece. There is evidence of the writing process.  

• B+ = 87  
• B = 85
• B- = 82
• B-/C+ = 80

“C” Work: This is an average piece that is generally competent in its development, organization, style and tone, and mechanics.  It meets the needs for the assignment, has few mechanical errors, and is reasonably organized and developed. This piece also shows some evidence of the writing process. 

• C+ = 77
• C = 75
• C- = 72
• C-/D+ = 70

“D” Work:  This is below-average work that lacks develop and is not effectively organized to facilitate reader’s understanding.  The paper also shows little or no evidence of the writing process. 

• D+ = 67
• D = 65
• D- = 62

“F” Work:  This work fails in all aspects of the evaluation criteria.  There is no evidence of the writing process, and the paper fails in all aspects of development, organization, style, and mechanics.

• F (work submitted and attempted) = 55
• F (no work submitted or attempted) = 0

Basic Needs: Any student who faces challenges securing their food or housing and believes this may affect their performance in the course is urged to contact the Dean of Students for support. Furthermore, please notify me if you are comfortable in doing so. This will enable me to direct you to additional resources for support.

Class Attendance Policy: This is an online course, and as such, your participation and assignment submissions reflect your attendance in the class. Most assignments are due on Mondays at 11:59 P.M. You work at your own pace on your own time in this course, as long as you have the week's assignments completed by their respective due dates. When you submit rough drafts, you show evidence of the writing process. If you do not show evidence of the writing process, I will not evaluate your work. I reserve the right to block students who fail to complete assignments for more than 2 weeks. Students who are blocked MUST contact the registrar's office and withdraw from the course, or they will receive a semester grade of F. 

E-mail Correspondence: If you e-mail me during my designated office hours for this class, you can expect to receive a speedy response from me. Otherwise, I reserve 24 hours to respond to students’ e-mails, with the exception of weekends and holidays. E-mails sent to me over weekends and holidays can expect a longer response time (at least 48 hours), so please be advised. E-mails sent to me become my personal property, and I may disclose them to third parties if I determine it’s necessary. E-mails constitute correspondence between instructor and student; therefore, remember your audience when sending me e-mails.  

Gender Identity: This course affirms people of all gender expressions and identities. If you prefer to be called a different name than is what on the class roster, please let me know. Please advise me of this preference early in the semester so that I may make appropriate changes to my records, and so I may call you by your preferred name and pronoun. 

Late-Work Policy: A major writing task is due on the day listed on Canvas. I do not accept late work--it is your personal responsibility as a professional college student to keep up with your assignments in your classes. However, because I understand that "life happens," I have a "Life Happens" policy in which students are allowed a 1-week extension on one of their assignments if they e-mail me beforehand letting me know about their exigent circumstances. This means that students will not be penalized for submitting one assignment late. However, keep in mind that if you do not notify me beforehand, this will not apply to you. You can't proceed in the course until you complete assignments. I want you to be successful in this course, so keep me informed if you need to take advantage of the "Life Happens" extension.

Make-up Work Policy: There is no make-up work in this course. However, I provide a couple of revision opportunities throughout the semester for students to revise previous work for higher scores.

Extra Credit Opportunity: Towards the end of the term, you will have the opportunity to revise 1 of your major assignments or 1 of your weekly reflections (that scored below an 80) for full credit. Note that this is an either/or opportunity (you cannot revise 1 of your major assignments and 1 of your reflections--it is one or the other). Any additional extra credit opportunities that arise throughout the semester will be announced to students.

Professionalism: Your college courses are also opportunities for you to learn what it means to be a “professional” in your field. Therefore, I expect you to act like a “professional” student in this course. Consider these suggestions:

• • Prepare and participate meaningfully in online discussion boards.
  • Be assertive. (An assertive student exhausts all available resources of information before contacting me. In other words, read the assignment sheet carefully before e-mailing me to ask how many sources are required in your paper, and if you are unsure how to cite a source, look it up in your handbook or a credible, online source—such as The Purdue Owl)
  • Consider the quality (and effort) of required drafts, notes, and daily assignments.
  • Turn in writing assignments on time and as assigned.
  • Mind the quality and tone of e-mail correspondence.

Rough Drafts: For major assignments, you will be required to show evidence of the writing process by presenting several rough drafts. When you submit rough drafts of our work, that is showing evidence of the writing process. If you do not show evidence of the writing process, I will not evaluate your work.

Writing Assignments: All major writing assignments are required. If you fail to turn in one of the major tasks, you cannot pass the course. I reserve the right to administratively block/drop any student who does not submit all major assignments.

Course Grading Scale:

Weekly Writing Discussions & Reflections: 30%

Evidence of the Writing Process & Quizzes: 10%

Writing Assignment 1: 10%

Writing Assignment 2: 20%

Writing Assignment 3: 30%

 

Course Outline:

 

• Units of Study

• Block I: Readings. Students will read and analyze a variety of selections from the adopted textbook.
• Block II: Quizzes, Examinations, and the Final Exam. Students may be required to take quizzes or tests over assigned readings and/or related materials. The class MUST meet during the final exam week. A final exam, if given, may count no more than 25% of the semester grade.
• Block III: Compositions. Students will write a minimum of 5,000 words (20 pages) in a variety of compositions—formal and informal. As part of this required writing, students will produce a minimum of four graded assignments. At least two of these must use the complete writing process, which may consist of the following: Invention, Drafting, Peer Review, Revision, and Final Draft.
• Block IV: Grammar and Mechanics. Students will study grammar and mechanics in the adopted handbook in order to meet departmental standards. This study may be done by examination of units in the handbook or through writing as a process, according to the discretion of the instructor.
• Block V: Research. Students will utilize library and electronic resources. They will submit a written assignment, such as an annotated bibliography, a documented essay, or several short compositions, using MLA style documentation. Pages generated as part of this research block are included in the required writing stipulated in Block III.

 

Course Calendar:

 

(Week 1: Jan. 21^st – Jan. 27^th)

• Explore/Learn
  • Read "Chapter 1: Understanding Yourself as a Writer" from Joining the Conversation and "Chapter 1: Overcoming Nature" from Unnaturally Delicious.
  • Read "NCTC’s First-Year Composition Curriculum: An Overview" (in Joining the Conversation, NCTC Preface, xv-xvi)
  • Read "Introduction to ENGL 1301" (in Joining the Conversation, NCTC Preface, xxvii-xxviii)
  • Read "Inquiry-Based Writing: What is Environmental Sustainability and How Does It Affect Our Planet and Conservation Efforts?" (JtC, NCTC Preface, xvii-xviii).
• Connect/Collaborate
  • Complete Wk 1: Reading Quiz (JtC, Chpt 1).
• Experiment/Apply
  • Complete all assignments in the Course Bookkeeping Module:

• Course Bookkeeping: Information
• Course Bookkeeping: Course Introduction
• Course Bookkeeping: Google Docs Link
• Course Bookkeeping: Communication
• Course Bookkeeping: Quiz
• Course Bookkeeping: Read Syllabus

• • Complete Wk 1: Discussion (UD, Chpt 1).
  • Complete Wk 1: Reading Quiz (JtC, Chpt 1).

 

(Week 2: Jan. 28^th – Feb. 3^rd)

 

• Explore/Learn
  • Read "Chapter 3: Reading to Write" from Joining the Conversation."
  • Read "Strategies for Success: Reading in Academic Contexts" (in JtC, NCTC Preface, xxii-xxiv).
  • Read "Chapter 2: The Price of Happy Hens" from Unnaturally Delicious.
• Connect/Collaborate
  • Complete Wk 2: Reading Quiz (JtC, Chpt 3).
  • Complete Wk 2: Discussion (UD, Chpt 2).
• Experiment/Apply
  • Complete Wk 2: Weekly Writing Reflection (UD, Chpts 1 & 2).

 

(Week 3: Feb. 4^th – Feb. 10^th)

 

• Explore/Learn
  • Read Chapter 4, "Working with Sources," from Joining the Conversation.
  • Read Chapter 4, "Synthetic Biology," from Unnaturally Delicious.
  • Read Chapter 5, "Growing Flinstones," from Unnaturally Delicious.
  • Read "Strategies for Success: On Having Difficult Conversations and Rhetorical Listening" (JtC, NCTC Preface, xviii-xx).
• Connect/Collaborate
  • Complete Wk 3: Reading Quiz (JtC, Chpt 4).
  • Complete Wk 3: Discussion (UD, Chpt 4).
• Apply/Experiment
  • Complete Wk 3: Weekly Reflection (UD, Chpt 5).

 

(Week 4: Feb. 11^th – Feb. 17^th)

 

• Explore/Learn
  • Read Chapter 2, "Finding and Listening in on Conversations," from Joining the Conversation.
  • Read Chapter 8 or 9 from Unnaturally Delicious.
  • Read "Strategies for Success: Writing in First-Year Composition" (JtC, NCTC Preface, xx-xxii).
• Connect/Collaborate
  • Complete Wk 4: Reading Quiz (JtC, Chpt 2)
  • Complete Wk 4: Canvas Conference (choose date & time)
• Experiment/Apply
  • Complete Wk 4: Weekly Reflection (UD, Chpts 8 & 9).

 

(Week 5: Feb. 18^th – Feb. 24^th)

 

• Explore/Learn
  • Read Chapter 5, "Working Together," from Joining the Conversation.
  • Read "Collaborative Project" from JtC, NCTC Preface, xxxix-xli.
  • Read "Revision" from JtC, NCTC Preface, xxiv-xxv.
• Connect/Collaborate
  • Complete Wk 5: Reading Quiz (JtC, Chpt 5).
  • Connect with group members and set up Google Doc.
  • Complete Wk 5: Progress Report.
• Experiment/Apply
  • Complete Wk 5: Revision Opportunity.

 

(Week 6: Feb. 25^th – March 2^nd)

 

• Explore/Learn
  • Read Chapter 11, "The Case for Food and Agricultural Innovation" from Unnaturally Delicious.
• Connect/Collaborate
  • Complete Wk 6: Weekly Discussion (UD, Chpt 11).
  • Complete Wk 6: Progress Report.
• Experiment/Apply
  • Submit WA 1, Collaborative Project.

 

(Week 7: March 3^rd – March 9^th) 

 

• Explore/Learn
  • Read "ENGL 1301: Argument Overview" from JtC, NCTC Preface, xxviii-xxxv.
  • Read Writing Toolkit: Strategies for Writing an Overview.
  • Read Writing Toolkit: Organizing the Argument Overview.
  • Read Writing Toolkit: Writing the Introduction.
• Collaborate/Connect
  • Complete Wk 7: Discussion (Brainstorming).
• Experiment/Apply
  • Write Wk 7: WA 2 Outline.
  • Write Wk 7: WA 2, Rough Draft (Introduction - 1 pg).

 

SPRING BREAK (March 16th-March 22nd)

 

(Week 8: March 17^th – March 23^rd)

 

• Explore/Learn
  • Read Writing Toolkit: Writing the Discussion Sections.
  • Read Writing Toolkit: Contextualizing and Incorporating Source Material.
  • Read Writing Toolkit: Direct Quoting, Partially Quoting, Paraphrasing.
• Collaborate/Connect
  • Complete Wk 8: Discussion (Writing Process).
• Apply/Experiment
  • Submit Wk 8: WA 2, Rough Draft (2 pg).

 

(Week 9: March 24^th – March 30^th)

 

• Explore/Learn
  • Read Chapter 9, "Avoiding Plagiarism."
  • Read Writing Toolkit: Writing the Conclusion.
• Connect/Collaborate
  • Complete Wk 9: Reading Quiz (JtC, Chpt 9).
  • Complete Wk 9: Discussion (JtC, Chpt 9).
• Apply/Experiment
  • Complete Wk 9: WA 2, Rough Draft (Complete).

 

(Week 10: March 31^st – April 6^th)

 

• Explore/Learn
  • Read Writing Toolkit: Functional Sentence Analysis.
  • Read Writing Toolkit: Headings.
  • Read Writing Toolkit: Titles.
  • Read Writing Toolkit: Formatting the Works Cited Page.
  • Read Writing Toolkit: Formatting Your Paper for Submission.
• Collaborate/Connect
  • Complete 2 Peer Reviews for WA 2, Rough Draft (Complete).
  • Complete Wk 10: Progress Report.

• Apply/Experiment
  • Submit final draft of WA 2, Argument Overview.

 

(Week 11: April 7^th – April 13^th)

 

• Explore/Learn
  • Read Chapter 6, "Beginning Your Search," from Joining the Conversation.
  • Read "ENGL 1301: Argument Evaluation" from JtC, NCTC Preface xxxvi-xxxviii.
  • Read Writing Toolkit: Writing Your Evaluation.
  • Read Writing Toolkit: Organizing the Evaluation.
  • Review Writing Toolkit: Writing the Introduction.
• Connect/Collaborate
  • Complete Wk 11: Reading Quiz (JtC, Chpt 6).
  • Complete Wk 11: Library Orientation.
• Apply/Experiment
  • Complete Wk 11: WA 3 Outline.
  • Complete Wk 11: WA 3, Rough Draft (Introduction).

 

(Week 12: April 14^th – April 20^th)

 

• Explore/Learn
  • Read "Chapter 13, Locating Sources" from Joining the Conversation.
  • Revisit Writing Toolkit: Writing Your Evaluation.
  • Revisit Writing Toolkit: Organizing the Evaluation.
  • Revisit Writing Toolkit: Writing the Discussion Sections.
• Connect/Collaborate
  • Complete Wk 12: Reading Quiz (JtC, Chpt 7).
• Apply/Experiment
  • Complete the Wk 12: WA 3, Rough Draft (Discussion Section 1).

 

(Week 13: April 21^st – April 27^th)

 

• Read/Learn
  • Read "Chapter 21, Using Sources Effectively" from Joining the Conversation.
  • Read Writing Toolkit: Appeals to Ethos, Logos, Pathos.
  • Revisit Writing Toolkit: Writing Your Evaluation.
  • Revisit Writing Toolkit: Organizing the Evaluation.
  • Review Writing Toolkit: Contextualizing and Incorporating Source Material.
  • Review Writing Toolkit: Direct Quoting, Partially Quoting, Paraphrasing.
• Connect/Collaborate
  • Complete Wk 13: Reading Quiz (JtC, Chpt 13).
  • Complete Wk 13: Discussion (JtC Chpt 13).
  • Complete 2 Peer Reviews for WA 3 Rough Draft (Discussion Section 1).
• Apply/Experiment
  • Complete Wk 13: WA 3, Rough Draft (Discussion Section 2).

 

(Week 14: April 28^th – May 4^th)

 

• Explore/Learn
  • Read Chapter 11 from Unnaturally Delicious, "The Case for Food and Agricultural Innovation."
  • Read Chapter 15, "Using MLA Style," from Joining the Conversation.
  • Review Writing Toolkit: Writing the Conclusion.
  • Revisit Writing Toolkit: Writing Your Evaluation.
  • Revisit Writing Toolkit: Organizing the Evaluation.
• Connect/Collaborate
  • Complete Wk 14: Reading Quiz (JtC, Chpt 16).
  • Complete Wk 14: Discussion (Grammar & Mechanics).
• Apply/Experiment
  • Complete Wk 14: WA 3, Rough Draft (Complete).

 

(Week 15: May 5^th – May 11^th)

 

• Explore/Learn
  • Read Chapter 14, "Revising and Editing," from Joining the Conversation.
  • Review Writing Toolkit: Formatting the Works Cited Page. 
  • Review Writing Toolkit: Formatting Your Paper for Submission. 
  • Review Writing Toolkit: Headings Writing Toolkit: Titles. 
  • Review Wk 15: WA 3, Evaluation Criteria.
• Collaborate/Connect
  • Complete Wk 15: Reading Quiz (JtC, Chpt 14).
• Apply/Experiment
  • Submit final draft of WA 3, Argument Evaluation.

 

(Week 16: May 12^th – May 13^th)

 

• Write Final Exam - Reflective Letter.
• Work on Extra Credit - Revision Opportunity.
• Final exam due Wednesday, May 13^th by 11:59 P.M.