Yes! We have class on Wednesday. Roll call at 10:00.

Welcome to Jasper ISD Located in East Texas and surrounded by lakes and tall pine trees, Jasper is known as the "jewel of the forest." We are a 3A school district and proud to be the home of the Jasper Bulldogs. We invite you to visit our schools and community. School will have a delayed start on Wednesday, January 29. Students should report to school at 10:00 A.M. Buses will run 2 hours later than normal. Staff should report at 9:30 A.M.

Weather, Wednesday, 29 January

Since almost all of you are Jasper High School students, we'll follow the Jasper Schools' plan for attendance on Wednesday.

Don't Attempt to Drive on Ice -- Note Weather Reports for Tuesday and Wednesday, 28 & 29 January

Sunday Night Channel 6 in Beaumont, which never hyperventilates (metaphorically, of course) about the weather, reports the possibility of ice on the roads in Jefferson County beginning late Monday night. The ice would be worse on our Jasper County roads. DO NOT TRY TO DRIVE ON ICE, no matter how thin. Even a millimeter of ice will not allow your tires any traction. If there is any ice, STAY HOME. Do not try to come to class if there is any ice on the road (a stray snowflake doesn't count); I won't mark you absent. I can't mark you absent anyway, because if there is ice I'm staying home too. Check with the Angelina office at 489-9000, or with me at mhall46184@aol.com). Follow the weather reports carefully and make a wise decision about your safety. And if the ice keeps you from class, it also keeps you from McDonald's, Dairy Queen, and Wal-Mart. Remember that if Captain Smith had heeded the ice reports in 1912, he and a great many people would not have died. Your assignments are posted on angryverbs.blogspot.com and on BlackBoard, so you can use some of that weather time to finish your questionnaire, re-read “The Seafarer,” and, oh, I don’t know, begin writing that novel you’ve been planning. IF there is NO ice, come to class.

Blank Verse (unrhymed iambic pentameter)

Remember that your daily class opener in your journals is to be written in blank verse (unrhymed iambic pentameter). If you’re still having trouble with the flow of iambs, simply count out ten syllables per line. But you’ll have to start learning the flow from unstressed syllable to stressed syllable.

Lessons, Week 1 (20-24 January) and Week 2 (27-30 January)

English 1302 Lessons Spring 2014 Week 1, 20-24 January 2014 1. Administrivia – syllabus: read it, learn it, live it, love it 2. Questionnaire – turn in week of 27-30 January 3. “Seafarer” – handout. Review ad lib for content and for poetic devices: 4-beat Anglo-Saxon line, kenning, caesura, and alliteration. 4. Reading list 5. Always employ a black or blue pen when writing in class, and, unless otherwise directed on rare occasions, write complete sentences. Week 2, 27-30 January 2014 1. Review “Seafarer” ad lib 2. Assign expository essay on topics from “Seafarer” 3. Assign test from “Seafarer” 4. Turn in questionnaire 5. Poetic techniques A. Iambs B. Iambic pentameter C. Blank verse (unrhymed iambic pentameter) D. Rhymes (most poetry does not rhyme) E. Sonnet, characteristics i. Always 14 lines ii. Always in iambic pentamer iii. Always employs a rhyme scheme, which can vary iv. 3 main sonnet forms: a. Shakespearean b. Spenserian c. Petrarchan 6. Handout – several pages of William Shakespeare’s Star Wars, by Ian Droescher, © Lucasfilms. Basing an assignment on a specimen of popular culture is always risky, and, after all, Star Wars is over 35 years old. However, these few pages of imitatio in blank verse, rhymes (for scene changes), and sonnet (the epilogue) may be of some use to you. In anticipation of drama, note the concepts of dramatis personae, prologue, chorus, act and scene division, and epilogue. 7. Punctuation – note that the title of the book is William Shakespeare’s Star Wars, and so is italicized. This indicates to the reader that the book is not by W.S. himself. I have observed that in the questionnaires some among you have lapsed into punctuating titles of books with quotation marks / inverted commas. Stop it. Stop it at once. In manuscript (that is, in handwriting), indicate the title of a long work by underlining it. When typing, indicate the title of a work by italicizing it. These punctuation requirements are not your aging instructor’s peccadilloes, nor are they his armadillos; they are part of civilized (I use the word without any hint of irony) discourse among educated men and women. Note that the title of “The Seafarer” is in quotation marks / inverted commas because this is the title of a short work.

Syllabus Correction

Please be advised that your left-handed instructor mistyped. Correct this number on item VII, Evaluation and Grading, A., Grading Criteria: your midterm exam is 15% of your final grade.

Mr. Hall's English 1302 Students Only - Do NOT Buy the Book

Today I learned that a new book has been set for English 1302. It is over $100. DON'T BUY IT. Our literary content is in the public domain, we have a photocopier, and I can certainly tell you all about memes, themes, unreliable narrators, and symbolism, so DON'T BUY THE BOOK. Do buy some nice pens and some paper, though. Don't be late for class. Ever.

13 January, Provisional 1302 Syllabus Update

Provisional English 1302 syllabus for posting to angryverbs.blogspot.com (BlackBoard is not available until 22 January). Your official syllabus, which will be given to you on the first class day, MAY vary. 13 January 2014 English 1302 Mack Hall Mhall46184@aol.com Angryverbs.blogsplot.com Note: Not all assignments or due dates are listed here. Those will be specified in on angryverbs.blogspot.com and on Blackboard via announcements, and within the class meetings. It is the student’s responsibility to check Angry Verbs and Blackboard frequently for course updates, assignments, due dates, and so on. This is merely an overview of topics/readings that will occur this semester, and is subject to change because of weather, class progress, and other reasons applying to all students. Angelina College English 1302 I. BASIC COURSE INFORMATION A. Course Description Three hours credit. Principles and techniques of written, expository, and persuasive composition; analysis of literary, expository, and persuasive texts; and critical thinking. Critical analysis of literature and intensive research for a fully documented research paper; a continuation of writing skills begun in ENGL 1301. Three lecture hours each week. Prerequisite: ENGL 1301. B. Intended Audience: Students who have satisfied TSI writing requirements and completed ENGL 1301. C. Instructor: Name: Mack Hall, HSG Office Location: 100H Office Hours: Tuesday and Thursday, ca 0800 – 11:45; Monday ca 5:00 P.M. – 8:45 P.M., and before and after class Phone: 489-9000. This is a central office ‘phone, not a direct access. Really, use the email. E-mail Address: mhall46184@aol.com. Emails must follow the block form business letter format. Website: angryverbs.blogspot.com and BlackBoard. Angryverbs is more reliable. Take a look at this daily for fresh information; class notes will usually be posted within a day or two after the class. Note that several classes will be sharing this same site. II. Intended Student Outcomes: A. Core Competencies – (Basic Intellectual Competencies) 1. Reading: Reading at the college level means the ability to analyze and interpret a variety of printed materials – books, articles, and documents. A core curriculum should offer students the opportunity to master both general methods of analyzing printed materials and specific methods for analyzing the subject matter of individual disciplines. 2. Writing: Competency in writing is the ability to produce clear, correct, and coherent prose adapted to purpose, occasion, and audience. Although correct grammar, spelling, and punctuation are each a sine qua non in any composition course, they do not automatically ensure that the composition itself makes sense or that the writer has much of anything to say. Students need to be familiar with the writing process including how to discover a topic and how to develop and organize it, how to phrase it effectively for their audience. These abilities can be acquired only through practice and reflection. 3. Speaking: Competence in speaking is the ability to communicate orally in clear, coherent, and persuasive language appropriate to purpose, occasion, and audience. Developing this competency includes acquiring poise and developing control of the language through experience in making presentations to small groups, to large groups, and through the media. 4. Listening: Listening at the college level means the ability to analyze and interpret various forms of spoken communication. 5. Critical Thinking: Angelina College defines critical thinking as the dynamic process of questioning preconceptions and biases through the gathering and evaluation of data to reach new conclusions that consider realistic implications and consequences. 6. Computer Literacy: Computer literacy at the college level means the ability to use computer-based technology in communicating, solving problems, and acquiring information. Core-educated students should have an understanding of the limits, problems, and possibilities associated with the use of technology, and should have the tools necessary to evaluate and learn new technologies as they become available. (The Texas Higher Education Coordinating Board. “Report of Subcommittee on Core Curriculum”, March 1, 1989). Exemplary Objectives deleted, as per instructions, on 2 September 2013 B. Exemplary Objectives – (Found in the Texas Higher Education Coordinating Board Document. Titled: CORE CURRICULUM: ASSUMPTIONS AND DEFINING CHARACTERISTICS Dated: April 1998): 1. To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing and presentation. 2. To understand the importance of specifying audience and purpose and to select appropriate communication choices. 3. To understand and appropriately apply modes of expression i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication. 4. To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding. 5. To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 6. To develop the ability to research and write a documented paper and/or to give an oral presentation. B Learning Outcomes added, as per instructions, on 2 September 2013 Upon successful completion of this course, students will: 1. Demostrate knowledge of individual and collaborative writing processes. 2. Develop ideas with appropriate support and attribution. 3. Write in a style appropriate to audience and purpose. 4. Read, reflect, and respond critically to a variety of texts. 5. Used Edited American English in academic essays. C. Course Objectives for All Sections: 1. To continue emphasis on composition skills begun in English 1301 2. To teach library procedures and methods of research. 3. To teach research paper form and development on a literary topic. 4. To introduce the freshman student to four major genres of literature: the short story, poetry, drama, and the novel. 5. To teach the student the vocabulary of literary criticism and analysis. 6. To teach the student structural techniques to allow him or her to analyze and to understand a literary work, improving his or her critical judgment of the merits of that work. 7. To lead the student to deeper insights into the values and life wisdom contained in literature, refining his or her appreciation of good literature D. Course Objectives as Determined by the Instructor: 1. To learn to research on-line subscription services through the library databases. 2. To learn to document subscription services. III. Assessment Measures of Student Learning Outcomes: A. Assessments for the Core Intellectual Competencies: 1. Reading – Competency in reading is assessed as students respond to classmates’ writing in the classroom or on-line; it also assessed through exams covering the textbook material and through discussion of and responses to written material presented in the textbook and on handouts provided by the instructor. 2. Writing – Competency in writing is assessed through the development of writing projects which meet the evaluation criteria and which are mechanically correct. Also students’ writing assignments that fulfill the evaluation criteria will demonstrate proficiency in reading, writing, critical thinking, and computer literacy. 3. Speaking – Competency in speaking is assessed based on students’ demonstrated ability to respond appropriately to different communicative situations as well as to a variety of addressed purposes and audiences. Students will interact with teacher and with classmates in the classroom and/or also via email and discussion board. 4. Listening – Competency in listening is assessed based on students’ demonstrated ability to respond appropriately to different communicative situations as well as to a variety of addressed purposes and audiences. Students will interact with teacher and with classmates in the classroom and/or also via email and discussion board. 5. Critical Thinking – Competency in critical thinking is made as students respond appropriately to assignments, to instructions, and in interactions with the instructor and classmates. 6. Computer Literacy – Competency in computer literacy will be made based on students’ ability to submit properly prepared, researched documents, on students’ ability to access online writing and grammar resources as well as library database, and on students' ability to communicate via email and/or discussion board. B. Assessments for the Exemplary Objectives: 1. The ability to understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation. These abilities are assessed through preparation and presentation of writing projects throughout the semester. 2. The ability to understand the importance of specifying audience and purpose and the ability to select appropriate communication choices is assessed through students’ attention to the rhetorical situation of each portion of each writing assignment. 3. The ability to understand and appropriately apply modes of expression is assessed through activities on correct usage of language and rhetorical devices and in the submission of appropriate writing projects throughout the semester. 4. The ability to participate effectively in groups is assessed by student response to in-class or on-line group assignments. 5. The ability to understand and apply basic principles of critical thinking, problem solving, and technical proficiency is assessed through student writing projects. 6. The ability to research and write a documented paper is assessed by the requirement of at least one documented essay during the semester. C. Assessments for Course Objectives for All Sections: 1. The emphasis on composition skills begun in English 1301 will be asssessed by use of the English department policy for all essays and through other activities completed on-line or in the classroom. 2. Student ability to follow library procedures and methods of research will be assessed through the writing of a documented essay and through the writing of a research paper. 3. Student ability to write a research paper in proper form developed on a literary topic will be assessed through the criteria provided for the student for a research paper and that student's ability to meet the criteria. 4. Student awareness of the four major genres of literature: the short story, poetry, drama, and the novel will be assesed during a unit of study focused on each genre usinging in-class or on-line tests, essay responses, discussion, and other methods selected by the instructor. 5. Student ability to understand the vocabulary of literary criticism and analysis will be assessed through written and/or oral communication with inclusion of appropriate terms required. 6. Student ability to analyze and to understand a literary work, improving his or her critical judgment of the merits of that work through the use of structural techniques will be assessed through written or oral communication from the student to the instructor. 7. Student ability to gain deeper insights into the values and life wisdom contained in literature in order to refine his or her appreciation of good literature will be assessed in student responses either in written or oral communications with the teacher or other students on-line or in the classroom. D. Assessments for the Course Objectives as Determined by the Instructor: I will apply methods as described in sections III A, III B, and III C. IV. Instructional Procedures: A. Methodologies Common to All Sections: Methodologies that may be utilized in presenting course content include the following ways: in class or online lecture notes, paper-based or online grammar exercises, research exercises which give immediate feedback, in person or email workshops for student writings in progress, audio-visual presentations for view in class or outside of class, online discussions (synchronous or asynchronous), student presentations to groups or instructor only, and guest participants. V. Course Requirements & Policies: A. Required Textbook: Literature: An Introduction to Reading and Writing, fifth compact edition. Edgar V. Roberts and Robert Zweig. Try to find a used copy. You may share books. You will also need: An MLA style guide—MLA Handbook, 7th edition or your English 1301 text A journal of the cheapest sort for in-class writing; a few sheets of paper stapled together will do very nicely. Required Texts & Materials for each Class Meeting  All texts.  All drafts and revisions of the current writing assignment.  All handouts, texts, and notes for the entire semester.  A black or dark blue ballpoint pen for all assignments, drafts, and other work.  Paper  Notebook B. Assignments – (Appropriate due dates, schedules, deadlines) For the due dates for specific assignments, listen to the instructor, read the board, read angryverbs.blogspot.com, read Blackboard, and see the handouts and your class notes for directions for the specific assignments. Absences are no excuses. Communicate with your study-buddies, read angryverbs.blogspot.com, and read BlackBoard. Passivity is not your friend. C. Course Policies – (This course conforms to the policies of Angelina College as stated in the Angelina College Handbook.) Academic Assistance If you have a disability (as cited in Section 504 of the Rehabilitation Act of 1973 or Title II of the Americans with Disabilities Act of 1990) that may affect your participation in this class, you should see Karen Bowser, Room 208 of the Student Center. At a post-secondary institution, you must self-identify as a person with a disability; Ms. Bowser will assist you with the necessary information to do so. Angelina College (AC) admits students without regard to race, color, religion, national origin, sex, disability, or age. Inquiries regarding the non-discrimination policies of AC should be directed to: Dr. Patricia McKenzie, Vice President and Dean of Instruction, 3500 South First, Lufkin, TX, 75904, telephone (936)633-5201. Attendance: From the Angelina College Policy Manual: -A true evaluation of the teaching-learning situation involves a correlation between attendance and progress. -It is the responsibility of the student to attend all classes and a record of attendance will be kept for all classes by the instructor. -It is the responsibility of the student to withdraw officially in the College District admissions and registrar’s office from a class the student no longer desires to attend. -College District instructional standards allow the instructor to set the educational objectives and requirements for each course. The student who does not meet these requirements because of excessive absences may be dropped by the instructor on a notice to the College District admissions office using either a first or second drop slip. The position of the instructor on submitting a non-attendance drop should be stated in the course syllabus. -Excessive absences are defined as three or more consecutive absences or four or more cumulative absences from regularly scheduled class periods. The summer terms call for two or more consecutive, or three or more cumulative absences. A three-hour night class counts as two class periods. -Students will not be dropped and will be allowed to make up work for absences because of (1) College District authorized and sponsored activities, and (2) religious holy days. It is the student’s responsibility to arrange for make-up work with the instructor and to complete it within a reasonable time. -In accordance with the Texas Education Code, each student is allowed to be absent from a class for the observance of a religious holy day. A “religious holy day” means a holy day observed by a religion whose places of worship are exempt from property taxation under Section 11.20, Tax Code. The student must notify the instructor of each class of the anticipated absence not late than the 15th calendar day after the first day of the semester. A student who is excused under this section must complete all assignments or missed examinations at the direction of the instructor. The form for notification of absences is in the office of admissions and will include the following: 1. Student name and identification number; 2. Name of religious institution and tax code number; 3. Name and date of holy day(s); 4. Classes to be missed; 5. Schedule for delivery of form by student to instructor(s); 6. Conditions and deadlines for completing missed assignments; 7. Instructor’s signature and date; and 8. Student’s signature and date. A student dropped because of excessive absences will be notified by mail by the College District admissions office and will be directed to obtain a readmit form and seek the approval of the instructor for admission. All students in developmental education must obtain approval of the instructor and the vice president and the dean of instruction. A student who fails to contact the College District admissions office within one week of the date the notice was mailed will be dropped permanently from class. All make-up work is at the discretion of the instructor. [See make-up work policy.] (My discretionary choice is that there is no make-up work.) Attendance in developmental courses is guided by the Texas Success Initiative rules and regulations and additional steps are required. Academic Dishonesty, Plagiarism, and Cheating Policy Putting other people’s ideas in your own words is plagiarism if you do not give the author credit. Plagiarism is stealing, borrowing, even rephrasing, other people’s ideas without giving your reader information about where you obtained the information. Plagiarism and academic dishonesty can happen even if you do not intend to be dishonest. If either accidental or intentional academic dishonesty is evidenced in your writing, at the instructor’s discretion, you will be given an F on the assignment and for the entire course. Using papers that you have written for other classes or at any other institution, including high school, will also be considered an act of academic dishonesty for this course. On certain assignments, consulting and searching the internet and borrowing material from the internet, even by paraphrasing, will be considered academic dishonesty and will be ground for an F in the course. All writing is subject to submission to an online plagiarism detection service. If submission is requested, papers that are not submitted by the student will receive a grade of F or 0%. In other cases when electronic submission has not been required by the instructor, a hardcopy of your writing and other work may be scanned and digitally submitted to a plagiarism detection service. This may happen with or without notifying you. Student Conduct Policy When you enroll in this course, you are requesting your instructor’s evaluation of your behavior as it relates to this course. This course requires your full cooperation and participation, and your conduct is very important for the learning process. The atmosphere of the classroom will require you to stay on task and to limit distractions for yourself and others. Part of your instructor’s job, then, is to enhance your learning experience by maintaining the classroom environment and to evaluate your ability to complete your coursework, including all forms of participation. By remaining in this course, you authorize your instructor to implement and enforce this conduct policy and to evaluate and respond to your behavior. The College authorizes and empowers all instructors to remove you from the classroom for disrupting the learning or teaching process. A disruption is any activity that the instructor determines detracts from the classroom learning or teaching experience. Essentially, you are allowed to do your coursework and to participate in all coursework in a respectful way. Anything else is deemed a disruption. You are expected to have your materials ready at the beginning of class and to stay on task through the duration of the class period. Any other behavior is disruptive off-task behavior subject to this policy and may lead to your dismissal from class, even being dropped from the course. Disruptions may be major or minor and include anything that the instructor determines to be detrimental to anyone in the classroom or that the instructor determines to infringe of the rights of others in the classroom, including the right to obtain the full value of the course. This includes behavior that affects you and/or other students and/or the instructor. Collaboration Policy All work for this class becomes available for collaborative purposes for all members of the course, now and in the future. Your identity will remain private if your writing is used in other classes. Your grade in the course and your personal information will always be protected by federal law. VI. Course Content: A. Required Content/ Topics – (common to all sections) Mechanics Emphasis: Mechanics and grammar study is an ongoing one that is an integral part of the writing process. Each student will be tested at the beginning of the semester and will be given specific assigned studies to correct any weaknesses. Each student will be given a major test at the end of the semester to determine the student's mastery of mechanics and grammar. Further, all essays will be evaluated closely for correct usage and spelling and for the correct use of sentence parts. Approximately 20-25% of all class time will be given to drills on concepts. There will be no separate unit for the study of mechanics and grammar, but it will be a part of the writing unit. Essay Writing: College level essay writing is chiefly expository writing with some occasional creative writings, if desired. The process approach to teaching writing will be used to promote unified writing and thinking processes. The teacher will initiate brainstorming or other heuristics to encourage free and fluent expression--then introduce different rhetorical modes for developing and organizing paragraphs and full essays. Each class time or homework assignment should require some writing. The instructor need not "grade" or even see every composition, but there must be some immediate feedback for every writing assignment that the student completes. This feedback might be in the form of peer evaluation or response, a letter written to a pen pal in another class whereby there will be a written response from the receiving student, or perhaps a class response to a writing read aloud in class. Argumentation: Argumentation includes but is not limited to induction and deduction, logical thinking, fallacies in argument, emotional appeals. Argumentative writing may be taught throughout the semester or in a two to three week unit. At least one grade should be from an argumentative essay (20-25%). B. Additional Content (as required by the individual Instructor) This teacher will abide by required course content. For further information see section IV B. VII. Evaluation & Grading: Major essays, objective tests, research paper (due last week of course as final exam)—50% of course grade Class participation, essays, discussion, and daily assignments will be used to assess understanding—50% of course grade B. Determination of Grade (assignment of letter grades): Standard Policy according to Student Handbook A (90-100) Excellent B (80-89) Good C (70-79) Average D (60-69) Minimum passing F (50 or below) Failure Standard Grading Policy for the English Department for All Essays Assigned: A = above average. Good organization, exceptional content, no more than one major error. A+ = 98, A = 95, A- = 92, A- - = 90 B = above average. Good organization, exceptional content, and only one or two major errors. B+ = 88, B = 85, B - = 82, B - - = 80 C = average. Organization, clear content, no more than 3 major errors. C+ = 78, C = 75, C - = 72, C - - = 70 D = below average. Either lacks content and/or organization or has many major errors. More than 5 major errors drops the grade to an F. D+ = 68, D = 65, D - = 62, D - - = 60 F = failing. Shows little or no effort. Contains 6 or more major errors. F = 50 and below. 0 - No Grade. The student did not turn in work, plagiarized, did not meet a major requirement, or did not write on the assigned topic. Please Note: In the case of a plagiarized essay or research paper, a student may be dismissed from this course with an F. Examples of major errors: cs–comma splice The boy ran, he fell down. fr–fragment Crying as he fell on the sidewalk. frag. error After he fell; his knee started bleeding. ro–run on or fused He hurt his knee it was bleeding. s/v–subject/verb agreement Everyone laugh at him. n/p–noun/pronoun agreement No one saw their teachers coming. Him was laughing at hisself. verb form Sue set on the chair watching the sun set. What makes an A paper an A paper, etc? See the chart below for a description of an A, B, C, D, and F paper. A Paper B Paper C Paper D Paper F Paper Thesis and Development Has a lucid, significant, perceptive response to the topic, which is fully developed. Has a lucid, significant, response to the topic, which is fully developed. Has a discernible, controlling idea or thesis, which responds to the topic; generally developed. Has a discernible, controlling idea or thesis, which responds, but is underdeveloped or trite. No responsive thesis, or response is not developed at all. Support Concrete, relevant details and examples. Concrete, relevant details and examples. Some superficial or trite generalizations, or facts with little comment. Underdeveloped and trite generalizations; sketchy or irrelevant facts. Little or no support for generalizations or merely lists of examples. Audience Awareness Structure, supports, and tone demonstrate consideration of audience and purpose. Awareness evidenced mainly in either structure and supports or tone. Awareness evidenced only marginally in appropriate use of structure and support or tone. Awareness slightly evident in appropriate use of structure and support or tone. Seems to exist for the writer only. Paragraphing and Logical Progression Coherent paragraphs progress through necessary, evident stages; includes transitions. Generally coherent paragraphs progress through necessary, evident stages; includes transitions. Generally coherent paragraphs that may be unwieldy or confusing; limited or predictable transitions. Little or no attempt at cohesion; progress is confused or haphazard; little or no use of transitions. Little or no cohesion; confused and haphazard progression; little or no use of transitions. Sentence Structures and Word Choice Varied sentence structure; word choice is precise, fresh, and economical. Clear sentences; some stylistic variation; word choice is precise, if not economical or fresh. Clear but sometimes loose or basic sentences; word choice is occasionally imprecise and flawed. Little attention to sentence structure or revision; word choice is often flawed or inadequate. Basic/choppy or rambling/incoherent sentences; little or no evidence of revision; inadequate word choice. Grammar Errors Absent or so limited as not to disrupt the essay’s readability in any way. Minimal or so limited as not to disrupt the essay’s readability in any major way. Occasionally disrupt the essay’s readability. So pervasive as to disrupt consistently the essay’s readability. So pervasive as to disrupt seriously and consistently the essay’s readability. Grading Policy & Minimum Requirements for Writing Assignments: You will be provided instructions, lectures, and readings/presentations for each major grade. Use your class notes, textbook readings, and handouts to complete your essays. As in any class, your grade depends on how well you follow instructions and put information together (synthesize) to complete your assignments. VIII. Syllabus Modification: The instructor may modify the provisions of the syllabus to meet individual class needs because of hurricanes, class pacing, and other issues that may need to be addressed for the needs of the students. VIX. Acceptance - Contract by Enrollment Notice: Your signature is not required. By attending and remaining enrolled in this course, you are agreeing to all policies noted in this document, both explicit and implicit, and agreeing to this statement: "I understand that by remaining enrolled in this course, I am accepting and am subject to the policies of the College and my instructor, according to the instructor’s course policy and College policies. These policies apply both within and outside the classroom regarding any class-related matter. I understand that my instructor may use professional assertiveness to manage the course, and I hereby accept the public or private consequences of my behavior that result in the enforcement of any of these policies.” Thanks to Mrs. Alanna Cornes and Professor Mel Johnson, Angelina Faculty, for their kind assistance. Print Student Name________________________________ Class and Section__________________ *Academic Dishonesty & Plagiarism If either accidental or intentional academic dishonesty is evidenced in my writing or on any assignment, at the instructor’s discretion, I will be given an F on the assignment or for the entire course. I must produce original work that represents my thinking. On certain assignments, consulting the internet and borrowing material from the internet, even by paraphrasing, will be grounds for an F in the course. Improperly cited or un-cited paraphrasing may be grounds for failing the course or assignment. I am supposed to be discovering and writing my own ideas and learning how to cite others’ ideas properly. This is not high school. *Behavior I understand that I can be dropped from the class for distracting or inappropriate behavior at the instructor’s discretion. I cannot distract the instructor or classmates. I must remain seated at all times and cannot leave early. I must stay focused on the current task. I must bring all required materials to class. This is not high school *Punctuality & Participation I must arrive on time, prepared for participation. I must turn in assignments by due dates. This is not high school. *Office Hours & Contact I understand that my instructor is available during class and during office hours I understand that my instructor’s preferred method of contact is by email, not by phone or through Blackboard. This is not high school. By attending and remaining enrolled in this course, I am agreeing to all policies noted in the course policies, both explicit and implicit, and agreeing to this statement: "I understand that by remaining enrolled in this course, I am accepting and am subject to the policies of the College and my instructor, according to the instructor’s course policy and College policies. These policies apply both within and outside the classroom regarding any class-related matter. I understand that my instructor may use professional assertiveness to manage the course, and I hereby accept the public or private consequences of my behavior that result in the enforcement of any of these policies.” Student Signature__________________________________________ Date___________________ Highly Flexible, Provisional, Experimental, and Tentative Syllabus Modifications The instructor may modify the sequence based on weather situations as determined by Angelina College, class progress, or other needs of the class. College is not the 14th year of grade school; your success is based solely on your submitted work. ENGLISH 1302, LITERARY GENRES English 1302 builds on English 1301 to help the student develop a more skilled approach to reading, thinking, and writing critically through exploration of the three literary genres: poetry, drama, and fiction. We will accomplish this through English literature so that 1301 / 1302 students will enter university sharing a common background with all other Texas high school graduates. Texts and other resources: Literature: An Introduction to Reading and Writing. Edgard V. Roberts and Robert Zweig. Fifth Compact Edition. Pearson / Longman. If you can find a used copy, even if it’s an earlier edition, buy it – books are so expensive. The MLA Style of Documentation: A Pocket Guide. Michael Pringle and John Gonzales. Pearson / Prentice-Hall. This is a nice little paperback, but if you kept your text from English 1301 you already have a good MLA resource. These resources will be available for use in the classroom: MLA Handbook Strunk and White’s Elements of Style Fowler’s Modern English Usage Readings in English 1302 will be selected from the following. Please understand that no one ever agrees on the names and dates for literary periods. (RELAX: we are not reading nearly all of this; Angelina 1302 readings will be from the assigned text. However, this will give you an idea of the difficulty level of college work in any academic discipline). The Anglo-Saxon (or Early Mediaeval) Period, 449-1066 “The Seafarer,” trans. Burton Raffel Beowulf, trans. Burton Raffel Selections from A History of the English Church and People, Bede The Mediaeval Period, 1066-1485 Selections from Morte d’Arthur, Sir Thomas Malory English and Scottish Folk Ballads: “Sir Patrick Spens” “Get Up and Bar the Door” “The Twa Corbies” “Barbara Allen” Selections from The Canterbury Tales, Geoffrey Chaucer Selections from Sir Gawain and the Green Knight, Anonymous Everyman, Anonymous Reformation and Renaissance, 1485-1625 Petrarchan (or Italian) Sonnet: Sir Thomas Wyatt: “Whosoever List to Hunt” Sir Philip Sidney: “Sonnet 31” “Sonnet 39” Pastoral Poetry: Christopher Marlowe: “The Passionate Shepherd to His Love” Sir Walter Raleigh: “The Nymph’s Reply to the Shepherd” -- a satire of Marlowe’s “The Passionate Shepherd...” Note: both of these poems were set to music as a 1930s-ish swing tune in the 1995 film version of Richard III (Ian McKellan). Shakespearean Sonnet: “To His Son,” Sir Walter Raleigh “Sonnet 29,” “Sonnet 73,” “Sonnet 116,” “Sonnet 130,” Shakespeare Spenserian Sonnet: “Sonnet 1,” “Sonnet 26,” “Sonnet 75,” Edmund Spenser Elizabethan Drama Macbeth, William Shakespeare Note: the class may choose another play by Shakespeare by consensus / agreement / argument, but the final choice remains with the instructor King James Bible, Douay-Rheims Bible Psalm 23, Parable of the Prodigal Son, I Corinthians 13 The Seventeenth Century, 1625-1666 Ben Jonson, selections John Donne, selections George Herbert, selections, Andrew Marvell, selections Robert Herrick, selections Sir John Suckling, selections Richard Lovelace, “To Lucasta, On Going to the Wars” John Milton, selections from his short poems Grading: Four to six short (2-3 pages) critical essays will be required, as will a research paper. You will also have several brief in-class assignments, both written and objective. Your critical essays will usually be test grades; your other in-class assignments will usually be daily grades. The research paper will be no less than 25% of your final grade; however, this paper is a sine qua non: you will not receive credit in the course without this paper being completed in a professional, academic manner. Attendance, conduct, and participation: Your presence in the class indicates that you have a record of setting high standards for yourself. Continue to challenge yourself; do not fall into the too-common trap of feeling that your presence in a college-level class is a reward and a relaxation. Jasper High School students only: please remember that in this class you will be under two accrediting authorities, Jasper High School and Angelina College. Your kindly old instructor will grant you some attendance mercy -- with prior notice -- for (1) a Jasper High School U.I.L. event in which you are a contestant and (2) a Jasper High School educational field trip. A personal college day and other misses, no matter how worthy they are in themselves, are not excused; those are personally-scheduled events. Do not take these little mercies for granted. Grading: 1 paper researched with documentation 15% 1 paper – argument / persuasion 15 1 literary essay with documentation 15 Best one of two in-class essays 15 Average of quizzes and homework 15 Midterm exam 10 Final exam 10 Quizzes may appear at any time -- be prepared for each class. All in-class work has a one-week expiration date following an absence. Out-of-class assignments are due at the beginning of the class regardless of absence. Please do not ask to leave class to print out your paper; I will often grant you computer lab time as part of class. No one now or ever will want to hear about your home printer or computer problems. Really. No. This isn't high school. 3. Attendance: Per Angelina College requirements, three consecutive absences or four cumulative absences require me to drop you; I am not permitted flexibility in this. Disappearing during the break, during class, or during writing lab time counts as an absence. Tardiness is an absence; your presence elsewhere in the building instead of in class and on time is an absence. I cannot / will not re-teach a class session; if you miss, you must ask a classmate for notes. Form casual study / buddy groups and communicate with each other. If I miss -- and I never have – I will try to post my absence angryverbs.blogspot.com. Individual emails or ‘phone calls are impossible. Check angryverbs.blogspot.com frequently. 4. Out-of-class work must be produced on a word processor. I accept 12-point Bookman (preferred), Verdana, Geneva, Arial, or Times New Roman. Do not use exotic typefaces, bold settings, or margins other than one inch all around. Papers are due at the beginning of class; if you are in the library typing when class begins you have both a zero test grade and an absence. Please do not bring me a memory device and ask me to print out your paper -- that's a zero for the assignment. In-class work must be in black or blue ink. 5. Office Hours: I am almost always on campus an hour or more before class, in the office, in the classroom, or in the library. If you don’t see me, show initiative and ask someone. Please feel free to email me at any time at my personal email address to ask me reasonable questions or for reasonable advice. Do NOT ask me what we did last week; ask that of your study-buddies. Really. This isn’t high school. Then, when you see me, you can ask me for a specific assignment or test by its name. I do not carry an electronic leash / Orwellian telescreen / smartphone (sic), and am not on call. You may contact me via email (remember to employ the business letter format) or leave a message with the office staff. “Call me” is not a message. 6. Class participation: let's have lots of fun here, but remember that even the most heated arguments should be in a spirit of good fellowship, with no ad hominem attacks. You are a scholar -- argue like one, with courtesy and generosity. You must talk! The outside readings are not overwhelming, so take some notes and prepare to make a significant contribution: one good, original thought -- YOUR THOUGHTS, not Mr. Cliff's or Mr. Sparks' -- per poem / essay / narrative / play / novel. 7. Drinks and snacks -- You probably had a long and tiring day before you arrived in class, so I do not mind a cup of coffee or a SMALL soda, but remember that this is not McDonald's: no food, please. Please use a bit of paper towel so no rings are left on the furniture, and at the end of class put all debris away in the trash cans. Push the chairs back into position. The nice folks who clean up around here are overworked and underpaid, and deserve everyone's respect for their contributions to your success. By the way, you do speak to the cleaner-uppers when you see them in the hallway, don't you? 8. How much help? When writing papers you may solicit a great deal of assistance from others with matters of form and proofreading; indeed, I encourage such collaboration. The thesis and content, however, must be your work alone, and all quotations and sources must be properly documented. I cannot emphasize too much what a serious issue this is. An instructor need not resort to plagiarism programs; a simple string search on any search engine will ferret out a downloaded paper. Let me speak very plainly -- if you cheat, I will drop you from the class with an F. I have in the past been rather trusting -- or careless? I now search out all papers through plagiarism sites, which may result in a slower paper return. I apologize for any delay that occurs. 9. Referring to this class as a basic to be gotten out of the way is impolitic. Education is a joy in itself, a rare privilege enjoyed by very few people in history, and even the most tiresome prerequisite is never a basic or something to be gotten out of the way. You are now a college student, not a conscript high school sophomore. Celebrate your intellect. Don’t tell folks that you made straight As in high school. 10. Cell 'phones, recorders, things that stick out of the ear, and other gadgets -- I don't mind if you keep your 'phone on buzz if you are concerned about a sick child or a situation at least as important. Please take the call discreetly out of the classroom. DO NOT TALK ON A TELEPHONE OR MANIPULATE ANY KIND OF COMMUNICATIONS DEVICE IN THE CLASSROOM AT ANY TIME, not even before or after class. Telephones may not be on your desk at any time, and all other electronic gadgets are forbidden at all times. Disconnect from the mother ship and interact with humans for the duration of the evening. Do not make any visual or sound recordings at any time without the permission of the entire class. 11. A rule I never thought I'd have to make -- no spit cups. 12. If you flunked English 1302 at a four-year school and are here to make it up you are very welcome; however, if you are under the illusion that this is an easy class requiring nothing more than a cell 'phone, a bottle of water, and practice in anger management, go away. 13. I will not respond to emails in which the writer is not identifiable, in which the email address is childish, or in which the content is not formatted as a business letter complete with heading, inside address, salutation, body, complimentary close, and signature, all in block form. Class Schedule -- VERY flexible. Indeed, this is so flexible it's a candidate for Cirque d'Soleil! I have taught English 1302 for years, but until now in a dual-credit setting with five hours of class per week. This college-specific schedule will require a different approach. We will address topics by genre rather than by chronological sequence, which is probably how you worked in high school literature. We will break our term into three discrete chunks: the first five weeks for poetry, the second five weeks for prose, and the third five for drama. Within genres I will try to keep texts chronological, and so in poetry, for example, we will begin with translations from Old English / Anglo-Saxon and progress through the Elizabethans, Puritans, Jacobeans, 18th-century formalists, and then into the Romantics. Prose will tend to be mostly 19th and 20th centuries, and drama will include one Shakespearean play and one modern play. I will not give you any long-term projects except for the research paper, and no really large (no more than three hours a week, and seldom that) outside reading assignments. Week 1: Discussion of expectations. Hand out and discuss syllabus. Hand out and discuss "Rules for Essay Writing." Think about a topic for your research paper. Our first reading assignment will be “The Seafarer” in a handout so that you have some extra time for securing a textbook. Week 2: “Seafarer.” How’s the research going? Week 3: Poetry. Introduction. Modern sonnets and blank verse from William Shakespeare’s Star Wars, which is by Ian Doescher and thus not by Shakespeare at all. We’ll practice scanning for rhythm and rhyme. Week 4: Poetry. Topics TBA. Week 5: Poetry. Topics TBA. Panic about your research paper. Week 6: Prose. Topics TBA. Plunge into existential denial regarding that research paper. Week 7: Prose. Topics TBA. Review for mid-term exam. Despair that after tonight you must now really, really, really begin to write the research paper you haven’t even researched. Week 8: Prose. First Great Celebration of Learning: Mid-term Exam. Week 9: Prose. Topics TBA. Um…research paper? Week 10: Prose. Topics TBA. Week 11: Drama. Research papers due at beginning of class. Curiously enough, attendance at tonight’s class will be thin -- must be that virus that’s going around. Week 12: Drama. Topics TBA. Week 13: Drama. Topics TBA. Week 14: Drama. TBA. Review for final exam. Week 15: Last Great Celebration of Learning: Final Exam, Week of 5-8 May. DATES SUBJECT TO CHANGE. Research paper (THESE DATES ARE SUBJECT TO CHANGE): 1. If you turn in your paper the week of 14-17 April, you will be awarded 10 extra points. 2. The week of 21-24 April is the due date. 3. I will accept your paper the week of 28 April – 1 May with a penalty of 10 points. Note that giving an assignment to someone else to turn in for you is seldom a good idea. No document can cover all possibilities; these pages can be summed up as “Come to class, turn off the Orwellian telescreen, do your work, and you’ll probably pass.”

8 January 2014 - VERY Rough and VERY Preliminary Working Draft of Your English 1302 Syllabus

This is a VERY rough and VERY preliminary working draft for your perusal, so peruse at will. The literary contents can be found for free on the ‘net and cheap in used-book stores. I will provide most of this for you, so don’t buy the book unless you find a really cheap used copy. The prerequisite is that you now know the MLA essay and documented-writing formats, and so those won’t be taught again, only reinforced. I hope you kept your English 1301 text as a resource. Expect more short, think-y essays, beginning with the “Seafarer” promised last term. (In progress 2 Sept 2013 / 8 January 2014). Date here when finished Provisional English 1302 syllabus for posting to angryverbs.blogspot.com (BlackBoard is not available until 22 January). Your official syllabus, which will be given to you on the first class day, will vary. January 2014 English 1302 Mack Hall Mhall46184@aol.com Angryverbs.blogsplot.com Note: Not all assignments or due dates are listed here. Those will be specified in on angryverbs.blogspot.com and on Blackboard via announcements, and within the class meetings. It is the student’s responsibility to check Angry Verbs and Blackboard frequently for course updates, assignments, due dates, and so on. This is merely an overview of topics/readings that will occur this semester, and is subject to change because of weather, class progress, and other reasons applying to all students. Angelina College English 1302 I. BASIC COURSE INFORMATION A. Course Description Three hours credit. Principles and techniques of written, expository, and persuasive composition; analysis of literary, expository, and persuasive texts; and critical thinking. Critical analysis of literature and intensive research for a fully documented research paper; a continuation of writing skills begun in ENGL 1301. Three lecture hours each week. Prerequisite: ENGL 1301. B. Intended Audience: Students who have satisfied TSI writing requirements and completed ENGL 1301. C. Instructor: Name: Mack Hall, HSG Office Location: 100H Office Hours: Tuesday and Thursday, ca 0800 – 11:45; Monday ca 5:00 P.M. – 8:45 P.M., and before and after class Phone: 489-9000. This is a central office ‘phone, not a direct access. Really, use the email. E-mail Address: mhall46184@aol.com. Emails must follow the block form business letter format. Website: angryverbs.blogspot.com and BlackBoard. Angryverbs is more reliable. Take a look at this daily for fresh information; class notes will usually be posted within a day or two after the class. Note that several classes will be sharing this same site. II. Intended Student Outcomes: A. Core Competencies – (Basic Intellectual Competencies) 1. Reading: Reading at the college level means the ability to analyze and interpret a variety of printed materials – books, articles, and documents. A core curriculum should offer students the opportunity to master both general methods of analyzing printed materials and specific methods for analyzing the subject matter of individual disciplines. 2. Writing: Competency in writing is the ability to produce clear, correct, and coherent prose adapted to purpose, occasion, and audience. Although correct grammar, spelling, and punctuation are each a sine qua non in any composition course, they do not automatically ensure that the composition itself makes sense or that the writer has much of anything to say. Students need to be familiar with the writing process including how to discover a topic and how to develop and organize it, how to phrase it effectively for their audience. These abilities can be acquired only through practice and reflection. 3. Speaking: Competence in speaking is the ability to communicate orally in clear, coherent, and persuasive language appropriate to purpose, occasion, and audience. Developing this competency includes acquiring poise and developing control of the language through experience in making presentations to small groups, to large groups, and through the media. 4. Listening: Listening at the college level means the ability to analyze and interpret various forms of spoken communication. 5. Critical Thinking: Angelina College defines critical thinking as the dynamic process of questioning preconceptions and biases through the gathering and evaluation of data to reach new conclusions that consider realistic implications and consequences. 6. Computer Literacy: Computer literacy at the college level means the ability to use computer-based technology in communicating, solving problems, and acquiring information. Core-educated students should have an understanding of the limits, problems, and possibilities associated with the use of technology, and should have the tools necessary to evaluate and learn new technologies as they become available. (The Texas Higher Education Coordinating Board. “Report of Subcommittee on Core Curriculum”, March 1, 1989). Exemplary Objectives deleted, as per instructions, on 2 September 2013 B. Exemplary Objectives – (Found in the Texas Higher Education Coordinating Board Document. Titled: CORE CURRICULUM: ASSUMPTIONS AND DEFINING CHARACTERISTICS Dated: April 1998): 1. To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing and presentation. 2. To understand the importance of specifying audience and purpose and to select appropriate communication choices. 3. To understand and appropriately apply modes of expression i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication. 4. To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding. 5. To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. 6. To develop the ability to research and write a documented paper and/or to give an oral presentation. B Learning Outcomes added, as per instructions, on 2 September 2013 Upon successful completion of this course, students will: 1. Demostrate knowledge of individual and collaborative writing processes. 2. Develop ideas with appropriate support and attribution. 3. Write in a style appropriate to audience and purpose. 4. Read, reflect, and respond critically to a variety of texts. 5. Used Edited American English in academic essays. C. Course Objectives for All Sections: 1. To continue emphasis on composition skills begun in English 1301 2. To teach library procedures and methods of research. 3. To teach research paper form and development on a literary topic. 4. To introduce the freshman student to four major genres of literature: the short story, poetry, drama, and the novel. 5. To teach the student the vocabulary of literary criticism and analysis. 6. To teach the student structural techniques to allow him or her to analyze and to understand a literary work, improving his or her critical judgment of the merits of that work. 7. To lead the student to deeper insights into the values and life wisdom contained in literature, refining his or her appreciation of good literature D. Course Objectives as Determined by the Instructor: 1. To learn to research on-line subscription services through the library databases. 2. To learn to document subscription services. III. Assessment Measures of Student Learning Outcomes: A. Assessments for the Core Intellectual Competencies: 1. Reading – Competency in reading is assessed as students respond to classmates’ writing in the classroom or on-line; it also assessed through exams covering the textbook material and through discussion of and responses to written material presented in the textbook and on handouts provided by the instructor. 2. Writing – Competency in writing is assessed through the development of writing projects which meet the evaluation criteria and which are mechanically correct. Also students’ writing assignments that fulfill the evaluation criteria will demonstrate proficiency in reading, writing, critical thinking, and computer literacy. 3. Speaking – Competency in speaking is assessed based on students’ demonstrated ability to respond appropriately to different communicative situations as well as to a variety of addressed purposes and audiences. Students will interact with teacher and with classmates in the classroom and/or also via email and discussion board. 4. Listening – Competency in listening is assessed based on students’ demonstrated ability to respond appropriately to different communicative situations as well as to a variety of addressed purposes and audiences. Students will interact with teacher and with classmates in the classroom and/or also via email and discussion board. 5. Critical Thinking – Competency in critical thinking is made as students respond appropriately to assignments, to instructions, and in interactions with the instructor and classmates. 6. Computer Literacy – Competency in computer literacy will be made based on students’ ability to submit properly prepared, researched documents, on students’ ability to access online writing and grammar resources as well as library database, and on students' ability to communicate via email and/or discussion board. B. Assessments for the Exemplary Objectives: 1. The ability to understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation. These abilities are assessed through preparation and presentation of writing projects throughout the semester. 2. The ability to understand the importance of specifying audience and purpose and the ability to select appropriate communication choices is assessed through students’ attention to the rhetorical situation of each portion of each writing assignment. 3. The ability to understand and appropriately apply modes of expression is assessed through activities on correct usage of language and rhetorical devices and in the submission of appropriate writing projects throughout the semester. 4. The ability to participate effectively in groups is assessed by student response to in-class or on-line group assignments. 5. The ability to understand and apply basic principles of critical thinking, problem solving, and technical proficiency is assessed through student writing projects. 6. The ability to research and write a documented paper is assessed by the requirement of at least one documented essay during the semester. C. Assessments for Course Objectives for All Sections: 1. The emphasis on composition skills begun in English 1301 will be asssessed by use of the English department policy for all essays and through other activities completed on-line or in the classroom. 2. Student ability to follow library procedures and methods of research will be assessed through the writing of a documented essay and through the writing of a research paper. 3. Student ability to write a research paper in proper form developed on a literary topic will be assessed through the criteria provided for the student for a research paper and that student's ability to meet the criteria. 4. Student awareness of the four major genres of literature: the short story, poetry, drama, and the novel will be assesed during a unit of study focused on each genre usinging in-class or on-line tests, essay responses, discussion, and other methods selected by the instructor. 5. Student ability to understand the vocabulary of literary criticism and analysis will be assessed through written and/or oral communication with inclusion of appropriate terms required. 6. Student ability to analyze and to understand a literary work, improving his or her critical judgment of the merits of that work through the use of structural techniques will be assessed through written or oral communication from the student to the instructor. 7. Student ability to gain deeper insights into the values and life wisdom contained in literature in order to refine his or her appreciation of good literature will be assessed in student responses either in written or oral communications with the teacher or other students on-line or in the classroom. D. Assessments for the Course Objectives as Determined by the Instructor: I will apply methods as described in sections III A, III B, and III C. IV. Instructional Procedures: A. Methodologies Common to All Sections: Methodologies that may be utilized in presenting course content include the following ways: in class or online lecture notes, paper-based or online grammar exercises, research exercises which give immediate feedback, in person or email workshops for student writings in progress, audio-visual presentations for view in class or outside of class, online discussions (synchronous or asynchronous), student presentations to groups or instructor only, and guest participants. V. Course Requirements & Policies: A. Required Textbook: Literature: An Introduction to Reading and Writing, fifth compact edition. Edgar V. Roberts and Robert Zweig. Try to find a used copy. You may share books. You will also need: An MLA style guide—MLA Handbook, 7th edition or your English 1301 text A journal of the cheapest sort for in-class writing; a few sheets of paper stapled together will do very nicely. Required Texts & Materials for each Class Meeting  All texts.  All drafts and revisions of the current writing assignment.  All handouts, texts, and notes for the entire semester.  A black or dark blue ballpoint pen for all assignments, drafts, and other work.  Paper  Notebook B. Assignments – (Appropriate due dates, schedules, deadlines) For the due dates for specific assignments, see the handouts and your class notes for directions for the specific assignments. C. Course Policies – (This course conforms to the policies of Angelina College as stated in the Angelina College Handbook.) Academic Assistance If you have a disability (as cited in Section 504 of the Rehabilitation Act of 1973 or Title II of the Americans with Disabilities Act of 1990) that may affect your participation in this class, you should see Karen Bowser, Room 208 of the Student Center. At a post-secondary institution, you must self-identify as a person with a disability; Ms. Bowser will assist you with the necessary information to do so. Angelina College (AC) admits students without regard to race, color, religion, national origin, sex, disability, or age. Inquiries regarding the non-discrimination policies of AC should be directed to: Dr. Patricia McKenzie, Vice President and Dean of Instruction, 3500 South First, Lufkin, TX, 75904, telephone (936)633-5201. Attendance: From the Angelina College Policy Manual: -A true evaluation of the teaching-learning situation involves a correlation between attendance and progress. -It is the responsibility of the student to attend all classes and a record of attendance will be kept for all classes by the instructor. -It is the responsibility of the student to withdraw officially in the College District admissions and registrar’s office from a class the student no longer desires to attend. -College District instructional standards allow the instructor to set the educational objectives and requirements for each course. The student who does not meet these requirements because of excessive absences may be dropped by the instructor on a notice to the College District admissions office using either a first or second drop slip. The position of the instructor on submitting a non-attendance drop should be stated in the course syllabus. -Excessive absences are defined as three or more consecutive absences or four or more cumulative absences from regularly scheduled class periods. The summer terms call for two or more consecutive, or three or more cumulative absences. A three-hour night class counts as two class periods. -Students will not be dropped and will be allowed to make up work for absences because of (1) College District authorized and sponsored activities, and (2) religious holy days. It is the student’s responsibility to arrange for make-up work with the instructor and to complete it within a reasonable time. -In accordance with the Texas Education Code, each student is allowed to be absent from a class for the observance of a religious holy day. A “religious holy day” means a holy day observed by a religion whose places of worship are exempt from property taxation under Section 11.20, Tax Code. The student must notify the instructor of each class of the anticipated absence not late than the 15th calendar day after the first day of the semester. A student who is excused under this section must complete all assignments or missed examinations at the direction of the instructor. The form for notification of absences is in the office of admissions and will include the following: 1. Student name and identification number; 2. Name of religious institution and tax code number; 3. Name and date of holy day(s); 4. Classes to be missed; 5. Schedule for delivery of form by student to instructor(s); 6. Conditions and deadlines for completing missed assignments; 7. Instructor’s signature and date; and 8. Student’s signature and date. A student dropped because of excessive absences will be notified by mail by the College District admissions office and will be directed to obtain a readmit form and seek the approval of the instructor for admission. All students in developmental education must obtain approval of the instructor and the vice president and the dean of instruction. A student who fails to contact the College District admissions office within one week of the date the notice was mailed will be dropped permanently from class. All make-up work is at the discretion of the instructor. [See make-up work policy.] (My discretionary choice is that there is no make-up work.) Attendance in developmental courses is guided by the Texas Success Initiative rules and regulations and additional steps are required. Academic Dishonesty, Plagiarism, and Cheating Policy Putting other people’s ideas in your own words is plagiarism if you do not give the author credit. Plagiarism is stealing, borrowing, even rephrasing, other people’s ideas without giving your reader information about where you obtained the information. Plagiarism and academic dishonesty can happen even if you do not intend to be dishonest. If either accidental or intentional academic dishonesty is evidenced in your writing, at the instructor’s discretion, you will be given an F on the assignment and for the entire course. Using papers that you have written for other classes or at any other institution, including high school, will also be considered an act of academic dishonesty for this course. On certain assignments, consulting and searching the internet and borrowing material from the internet, even by paraphrasing, will be considered academic dishonesty and will be ground for an F in the course. All writing is subject to submission to an online plagiarism detection service. If submission is requested, papers that are not submitted by the student will receive a grade of F or 0%. In other cases when electronic submission has not been required by the instructor, a hardcopy of your writing and other work may be scanned and digitally submitted to a plagiarism detection service. This may happen with or without notifying you. Student Conduct Policy When you enroll in this course, you are requesting your instructor’s evaluation of your behavior as it relates to this course. This course requires your full cooperation and participation, and your conduct is very important for the learning process. The atmosphere of the classroom will require you to stay on task and to limit distractions for yourself and others. Part of your instructor’s job, then, is to enhance your learning experience by maintaining the classroom environment and to evaluate your ability to complete your coursework, including all forms of participation. By remaining in this course, you authorize your instructor to implement and enforce this conduct policy and to evaluate and respond to your behavior. The College authorizes and empowers all instructors to remove you from the classroom for disrupting the learning or teaching process. A disruption is any activity that the instructor determines detracts from the classroom learning or teaching experience. Essentially, you are allowed to do your coursework and to participate in all coursework in a respectful way. Anything else is deemed a disruption. You are expected to have your materials ready at the beginning of class and to stay on task through the duration of the class period. Any other behavior is disruptive off-task behavior subject to this policy and may lead to your dismissal from class, even being dropped from the course. Disruptions may be major or minor and include anything that the instructor determines to be detrimental to anyone in the classroom or that the instructor determines to infringe of the rights of others in the classroom, including the right to obtain the full value of the course. This includes behavior that affects you and/or other students and/or the instructor. Collaboration Policy All work for this class becomes available for collaborative purposes for all members of the course, now and in the future. Your identity will remain private if your writing is used in other classes. Your grade in the course and your personal information will always be protected by federal law. VI. Course Content: A. Required Content/ Topics – (common to all sections) Mechanics Emphasis: Mechanics and grammar study is an ongoing one that is an integral part of the writing process. Each student will be tested at the beginning of the semester and will be given specific assigned studies to correct any weaknesses. Each student will be given a major test at the end of the semester to determine the student's mastery of mechanics and grammar. Further, all essays will be evaluated closely for correct usage and spelling and for the correct use of sentence parts. Approximately 20-25% of all class time will be given to drills on concepts. There will be no separate unit for the study of mechanics and grammar, but it will be a part of the writing unit. Essay Writing: College level essay writing is chiefly expository writing with some occasional creative writings, if desired. The process approach to teaching writing will be used to promote unified writing and thinking processes. The teacher will initiate brainstorming or other heuristics to encourage free and fluent expression--then introduce different rhetorical modes for developing and organizing paragraphs and full essays. Each class time or homework assignment should require some writing. The instructor need not "grade" or even see every composition, but there must be some immediate feedback for every writing assignment that the student completes. This feedback might be in the form of peer evaluation or response, a letter written to a pen pal in another class whereby there will be a written response from the receiving student, or perhaps a class response to a writing read aloud in class. Argumentation: Argumentation includes but is not limited to induction and deduction, logical thinking, fallacies in argument, emotional appeals. Argumentative writing may be taught throughout the semester or in a two to three week unit. At least one grade should be from an argumentative essay (20-25%). B. Additional Content (as required by the individual Instructor) This teacher will abide by required course content. For further information see section IV B. VII. Evaluation & Grading: Major essays, objective tests, research paper (due last week of course as final exam)—50% of course grade Class participation, essays, discussion, and daily assignments will be used to assess understanding—50% of course grade B. Determination of Grade (assignment of letter grades): Standard Policy according to Student Handbook A (90-100) Excellent B (80-89) Good C (70-79) Average D (60-69) Minimum passing F (50 or below) Failure Standard Grading Policy for the English Department for All Essays Assigned: A = above average. Good organization, exceptional content, no more than one major error. A+ = 98, A = 95, A- = 92, A- - = 90 B = above average. Good organization, exceptional content, and only one or two major errors. B+ = 88, B = 85, B - = 82, B - - = 80 C = average. Organization, clear content, no more than 3 major errors. C+ = 78, C = 75, C - = 72, C - - = 70 D = below average. Either lacks content and/or organization or has many major errors. More than 5 major errors drops the grade to an F. D+ = 68, D = 65, D - = 62, D - - = 60 F = failing. Shows little or no effort. Contains 6 or more major errors. F = 50 and below. 0 - No Grade. The student did not turn in work, plagiarized, did not meet a major requirement, or did not write on the assigned topic. Please Note: In the case of a plagiarized essay or research paper, a student may be dismissed from this course with an F. Examples of major errors: cs–comma splice The boy ran, he fell down. fr–fragment Crying as he fell on the sidewalk. frag. error After he fell; his knee started bleeding. ro–run on or fused He hurt his knee it was bleeding. s/v–subject/verb agreement Everyone laugh at him. n/p–noun/pronoun agreement No one saw their teachers coming. Him was laughing at hisself. verb form Sue set on the chair watching the sun set. What makes an A paper an A paper, etc? See the chart below for a description of an A, B, C, D, and F paper. A Paper B Paper C Paper D Paper F Paper Thesis and Development Has a lucid, significant, perceptive response to the topic, which is fully developed. Has a lucid, significant, response to the topic, which is fully developed. Has a discernible, controlling idea or thesis, which responds to the topic; generally developed. Has a discernible, controlling idea or thesis, which responds, but is underdeveloped or trite. No responsive thesis, or response is not developed at all. Support Concrete, relevant details and examples. Concrete, relevant details and examples. Some superficial or trite generalizations, or facts with little comment. Underdeveloped and trite generalizations; sketchy or irrelevant facts. Little or no support for generalizations or merely lists of examples. Audience Awareness Structure, supports, and tone demonstrate consideration of audience and purpose. Awareness evidenced mainly in either structure and supports or tone. Awareness evidenced only marginally in appropriate use of structure and support or tone. Awareness slightly evident in appropriate use of structure and support or tone. Seems to exist for the writer only. Paragraphing and Logical Progression Coherent paragraphs progress through necessary, evident stages; includes transitions. Generally coherent paragraphs progress through necessary, evident stages; includes transitions. Generally coherent paragraphs that may be unwieldy or confusing; limited or predictable transitions. Little or no attempt at cohesion; progress is confused or haphazard; little or no use of transitions. Little or no cohesion; confused and haphazard progression; little or no use of transitions. Sentence Structures and Word Choice Varied sentence structure; word choice is precise, fresh, and economical. Clear sentences; some stylistic variation; word choice is precise, if not economical or fresh. Clear but sometimes loose or basic sentences; word choice is occasionally imprecise and flawed. Little attention to sentence structure or revision; word choice is often flawed or inadequate. Basic/choppy or rambling/incoherent sentences; little or no evidence of revision; inadequate word choice. Grammar Errors Absent or so limited as not to disrupt the essay’s readability in any way. Minimal or so limited as not to disrupt the essay’s readability in any major way. Occasionally disrupt the essay’s readability. So pervasive as to disrupt consistently the essay’s readability. So pervasive as to disrupt seriously and consistently the essay’s readability. Grading Policy & Minimum Requirements for Writing Assignments: You will be provided instructions, lectures, and readings/presentations for each major grade. Use your class notes, textbook readings, and handouts to complete your essays. As in any class, your grade depends on how well you follow instructions and put information together (synthesize) to complete your assignments. VIII. Syllabus Modification: The instructor may modify the provisions of the syllabus to meet individual class needs because of hurricanes, class pacing, and other issues that may need to be addressed for the needs of the students. VIX. Acceptance - Contract by Enrollment Notice: Your signature is not required. By attending and remaining enrolled in this course, you are agreeing to all policies noted in this document, both explicit and implicit, and agreeing to this statement: "I understand that by remaining enrolled in this course, I am accepting and am subject to the policies of the College and my instructor, according to the instructor’s course policy and College policies. These policies apply both within and outside the classroom regarding any class-related matter. I understand that my instructor may use professional assertiveness to manage the course, and I hereby accept the public or private consequences of my behavior that result in the enforcement of any of these policies.” Thanks to Mrs. Alanna Cornes and Professor Mel Johnson, Angelina Faculty, for their kind assistance. Print Student Name________________________________ Class and Section__________________ *Academic Dishonesty & Plagiarism If either accidental or intentional academic dishonesty is evidenced in my writing or on any assignment, at the instructor’s discretion, I will be given an F on the assignment or for the entire course. I must produce original work that represents my thinking. On certain assignments, consulting the internet and borrowing material from the internet, even by paraphrasing, will be grounds for an F in the course. Improperly cited or un-cited paraphrasing may be grounds for failing the course or assignment. I am supposed to be discovering and writing my own ideas and learning how to cite others’ ideas properly. This is not high school. *Behavior I understand that I can be dropped from the class for distracting or inappropriate behavior at the instructor’s discretion. I cannot distract the instructor or classmates. I must remain seated at all times and cannot leave early. I must stay focused on the current task. I must bring all required materials to class. This is not high school *Punctuality & Participation I must arrive on time, prepared for participation. I must turn in assignments by due dates. This is not high school. *Office Hours & Contact I understand that my instructor is available during class and during office hours I understand that my instructor’s preferred method of contact is by email, not by phone or through Blackboard. This is not high school. By attending and remaining enrolled in this course, I am agreeing to all policies noted in the course policies, both explicit and implicit, and agreeing to this statement: "I understand that by remaining enrolled in this course, I am accepting and am subject to the policies of the College and my instructor, according to the instructor’s course policy and College policies. These policies apply both within and outside the classroom regarding any class-related matter. I understand that my instructor may use professional assertiveness to manage the course, and I hereby accept the public or private consequences of my behavior that result in the enforcement of any of these policies.” Student Signature__________________________________________ Date___________________ Highly Flexible, Provisional, Experimental, and Tentative Syllabus Modifications The instructor may modify the sequence based on weather situations as determined by Angelina college, class progress, or other needs of the class. College is not the 14th year of grade school; your success is based solely on your submitted work. ENGLISH 1302, LITERARY GENRES English 1302 builds on English 1301 to help the student develop a more skilled approach to reading, thinking, and writing critically through exploration of the three literary genres: poetry, drama, and fiction. We will accomplish this through English literature so that 1301 / 1302 students will enter university sharing a common background with all other Texas high school graduates. Texts and other resources: Literature: An Introduction to Reading and Writing. Edgard V. Roberts and Robert Zweig. Fifth Compact Edition. Pearson / Longman. If you can find a used copy, even if it’s an earlier edition, buy it – books are so expensive. The MLA Style of Documentation: A Pocket Guide. Michael Pringle and John Gonzales. Pearson / Prentice-Hall. This is a nice little paperback, but if you kept your text from English 1301 you already have a good MLA resource. These resources will be available for use in the classroom: MLA Handbook Strunk and White’s Elements of Style Fowler’s Modern English Usage Readings in English 1302 will be selected from the following. Please understand that no one ever agrees on the names and dates for literary periods. (RELAX: we are not reading nearly all of this; Angelina 1302 readings will be from the assigned text. However, this will give you an idea of the difficulty level of college work in any academic discipline). The Anglo-Saxon (or Early Mediaeval) Period, 449-1066 “The Seafarer,” trans. Burton Raffel Beowulf, trans. Burton Raffel Selections from A History of the English Church and People, Bede The Mediaeval Period, 1066-1485 Selections from Morte d’Arthur, Sir Thomas Malory English and Scottish Folk Ballads: “Sir Patrick Spens” “Get Up and Bar the Door” “The Twa Corbies” “Barbara Allen” Selections from The Canterbury Tales, Geoffrey Chaucer Selections from Sir Gawain and the Green Knight, Anonymous Everyman, Anonymous Reformation and Renaissance, 1485-1625 Petrarchan (or Italian) Sonnet: Sir Thomas Wyatt: “Whosoever List to Hunt” Sir Philip Sidney: “Sonnet 31” “Sonnet 39” Pastoral Poetry: Christopher Marlowe: “The Passionate Shepherd to His Love” Sir Walter Raleigh: “The Nymph’s Reply to the Shepherd” -- a satire of Marlowe’s “The Passionate Shepherd...” Note: both of these poems were set to music as a 1930s-ish swing tune in the 1995 film version of Richard III (Ian McKellan). Shakespearean Sonnet: “To His Son,” Sir Walter Raleigh “Sonnet 29,” “Sonnet 73,” “Sonnet 116,” “Sonnet 130,” Shakespeare Spenserian Sonnet: “Sonnet 1,” “Sonnet 26,” “Sonnet 75,” Edmund Spenser Elizabethan Drama Macbeth, William Shakespeare Note: the class may choose another play by Shakespeare by consensus / agreement / argument, but the final choice remains with the instructor King James Bible, Douay-Rheims Bible Psalm 23, Parable of the Prodigal Son, I Corinthians 13 The Seventeenth Century, 1625-1666 Ben Jonson, selections John Donne, selections George Herbert, selections, Andrew Marvell, selections Robert Herrick, selections Sir John Suckling, selections Richard Lovelace, “To Lucasta, On Going to the Wars” John Milton, selections from his short poems Grading: Four to six short (2-3 pages) critical essays will be required, as will a research paper. You will also have several brief in-class assignments, both written and objective. Your critical essays will usually be test grades; your other in-class assignments will usually be daily grades. The research paper will be no less than 25% of your final grade; however, this paper is a sine qua non: you will not receive credit in the course without this paper being completed in a professional, academic manner. Attendance, conduct, and participation: Your presence in the class indicates that you have a record of setting high standards for yourself. Continue to challenge yourself; do not fall into the too-common trap of feeling that your presence in a college-level class is a reward and a relaxation. Jasper High School students only: please remember that in this class you will be under two accrediting authorities, Jasper High School and Angelina College. Your kindly old instructor will grant you some attendance mercy -- with prior notice -- for (1) a Jasper High School U.I.L. event in which you are a contestant and (2) a Jasper High School educational field trip. A personal college day and other misses, no matter how worthy they are in themselves, are not excused; those are personally-scheduled events. Do not take these little mercies for granted. Grading: 1 paper researched with documentation 15% 1 paper – argument / persuasion 15 1 literary essay with documentation 15 Best one of two in-class essays 15 Average of quizzes and homework 15 Midterm exam 10 Final exam 10 Quizzes may appear at any time -- be prepared for each class. All work has a one-week expiration date. Out-of-class assignments are due at the beginning of the class. Please do not ask to leave class to print out your paper; I will often grant you computer lab time as part of class. No one now or ever will want to hear about your home printer or computer problems. Really. No. This isn't high school. 3. Attendance: Per Angelina College requirements, three consecutive absences or four cumulative absences require me to drop you; I am not permitted flexibility in this. Disappearing during the break, during class, or during writing lab time counts as an absence. Tardiness is an absence; your presence elsewhere in the building instead of in class and on time is an absence. I cannot / will not re-teach a class session; if you miss, you must ask a classmate for notes. Form casual study / buddy groups and communicate with each other. If I miss -- and I never have – I will try to post my absence angryverbs.blogspot.com. Individual emails or ‘phone calls are impossible. Check angryverbs.blogspot.com frequently. 4. Out-of-class work must be produced on a word processor. I accept 12-point Verdana (preferred), Geneva, Arial, or Times New Roman. Do not use exotic typefaces, bold settings, or margins other than one inch all around. Papers are due at the beginning of class; if you are in the library typing when class begins you have both a zero test grade and an absence. Please do not bring me a memory device and ask me to print out your paper -- that's a zero for the assignment. In-class work must be in black or blue ink. 5. Office Hours: I am almost always on campus an hour or more before class, in the office, in the classroom, or in the library. If you don’t see me, show initiative and ask. Please feel free to email me at any time at my personal email address to ask me reasonable questions or for reasonable advice. Do NOT ask me what we did last week; ask that of your study-buddies. Really. This isn’t high school. Then, when you see me, you can ask me for a specific assignment or test by its name. 6. Class participation: let's have lots of fun here, but remember that even the most heated arguments should be in a spirit of good fellowship, with no ad hominem attacks. You are a scholar -- argue like one, with courtesy and generosity. You must talk! The outside readings are not overwhelming, so take some notes and prepare to make a significant contribution: one good, original thought -- YOUR THOUGHTS, not Mr. Cliff's or Mr. Sparks' -- per poem / essay / narrative / play / novel. 7. Drinks and snacks -- You probably had a long and tiring day before you arrived in class, so I do not mind a cup of coffee or a SMALL soda, but remember that this is not McDonald's: no food, please. Please use a bit of paper towel so no rings are left on the furniture, and at the end of class put all debris away in the trash cans. Push the chairs back into position. The nice folks who clean up around here are overworked and underpaid, and deserve everyone's respect for their contributions to your success. By the way, you do speak to the cleaner-uppers when you see them in the hallway, don't you? 8. How much help? When writing papers you may solicit a great deal of assistance from others with matters of form and proofreading; indeed, I encourage such collaboration. The thesis and content, however, must be your work alone, and all quotations and sources must be properly documented. I cannot emphasize too much what a serious issue this is. An instructor need not resort to plagiarism programs; a simple string search on any search engine will ferret out a downloaded paper. Let me speak very plainly -- if you cheat, I will drop you from the class with an F. I have in the past been rather trusting -- or careless? I now search out all papers through plagiarism sites, which may result in a slower paper return. I apologize for any delay that occurs. 9. Referring to this class as a basic to be gotten out of the way is impolitic. Education is a joy in itself, a rare privilege enjoyed by very few people in history, and even the most tiresome prerequisite is never a basic or something to be gotten out of the way. You are now a college student, not a conscript high school sophomore. Celebrate your intellect. Don’t tell folks that you made straight As in high school. 10. Cell 'phones, recorders, things that stick out of the ear, and other gadgets -- I don't mind if you keep your 'phone on buzz if you are concerned about a sick child or a situation at least as important. Please take the call discreetly out of the classroom. DO NOT TALK ON A TELEPHONE OR MANIPULATE ANY KIND OF COMMUNICATIONS DEVICE IN THE CLASSROOM AT ANY TIME, not even before or after class. Telephones may not be on your desk at any time, and all other electronic gadgets are forbidden at all times. Disconnect from the mother ship and interact with humans for the duration of the evening. Do not make any visual or sound recordings at any time without the permission of the entire class. 11. A rule I never thought I'd have to make -- no spit cups. 12. If you flunked English 1302 at a four-year school and are here to make it up you are very welcome; however, if you are under the illusion that this is an easy class requiring nothing more than a cell 'phone, a bottle of water, and practice in anger management, go away. 13. I will not respond to emails in which the writer is not identifiable, in which the email address is childish, or in which the content is not formatted as a business letter complete with heading, inside address, salutation, body, complimentary close, and signature, all in block form. Class Schedule -- VERY flexible. Indeed, this is so flexible it's a candidate for Cirque d'Soleil! I have taught English 1302 for years, but until now in a dual-credit setting with five hours of class per week. This college-specific schedule will require a different approach. We will address topics by genre rather than by chronological sequence, which is probably how you worked in high school literature. We will break our term into three discrete chunks: the first five weeks for poetry, the second five weeks for prose, and the third five for drama. Within genres I will try to keep texts chronological, and so in poetry, for example, we will begin with translations from Old English / Anglo-Saxon and progress through the Elizabethans, Puritans, Jacobeans, 18th-century formalists, and then into the Romantics. Prose will tend to be mostly 19th and 20th centuries, and drama will include one Shakespearean play and one modern play. I will not give you any long-term projects except for the research paper, and no really large (no more than three hours a week, and seldom that) outside reading assignments. Week 1: Discussion of expectations. Hand out and discuss syllabus. Hand out and discuss "Rules for Essay Writing." Think about a topic for your research paper. Our first reading assignment will be “The Seafarer” in a handout so that you have some extra time for securing a textbook. Week 2: “Seafarer.” How’s the research going? Week 3: Poetry. Introduction. Modern sonnets and blank verse from William Shakespeare’s Star Wars, which is by Ian Doescher and thus not by Shakespeare at all. We’ll practice scanning for rhythm and rhyme. Week 4: Poetry. Topics TBA. Week 5: Poetry. Topics TBA. Panic about your research paper. Week 6: Prose. Topics TBA. Plunge into existential denial regarding that research paper. Week 7: Prose. Topics TBA. Review for mid-term exam. Despair that after tonight you must now really, really, really begin to write the research paper you haven’t even researched. Week 8: Prose. First Great Celebration of Learning: Mid-term Exam. Week 9: Prose. Topics TBA. Um…research paper? Week 10: Prose. Topics TBA. Week 11: Drama. Research papers due at beginning of class. Curiously enough, attendance at tonight’s class will be thin -- must be that virus that’s going around. Week 12: Drama. Topics TBA. Week 13: Drama. Topics TBA. Week 14: Drama. TBA. Review for final exam. Week 15: Drama. Last Great Celebration of Learning: Final Exam. Research paper: 1. If you turn in your paper by TBA, you will be awarded 10 extra points. 2. TBA is the due date. 3. I will accept your paper NLT the beginning of class on TBA with a penalty of 10 points. Note that giving an assignment to someone else to turn in for you is seldom a good idea. No document can cover all possibilities; these fourteen pages can be summed up as “Come to class, do your work, and you’ll probably pass.”