Eng 101 Paper #2 Ad Analysis (50 points)
2-3 pages, double-spaced, stapled.
Outline and Thesis Statement Due: Thu Apr 29
In-class presentation Due: Tues May 3
Final Draft Due: Thu May 5 (You must include your outline. 1st draft recommended, but not required)
In 5 paragraphs, analyze a full-page print advertisement. Use the checklist on page 115 to start the brainstorming process.
Although advertisments appear to sell a concrete product, they actually sell an abstract emotion. Identify what product the ad is selling. Then identify what the ad is "really selling" (fear, humor, sex, adventure, guilt, feeling of intelligence, etc.) Identify and describe 3 tactics the advertisers used to sell the product. Examples might include: types of images, composition of images, use of text, presentation of text, potential double meanings, allusions, use of celebrity, optical illusions etc. Please include a copy of the ad with your paper and outline.
Use the following outline format:
I. Introduction
A. Describe the ad, what it looks like generally and what product it is selling.
B. Thesis: Although the ad may be selling a specific product, what emotion is the ad really selling? What three tactics does the ad use to sell this condition?
II. Subtopic 1
A. Topic sentence: what is the first tactic the advertisers use?
B. Describe the tactic
C. Explain how the tactic sells the product. (emotion)
D. Suggest a connection to the next subtopic
III. Subtopic 2
A. Topic sentence: what is the second tactic the advertisers use?
B. Describe the tactic
C. Explain how the tactic sells the product. (emotion)
D. Suggest a connection to the next subtopic
VI. Subtopic 3
A. Topic sentence: what is the third tactic the advertisers use?
B. Describe the tactic
C. Explain how the tactic sells the product. (emotion)
V. Conclusion
A. How do these tactics work together to sell both the product and the condition?
50 Points
5 - In-Class Presentation
5 - Essay structure
10 - Thesis statement (topic=1 point, argument=3 points, subtopics=3 points, sentence structure=3 points)
15 - Paragraph structure (topic sentence: 1 point/each, description=3 points/each, explanation/analysis=1 point/each)
10 - Sentence structure
5 - Basic grammar
Tuesday, April 26, 2011
Thursday, April 14, 2011
Tuesday, April 12, 2011
Paper #1
Eng 101 Paper #1 (The Trip) 50 Points
Outline due: Thu Apr 14 First draft due (BRING 4 COPIES): Thu Apr 21 Final draft due (including outline, first draft, and peer reviews): Tues Apr 26
In 3-4 pages (approx 9 paragraphs), write a personal narrative that describes a trip you've taken. Be as specific and vivid as possible in your descriptions. "Show don't tell." Use concrete descriptions, sensory images, strong verbs, and metaphors to put the reader in your shoes. Remember that you can not recount every detail from your trip. Carefully choose the best, most specific, or representative parts of your trip to describe. Your paper must have a clear beginning-middle-end. Complete the informal outline below by Thu Apr 14. Find 3 specific unifying ideas or images for each section (beginning, middle, and end) of your paper. Consider each paragraph of your narrative as a "snapshot." Chose your "snapshots" carefully, so they suggest the whole story without having to tell the whole story.
I. Beginning:
A.
B.
C.
II. Middle:
A.
B.
C.
III.End:
A.
B.
C.
Outline due: Thu Apr 14 First draft due (BRING 4 COPIES): Thu Apr 21 Final draft due (including outline, first draft, and peer reviews): Tues Apr 26
In 3-4 pages (approx 9 paragraphs), write a personal narrative that describes a trip you've taken. Be as specific and vivid as possible in your descriptions. "Show don't tell." Use concrete descriptions, sensory images, strong verbs, and metaphors to put the reader in your shoes. Remember that you can not recount every detail from your trip. Carefully choose the best, most specific, or representative parts of your trip to describe. Your paper must have a clear beginning-middle-end. Complete the informal outline below by Thu Apr 14. Find 3 specific unifying ideas or images for each section (beginning, middle, and end) of your paper. Consider each paragraph of your narrative as a "snapshot." Chose your "snapshots" carefully, so they suggest the whole story without having to tell the whole story.
I. Beginning:
A.
B.
C.
II. Middle:
A.
B.
C.
III.End:
A.
B.
C.
Thursday, April 7, 2011
e-Reserves access issues
In light of today's issues with UW NetId, I have posted the e-reserve readings on the Angel site for this course.
Monday, April 4, 2011
Syllabus
Engl& 101 Sec 03 – English Composition I
Instructor: Mr. David Bucci Email: dbucci@cascadia.edu
Phone: 352-8329 Office: CC1-329 Office Hours: Mondays and Wednesdays -- 1:15 - 3:15 pm
Class Meetings: Mondays and Wednesdays, 11 am – 1:05 pm Rm: CC1-102
Class blog: http://buccienglish101.blogspot.com
Class e-texts: https://eres.bothell.washington.edu/eres/coursepass.aspx?cid=1959
Course Description:
This course helps students learn how to make judgments and decisions about their own and others’ communication, especially in college writing. They will practice reading a wide array of texts, developing strategies for interpreting, responding to, and making use of these texts in their own writing. They will develop and use a personalized process to write essays and other products and performances that achieve identified purposes for identified audiences; a central focus of this practice is the production of original texts that are substantive and clearly organized and that achieve appropriate levels of correctness. This class is organized around a theme chosen by the instructor.
Prerequisites: Completion of ENGL 100 with a grade of 2.0 or higher or placement by testing into ENGL&101.
NOTE: There will be very little review of sentence level grammar and syntax in this class. If grammar and syntax are not of a college level, it is the student's responsibility to seek outside help from Cascadia’s Math and Writing Center or online through SMARTHINKING.
Online Tutoring and Writing Assistance: Cascadia provides online access to live professional tutors in a variety of subjects, powered by SMARTHINKING. Many subjects have tutors available late into the evening hours and some subjects have tutors available 24x7. To get started, please visit the following address: https://smarthinking.cascadia.edu/
Course Content, Topics and Themes:
Critical thinking processes: analysis, synthesis, evaluation, problem-solving
Reading processes: reading closely and also responding to texts
Composition processes: generating ideas, gathering information, organizing, drafting, discussing, revising, editing, and proofreading
Rhetorical strategies: patterns of organization and other rhetorical strategies, with an emphasis on essay writing
Research-writing strategies: incorporating sources, avoiding plagiarism, judging validity of evidence
Group process skills
Self-evaluation skills
Technology strategies: revising text, managing communication, and running a general search for background information
Required Materials:
• all readings for this course will be e-Reserve texts, found at
https://eres.bothell.washington.edu/eres/coursepass.aspx?cid=1959
(you must have a UW NetID to access the e-reserves)
• stapler, binder, loose leaf paper, Rules for Writers by Diana Hacker (optional grammar handbook)
Papers:
• Four 3-Page Papers – 50 points each
• Two In-Class Essay Tests (2-3 pages) – 25 points, 50 points
All out-of-class writing must be typed. All papers are due at the beginning of class, and papers handed in after the first ten minutes of class will be marked late and penalized. No other late papers will be accepted. If you think you are not going to be able to make a paper deadline, please speak with me before the paper is due. Absolutely, no emailed papers will be accepted. All papers (and associated outlines, drafts, and peer reviews) must be stapled together and clearly labeled with the student’s name on every section. If you fail to include a required outline, first draft, or peer review response with your paper, your grade for the assignment will be reduced by 10%.
Attendance, Participation, In-Class Work, Quizzes:
You are required to attend class on time, and expected to have completed all reading and assignments BEFORE coming to class. There will be frequent short quizzes on most assigned readings. Quizzes will be given at the beginning of class. There will be no make-up quizzes for absent or tardy students. Our course only has 21 class meetings. If you attend at least 18 classes on time, you will earn 20 points of extra credit. Important: You are responsible for all assignments given in class whether you were present or not. “I wasn’t here that day” is not an excuse. I will keep the class web page updated with assignments and changes to the schedule, but I suggest you trade contact information with several of your classmates just in case.
Grade Conversion:
Four 3-page papers (50 points each) = 200
Five Quizzes (5 points each) = 25
Two in-class essays (25 points/50 points) = 75
Personal Narrative: outline, peer review (5 points each) = 10
Visual Analysis: thesis statement, outline (5 points each) = 10
Text Analysis: thesis statement, outline, peer review (5 points each) = 15
Video Analysis: thesis statement, outline, peer review (5 points each) = 15
TOTAL = 350 points
4.0 = 333-350 points (95-100%/A) 2.5 = 280 points (80%/B-) 1.0 = 228 points (65%/D)
3.5 = 315 points (90%/A-) 2.0 = 263 points (75%/C) 0.0 = 210 points or below
3.0 = 298 points (85%/B) 1.5 = 245 points (70%/C-)
(Complete grade conversion table available upon request.)
English 102: In order to move on to 102, students must earn a minimum grade of 2.0.
Course Outcomes:
Learn Actively - Learning is a personal, interactive process that results in greater expertise and a more comprehensive understanding of the world.
Read, analyze and reflect on a variety of texts to increase knowledge about self, others and the world
Engage in discussion and group assignments to deepen understanding and develop learning skills
Use writing as a learning tool to generate ideas, explore alternative interpretations and approaches, record and organize material for later use, and share experiences and insights
Understand and appreciate the variety rhetorical strategies that can be used for various writing tasks
Meet assignment timelines and seek help when necessary
Think Critically, Creatively and Reflectively - Reason and imagination are fundamental to problem solving and critical examination of ideas.
Examine and evaluate familiar situations where written communication is called for in order to make choices about form and content
Call on a diverse set of strategies to solve problems that arise in communicative situations
Use an understanding of one’s personal values and biases, and those of others, to make inferences and draw conclusions about reading and writing
Communicate with Clarity and Originality - The ability to exchange ideas and information is essential to personal growth, productive work, and societal vitality.
Use a personalized process to create various written and oral communication products such as essays, reports, speeches, Power Point presentations, or others
Write expository essays for a variety of purposes and audiences using various rhetorical strategies
Understand and apply criteria or standards for clear, original communication to their own and others’ writing
Use technology to gather, process, and present information
Interact in Diverse and Complex Environments - Successful negotiation through our increasingly complex, interdependent and global society requires knowledge and awareness of self and others, as well as enhanced interaction skills.
Understand others’ points of view in order to increase knowledge of other cultures and ways of looking at the world
Work with peers in small groups to discuss readings and to respond to each other’s writing
In all group work, listen and contribute with respect and honesty.
Cascadia Community College Syllabus Learning Agreement
Academic Honesty: The College regards acts of academic dishonesty, including such activities as plagiarism, cheating and/or/violations of integrity in information technology, as very serious offenses. In the event that cheating, plagiarism or other forms of academic dishonesty are discovered, each incident will be handled as deemed appropriate. Care will be taken that students’ rights are not violated and that disciplinary procedures are instituted only in cases where documentation or other evidence of the offense(s) exists. A description of all such incidents shall be forwarded to the Student Conduct Officer, where a file of such occurrences will be maintained. The Student Conduct Officer may institute action against a student according to the college’s disciplinary policies and procedures as described in the Student Handbook: http://www.cascadia.edu/about_cascadia/student_handbook.aspx
Acceptable Use Policy on Information Technology: In general, the same ethical conduct that applies to the use of all college resources and facilities applies to the use of Cascadia’s systems and technology. These systems may only be used for authorized purposes, using only legal versions of copyrighted software, and with consideration and respect for the conservations of resources and the rights of other users. For additional information, see the online version of the Student Handbook at http://www.cascadia.edu/about_cascadia/student_handbook.aspx or go to the Open Learning Center for assistance with any questions.
Diversity: Cascadia is committed to creating a supportive environment for a diverse student, faculty,and staff population. Individual differences are celebrated in a pluralistic community of learners. Cascadia does not discriminate on the basis of race, color, religion, gender and/or sex, sexual orientation, national origin, citizenship status, age, marital or veteran status, or the presence of any sensory, mental or physical disability, or genetic information, and is prohibited from discrimination in such a manner by college policy and state and federal law. The following office has been designated to handle inquiries regarding non-discrimination policies and can direct inquiries to the appropriate office for ADA-related requests: Director of Human Resources, Office CC2-280, 425-352-8880.
Campus Closures and Inclement Weather: In the event of inclement weather affecting morning classes, there will be notification on the local media by 5:30 a.m. You may also call the main campus number: 425-352-8000 to hear a message that will be updated with the latest Cascadia closure information. You may also go online to www.schoolreport.org and click on Cascadia Community College to get the latest report. Should the weather deteriorate during the day, you may check online, listen to the main campus message, check email or the media to hear news about closures or class schedule changes.
To sign up to receive campus alerts, including closures, on your home email, your mobile phone, or your home phone, log in at https://alerts.cascadia.edu/ Use your Cascadia user name and password and be sure to select the "Student" domain. Upon login, you will be re-directed to a web site maintained for Cascadia by a third party vendor. Rave Mobile Safety has partnered with Cascadia Community College to provide emergency notification services to the campus community.
Course Backup Plan: In the event of a campus closure, please visit my website at http://buccienglish101.blogspot.com for announcements and instructions.
Emergency Procedures: Emergency procedures are posted in each classroom. To reach campus security personnel, dial 425-352-5222. City of Bothell fire and police may be reached by dialing either 9-9-1-1 or 9-1-1 from any campus phone. Campus emergency phones are located on campus walkways and parking lots.
Learning Assistance Options: To support student success, Cascadia offers a variety of support services. The Open Learning Center, CC2-060, provides a computer lab where students can receive assistance with technology to support class assignments. Cascadia’s Math and Writing Center, CC2-080, provides tutorial support for students who seek additional assistance with their math and writing assignments. Tutoring is offered on a drop in basis, and is free and open to all Cascadia students.
Schedule of Assignments (subject to change)
T 4/5: Attendance, Syllabus, Thunderf00t vs. Pogobat video, Diagnostic Essay
TH 4/7: READ: “Shooting an Elephant” and “Grandmother's Victory” [5 point quiz]
T 4/12: READ: “Greyhound Underclass” [5 point quiz] and
A Short Guide to College Writing (p. 2-10) and (p. 33-49)
DISCUSS: Expectations for Paper #1
TH 4/14: DUE: Paper #1 Outline [5 points]
T 4/19: Narration and Description Quiz [5 point quiz]
READ: “Once More to the Lake”
TH 4/21: DUE: Paper #1 draft (bring 4 copies) [5 points]
T 4/26: DUE: Paper #1 (including outline, 1st draft, and peer reviews) [50 points]
READ: A Short Guide to College Writing (p. 10-17, 112-123)
DISCUSS: Expectations for Paper #2 Assign Ad Analysis paper
TH 4/28: DUE: Paper #2 Thesis and Outline [10 points]
T 5/3: DUE: Paper #2 (including outline and copy of the Ad) [50 points]
TH 5/5: READ: “Body Ritual among the Nacirema”
DISCUSS: Expectations for Paper #3
T 5/10: READ: “Lifeboat Ethics”
DISCUSS: Expectations for Paper #3
TH 5/12: No Class
T 5/17: READ: “A Modest Proposal”
DISCUSS: Expectations for Paper #3
TH 5/19: DUE: Paper #3 Thesis and Outline [10 points]
READ: “Shouting ‘Fire!’”
IN-CLASS: Open Book Essay test [25 points]
T 5/24: DUE: Paper #3 draft (Bring 4 copies) [5 points]
TH 5/26: DUE: Paper #3 [50 points]
IN-CLASS: watch “Bowling for Columbine”
T 5/31: IN-CLASS finish: “Bowling for Columbine”
DISCUSS: Expectations for Paper #4
TH 6/2: DUE: Paper #4 Thesis [5 points]
READ: “Truth about Lying” and “Doublespeak” [5 point quiz]
T 6/7: DUE: Paper #4 Outline [5 points]
IN-CLASS: Open Book Essay Test [50 points]
TH 6/9: TBA
T 6/14: DUE: Paper #4 draft (Bring 4 copies) [5 points]
TH 6/16: DUE: Paper #4 (including outline, 1st draft, peer reviews) [50 points]
Instructor: Mr. David Bucci Email: dbucci@cascadia.edu
Phone: 352-8329 Office: CC1-329 Office Hours: Mondays and Wednesdays -- 1:15 - 3:15 pm
Class Meetings: Mondays and Wednesdays, 11 am – 1:05 pm Rm: CC1-102
Class blog: http://buccienglish101.blogspot.com
Class e-texts: https://eres.bothell.washington.edu/eres/coursepass.aspx?cid=1959
Course Description:
This course helps students learn how to make judgments and decisions about their own and others’ communication, especially in college writing. They will practice reading a wide array of texts, developing strategies for interpreting, responding to, and making use of these texts in their own writing. They will develop and use a personalized process to write essays and other products and performances that achieve identified purposes for identified audiences; a central focus of this practice is the production of original texts that are substantive and clearly organized and that achieve appropriate levels of correctness. This class is organized around a theme chosen by the instructor.
Prerequisites: Completion of ENGL 100 with a grade of 2.0 or higher or placement by testing into ENGL&101.
NOTE: There will be very little review of sentence level grammar and syntax in this class. If grammar and syntax are not of a college level, it is the student's responsibility to seek outside help from Cascadia’s Math and Writing Center or online through SMARTHINKING.
Online Tutoring and Writing Assistance: Cascadia provides online access to live professional tutors in a variety of subjects, powered by SMARTHINKING. Many subjects have tutors available late into the evening hours and some subjects have tutors available 24x7. To get started, please visit the following address: https://smarthinking.cascadia.edu/
Course Content, Topics and Themes:
Critical thinking processes: analysis, synthesis, evaluation, problem-solving
Reading processes: reading closely and also responding to texts
Composition processes: generating ideas, gathering information, organizing, drafting, discussing, revising, editing, and proofreading
Rhetorical strategies: patterns of organization and other rhetorical strategies, with an emphasis on essay writing
Research-writing strategies: incorporating sources, avoiding plagiarism, judging validity of evidence
Group process skills
Self-evaluation skills
Technology strategies: revising text, managing communication, and running a general search for background information
Required Materials:
• all readings for this course will be e-Reserve texts, found at
https://eres.bothell.washington.edu/eres/coursepass.aspx?cid=1959
(you must have a UW NetID to access the e-reserves)
• stapler, binder, loose leaf paper, Rules for Writers by Diana Hacker (optional grammar handbook)
Papers:
• Four 3-Page Papers – 50 points each
• Two In-Class Essay Tests (2-3 pages) – 25 points, 50 points
All out-of-class writing must be typed. All papers are due at the beginning of class, and papers handed in after the first ten minutes of class will be marked late and penalized. No other late papers will be accepted. If you think you are not going to be able to make a paper deadline, please speak with me before the paper is due. Absolutely, no emailed papers will be accepted. All papers (and associated outlines, drafts, and peer reviews) must be stapled together and clearly labeled with the student’s name on every section. If you fail to include a required outline, first draft, or peer review response with your paper, your grade for the assignment will be reduced by 10%.
Attendance, Participation, In-Class Work, Quizzes:
You are required to attend class on time, and expected to have completed all reading and assignments BEFORE coming to class. There will be frequent short quizzes on most assigned readings. Quizzes will be given at the beginning of class. There will be no make-up quizzes for absent or tardy students. Our course only has 21 class meetings. If you attend at least 18 classes on time, you will earn 20 points of extra credit. Important: You are responsible for all assignments given in class whether you were present or not. “I wasn’t here that day” is not an excuse. I will keep the class web page updated with assignments and changes to the schedule, but I suggest you trade contact information with several of your classmates just in case.
Grade Conversion:
Four 3-page papers (50 points each) = 200
Five Quizzes (5 points each) = 25
Two in-class essays (25 points/50 points) = 75
Personal Narrative: outline, peer review (5 points each) = 10
Visual Analysis: thesis statement, outline (5 points each) = 10
Text Analysis: thesis statement, outline, peer review (5 points each) = 15
Video Analysis: thesis statement, outline, peer review (5 points each) = 15
TOTAL = 350 points
4.0 = 333-350 points (95-100%/A) 2.5 = 280 points (80%/B-) 1.0 = 228 points (65%/D)
3.5 = 315 points (90%/A-) 2.0 = 263 points (75%/C) 0.0 = 210 points or below
3.0 = 298 points (85%/B) 1.5 = 245 points (70%/C-)
(Complete grade conversion table available upon request.)
English 102: In order to move on to 102, students must earn a minimum grade of 2.0.
Course Outcomes:
Learn Actively - Learning is a personal, interactive process that results in greater expertise and a more comprehensive understanding of the world.
Read, analyze and reflect on a variety of texts to increase knowledge about self, others and the world
Engage in discussion and group assignments to deepen understanding and develop learning skills
Use writing as a learning tool to generate ideas, explore alternative interpretations and approaches, record and organize material for later use, and share experiences and insights
Understand and appreciate the variety rhetorical strategies that can be used for various writing tasks
Meet assignment timelines and seek help when necessary
Think Critically, Creatively and Reflectively - Reason and imagination are fundamental to problem solving and critical examination of ideas.
Examine and evaluate familiar situations where written communication is called for in order to make choices about form and content
Call on a diverse set of strategies to solve problems that arise in communicative situations
Use an understanding of one’s personal values and biases, and those of others, to make inferences and draw conclusions about reading and writing
Communicate with Clarity and Originality - The ability to exchange ideas and information is essential to personal growth, productive work, and societal vitality.
Use a personalized process to create various written and oral communication products such as essays, reports, speeches, Power Point presentations, or others
Write expository essays for a variety of purposes and audiences using various rhetorical strategies
Understand and apply criteria or standards for clear, original communication to their own and others’ writing
Use technology to gather, process, and present information
Interact in Diverse and Complex Environments - Successful negotiation through our increasingly complex, interdependent and global society requires knowledge and awareness of self and others, as well as enhanced interaction skills.
Understand others’ points of view in order to increase knowledge of other cultures and ways of looking at the world
Work with peers in small groups to discuss readings and to respond to each other’s writing
In all group work, listen and contribute with respect and honesty.
Cascadia Community College Syllabus Learning Agreement
Academic Honesty: The College regards acts of academic dishonesty, including such activities as plagiarism, cheating and/or/violations of integrity in information technology, as very serious offenses. In the event that cheating, plagiarism or other forms of academic dishonesty are discovered, each incident will be handled as deemed appropriate. Care will be taken that students’ rights are not violated and that disciplinary procedures are instituted only in cases where documentation or other evidence of the offense(s) exists. A description of all such incidents shall be forwarded to the Student Conduct Officer, where a file of such occurrences will be maintained. The Student Conduct Officer may institute action against a student according to the college’s disciplinary policies and procedures as described in the Student Handbook: http://www.cascadia.edu/about_cascadia/student_handbook.aspx
Acceptable Use Policy on Information Technology: In general, the same ethical conduct that applies to the use of all college resources and facilities applies to the use of Cascadia’s systems and technology. These systems may only be used for authorized purposes, using only legal versions of copyrighted software, and with consideration and respect for the conservations of resources and the rights of other users. For additional information, see the online version of the Student Handbook at http://www.cascadia.edu/about_cascadia/student_handbook.aspx or go to the Open Learning Center for assistance with any questions.
Diversity: Cascadia is committed to creating a supportive environment for a diverse student, faculty,and staff population. Individual differences are celebrated in a pluralistic community of learners. Cascadia does not discriminate on the basis of race, color, religion, gender and/or sex, sexual orientation, national origin, citizenship status, age, marital or veteran status, or the presence of any sensory, mental or physical disability, or genetic information, and is prohibited from discrimination in such a manner by college policy and state and federal law. The following office has been designated to handle inquiries regarding non-discrimination policies and can direct inquiries to the appropriate office for ADA-related requests: Director of Human Resources, Office CC2-280, 425-352-8880.
Campus Closures and Inclement Weather: In the event of inclement weather affecting morning classes, there will be notification on the local media by 5:30 a.m. You may also call the main campus number: 425-352-8000 to hear a message that will be updated with the latest Cascadia closure information. You may also go online to www.schoolreport.org and click on Cascadia Community College to get the latest report. Should the weather deteriorate during the day, you may check online, listen to the main campus message, check email or the media to hear news about closures or class schedule changes.
To sign up to receive campus alerts, including closures, on your home email, your mobile phone, or your home phone, log in at https://alerts.cascadia.edu/ Use your Cascadia user name and password and be sure to select the "Student" domain. Upon login, you will be re-directed to a web site maintained for Cascadia by a third party vendor. Rave Mobile Safety has partnered with Cascadia Community College to provide emergency notification services to the campus community.
Course Backup Plan: In the event of a campus closure, please visit my website at http://buccienglish101.blogspot.com for announcements and instructions.
Emergency Procedures: Emergency procedures are posted in each classroom. To reach campus security personnel, dial 425-352-5222. City of Bothell fire and police may be reached by dialing either 9-9-1-1 or 9-1-1 from any campus phone. Campus emergency phones are located on campus walkways and parking lots.
Learning Assistance Options: To support student success, Cascadia offers a variety of support services. The Open Learning Center, CC2-060, provides a computer lab where students can receive assistance with technology to support class assignments. Cascadia’s Math and Writing Center, CC2-080, provides tutorial support for students who seek additional assistance with their math and writing assignments. Tutoring is offered on a drop in basis, and is free and open to all Cascadia students.
Schedule of Assignments (subject to change)
T 4/5: Attendance, Syllabus, Thunderf00t vs. Pogobat video, Diagnostic Essay
TH 4/7: READ: “Shooting an Elephant” and “Grandmother's Victory” [5 point quiz]
T 4/12: READ: “Greyhound Underclass” [5 point quiz] and
A Short Guide to College Writing (p. 2-10) and (p. 33-49)
DISCUSS: Expectations for Paper #1
TH 4/14: DUE: Paper #1 Outline [5 points]
T 4/19: Narration and Description Quiz [5 point quiz]
READ: “Once More to the Lake”
TH 4/21: DUE: Paper #1 draft (bring 4 copies) [5 points]
T 4/26: DUE: Paper #1 (including outline, 1st draft, and peer reviews) [50 points]
READ: A Short Guide to College Writing (p. 10-17, 112-123)
DISCUSS: Expectations for Paper #2 Assign Ad Analysis paper
TH 4/28: DUE: Paper #2 Thesis and Outline [10 points]
T 5/3: DUE: Paper #2 (including outline and copy of the Ad) [50 points]
TH 5/5: READ: “Body Ritual among the Nacirema”
DISCUSS: Expectations for Paper #3
T 5/10: READ: “Lifeboat Ethics”
DISCUSS: Expectations for Paper #3
TH 5/12: No Class
T 5/17: READ: “A Modest Proposal”
DISCUSS: Expectations for Paper #3
TH 5/19: DUE: Paper #3 Thesis and Outline [10 points]
READ: “Shouting ‘Fire!’”
IN-CLASS: Open Book Essay test [25 points]
T 5/24: DUE: Paper #3 draft (Bring 4 copies) [5 points]
TH 5/26: DUE: Paper #3 [50 points]
IN-CLASS: watch “Bowling for Columbine”
T 5/31: IN-CLASS finish: “Bowling for Columbine”
DISCUSS: Expectations for Paper #4
TH 6/2: DUE: Paper #4 Thesis [5 points]
READ: “Truth about Lying” and “Doublespeak” [5 point quiz]
T 6/7: DUE: Paper #4 Outline [5 points]
IN-CLASS: Open Book Essay Test [50 points]
TH 6/9: TBA
T 6/14: DUE: Paper #4 draft (Bring 4 copies) [5 points]
TH 6/16: DUE: Paper #4 (including outline, 1st draft, peer reviews) [50 points]
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