English Composition I - my.pierce.ctc.edu

1601 39th Ave. Southeast Puyallup, WA 98374

English Composition I

English& 101

(Web-Enhanced)

5 Credits

Instructor: Kimberly Everett (a.k.a. Ms. Kim Everett) Classroom: ADM-166: 9:00 a.m. (8533) & 10:00 a.m. (8535) daily Office Location: C290J Office Hours: 8:00-8:50 a.m. M-TH (and F by apt.) Email Address: [email protected] Revision Date: 01/04/16

mailto:[email protected]

COURSE DESCRIPTION: Writing and analyzing unified, coherent expository essays that support and develop a thesis, using the modes of development (the rhetorical devices) appropriately in composition to recognize writing as a process, incorporating secondary sources in essays using the MLA style of documentation.

PREREQUISITES: ENGL 099 with a grade of 2.0+ or COMPASS placement exam.

REQUIRED TEXT(S) Silverman, Jonathan and Dean Rader. The World is a Text, 4th edition.

OTHER LEARNING MATERIALS: 1. One binder with pocket folders with blank notebook paper 2. A flash drive or other method of saving work at the computer lab. 3. Blue exam booklet.

LEARNING OUTCOMES: To fulfill the requirements of English& 101, the student should be able to 1. Apply the writing process (outlining, drafting, revising) to writing coherent, college-level

essays (3,500 words minimum of formal writing, not including revisions) that logically

support and develop thesis statements.

2. Write a research essay that effectively integrates (e.g. signal phrases, transitions) outside

sources when quoting, paraphrasing and summarizing.

3. Demonstrate writing ability in an effective in-class essay.

4. Demonstrate a competence with regard to the conventions of standard academic written

American English and be able to edit/revise papers for such demonstration.

5. Determine how and when to quote, to paraphrase, and to summarize sources to avoid

plagiarism and establish credibility.

6. Using the techniques and tools of research, locate outside sources appropriate for college-

level essays (e.g. Library catalog and databases such as ProQuest and CQ Researcher).

7. Follow MLA format guidelines, be able to generate parenthetical citations and works

cited entries for a variety of sources.

8. Analyze, synthesize, and evaluate readings as effective compositions, reflective of a wide

diversity of voices and rhetorical strategies.

9. Discuss reading and writing products of social identity (such as gender, ethnicity, sexual

orientation and class).

Student learning outcomes will be assessed by

1. Instructor assessment of drafts, revisions, formal essays, portfolios; peer evaluation and

feedback on drafts.

2. Instructor assessment of drafts, revisions, formal essays, portfolios; peer evaluation and

feedback on drafts.

3. Instructor assessment of formal essays and/or of shorter focused writing assignments;

peer evaluation and feedback on drafts.

4. Instructor assessment of participation in class discussion, of short written responses to

questions, of the student’s ability to use the readings in analysis and response papers.

5. Instructor assessment of mechanics in written materials; self-assessment during revision;

peer assessment during peer editing sessions.

6. Instructor assessment of student interactions; peer description/evaluation.

7. Instructor observation of work groups; peer description/evaluation of work groups.

8. Instructor assessment of written materials.

Student Responsibility It is a student’s responsibility to:

1. Contribute appropriately in collaborative tasks with an understanding of the commitment

involved in any group activity

2. Understand and follow stated (agreed upon) classroom behavior, academic expectations,

policies, and procedures outlined in the course syllabus

3. Attend class regularly as defined by my policies stated in the course syllabus

4. Attend class prepared to learn and to actively participate

5. Submit all specified assignments in a timely manner (as defined in the syllabus), and be

familiar with Pierce College grading format.

6. Do his/her own work on individual assignments

7. Know what plagiarism is and the consequences of plagiarism (as specified in syllabus)

8. Know resources available to him/her on campus an seeks help from those resources when

needed.

EVALUATION OF LEARNING OBJECTIVES: Your final course grade will be determined in the following manner:

Evaluation of English&101 Learning Outcomes

English&101 Requirements % of Grade/Pts.

Attendance 10% or 100 pts.

Reading Skills 20% or 200 pts.

Writing & Research Skills 70% or 700 pts.

How is the Final Grade Calculated?

The gradebook is divided into 10 categories – the 9 learning outcomes plus attendance. For each

of the categories, there is a potential of 100 pts. that can be earned. A percentage will be earned

for each category. Depending on the percentage earned, a number of 0-5 will be awarded for

each category. The percentage of 95% or above will be awarded a “5”; the percentages of 85-

94% will be awarded a “4”; the percentages of 75-84 will be awarded a 3; the percentages of 65-

74 will be awarded a 2; the percentages of 63-64 will be awarded a 1; anything lower than 63%

will be awarded a 0. Once each category has been coded with a number (0-5: 0 = Did Not Meet

Expectations; 1 = Below Expectations; 2 = Needs Improvement; 3 = Meets Expectations; 4 =

Exceeds Expectations; 5 = Outstanding), the final grade will be tallied by adding up all scores

earned for the ten categories. The grade point will be determined based on the following score.

Please note that I do not use the Canvas gradebook calculations of final % for determining the

final grade point, though I will use the percentages earned for each of the ten categories inputted

into the gradebook to determine the code assigned to each outcome.

GRADING SCALE

POINTS GRADE POINT GRADE Writing assignments are

set to be graded by

decaying %; assignment

pages will be open one

week beyond deadline,

after which time the grade

will be assigned a 0.

Although assignments can

be submitted past the one

week grace period, the 0

will be averaged with the

late score (25/75%).

49-50 3.9-4.0 A

45-48 3.5-3.8 A-

42-44 3.2-3.4 B+

39-41 2.9-3.1 B

35-38 2.5-2.8 B-

32-34 2.2-2.4 C+

29-31 1.9-2.1 C

25-28 1.5-1.8 C-

22-24 1.2-1.4 D+

20-21 1.0-1.1 D

19 and below 0.0 F

DESCRIPTION OF COURSE REQUIREMENTS:

WEB-ENHANCED COURSE

This course is web-enhanced, which means that we have an online Canvas classroom where you

can go to access the syllabus, course calendar, and handouts. It is also where reading quizzes and

assignments will be located, and where you will submit your written work. You will need to log

into the Canvas classroom (https://pierce.instructure.com/login Username: SID#; Default

password: first 6 letters/characters of last name—all lowercase), click on the drop down menu

for courses and select Engl& 101 English Composition I –8533/8535. In our classroom, you will

also find a variety of resources, such as videos and PowerPoints that will enhance the traditional

classroom experience.

ATTENDANCE

Attendance will be tallied during the quarter for required course meetings as one of the ten

categories that are evaluated. A “5” will be awarded to students with 2 or less absences; a 4 will

be awarded for those with 3-4 absences; a 3 will be awarded for 5 absences; a 2 for 6-7 absences;

a 1 for 8 absences; 9 absences will score a 0. After 9 absences, students will be scored a 0.0 for

the quarter, as that is the equivalent of 20% of the quarter (see attendance policy).

READING SKILLS

Reading Quizzes: In addition to writing a rhetorical analysis (see writing assignments) to

demonstrate reading skills, during the quarter you will be required to log into the Canvas

classroom to complete reading quizzes (worth 10% of your grade) . Note: If you do not have

regular access to a computer, this may not be the right class for you. There will be a total of

fourteen reading quizzes scheduled this quarter, with the four lowest scores dropped from your

grade record. Reading quizzes will be available during the week of a reading assignment, but are

due at 11:59 p.m. on the date for which the reading is due (there is a grace period until the start

of class. the following day, if the quiz is due Mon.-Thurs., or until start of class on Monday, if

the quiz is due on a Friday evening). You will need to monitor the dates of quizzes and plan

ahead if your schedule does not allow you to log in each evening. Reading quizzes, worth 10 pts.

each, test comprehension of the reading assignments. Questions typically consist of true-false,

multiple choice, and occasionally matching style questions. Note: For a quiz that includes a short

response question, the grade will not be finalized until the instructor inputs the score for the

written portion. Quiz answers are not available until the end of the module and quizzes cannot be

made up once answers are released. If you have questions about any of the quiz answers, please

do not hesitate to contact me. Keep in mind that in most cases reading quizzes cannot be made

up, but remember that your four lowest scores will be dropped.

Note: The best preparation for reading quizzes is to take notes from your reading and highlight

key passages that express main ideas. Studies have shown that students who actively read and

annotate reading assignments retain information more effectively than students who choose

simply to read–and not engage with – the material.

Word of caution: The quizzes are typically timed (30-45 minutes), so do not open a quiz until

you feel comfortable with the reading material. After the time limit elapses, the quiz

automatically submits to the gradebook.

https://pierce.instructure.com/login

Module Schedule (Note: This does not include the Peer Workshops).

Module Start Date Reading

Assignments Writing

Assignments

Quizzes

Welcome to

English&101 –

ZERO

January 4 Syllabus and

Module Zero

Content pages

n/a n/a

Module A – From

Paragraph

Principles to Essay

Writing

January 4 Read TWT, p.16-18,

26-27, 31-43, 61-68,

282-286, 294-296.

1.Expressing Myself

with Font Essay

Reading Quiz 1,

2, and 3

Module B –

Researching

Context

January 18 Read TWT, p.3-14,

18-21, 27-31, 80-83,

103-111, 117-123,

160-164, 204-216,

271-277, 290-293,

303-309, 358-381,

385-395, 412-416,

455-489, 491-510,

578-597.

1.Researching

Context of a

Sequence of Images

Reading Quiz 4,

5, 6, 7, 8, 9

Module C –

Rhetorical Analysis

February 13 Read rhetorical

analysis handout

and TWT, p. 89-94,

569-577 and 601-

611.

1.Rhetorical

Analysis

Reading Quiz

10, 11, 12

Module D –

Technological

Innovations

February 27 Read TWT, p. 44-

58, 319-337, 340-2.

1.Technological

Innovations

Research Paper and

PowerPoint

presentation

2. Movie Review

In-Class Essay

Reading Quiz

13 and 14

WRITING AND RESEARCH SKILLS

In-Class Essay: There is one in-class essay (MOD D), worth 100 pts. that will be administered

at the end of the quarter (on the day/time scheduled for our class during Finals week). For the in-

class essay, please bring 1 blue exam booklet, which may be purchased at the campus bookstore

(ask the cashier for the booklet, as they are not stocked on the shelves).

English&101 students are required to pass one in-class essay administered during the quarter. A

passing score is considered a 2.0 or higher. A passing score on the essay needs to be earned for a

student to earn a passing score (2.0) in the class (i.e. a student who does not pass the in-class

essay requirement will earn no higher than a 1.9 for the course).

Writing Assignments: In addition to the in-class essay assignment, there are four formal writing

assignments that will be completed during the quarter. For each assignment, there are pre-writing

and planning assignments to be completed in preparation of drafting the essay. Additionally each

essay will need to be peer workshopped. During workshops you will be required to provide

rough drafts. Workshops will allow you a chance to share your work with your classmates and

complete critiques for other students. Points are earned for completing peer critiques for peer

drafts your instructor has assigned you to read. Note: You will not be assigned a peer to critique

unless you submit a rough draft. Workshops will take place through Canvas. Final drafts of essay

assignments will be assessed for content development and originality of ideas; organization;

grammar/conventions; and for the correct usage of MLA style.

Peer Workshop Instructions

1. After the due date has passed, you should see a peer listed on your submission page.

2. Click on that peer’s name and a page will open. You should see the peer’s file to the left

and a link to view feedback to your right. Click on view feedback to open the peer’s draft

in Canvas.

3. You can leave comments using either the Canvas tools, by posting comments through the

comment box on your peer’s assignment page, or by uploading a file through the

comment box on your peer’s assignment page. To use the Canvas tools to leave

comments, click on Comment so the Canvas tools become available. Type feedback for

your peer by using the pointer comment tool, which will create a yellow box in the right

hand margin, where you can type. Comments should answer the six questions listed on

the Toulmin Outline handout. Be sure to click outside the yellow box, so the comment

will save.

4. Your comments need to be posted to Canvas before class of the day we review the peer

critiques (see word doc course calendar for dates).

5. To view comments left for you, click on Submission Details after opening the

assignment page (accessible through the Syllabus link or through the module). You will

see your file to the left and a link to view feedback on the right. Click on View Feedback.

(Note: This is also how you can access comments left for you on your final drafts.) If not

visible, adjust your screen size.

6. There is a rubric attached to each assignment. For Canvas to mark off that you have

completed the peer review, you need to fill out the rubric by clicking on a box for each

category (please do not post comments to the rubric). You may need to click a link to

“Show Rubric” before you can fill it out. Do not worry about filling out the rubric

correctly. You can give you peer full credit for all categories, if you are uncomfortable

with rating your peer’s work or do not have access to information needed to correctly fill

out the rubric. When I grade the assignment, the instructor rubric scores are what will be

submitted to the gradebook.

Finally, remember that with any topic related to Canvas, there are more in-depth instructions

available through the Canvas help guide.

Formal Writing Assignments

Module A W.A.: Expressing Myself with Font due: 1/18 50 pts.

(file: WAAEngl101W17)

Module B W.A.: Researching Context of Sequence due 2/10 230 pts.

of Images (file: WABEngl101W17)

Module C W.A.: Rhetorical Analysis

(file: WACEngl101W17) due 2/27 190 pts.

Module D W.A. Technological Innovations Research Paper

(file: WADEngl101W17) due 3/15 230 pts.

Note: All assignments (unless otherwise stated in the writing instructions) must be submitted to

Canvas (http://pierce.instructure.com) by 11:59 p.m. on the due date. Please see me during the

first week of the quarter if you have any questions about how to access the Canvas classroom.

Minimum length requirements: When an assignment lists a “minimum” length requirement,

that is the length required for a 2.0. However, please note that essays that are submitted at a

length one page below the minimum length requirements will not be evaluated and will earn a

score of 0.0. For maximum length requirements, please do not exceed length by more than half a

page without requesting permission.

For each of these assignments, it will be important to read over the instructions and review the

rubric used to evaluate your writing. The rubrics are targeted to each specific assignment, so be

sure you read over the details (particularly for content and length) included in each separate

rubric. To review the rubric, you will need to click on each category separately. Understand that

some of the rubrics assess your ability to follow instructions, so be careful not to deviate from

the guidelines. If, however, you develop a concept that you know is a variation from the

instructions, you are allowed to ask permission – in writing – for departing from the established

guidelines. You will need to explain your rationale for doing so, but if you are passionate about

your idea, you are encouraged to advocate for your concept. As Patty Strong writes, “Writing is

thinking!” – and all types of thinking – i.e. divergent thinking – are supported in this course.

Finally, so everyone is on the same page for expected formatting guidelines, please review the

following standards:

1. The margins of your pages should be one inch on every side.

2. The font should be Times New Roman.

3. The pages should be double-spaced and numbered.

4. Your essays should have a title, which should appear centered between the heading and

the body of the essay of the essay. It should not be italicized or put inside quotation

marks, but it may be bold if you wish.

5. Title pages are optional; however, your assignments should begin with a heading that is

flush left and double-spaced, including your name/course name/assignment name/date.

For the MOD C and MOD D assignment, you will be required to use the MLA style, 7th

or 8th

edition.

If you need help formatting your Works Cited, be aware of the following resources:

a. Microsoft Word 2010 allows you to set up references using the References tab.

b. There are numerous websites, such as easybib.com that allow you to input source material to

create citations. Note: These sites will not alphabetize for you.

c. Visit the Purdue OWL website for more specifics about MLA guidelines.

Please follow the guidelines listed below when compiling a Works Cited page:

1. This page should appear on its own page at the end of the research paper.

2. The words Works Cited should appear at the top of this document, centered, and in plain

text. Only the first letter of each word will be capitalized.

3. The sources should appear in alphabetical order: A-Z. Sources will be alphabetized by

author’s last name. If there is no author available, use the title for purposes of alphabetizing

(excluding a, an, or the).

4. After each line typed on the Works Cited page, there should be a double-space. Do not

quadruple space between sources.

5. Any second line or subsequent lines of a source should be indented five spaces – as a

hanging indentation. You can set your paragraph for special spacing by clicking on hanging.

6. For 7th

edition, sources need to be identified by type – Print or Web, for instance.

7. Dates need to be formatted day month year: e.g. 25 June 2009.

8. Book titles should be italicized; article titles should be placed in double quotation marks.

9. If you have more than one source written by the same author, for any source beyond the

first, you can signal the same author by using three hyphens ---.

10. Please consult the MLA handbook for other questions about a Works Cited page.

CONTACTING THE INSTRUCTOR: If you have a question about the course, please see me

before/after class, or click on Help in the upper right hand corner of the classroom and click on

Ask the Instructor a Question. Frequently Asked Questions will be posted to the FAQs content

page for each module. Before you post a question, be sure to read through the FAQ page to make

sure that your question hasn’t already been answered.

Please DO NOT send questions through the Comment Box on Assignment pages. These

messages are posted to your gradebook, which I will not see after an assignment has been

graded. Keep in mind that with 100 students (with 60-70 assignments per student), that is

approximately 7,000 different locations where student messages can appear through Canvas.

Keep in mind that I will only check the messages sent to my inbox. If you are not receiving an

answer from me, verify that you are sending the message through the Inbox (upper right corner).

Inbox messages are sent straight to my cell phone, so I do respond promptly (as explained in the

next section).

HOW I RESPOND TO STUDENTS: In general, when you send me a direct question through

Conversations on Monday through Friday, you should expect to receive a response from me

within 24 hours. On weekends I am usually not available on Saturdays, though I do try to log in

on Sunday to see if there are any questions about the next week’s assignments.

When a major assignment is due (a formal writing assignment, for example) you should expect

to receive your critiqued and graded work back within 7-10 days of the assignment deadline,

unless I post an announcement indicating otherwise. For the lengthier assignments, however,

please note that sometimes the turn around time can be slower, depending on the time of the

quarter. Additionally slower responses tend to occur if you submit close to the deadline (at the

eleven o’clock hour, so to speak) as this ensures you are student 100 of 100 in the grading queue.

In other words, submit early if you like faster response times. NOTE: I cannot guarantee prompt

feedback for LATE WORK. I will accept it up to a point (see LATE WORK Policy), but do not

expect it to be returned promptly. All work that is submitted on time is given first priority over

any work that is submitted late.

Grades and feedback on assignments can be accessed through the Canvas Grades link. You may

adjust your notifications to receive messages through Canvas each time an assignment grade is

posted. Please review the Canvas tutorials for how to view feedback posted to rubrics. If after

reviewing the instructions you still have questions, please feel free to consult me during in-class

time or before or after class.

COURSE POLICIES

LATE WORK POLICY: To succeed in this course, it is important to meet deadlines. To be

regarded on time, writing assignments must be submitted to Canvas by due date/time listed on

assignment page. In general, late work is not accepted after the availability date for an

assignment has passed. Reading quizzes, for example, are set up to shut down at the same time as

the due date, and these cannot be made up if missed. Additionally, once a peer workshop has

ended, late drafts cannot be submitted for credit. The only assignments that will be accepted late

are the formal writing assignments (since they are worth the most points). The formal writing

assignments will be accepted up until one week after a due date for up to a 10% deduction. After

one week has passed, the assignment page on Canvas will shut down, and in order to submit late

work, you will need to conference with me. If granted permission, you may submit work after

the one week window. However, late work accepted after the one week mark will be graded

using decaying % (with the 0 earned for no submission after 1 week averaged with score of

submission for what is submitted). Finally, there is no late work accepted after the end of the

quarter.

Be Prepared: Procrastination is the number one reason why work is not completed by the

scheduled due date. You must manage your time! Look ahead at your schedule, plan around your

busy times, and establish time to complete your learning and assessment activities. Start your

work early. DO your work well before the DUE date to avoid those last-minute emergency or

technical situations that may arise to prevent you from completing activities on time. For

example, if you are uploading your work at 11:50 p.m. on the due date and your Internet

connection fails, that is a procrastination issue. It’s Murphy’s Law that problems are apt to occur

when you rush. If a campus-wide problem occurs (such as a network outage) that impacts the

ability of all students to complete activities as scheduled, your instructor will make appropriate

accommodations. If you are having individual technical or computer difficulties, it is your

responsibility to use the computers on campus or through another source to meet due dates.

Computers are available to you in the Pierce College library and in the computer labs on PC

campuses. Check with the campus closest to you for computer lab locations and times of

operation.

Technology Plan B Develop a plan "B" in case you lose you access to the Internet. The plan "B" should consider

issues like a loss of your normal Internet access, problems with your device (laptop, mobile

device, etc.) and any outdated software that might affect your ability to participate in this class.

Ask yourself what would you do if you lost access to the Internet for more than a few hours and

how you would continue to participate in this class? Do you have family or friends with access?

Can you drive to campus and work at one of the tech labs? Do you have access to a public

library?

The DO date is not

the DUE date.

ATTENDANCE POLICY:

You are encouraged to attend class. If you miss more than 8 class sessions during the quarter,

your final grade will be lowered by 100 points, which is the equivalent of one grade point (i.e. If

you had an A or a “4.0,” with 9 absences, it would drop to a B or a “3.0”); if you miss more than

9 class sessions, unexcused, you will not receive credit for the course. If you know you will be

absent, it is a courtesy to let me know. Please email me at my Pierce College address:

[email protected], alerting me to your absence. ***Also, please note that coming late to

class or leaving class early will count as half of an absence.***

CLASSROOM CONDUCT:

Participation in class is something I can’t stress strongly enough. This is predominantly a group,

not a lecture, course. We will listen to each other in small and large-group discussions. The

interpretation we do as a group forms the basis of the course; it also provides you with a forum to

try out ideas you might use later in papers. Discussions are where we pool ideas and try out new

ones. In it we become more than the sum of our parts. You can be invaluable to each other by

bringing different points of view to the class, by continuing to challenge and explore what the

class comes up with.

Each of you is expected to come to class prepared to discuss enthusiastically the assigned

material. Attitude counts a lot in this class. It’s often the deciding factor in determining final

grades in cases where a student’s grade falls in between passing and not passing. Students who

are open to engaging with the material tend to earn higher grades in this course. On the other

hand, students who are disruptive to the friendly classroom environment I strive to maintain will

place their final grade in jeopardy. I reserve the right to fail students for disruptive behavior,

which includes the following: 1) harassment of the instructor, 2) harassment of a fellow student,

3) excessive talking in class while the instructor or a fellow student is speaking, after repeated

warnings, and 4) disrespecting the rules. It is important to respect your instructor as well as your

peers and to create a friendly environment for each other, no matter what our differences.

PLAGIARISM:

Plagiarism occurs whenever you use someone else’s ideas or words as your own, whether in

writing or speaking. If you copy material from any source—published or unpublished—and do

not properly use quotation marks and cite your source, that is considered plagiarism. If you use

ideas from a source or paraphrase it closely without acknowledgement, that is plagiarism. If you

present another student’s paper as your own, that is plagiarism. Please read your Pierce College

handbook for more information about plagiarism policies and the Student Rights and

Responsibilities Policy/Code of Conduct. If you are concerned about the possibility of plagiarism

in any work you do in this class, talk to me before handing it in for evaluation. Plagiarism is both

easy to commit and easy to avoid. Please also note that I consider the use of the Internet as a

valuable educational resource. However, if you borrow ideas from the Internet without quoting

your sources, I view this as academic dishonesty. Please cite all sources whenever you use them

in your work. Follow the MLA guidelines for citing the Internet.

ACCESS AND DISABILITY SUPPORT SERVICES

Your experience in this class is important to me, and it is the policy and practice of Pierce

College to create inclusive and accessible learning environments consistent with federal and state

law. If you experience barriers based on disability, please seek a meeting with the Access and

Disability Services (ADS) manager to discuss and address them. If you have already established

accommodations with the ADS manager, please bring your approved accommodations (green

sheet) to me at your earliest convenience so we can discuss your needs in this course. ADS offers

resources and coordinates reasonable accommodations for students with disabilities. Reasonable

accommodations are established through an interactive process between you and the ADS

manager, and I am available to help facilitate them in this class. If you have not yet established

services through ADS, but have a temporary or permanent disability that requires

accommodations (this can include but not be limited to mental health, attention-related, learning,

vision, hearing, physical or health impacts), you are encouraged to contact ADS at 253-964-6526

(Fort Steilacoom) or 253-840-8335 (Puyallup).

ELECTRONIC DEVICES:

Electronic devices are not allowed in the classroom, unless they are used for an accommodation

granted by Access Services. Electronic devices include cell phones, iPods, laptops, and

Bluetooth devices. Any student, for example, who texts or checks email during a class session

will be docked points. Points docked will not be announced during class and may only be

discussed during office hours.

EMERGENCY PROCEDURES FOR CLASSROOMS:

Call 911 and then Campus Safety in response to an imminent threat to persons or property. In the

event of an evacuation (intermittent horns & strobes), gather all personal belongings and leave

the building using the nearest available safe exit. Be prepared to be outside for one hour and stay

a minimum of 200 feet from any building or structure. So long as it is safe to do so students are

expected to stay on campus and return to class after evacuations that last less than 15 minutes.

Do not attempt to re-enter the building until instructed by an Evacuation Director (identified by

orange vests) or by three horn blasts or bell rings. Please notify the nearest Campus Safety Office

or Evacuation Director of any one left in the building or in need of assistance. Puyallup Campus

Safety (253) 840-8481.

INCLEMENT WEATHER AND SCHOOL CLOSURES: Pierce College classes may be canceled or delayed in case of snow, extreme cold, or other

emergencies. When possible this information will be posted on the Pierce College website home

page (http://www.pierce.ctc.edu). You may also tune into local news or radio stations, call Pierce

College at (253) 840-8400 to listen to a recorded message, or visit www.schoolreport.org to view

announcements.

http://www.pierce.ctc.edu/

http://www.schoolreport.org/

Pierce College - Puyallup

Finals Schedule

Winter 2017

Tuesday, March 21, 2017

Regular Start Time/Day Final Day Final Times

7 a.m. (Daily) Tuesday 7 a.m. - 9 a.m.

10 a.m. (Daily) Tuesday 10 a.m. - 12 p.m.

12 p.m. (Daily) Tuesday 12 p.m. - 2 p.m.

2:15 p.m. (TTh) Tuesday 2:15 p.m. - 4:25 p.m.

5:30 p.m. (TTh) Tuesday 5:30 p.m. - 7:40 p.m.

7:50 p.m. (TTh) Tuesday 7:50 p.m. - 10 p.m.

Wednesday, March 22, 2017

Regular Start Time/Day Final Day Final Times

8 a.m. (Daily) Wednesday 8 a.m. - 10 a.m.

11 a.m. (Daily) Wednesday 11 a.m. - 1 p.m.

2:15 p.m. (MW) Wednesday 2:15 p.m. - 4:25 p.m.

5:30 p.m. (MW) Wednesday 5:30 p.m. - 7:40 p.m.

7:50 p.m. (MW) Wednesday 7:50 p.m. - 10 p.m.

Thursday, March 23, 2017

Regular Start Time Final Day Final Times

9 a.m. (Daily) Thursday 9 a.m. - 11 a.m.

1 p.m. (MTWTh) Thursday 1 p.m. - 3 p.m.

GRADES INSTRUCTORS: All grades must be entered on Instructor Briefcase by 11:00pm on Monday, March 27, 2017. STUDENTS: Grades are available through the web on Tuesday, March 28, 2017. Go to: www.pierce.ctc.edu.

English& 101 Assignments and Due Dates

http://www.pierce.ctc.edu/

Assignment Due Date Learning

Outcome(s)

Reading Quiz 1 1/4 @ 11:59 p.m. LO8



Pre-Writing (Font Choices) and Outline 1/6 @11:59 p.m. LO1

MOD A (Font Essay) Rough Draft 1/10 @ 11:59 p.m. LO1

Peer Critique for MOD A Peer Workshop 1/12 @ 10:00 a.m. LO1

Final Draft of MOD A Font Essay 1/18 @ 11:59 p.m. LO1, 4







Pre-Writing for MOD B Essay (Sequence of

Images and Thesis)

1/30 @ 11:59 p.m. LO1

MOD B Rough Draft 2/3 @ 11:59 p.m. LO1

Peer Critique for MOD B Essay 2/7 @ 9 a.m./10 a.m. LO1


Mod B Assessment 2/6 @ 11:59 p.m. LO7


Final Draft of MOD B Essay 2/10 @ 11:59 p.m. LO2, 4, 5, 6, 7


Thesis/Outline for MOD C Essay * bring copy to

class on 2/17

2/16 @ 11:59 p.m. LO1

MOD C Rough Draft 2/17 @ 11:59 p.m. LO1

Peer Critique for MOD C Essay 2/21-2/24 @ 9/10 a.m.

(see sign-up sheet)

LO1

Final Draft of MOD C Essay 2/27 @ 11:59 p.m. LO9, 4, 5, 7


MOD D PowerPoint Presentation 3/6-3/10 (9/10 a.m.) LO2

MOD D Rough Draft 3/6-3/10 @ 11:59 p.m. LO1

Peer Critique for MOD D Essay 3/13 @ 9/10:00 a.m. LO1

Final Draft of MOD D Essay 3/15 @ 11:59 p.m. LO2, 4, 5, 6, 7


MOD D In-Class Essay 3/21 for 10 a.m. class,

item 8535 (from 10

a.m. to noon at ADM-

166).

3/23 for 9 a.m. class,

item 8533 (from 9-11

a.m. at ADM-166).

LO3

Evaluation of Final Grade Worksheet

5 = 95%+ 4 = 85-94% 3 = 75-84% 2 = 65-74% 1 = 63-64% 0 = 62% or lower

Learning Outcome 1: Writing Process: Apply the writing process (outlining, drafting, revising)

to writing coherent, college-level essays (3,500 words minimum of formal writing, not including

revisions) that logically support and develop thesis statements.

____% = ____ pts

Learning Outcome 2: Research Essay: Write a research essay that effectively integrates (e.g.

signal phrases, transitions) outside sources when quoting, paraphrasing and summarizing.

____% = ____ pts

Learning Outcome 3: In-class Essay: Demonstrate writing ability in an effective in-class essay.

____% = ____ pts *Note: In-class Essay score must be 2.0 or higher to earn 2.0 for course.

Learning Outcome 4: Grammar & Conventions: Demonstrate a competence with regard to the

conventions of standard academic written American English and be able to edit/revise papers for

such demonstration.

____% = ____ pts

Learning Outcome 5: Research Skills 1: Determine how and when to quote, to paraphrase, and

to summarize sources to avoid plagiarism and establish credibility.

____% = ____ pts

Learning Outcome 6: Research Skills 2: Using the techniques and tools of research, locate

outside sources appropriate for college-level essays (e.g. Library catalog and databases such as

ProQuest and CQ Researcher).

____% = ____ pts

Learning Outcome 7: MLA Format: Follow MLA format guidelines, be able to generate

parenthetical citations and works cited entries for a variety of sources.

____% = ____ pts

Learning Outcome 8: Reading Skills 1: Analyze, synthesize, and evaluate readings as effective

compositions, reflective of a wide diversity of voices and rhetorical strategies.

____% = ____ pts

Learning Outcome 9: Reading Skills 2: Discuss reading and writing products of social identity

(such as gender, ethnicity, sexual orientation and class).

____% = ____ pts

Learning Outcome 10: Attendance: Attend class regularly, contribute positively and actively,

follow rules of conduct.

____absences = ____ pts. (scale: 5 = 2 or less; 4 = 3-4; 3 = 5; 2 = 6-7; 1 = 8; 0 = 9; at 10

absences, a 0.0 for the course will be earned.

Documents

English Composition I - my.pierce.ctc.edu