1100-07 Syllabus Levinefall 2016

Levine 1100- College Writing Fall 2015
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ENG 1100-07 College Writing
Instructor: Elizabeth Levine, M.A., M.P.H., M.F.A. Candidate
Adjunct Office: Raubinger 210
Office hours Thursdays 12-1:45
Phone (973) 720-4519
English Dept. Atrium 242 (973) 720-2544 extension 3066
Levinee7@wpu.nj.edu
Fall Semester 2015
Tuesdays and Thursdays 8:00 a.m.-9:15 a.m.
Required Materials:
1. Text: The McGraw-Hill Reader: Issues across the Disciplines, Gilbert H. Muller,
Twelfth Edition. Students are encouraged to rent this textbook which can be returned to
the WPU library as a Used Book at the end of the semester.
2. Notebook for in class writing assignments and journal entries
3. A package of multi-colored highlighters
Bookmarked Websites:
OWL at Purdue University: https:/www/owl.english.purdue.edu/owl/resource
Colby, Bates and Bowdoin (CBB Archive) Plagiarism Self-Test
MLAhttp://owl.english.purdue.edu/owl/resource/747/01/
New York Times online edition www.nytimes.com
TheWeek online edition www.theweek.com
Course description:
Students will produce essays in a variety of rhetorical modes (such as argumentation or
exposition) and genres, using writing to explore ideas, observations and experiences.
Students will share their writing with their peers, receive feedback on drafts, and revise as
they progress through process-driven writing.
Course objectives:
To enable students to:
a. Understand fundamental standards of college writing
b. Develop expository essays exhibiting a coherent structure and, as appropriate,
integrating research
c. Discuss, revise and edit multiple drafts of an essay
d. Utilize feedback from instructors and classmates to develop their writing and their
writing process.
e. Use writing-to-learn strategies (such as journals, writing logs, brainstorming) to
develop their understanding of course content and to think critically about that
content
f. Understand and consider the importance of audience
Student learning outcomes:

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By the completion of this course, students will:
a. Demonstrate fundamental standards of college writing.
b. Develop expository essays exhibiting a coherent structure and, as appropriate,
integrating research.
c. Develop revision and editing skills to be applied to multiple drafts of their essays
d. Apply feedback from instructors and classmates to develop their writing and their
writing process
e. Develop writing-to-learn strategies (such as brainstorming, free-writing, and
reading logs) to develop their understanding of course content and to think
critically about that content.
f. Identify effective writing strategies to address a variety of audiences
Purpose of Course
Why College Writing I (Course Objectives)
WPU offers two courses in college writing because faculty across disciplines, as well as
employers, understand that strong writing abilities are crucial to academic and
professional success. College writing is different from writing in high school.
In college, students are expected not only to have mastered formal techniques of
academic writing but also to have gained significant abilities in critical thinking.
Intellectual writing is marked by compelling inquiry and argumentation that is supported
by appropriate evidence and analysis. This intellectual inquiry forms a foundation for
academic success, work, and everyday life. Skills in writing and reading, allow students
to resolve issues in their communities and their daily lives. This is a writing course, and
as such, focuses on in-class writing exercises and the submission of a writing portfolio,
the goal of which is to emphasize the importance of the revision process in producing
college level essays that include analysis and research.
 English 1100: Course Overview—What Is a Writing Workshop?
 A workshop course is one in which the main activity is not listening to lecture
or participating in discussion. It's sharing drafts of your writing, discussing
these drafts, and revising them. You may have taken courses where a paper
is assigned, you write the paper, you turn the paper in, you get a grade, and
then you move on to the next paper. This is not one of those courses. In this
course, we will work on in-class writing assignments and multiple drafts of
different types of essays. You'll share these drafts with your classmates and
decide which ones you care enough about to work on further--to revise into
full-blown and finished essays. Instead of finishing one piece and then
moving on to the next, you might find yourself working on several pieces at
once, putting one essay aside for a while and then coming back to it later. It's
a messy process, but if you take it in the right spirit, it's also a creative
one. We'll work on four different essays over the semester, and you'll choose
two or three essays, depending on page length, to submit in a final portfolio
at the end of the semester. Your grade for the class will largely be
determined by the pieces in that final portfolio.

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 There is a strong emphasis on revision in this course. You will select some
projects for more extended work than others. By the time you choose pieces
which essays to submit for the final portfolio, they will have gone through an
extensive revision process. As a part of your final portfolio, you will be
expected to comment on this process and to point out how and why your
pieces have been revised over time.
Expectations
Course expectations are articulated below:
According to University Policy, in order to successfully complete and pass this course,
you must receive a minimum grade of a C. This is an English Department standard that I
cannot and will not change. Students must submit four essays (worth 15% each) and a
final portfolio (worth 20%). The portfolio is due at the end of the semester and includes
the opportunity to revise three of your four essays as an additional chance to improve
your writing and, therefore, potentially raise your final grade. So not only will you revise
each individual essay, you will also be given a final opportunity to review all of your
writing samples, select your strongest work, and revise again any outstanding weaknesses
in your essays that need improvement. The portfolio model also provides you with the
opportunity to look back on your writing process over the entire semester to better assess
your strengths as a writer and to continue to enhance your writing. You will be expected
to submit a Reflective Letter along with the portfolio that examines the role that revision
has played in your coursework. Details of the final portfolio will be provided as a
handout during the second half of the semester and we will work together as a group to
prepare for portfolio submission. The portfolio demonstrates your improvement as a
writer and is an opportunity to demonstrate that you have incorporated the lessons
learned from the revision process.
Writing is a process. This course emphasizes the role of revision for the four assigned
essays. Students will write three drafts for each paper: exploratory, middle and final draft.
Students receive feedback through peer review and that feedback is incorporated into a
middle or second draft. Your participation in this peer-review process is critical to your
success as writers and counts towards your class participation grade. I will review this
second draft and will look not only at the quality of your writing, but the quality of the
peer review that you have received on your essay. Peer review sheets must be handed in
with the second draft so that I can see the suggestions that were made by your peers and
whether or not you have incorporated their suggestions into your second draft. Their
comments will receive either a check, check plus, or check minus and will be calculated
into their class participation grade. I will return this second draft to you electronically
after I review your classmates’ suggestions, and the amount of work and effort you have
put in from the first draft to your second draft, with a focus on your ability to revise your
first draft. The final draft that you return to me that incorporates my feedback and

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revisions is the version that will be graded, but your effort and progress on the second
draft will factor into your final grade.
Revision must always be a central part of the writing process for this course and in your
academic experience at WPU. The role of feedback and revision in the syllabus requires
that all students actively participate in the peer review process by reading and evaluating
each other’s first drafts. Based on the feedback you receive from three classmates, you
will then revise your first draft and submit your second draft to me electronically on
blackboard and as a hard copy with the peer review sheets. Part of this packet includes
the four peer revision sheets and a packet is considered incomplete without those
feedback forms. All changes between your first and second draft should be bolded so
that I can see the changes that you have made between drafts based on peer
feedback. Again, revisions between your second draft and final draft should be both
bolded and italicized so that I can see the additional changes that you have made as
you continue to revise. Final drafts are due in hard copy and include the original draft,
the second draft which incorporates peer edits, peer review sheets, and incorporates my
feedback. In other words, for each individual essay there are three drafts. Your final draft
will be graded and each individual essay is worth 15% of your final grade. I am looking
for consistent improvement across the drafts, one that integrates feedback and
demonstrates thorough and thoughtful revision.
Final portfolios will be collected on Tuesday, December 10th, in lieu of a final exam.
Your course section belongs to a portfolio review group. This group requires students to
submit a mid-term paper and an end-of-term portfolio to be reviewed by the teacher and
the portfolio review committee, which consists of other professors in the English
Department. The portfolio review group cancels the last week of class so that we can read
together during that week. Therefore, the last day of class will be December 10th, 2014
and the final exam week of classes is cancelled. Please plan in advance so that this
deadline is met, or you risk failing the class. Late portfolios will result in a lower overall
course grade for each day it is late.(Example: 1 day late, drops your grade from an A to
an A-, two days drops your grade from an A to a B, three days late drops your grade from
a B to a B-. Portfolios that are received four days late will automatically receive a C and
if your portfolio is submitted more than five days late you will fail the class with an N.
All four papers and the final portfolio must be submitted, in addition to your homework
assignments and journal entries, in order to receive a passing grade of C for the entire
course.
Course Requirements
 Class participation, Writing Center Sessions, Home Work Assignments, Peer
Reviews, Discussion Board/In‐class work: 20%
 3 Essays 60% of final grade; Each essay = 20%
 Final Portfolio 20%
Explanation of Course Requirements
Class Participation: This is a baseline expectation for College Writing; students not

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achieving in this area will have lowered grades. Class participation is twenty percent of
your final grade, and theoretically, for those of you who are not strong writers, it is an
opportunity to raise your overall grade through the following criteria: homework,
discussion board posting, peer review, volunteering in class.
Participation in small group work. Each class we will review two or three sample
essays from the chapter and students will present their analysis of these essays to the
larger group. You will be asked to either summarize or paraphrase the text, identify
rhetorical techniques chosen by the author, and respond to questions at the end of the
text. Students are expected to volunteer to present to the class, or serve as the writer for
the small group work. Failure to actively participate in this comprehension exercise
impacts your class participation grade. It is also inconsiderate to your fellow students
who actively participate.
In-class writing assignments are part of your class participation grade and are critical to
your success in the course. There is an in-class assignment every class. If you are absent,
it is your responsibility to make up the assignment and submit a hard copy for grading.
There will be an in class writing assignment in your journal every class. If you are
absent, this must be submitted as homework.
Peer-review is an integral part of this writing course. If you are absent during peer
review of your essay, you will be required to arrange for a tutoring appointment at
the writing center, where you can solicit feedback on your first draft, prior to
submitting a second draft. You will be required to submit documentation of your
writing center visit as proof of your attendance. When you participate in the peer review
process of another student’s essay, you will receive a grade.
As a reviewer of other students’ work, your written peer review sheets will be
graded with a check, check plus, or check minus. This is to reiterate how important
revision is to the final essay, and to demonstrate to me that you have provided substantive
feedback to your classmates regarding their work. Comments that are vague like “I like
this” or “This needs work”, without specifying what does or doesn’t work in the essay,
demonstrates that you have not taken your role as a reviewer seriously. This is your
opportunity to help your classmates receive a higher grade on their final draft; as such, it
should be approached with the same effort as you would put into your own work.
Attendance also counts towards your class participation grade; please see the
separate section on Attendance detailed below.
The Revision Process. Perhaps in your high school English class, you might simply
have written one draft of a paper and then received a grade on that one final
draft. But, given the requirements in 1100 for revision, how papers are graded is
both a little more complicated but at the same time recognizes the effort and
progress that is shown between drafts. Your progress on the different drafts
matters. If you demonstrate that you’ve read and understood the feedback from
your peers and your instructor, this improvement and engagement in the process of

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revision and reflection matters in my assessment of your final grade. In this sense, I
find the revision process to be one of the fairest and most supportive methods of
grading that I have seen in any course, because your grade is determined by
progress rather than perfection.
Class participation. This is a category that is sometimes unclear to students. I
want to be very clear about how I decide how well a student has participated and
how you will know how you’re doing. I expect all students to speak in every class,
time permitting. I assign homework and it is graded with a check (85), check plus
(95) or check minus (75). If you do not submit the h.w. assignment, you will receive
a zero. I also will grade your peer review sheets to see how you have contributed to
the revision process. In-class writing assignments are graded the same way as
h.w. In other words, the five criteria that determine your class participation grade
are contributing to class discussion, your work as a peer reviewer on your
classmate’s work, in-class writing assignments, h.w. assignments and attendance. In-
class writing assignments will be graded quickly so you will have a handle on how
you are doing in this area. H.W. grades will be posted on blackboard when you turn
in your assignments electronically. Peer review forms will be graded and you will
also see these grades on blackboard. I will hold individual conferences which are
mandatory that will give you another opportunity to review how you are doing in
class participation. Lastly, I factor attendance into class participation. See
attendance policy below. The more you participate, the more you will learn, and the
higher your class participation grade will be.
Attendance
The 1100 Program standard is that more than 5 absences will result in failure of this
class. In-class writing, discussion, and occasional lectures provide information and
processes essential to understanding the texts and writing strong essays. It’s really
simple: you are either here or you are not. You cannot get credit for contributing to a
class discussion or activity if you are not here to participate. Additionally, you are
expected to come to class prepared for the day's work (readings completed, proper
number of drafts, etc.). If you arrive to class without the necessary materials to participate
and engage in the learning process, your attendance may not be counted for that day. If
there are severe circumstances, such as a prolonged illness or another serious situation,
please let me know as soon as possible and we can negotiate the situation with the Dean
of Students.
All Discussion Board and BB Collaborate Sessions will count towards your class
participation grade and attendance will be tracked. Since this is a hybrid class, you
will have the option of synchronized and asynchronized on-line sessions. You will
also be expectedto post to discussion board, either video, audio or written responses
to the weekly “journal entries.” You must save these submissions in order to submit
a final portfolio.
Students should expect to spend roughly eight to ten hours a week on the work assigned

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in this class. In order to cover any emergencies—illness, family issues, for example, or
academic obligations for other classes such as field trips—students are allowed three
absences in College Writing: excuses are neither needed nor accepted. Every absence
thereafter, results in a half letter reduction of the final grade. For example, if you achieve
a B as your final grade but have an additional absence over the allowed limit, your final
grade becomes a B-. Any student who enters the classroom after class has begun will be
marked as late. Coming in to class late three times equals one
You are responsible for all assigned reading and writing. In each unit, you will be
responding to the text through written responses and other activities as well as responding
to peers through collaborative review. In-class writing exercises and Journal Entries are
required and count towards your class participation grade. These exercises will be graded
check, check plus or check minus.
Three Essays (20 % each) Each of these essays will develop an argument derived from a
student’s analysis of a combination of texts. Each essay will undergo revision and
rewriting, with the assistance of peer review and instructor feedback (quality of both
revision & peer review will be factored into the final grade for each essay). You will have
a choice of which essays you would like to submit for your final portfolio.
All essays will adhere to MLA format for research papers (including documentation),
which can be found on (Chapter 15: Writing a Research Paper, pages 775-780 in your
textbook, Issues across the Disciplines. See also OWL at Purdue University website.
http://owl.english.purdue.edu/owl/resource/747/01/
Your final grade for late essays will be lowered by half a grade per day, see explanation
above. Students will develop their own research project for the final paper and will write
an essay based on their findings. Students should consider the kinds of questions that our
class reader, Issues across the Disciplines, raises when developing topics. Students may
also use one essay from the text, though it may not be one of the essays assigned for
another unit. Units 15 and 16 will cover the Writing a Research Paper topic later in the
semester, but do not wait until then to think about possible topics for the project.
Remember to back up all written work throughout the semester and do not write over any
drafts.
Final Portfolio (20%) Details will follow later in the semester and appear under the Final
Portfolio Folder on Blackboard. Students will submit a portfolio of writing by December
10th, 2015. This will include a minimum of two revised essays for a total of ten pages of
revised work, not including the two page essay “Me as a writer”. I will provide a detailed
description of how to assemble and organize the portfolio. Important: save and carefully
label each piece of work as a separate data file for the Portfolio.
Plagiarism
William Paterson University values students’ honest efforts in the classroom and as
writers. Plagiarism is unacceptable according to WPU Academic Honor Code and this
class will educate you about what it is and how to avoid it. Should you choose to
plagiarize—turning in written work as your own that you have copied from some other
source, whether a website, print media, or even another student—I will submit your

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plagiarized paper and the source materials from which you have plagiarized to the
English Department office and you will potentially face disciplinary action from the
University. I additionally reserve the right, when plagiarism is proven with
documentation, to fail you for the semester. Should you be accused of plagiarism, you
have the right to appeal the decision and also to request a meeting with your professor
and the College Writing program director, Dr. Chris Weaver. In an effort to avoid this
serious offense, you will be responsible for submitting the Colby, Bates and Bowdoin
(CBB Archive) Plagiarism Self-Test as a homework assignment. To learn more about
plagiarism and how you can avoid it, be certain to ask me about any aspects of the issue
that you do not understand.
Absence
o Talking to another while I am speaking or another student is speaking is blatantly
rude. Please do not do it.
o Do not pack up to leave before the class has ended.
Grades Your Final Portfolio is worth 20%, and 3 essays, one of which is a research paper
are 60% of your final grade. The remaining 20% is determined from class participation,
which includes homework, documented sessions at the Writing Center, blackboard
assignments, and peer review and/or class participation. Students must submit all essays
and portfolio in order to receive a passing Students must submit all major writing
assignments in order to pass the class. See Grading Rubric for descriptions of A, B, C,
D, and F essays.
Writing Center
Students are expected to take advantage of the services offered by the Writing Center,
located on the first floor of the Atrium Building. Trained writing consultants offer free
tutoring on all aspects of the writing process. Students must schedule one appointment
during the semester, which will count as a homework assignment under class
participation, but drop‐in help is also available. Please note: this is not a place to drop off
essays to get them fixed! I require confirmation of this appointment. I recommend that
you schedule these sessions between your second draft and final draft of your essays.
However, if you are having trouble organizing or starting your essay, and feel you can
benefit most from help in the beginning of the writing process you are welcome to access
the Center earlier in the composition process. Proof of this session will raise your grade
through class participation and will count in the final grade for this class. I give extra
credit for each documented visit to the writing center, except when you have missed peer
review and are mandated to go. In other words, if you voluntarily go to the Writing
Center for help with your first, second, and final draft, you would receive extra credit
three times. We will visit the Writing Center as a class and you will have the opportunity
to schedule an appointment and ask questions of the staff and tutors as to how they can
best help you in the drafting and revision process. I strongly encourage you to take
advantage of this free assistance, as it can only strengthen your writing, which ultimately
will raise your grade in the course.
Accommodations

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If students need accommodations in the classroom to fully participate in this class, please
see me at the beginning of the semester to discuss your needs.
Internet/Web Expectations:
This course uses Blackboard (Bb) extensively for its course documents and online
assignments. You must have access to it as the syllabus, breakdown of assignments,
handouts, and supplemental links for this course will be posted there. You will get
various opportunities throughout each unit to work with Bb’s tools (discussion board,
blog, journal, etc.). All homework and drafts (first and/or second) for the course will be
submitted either through Bb or email. Final draft packets (due at the conclusion of each
unit) and the final portfolio (due during our final exam period) will be submitted in hard
copy.
**Important note about your WPU webmail account: You are responsible for checking
your account on a regular (daily) basis. All Bb announcements I make also generate
an email notice to you. Make sure that you regularly maintain your webmail account
(delete unnecessary mail to avoid a full inbox) in order to receive key class notices and/or
updates.
See BlackBoard for Discussion Board etiquette and assignments in case of class
cancelation or inclement weather.
Schedule of Reading & Writing Assignments
This schedule is subject to minor change. Please print a hard copy of this schedule and
bring to class each day.
Note: All readings are from our class text, unless otherwise noted. Abbreviation Key: Hw
= homework assignment; Bb = Blackboard; DT= discussion topic; ST = skill topic.
Homework writing assignments and essay topics are detailed at the end of the schedule.
Unless otherwise instructed, bring your writer’s journal and textbook to each class. All
homework assignments listed are due the day of class .I. Part I Reading and Writing
across the Disciplines
Week 1
January 21 , 2016
Chapter I: Reading and Responding to Texts:
Reading Critically, Writing as Process
First Day of Class
Overview of course goals and objectives of College Writing. Review of grading rubric
and plagiarism policies. Explanation of reading, writing, home-work assignments and
class participation criteria. Icebreaker intro and review of syllabus.
Journal Entry #1 Topic: Why Did You Chose WPU?
In class exercise: Read Peter Elbow’s essay Free Writing, p.105

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H.W. Assignment:
Read: Chapter 1 Reading and Responding to Texts, pgs. 2-41
** Morton J. Adler, How to Mark a Book, pg.16 is particularly important
Read: Donald M. Murray, “The Maker’s Eye: Revising Your Own Manuscripts: pgs.100-
113
Week 2
January 26, 2016
Reading and Responding to Texts
Lecture: How to Write an Introductory Paragraph
ST: Summarizing, Paraphrasing
In class writing Assignment, Journal Entry #2
H.W. Assignment: Read: Chapter 1 pgs. 44-63;
p. 63 Synthesis: Connections for Critical Writing. Then write one-paragraph summaries
for each selection which must be submitted to blackboard under Unit 1 assignments
folder, HW1 before class Tuesday. September 8th
January 28th, 2016
Chapter 2 The Critical Writing: Process and Communication
Lecture: Developing a Thesis Statement
In Class Writing Assignment Journal Entry # 3
Essay topics will be distributed in class today.
Pre-writing and brainstorming for first draft of Essay #1
H.W. Assignment: Read: Chapter 2 pgs.64-104; (Leave Your Name at the Border,
Turning the Page on Disaster, Mother Tongue) (See bb handouts Essay #1 guidelines)
Answer the comprehension questions for all three essays and submit via blackboard as
HW2
Week 3
February 2, 2016
Chapter 3 Reading and Writing Effective Arguments
Lecture: Organization, Body and Concluding Paragraphs
Small Group Work: Networking p. 178
In class writing assignment Journal Entry #4
H.W. Assignment: Read: Chapter 3 pgs. 136-178;
Write: Essay 1First Draft: Submit electronically to blackboard under Unit folder 1:
Essays Bring: Three copies of your essay for peer review (this counts as part of your
H.W. Assignment and print two peer review forms (See Unit 1 BB, Handouts)

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Week 4
Feb. 9, 2016
Print a copy of the peer review form (bb handouts, unit 1 peer review guidelines)
First draft due Tuesday Feb 9th, 2016. Peer critique in class.
Revision and Peer ReviewProcess
Introduction to the Workshop and Portfolio Model
Peer Critique/Review of Essay 1
Bring: Three copies of your essay for peer review. Submit First Essay Draft #1
electronically on blackboard in Essay Folder Unit 1 and bring hard copy for instructor
H.W. Assignment Revise first draft incorporating edits/critique from peer review
In class: In light of discussion and activities from peer critique and from your own
rereading and reflecting on the assigned essays, revise – rewrite – your essay for
submission of the second draft. Bring in a hard copy and also put an electronic copy
in the Assignments section of our Blackboard class community (if you have trouble
with Bb, e-mail it to me at __levinee7@wpu.nj.edue). Label the electronic copy of
your file LastnameFirstinitialEssay1RD2 (SmithJEssay1RD2). Be sure to include
your email, phone number, and student ID on the draft.
Please Note: the second draft will serve two purposes: assessment and learning. I
encourage you to schedule an appointment for the WPU Writing Center to improve your
writing skills and assist you with your final draft, earn extra credit and thus improve your
grade in College Writing. The second draft will be reviewed by me and returned to you
within a week with commentary to direct your further revision for the final draft of this
essay, which will be graded.
Homework Assignment: Revise first draft, demonstrating that you have incorporated
feedback from workshop; compile background documentation including visit to Writing
Center. Revise and submit second draft of Essay 1 via blackboard under Unit 1 Essay 1
Second draft Folder by Thursday, February 11th
Collect back up documentation of peer critique and revisions and demonstrate these
revisions using bold from first draft to second draft, illustrating that you have
incorporated the suggestions of your group and have fulfilled the assignment
requirements as per the revision checklist criteria. This documentation must be included
in the final draft or it is considered incomplete.
Instructor will review and provide edits/comments for the final draft submission due
Tuesday February 16th, 2016. Begin final draft once instructor comments are
received.
Feb. 11, 2016
Second draft due in hard copy today. Revisions are in highlight and proof
of documentation of Writing Center visit must be stapled to the essay.

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II. Issues Across the Disciplines
Chapter 4 Education and Society
Discussion of readings:
In class: CNN Documentary The Ivory Tower
H.W. Assignment Read: Chapter 4, pgs. 180-227;
H.W. Assignment Submit final draft of Essay #1 via blackboard, incorporating instructor
and peer feedback and peer review sheets
Week 5
February 16, 2016
Chapter 5: Family Life and Gender Roles
Lecture Compare/Contrast in Argumentative Essays
In class: Free writing Journal Entry # 5
Discussion of readings
Final draft of essay 1 is due today Bring hard copy to class and submit to instructor at
the beginning of class... All changes from second to final draft should be highlighted
HW Read: pgs. 252-277 (DO NOT READ THE WHOLE CHAPTER!!!) Skip “Once
More to the Lake”, “Street Scenes”, “An American Childhood”, and “In Sable and
Dark Glasses
February 18, 2016
Monday Schedule NO CLASS!!!!!!!!!!!!!!!!!!!!!
Week 6
February 23, 2016
Chapter 6: History, Culture, and Civilization
In class: (Brainstorming for Essay # 2 topics )
Lecture: Different Styles of Essays
In class: Journal Entry # 6

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Video:
HW Submit first draft of Essay 2 by Tuesday, March 1st, 2016
February 25, 2016
Chapter 7: Government, Politics and Social Justice
Small group work: Writing Effective Arguments
H.W. Assignment Read: pgs. 322-371 SKIP “Is Texas America”, “Grant and Lee: A
Study in Contrasts” Choose one essay from this chapter that resonated with you and
answer all of the comprehension questions that follow the essay you have selected.
Submit as HW4 Come to class prepared to summarize the essay and the thesis statement
that the author makes. Submit first draft of essay 2 by Tuesday, March 1st
Chapter 8: Business and Economics
Lecture: Grammar Review
In class Journal Entry # 8
Read: pgs. 372-416. Choose one essay from this chapter that resonated with you and
answer all of the comprehension questions that follow the essay you have selected.
Come to class prepared to summarize the essay and the thesis statement that the author
makes. Post to blackboard in
Week 7
March 1 , 2016
Peer Review Essay 2 and bring 3 hard copies to class on Thursday for peer review.
Print peer review sheet, 2 copies
H.W. Assignment: Submit second draft of essay 2 by Thursday. March 3rd, 201
March 3, 2016
LIBRARY VISIT
H.W. Assignment: Prepare a Working Bibliography for Research Paper
Pre-writing and Brainstorming Essay 3. Essay 3 topic will be distributed in class today.
H.W. Second draft of essay 2 due on bb
Week 8

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March 8th, 2016
Chapter 10: Literature and the Arts
H.W. Assignment: Read: pgs. 511-523; Chose one essay and write an introductory
paragraph/summary identifying the Author’s thesis statement. Bring a hard copy to class
for oral presentations and revisions Post to Blackboard as HW4
Living Writers Assignment distributed; select session to attend
Lecture:TBD
In class Journal Entry #9
Small group work
March 10th, 2016
Class Canceled Student conferences 12-1:45
H.W. Read: pgs. 486-503
. Week 9
March 13-March 19: SPRING BREAK
Week 10
March 22, 2016
Final Draft of Essay 2 due today in class. Bring hard copy with documentation of
writing center visit and peer review sheets. Post
Free writing and Brainstorming
Lecture:: The Four Phases of a Research Paper
HW: Read Chapter 15: Writing a Research Project
H.W. Assignment Read: pgs. 750-790
March 24, 2016
Chapter 16: A Research Project Casebook: Working with Sources across Media
In Class: Journal Entry # 10
HW: Write first draft of essay 3 and post to discussion board On Line Peer Review
March 25, 2016 Good Friday

15
March 27, Easter, University is closed
Week 11
March 29 Second draft of essay 3 is due today at start of class as hard copy. Post on BB
under Unit 3 Essay 2
On Line Peer Review
HYBRID CLASS
H.W. Assignment: Read: pgs. 791-825
March 31st, 2016
Lecture:
Review MLA Citations and MFA Bibliography
In Class: Journal Entry # 11
Week 12
April 5, 2016.
HYBRID CLASS
Student Conferences
April 7, 2016
ResearchPaper Guidelines and Best Practices
Lecture: Analysis of Sample Student Research Papers:
Group work: Sample papers
Chapter 11: Philosophy, Ethics and Religion
HW Read: pgs. 544-576, Skip Plato;s “The Allegory of the Cave”,and Salman Rushdie’s
article “Not about Islam”;

16
In class Writing Assignment Journal Entry # 13
HW Assignment: Readthe “Terrifying Normalcy of AIDS”, Stephen Gould
Week 13
April 12, 2016
Final draft of essay 3 due today in class. Attach peer review sheets
documentation of writing center visit. All revisions should be in highlight
Chapter 12: Health and Medicine
Read: pgs. 592-643
In class Discussion on the following articles: “It’s Spreading, “Topic of Cancer”, and
“The Masked Marvel’s Last Toehold”
April 14, 2016
Student Presentations
In class Journal Entry 14
WEEK 14
April 19, 2016
In class Journal Entry 15
April 21, 2016
In Class Journal Entry 16
Week 15
April 26, 2016
Preparing a portfolio; reflecting on your writing
In- Portfolio requirements distributed and discussed (see also Bb: Final Portfolio
Review we will meet in the computer lab and devote the entire class period to
portfolio
In class: Development of portfolio Reflective Letter
April 28, 2016

17
Make up work/ In Class Essay/Peer Review in Pairs
”
Week 16
May 3, 2016
I WILL RESERVE A COMPUTER LAB AND YOU WILL HAVE TO SIGN
ATTENDANCE SHEET
Portfolio Computer Lab
IF YOUR FINAL PORTFOLIO IS COMPLETE (REVIEW CHECKLIST) THEN YOU
MAY LEAVE IT IN MY MAILBOX; IF NOT, YOU MUST COME TO CLASS ON
Thursday MAY 5 TO SUBMIT YOUR PORTFOLIO
May 5, 2016
Portfolio due: Thursday, May 5, 2016 Last Day of Class. I will be present in the
classroom to receive portfolios on the final day.
Final Portfolio Due: , LATE PORTFOLIOS WILL RECEIVE A LOWER GRADE; A HALF
POINT EACH DAY. LAST DAY THAT I WILL ACCEPT PORTFOLIOS: MAY 8 Journals are
due for collection.
May 8: Spring semester ends.
May 6-May 13: Exam period; May 13 Spring Semester Ends

1100-07 Syllabus Levinefall 2016

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