English 111A Writing Methods/College Composition I

ENGLISH 111A: WRITING METHODS/COLLEGE COMPOSITION I
Winter 2010

Section WN110: Monday & Wednesday, 8:00 – 10:25, A124

Section WN150: Monday & Wednesday, 11:30 – 1:55, A124

Instructor: Stuart Barbier, Ph.D., Professor of English

Office/Phone: Campus: S004/686-9136 (voice mail for messages)
Email: sibarbie@delta.edu (I reply to voice and email messages as soon as I retrieve them, but I might not retrieve them in the evening or on weekends, depending on my schedule.)

Internet: http://www.delta.edu/sibarbie (This syllabus: http://www.delta.edu/sibarbie/Syllabus111AW2010.htm)
English Division Home Page: http://www.delta.edu/english
Fine Arts Building Fax: 989-686-0485
Office Hours:    Monday 2:30 - 4:30 p.m.
                         Tuesday 2:30 - 3:30 p.m.
                           Thursday 2:30 - 4:30 p.m.
(Other times by chance or appointment; if the above times have to temporarily change, I will put a note on my office door.)
Mail Box: Campus: S006
Adverse Weather Line: 686-9179 or 1-800-686-9179 (I follow Delta College’s weather policy: see http://www.delta.edu/publicsafety/adverseweathersituations.aspx for details. If Delta is closed because of the weather, we will make up the missed session during the next class session, at which time any assignments that would have been due during the missed session will be due. I will post a revised schedule of the future class sessions online.)
Course Educator Site Login: http://www.delta.edu/educator/ (also available through the Delta College Home Page)

Welcome to English 111A! This course will prepare you to successfully write at the college level. More specifically, the course “develops fluent, effective, and confident writers.” ENG 111A combines the objective of ENG 111 with two additional hours of special attention to particular student needs in the conventions of written composition. Students practice “the process of composing[,] generating ideas, [and] shaping and evaluating their writing” and use “reading and language awareness to further the development of their writing.” Note that “of the five credits earned in this course, three will transfer to universities and partially fulfill the college’s English composition requirement. Although the other two hours do not transfer, they do provide a solid background necessary toward success in all college courses” (as explained in the course description section of the Delta College Catalog). To enroll in this course, you need either an ACT score of 20 in English, or an ASSET test score of 35-54 in writing and 41-53 in reading, or a COMPASS test score of 38-69 in writing and 81-100 in reading, or to have taken ENG 090 with a minimum grade of A-, or ENG 098 with a minimum grad of B+, or ENG 108 with a minimum grade of B, or ENG 109 with a minimum grade of C. If you have any questions, or if you do not meet these requirements, please talk to me after the first class.

In this syllabus, I will explain what you can expect from me, as well as what I will expect from you. If you are ever unsure about something, please ask—I am here to help you succeed.

REQUIRED TEXTS

Reid, Stephen. The Prentice Hall Guide for College Writers. 8th ed. Upper Saddle River, NJ: Pearson Prentice Hall, 2008.

An English handbook. If you do not already own one, please purchase: Kirszner, Laurie G., and Stephen R. Mandell. The Pocket Wadsworth Handbook 4th ed. (with the 2009 MLA update). Boston: Wadsworth Cengage Learning, 2008. Page numbers for required readings will be based on this book, but the topics (listed within the Tentative Schedule of Sessions, below) can be found in most other handbooks (consult the index; feel free to ask for help as necessary).

— A collegiate dictionary is highly recommended.

— Please bring both texts to class, even though they might not be used every day.

— Copies of both texts are on reserve under my name in the LLIC.

REQUIRED MATERIALS

A folder with horizontal pockets on both sides. Write your name in the upper-right corner of the cover (if your name cannot easily be seen, please use a label).
Paper for notes, homework and in-class writing (which I will collect from time to time).
Pen or pencil and highlighter pen.
Two 3.5-inch computer disks (IBM/PC Format; it’s best to store your disks in some kind of container so they won’t become damaged) or an alternative storage device such as a USB drive. Bring these to class each day.
A “Blue or Green Book” for the essay exam (available in the bookstore).
Access to a stapler—I do not carry one with me. Staplers are located in most campus offices as well as the LLIC (e.g., Computer Labs desk, Reference desk).
This syllabus, most of the course handouts, and the assignments are available on the course Educator site. You may read the materials on the computer or print them out to read.

COURSE OUTCOMES AND OBJECTIVES (also available on the English Division home page)

OUTCOME: Write a formal college composition for a specific audience and purpose.
Objectives: Use writing processes to generate and organize ideas, including where appropriate, revision.

Include clear articulation of the important ideas.

Select, organize, and present details to support a main idea.

Demonstrate the ability to move between generalization and detail.

Write effective introductions and conclusions.

Employ the appropriate writing conventions.

OUTCOME: Use writing tasks that involve both reading and writing.
Objectives: Demonstrate the ability to derive meaning from a piece of reading.

Demonstrate the ability to distinguish between the meaning one makes of a text and the author’s intended meaning.

Paraphrase and summarize accurately.

Develop critical thinking skills.

Understand the relationship among language, knowledge, and power.

OUTCOME: Assess progress revealed in a body of work.
Objective: Assess progress revealed in a body of work.

COURSE LEARNING AND TEACHING ACTIVITIES

Reading and discussing texts
Exploring, focusing, drafting, peer critiquing, and revising activities both in and out of class and on and off the computer
Freewriting in and out of class (to reflect, to prompt discussion, to dialogue with me)
Group activities
Individual student-instructor conferences
Class discussions

Because our course emphasizes the process of writing as well as the product, I require that you submit papers with rough drafts showing evidence of your revision work. If you do all of your composing on a computer, print out the drafts before revising them. Also, for the four papers, you must review another class member’s draft and have yours reviewed by a class member in order to avoid a grade reduction (we will have class periods set aside for this; if you are absent, you will need to make alternative arrangements for peer review with a class member). I will be happy to comment on your drafts at any stage in the writing process (in writing or in a one-on-one conference). In order for you to receive my comments on your drafts, you need to give them to me in a timely manner (due dates for the papers are indicated in the following chart as well as on the assignment sheets, and they are listed in the Tentative Schedule of Sessions). I will also comment on any draft brought to me during office hours. Please note that you will also be turning in a digital copy of your final paper via Educator (under “Assessments”) and http://www.turnitin.com.

COURSE PROJECTS	Aim	Percent of Final Grade	Due*
In-class Diagnostic Essay	Informative	(3 participation credits)	Session 1
Paper 1: Observing	Expressive	15	Session 9
Paper 2: Evaluating	Persuasive	20	Session 16
Essay Exam	Informative	5	Session 24
Paper 3: Problem Solving	Persuasive	30	Session 26
Paper 4: Portfolio Assessment	Informative	20	Session 30
Participation (which includes in-class writings, peer response day participation, and homework and its related in-class discussion)		10	Varies

NOTE: Regardless of your final grade average, all four papers must be turned in, or you will receive an F in the course.

*Papers 1, 2, 3, and 4 involve drafts that have earlier due dates (see Tentative Schedule of Sessions). Unless you are repeating this course with me, all papers must be original work you conducted during this course; recycled papers from other courses (including previous ENG 090, 111/111A, and high school courses) are not acceptable. Submission of such a paper will be considered plagiarism (see Plagiarism, below). Last, occasional homework assignments, not on the syllabus, may be assigned in class.

COURSE POLICIES

Grades
Information on my general grading criteria for papers is contained in a handout entitled “Grading Criteria for Papers,” which is available on the course Educator site (http://www.delta.edu/educator/). I will include specific grading criteria with each paper assignment. Drawing on the Delta College grading system, I grade paper assignments and the essay exam using letter grades A through F as follows, which I convert to “grade points” in order to calculate an overall grade:

Individual Letter Grade, Grade Point Equivalent, and Description:

Grade	Grade Points	Description
A	4	Superior, outstanding college-level work in writing and research
A-	3.7
B+	3.3	Very good, above-average college-level work in writing and research
B	3
B-	2.7
C+	2.3	Satisfactory, average college-level work in writing and research
C	2
C-	1.7	Unsatisfactory, below-average college-level work in writing and research
D+	1.3	Unsatisfactory, poor college-level work in writing and research
D	1
D-	0.7
F	0	Unacceptable college-level work in writing and research

Overall Course Grade (see the Delta College Catalog for a description of X, I, W, WI, P, and NC grades):

A 3.85-4.00 grade points	B+ 3.15-3.49 grade points	C+ 2.15-2.49 grade points	D+ 1.15-1.49 grade points	F 0.00-0.49 grade points
A- 3.50-3.84	B 2.85-3.14	C 1.85-2.14	D 0.85-1.14
	B- 2.50-2.84	C- 1.50-1.84	D- 0.50-0.84

I determine your participation grade by calculating the percentage of the components completed and applying the following scale:

Participation Grade:

A 93-100%	B+ 87-89.9%	C+ 77-79.9%	D+ 67-69.9%	F 0-59.9%
A- 90-92.9	B 83-86.9	C 73-76.9	D 63-66.9
	B- 80-82.9	C- 70-72.9	D- 60-62.9

To help keep you informed of your progress, I will provide written comments and record your grade on each paper. I will also tell you what your midterm grade is, and I will show you how to calculate your grade in the course at any other time (using a grade worksheet available in Educator). If you would like help determining your grade, please ask me.

Revisions
Any of the first three papers that have earned lower than a C for reasons other than lateness or plagiarism may be revised for a grade change. Unless you make prior arrangements, I will not accept revisions later than two weeks after the original is returned in class (in the case of Paper 3, no later than 1:00 p.m. on the Friday following our last class day, under my office door on campus [S004]). A successful revision will bring the grade of that assignment to a C. However, note that I will read revised papers only if submitted in a folder with all of the required back-up materials, including the previously graded paper and cover sheet, and only if all revisions are highlighted on the new version.

In addition, you may revise one of the first three papers that earned a C or better for a new grade (up to an A). Unless you make prior arrangements, this revision is also due no later than 1:00 p.m. on the Friday following our last class day, under my office door on campus (S004). Again, you must submit this in a folder with all of the required back-up materials, including the previously graded paper, and you must highlight all revisions on the revised version. I will not read papers that do not follow these guidelines.

Conferences
Required one-on-one conferences to discuss assignments with me are scheduled at key times during the semester; additional conferences that you initiate are strongly encouraged.

Manuscript Form
Word process all work intended for reader response, including drafts. Please follow MLA manuscript form guidelines (see Kirszner and Mandell, pp. 215-219). Also please use two spaces after a period or other sentence-ending punctuation. A word of caution: BACK-UP your work to a second storage device!!! I also suggest emailing a copy of your paper (saved in Microsoft Word or RTF format) to yourself in case you have problems with your disks on campus. Computer errors/disasters do not excuse lateness. Resources are available to help you understand word processing; for example, see “Writing with a Computer” in Reid (p. 37) and “Computer Tips” in Kirszner and Mandell (indexed on p. 385). Also, the T/LC has a document called “College Computer Tips”: <http://www.delta.edu/files/TLC/College%20Computer%20Tips%2009.doc>. Please note that you will also be turning in a digital copy of your final paper via Educator (under “Assessments”) and http://www.turnitin.com (which I will show you in class). Again, ask me any questions you have—I’m happy to help.

Attendance and Late Assignments
I will take attendance at the beginning of each class session. Regular attendance is important for successfully completing this course. When you read through the class schedule, you will see how this course is built on collaboration among you, your peers, and me. You will most likely learn more and your grades will prosper if you consistently come to class well prepared, keep up with the readings and writing (you should find them challenging), and take the initiative for your contributions to class.

Please note that I expect you to take advantage of our entire class time, so come prepared to work. I am responsible for teaching only those who attend class. If some situation in your work or home life will prevent you from regularly attending this class and completing the work on time, I recommend that you drop the class now and take it when you will be able to successfully complete it. Also, chronic lateness and early departures are disrespectful to me and to your classmates and disrupt the learning environment; therefore, I may handle these through the Disruptive Students policy (see http://www.delta.edu/catalog/StudentsRights.asp).

The Delta College Catalog sets forth the following college-wide attendance policy:

It will be necessary for certain groups of students (e.g., veterans, financial aid recipients) to adhere to attendance requirements imposed by the policies of external regulatory agencies beyond the following stipulated by Delta College:

1. Attendance is expected at all courses for your maximum achievement.

2. It is your responsibility to make arrangements for missed course work.

3. The College recognizes that on occasion special College-connected events will conflict with scheduled course/laboratory times. Before those special occasions, you will need to work with the instructor to make alternate arrangements.

4. Individual instructors determine attendance rules and will explain those rules at the initial course meeting and/or in the course syllabus.

Please note that in my courses, except for when the college is officially closed during class time (e.g., because of the weather, though be sure to understand Delta’s adverse weather statement), there is no such thing as an excused absence; you are either present or absent, for whatever reason. In addition, the English Division has the following policy for an instructor-initiated drop for lack of attendance:

Your English Division instructor may drop you from this course if you miss, for any reason, in excess of 2/15 of your classes for this course. For this particular class this semester, that means in excess of 4 class periods.

I will also automatically drop a student who misses the first two classes of the semester without making prior arrangements. To avoid being absent, do not schedule routine dental, medical, or other appointments during class time. You already are scheduled during your class time--you are not free to schedule something else. If you must be absent, you are still responsible for all information and assignments given during the class you missed. If you must be absent when an assignment is due, hand it in early or arrange for someone else to hand it in for you.

We will have three types of assignments: papers, homework, and in-class activities. Papers are due in class on the stated day. Unless you make prior arrangements or have an extraordinary situation, I will not accept papers more than one class session late. Regardless of why a paper is late (including whatever arrangements you have made with me), I will downgrade it one grade.

Homework is due at the beginning of class and has two parts: 1) a reading and/or writing activity outside of class and 2) in-class discussion. Both parts are required to receive full credit for the assignment. If you are absent for the in-class discussion, you can get half-credit for the written outside activity if you show it to me when you return. Forgetting your homework is the same as not turning it in—you cannot get credit for it. Furthermore, if you were absent when it was assigned, you are still responsible for turning it in when it is due (therefore, ask in advance or call or email me to see if additional homework was assigned; I will reply as soon as I get your message).

Except for the essay exam, any other missed in-class activity (such as in-class writings, peer response day participation credit, etc.) due to absence, arriving to class late, or departing early, cannot be made up. A missed essay exam must be made up in the Academic Testing Center within one week unless you make prior arrangements with me. Also unless you make an arrangement with me (such as for a grade of “incomplete”), I will not accept any work after 1:00 p.m. on the Friday following our last day of class.

Write down the names and phone numbers of two students in this class whom you can call to make arrangements for obtaining anything you missed and/or turning in your work:

_____________________________ ______________________________

Withdrawal Deadline
The last day to withdraw with a grade of W, to apply for a grade of pass/no credit (P/NC), or to be withdrawn with a grade of WI is Friday, April 9. Please see me if you are having problems with this course. I will be happy to help you individually. Also, please consult with an academic advisor before you withdraw (D102, 686-9330, http://www.delta.edu/ServicesforStudents/CounselingAdvisingandCareerServices.aspx), and if you have or will ever have financial aid, you should also talk to the financial aid office before you drop the course (D101, 686-9080, http://www.delta.edu/futurestudents/AdmissionsEnrollment/MoneyMatters/InformationAbout/TypesofFinancialAid.aspx). If you stop coming after this date, you will receive an F instead of a W/WI at the end of the semester.

Plagiarism
Plagiarism (misrepresenting the work of others as your own) is a serious offense and will result in an F for the project and possibly for the course. For more information about Delta’s policies, refer to the “Integrity of Academic Work” section in the “Students’ Rights, Responsibilities, and Conduct” section of the Delta College Catalog or the English Division home page (http://www.delta.edu/english/integrityofacademicwork.aspx). If in doubt about plagiarism, please ask me for clarification. Note that I consider the submission of papers that you have previously written for another course to be plagiarism. Also note that taking any ideas or words from any source (including Internet sources) without proper citation is also plagiarism; to check for this, I use various Internet-based tools, including Turnitin.com (which I also use as a teaching tool; I will show you in class how to create your own account on this service). In this class, we will use MLA citation methods.

Student Conduct/Diversity
As a college student, you are expected to follow various guidelines related to your conduct. To read these guidelines, including Delta’s policy toward disruptive students, please refer to the “Students’ Rights, Responsibilities, and Conduct” section in the Delta College Catalog. In addition, Delta students have written an Ethical Code of Conduct available at: http://www.delta.edu/admissionsenrollment/informationabout/codeofstudentconduct.aspx. Please also note that Delta College values diversity: “Diversity represents an environment of inclusion and equity that fosters creativity, innovation and growth. We welcome and appreciate differences in identity, expertise, experiences, ideas, and opinions. Teamwork and diversity are characteristics valued by today's employers and vital in a pluralistic society. You are encouraged to work together as a team to get the most out of your learning experience. Active learning, teamwork, and respect will be expected and rewarded in this class” (see http://www.delta.edu/diversity.aspx).

General Education Outcomes
The Delta College faculty, in conjunction with area employers and numerous others, believe general education outcomes are important for community college graduates, whether they are going immediately into the workplace or continuing their education. Achievement of these outcomes does not occur in a single course; rather, these outcomes are achieved by experiencing them in several courses and in several contexts over an extended period of time.

Computer Use Guidelines
Delta College has very specific guidelines for accessing and using electronic resources which you are required to follow. Please read the guidelines and penalties for violations, available at http://www.delta.edu/accessanduse.html. In addition, I expect you to use your time on the computer for course-related work, not for playing games, emailing, consulting social networking sites such as Facebook or Myspace, or using Instant Messenger. However, please note that Delta College uses student email addresses to send information about registration, tuition refunds, drop/adds, grades, and so on; therefore, please be sure to check your Delta email account regularly (which you can do while on break or at the beginning or end of class). Also note that food or beverages (except for bottles with caps) are not allowed in the computer labs or classrooms.

RESOURCES FOR WRITERS

Writing Center

Main campus—A003 (http://www.delta.edu/writingcenter.aspx; writingcenter@delta.edu). The writing center can help you brainstorm a topic, revise a cover letter for a job application, or look over a piece you've written (such as a class paper). For details and hours, please consult their web site. Note that food or beverages are welcome in the Writing Center. Also note that they have a virtual student hand book on their web site: http://www.delta.edu/writingcenter/virtual-student-handbook.aspx.

Teaching/Learning Center
Main campus—LLIC (686-9314; http://www.delta.edu/tlc). The professional staff and peer tutors provide free tutoring in all academic content areas, including reading and writing, as well as study skills. Please consult their web site for their hours. They also offer on-line tutoring at http://www.delta.edu/TLCCyber/logon.aspx?ReturnUrl=%2fTLCCyber%2fDefault.aspx. In class, I will show you how to use the Plato Web Learning Network, which provides interactive tutorials related to spelling and grammar. For a listing of various learning and testing strategies handouts, see: http://www.delta.edu/tlc/handouts.aspx.

Library
Main campus—LLIC (686-9310; http://www.delta.edu/library/). Professional librarians provide personal research assistance and library usage information; ask at the reference desk (686-9560). Please consult their web site for their hours. Note that food or beverages are not allowed in the LLIC or computer classrooms (except for bottles with caps).

Bookstore
The bookstore (686-9030, http://www.bookstore.delta.edu) is located in the commons area (N015). Their hours are listed on their web site. Textbooks can also be purchased by phone or online.

Computers
Outside of the classroom, there are computers available for use in the LLIC (same hours as the library; for more information, refer to http://www3.delta.edu/complab/). There is also a Lab Assistant to help you at the circular desk by the computer pods. Be sure to bring a disk or other storage device so you can save your work (and be sure to save your document onto the disk frequently as you work; it’s also a good idea to have a backup disk). The T/LC provides a tip sheet for using computers in college: http://www.delta.edu/files/TLC/College%20Computer%20Tips%2009.doc.

If you do not use Microsoft Word 2007 at home, you can still bring your work back and forth. If you use a lower version of Word, simply use the “save as” feature on campus and save your document in the lower version of Word. If you use another word processing program, be sure to save your document in RTF format. In either case, be sure to also email it to yourself as an attachment. I’ll help you with this in class.

Disability Support Services
If you have a documented disability which affects your academic performance, and you need an academic accommodation, please contact the Office of Disability Services (D102, 686-9330).

Counseling/Advising and Career Services
The office of Counseling/Advising and Career Services (D102, 686-9330) is prepared to assist you with questions about your program of study, choosing courses, career decisions, and many things about yourself including working with you concerning personal and professional difficulties. For more information about the counselors, please open the following pdf file: http://www.delta.edu/files/Advising-Counseling/Disclosure4Feb09.pdf.

Me
I will make every effort to see that this class is meaningful to you and that you improve your writing. I am happy to discuss your writing with you and to answer questions on anything which may be difficult or confusing to you, either during class, after class, or in my office by appointment or during office hours (or you can just drop by my office to see if I am free). Do not hesitate to seek help from me at any time during the semester, or to consult with me concerning your performance and your grades in the course. I also encourage you to make use of the Writing Center and Teaching/Learning Center for assistance with your writing, including sentence skills such as grammar, spelling, and punctuation. Like everything else in your life, your success in this class depends on your effort and attendance; you have much to offer to your classmates, to me, and to yourself.

TENTATIVE SCHEDULE OF SESSIONS

(Revised to account for Session 10, which was cancelled due to Delta’s weather closure; changes were made to Sessions 11 and 12; the rest remains the same)

Note: HW = Homework; Reid = The Prentice Hall Guide for College Writers (8^th ed.); K&M = The Wadsworth Pocket Handbook (4^th ed.). If you have an earlier edition of either text, please see me for the correct page numbers.

It's a good idea to review the syllabus at least one session ahead of time. That way, if you have questions about what is due, you can ask before it is due. Remember that late homework is not accepted (see Attendance and Late Assignments, above).

Session	Activities
1) M 1/11	Introduction to the course and in-class diagnostic essay
2) W 1/13	Writing myths and rituals Purpose & audience HW due today: 1) two questions or comments about the syllabus; 2) read Reid, pp. 3-11, 17-29; 3) read K&M, “Ten Habits of Successful Students,” pp. 300-305
3) M 1/18	Paper 1: Expressive Observation Essay introduced Writing process overview Observing: The writing process HW due today: 1) read Reid, pp. 29-33, then answer questions 1-6, pp. 33-34; 2) read Reid, pp. 51-58 and 66-73, then answer questions 1, 2 & 4, pp. 73-74; 3) read K&M, “Understanding Purpose and Audience,” “Writing Essays,” and “Model Student Paper,” pp. 2-19; 4) read Reid, pp. 34-37 and 75-85
4) W 1/20	LLIC tour Writing workshop (bring all work done on Paper 1 so far) HW due today: 1) read Reid, pp. 90-95 and answer questions 1-2, p. 96; 2) read Reid, pp. 96-99 and answer questions 1, 3, 4, & 6 p. 99; 3) read Reid, p. 37 (“Writing with a Computer”)
5) M 1/25	Peer response, revision HW due today: 1) read Reid, pp. 86-89; 2) review K&M, “Revising Your Draft,” pp. 10-11; 3) have two typed copies of your first draft ready for peer response (Draft 1); 4) make sure you have done your audience analysis (see the assignment sheet for Paper 1); bring two copies of this, too, ready at the start of class
6) W 1/27	Writing workshop and individual conferences HW due in your conference: audience analysis and two copies of your revised draft (Draft 2)
7) M 2/1	Writing workshop and individual conferences, continued HW due in your conference: audience analysis and two copies of your revised draft (Draft 2)
8) W 2/3	Writing/editing workshop HW due today: 1) two copies of your third revised draft (Draft 3); also bring your peer response sheets from Session 5; 2) review K&M, “Editing and Proofreading,” pp. 12-13 and read “Writing Paragraphs,” pp. 19 - top of 24; 3) read Reid, pp. 378-379 (“Introductions and Lead-Ins”)
9) M 2/8	Final proofreading/sharing papers Due today: Paper 1 HW due today: read Reid, pp. H-2 – top of H-5 and read “Tips for Editing and Proofreading,” p. H-7
10) W 2/10	Snow Day (College Closed)
11) M 2/15	Paper 2: Persuasive Evaluation Essay introduced Reading, summarizing, and responding (in part) HW due today: 1) read Reid, pp. 399-412; 2) read Reid, pp. 430-437 and 439 (“Drafting”); 3) read Reid, pp. 151 - top of 157 and bottom of 162 – 164
12) W 2/17	Reading, summarizing, and responding (continued) Citing sources/quoting HW due today: 1) have individually completed the group work started in Session 11 (read the essay on pp. 444 - 447 and answer questions 1, 3, and 4 on p. 438 under “Reader”); 1) bring in your summary of “Teach Diversity with a Smile,” by Barbara Ehrenreich, pp. 158-161; 2) read K&M, “Avoiding Plagiarism,” pp. 177-181 and “MLA Documentation Style,” pp. 190-217; 3) read Reid, pp. 700-705 and bottom of 706 – top of 720 (“Documenting Sources”)
13) M 2/22	Peer response, revision HW due today: 1) read Reid, “Revising,” p. 706; 2) have three copies of your draft of Paper 2 and your audience analysis, ready at the start of class; 3) have completed the MLA practice sheet (“MLA Style Sheet”) started in Session 12 (available in Educator under Course Documents/Writing Workshop Documents)
14) W 2/24	The Relationship Among Language, Knowledge, and Power
15) M 3/1	Paraphrasing Writing/revision workshop (bring all work done on Paper 2 so far) HW due today: 1) read K&M, “Summarizing, Paraphrasing, and Quoting,” pp. 142 – top of 146 and “Integrating Source Material into your Writing,” pp. 173-176
16) W 3/3	Final proofreading/sharing papers Due Today: Paper 2
3/8 – 3/13	Mid-Semester Break: No classes
17) M 3/15	Career Center tour (after meeting in the classroom, we will go to D132) Paper 3: Persuasive Problem Solving Essay introduced HW due today: 1) read Reid, pp. 455-461 and bottom of 474-479, then answer questions 1, 2, & 5 on pp. 480-481 (Extra credit: question 8, p. 481); 2) read Reid, pp. 482-490
18) W 3/17	No class meeting (I am attending a conference); instead, today is an outside of class workshop day: decide on a topic for Paper 3 and bring it to the next class (for help choosing a topic, review Reid, pp. 482-483, and consult the library’s list of possible topics for research: http://www.delta.edu/files/library/library%20research/possibletopicsforresearch.pdf).
19) M 3/22	Extended research techniques/library database workshop Interview/questionnaire design HW due today: 1) read K&M, “Using and Evaluating Library Sources,” pp. 155-164 and “Using and Evaluating Internet Sources,” pp. 164-173; 2) read Reid, pp. 320-322, 657-663, and 666 - top of 697
20) W 3/24	Writing workshop (bring all work done on Paper 3 so far) HW due today: 1) read Reid, pp. 494-499, then answer questions 2-4, p. 499; 2) Revision/Editing Workshop sheet (available in Educator under Course Documents/Writing Workshop Documents)
21) M 3/29	More on avoiding plagiarism (bring all work done so far on Paper 3) HW due today: 1) read Reid, pp. 500-506, then answer questions 1, 2 & 4, p. 507; 2) read Reid, p. 744; 3) bring copies of your sources
22) W 3/31	Peer response, revision HW due today: 1) two copies of your audience analysis and first draft of Paper 3 for peer response, ready at the start of class; 2) read Reid, pp. 492-493; 3) read K&M, “Checklist: Preparing the MLA Works-Cited List,” p. 217
23) M 4/5	Writing workshop and individual conferences Due in your conference: 1) read Reid, “Revising,” p. 706 and A-1 – A-11; 2) bring your audience analysis, copies of your sources, and two copies of your revised draft (Draft 2)
24) W 4/7 (F 4/9 is the deadline to withdraw or to apply for P/NC)	Essay Exam (be sure to have a “Blue/Green Book”) Writing workshop and individual conferences, continued Due in your conference: 1) read Reid, “Revising,” p. 706 and A-1 – A-11; 2) bring your audience analysis, copies of your sources, and two copies of your revised draft (Draft 2)
25) M 4/12	Writing workshop (bring all work done on Paper 3 so far) HW due today: 1) one copy of another revised draft; 2) peer response forms from Session 21
26) W 4/14	Final proofreading/sharing papers Due today: Paper 3
27) M 4/19	Paper 4: Portfolio Analysis Essay introduced Writing workshop HW due today: 1) read Reid, pp. 343-352, and bottom of 368 - top of 378
28) W 4/21	Peer response, revision HW due today: 1) read Reid, pp. 384 - middle of 385; 2) have two copies of your draft of Paper 4 ready at the start of class
29) M 4/26	Revision/editing workshop (bring all work done on Paper 4) HW due today: 1) read Reid, middle of p. 385 (“Postscript”)
30) W 4/28	Final proofreading/sharing papers Due today: Paper 4 (Unless you make prior arrangements, all work is due by 1:00 p.m., Friday, April 30, under my office door on campus (S004)).