Tuesday, January 29, 2013

Exemplification Essay Topics

Develop ONE of the following topic into a well written, well supported exemplification essay. The title should indicate the general subject of the essay. The first paragraph should get the reader's attention an nd move from that general idea to a specific thesis statement. The body of your paper should develop  two or three good examples or a single well-developed example (REQUIRED LENGTH: two pages, minimum in MLA format)

I very well may come back to refine these topics, but they will essentially remain the same. 

1. American love Super Bown Sunday. What elements other than football make this day popular and enjoyed by so many people?

2. Explain the positive or negative impact of online social networks.

3. America's favorite television programs are interrupted by commercials. Discuss those commercials that seem to be either the most memorable or the most annoying.

4. Many people treat their pets like children.

Tuesday, January 22, 2013

Looking Ahead to Week 4

Week 4, Day 1: Quiz over everything from the Syllabus to the essays read and discussed in class, all notes, and information on composition; topics for the first essay will be given

Week 4, Day 2: The first essay is DUE

Wednesday, January 16, 2013

Week 3 - One Day Only Due to MLK, Jr. Holiday

In order to maintain continuity and parity in all classes this week, English 1101 will NOT meet on TUESDAY. 

Assignments will follow in this sequence:

Reading Selections: 

  • Chapter 3- Arrangement: 51-64
    • EIGHT different ways to open an essay, 53-54
      • PLEASE note that if you choose to open an essay with a question, use only ONE question, not a gamut
    • ***** What NOT to Do in an Introduction *****  page 55
    • Body paragraphs
      • key characteristics: unified, coherent, organized, well developed (see also pages 58-59)
      • ***transitions*** page 57
    • Conclusions 
      • 4 suggested was of ending an essays - 61
      • ***** What NOT to Do in a Conclusion ***** page 62
  • Chapter 4: 65-73
    • SPECIAL NOTE: The essay that you hand in should NOT be your first draft - see page 65
    • Revising Your Essay page 67-68 - contains good advice
  • Brent Staples, "Just Walk on By" 240-245
    • Plan to discuss the following questions in class:
      • Comprehension #4
      • Purpose & Audience #1 & #3
      • Style & Structure #2, #3, #4
  • Zev Chafets, "Let Steroids into the Hall of Fame," 253-257
    • Plan to discuss the following questions in class: 
      • Purpose & Audience - all three questions
      • Style & Structure - #1, #3
The first quiz will be next week, Day 1.
Return to this page for updates over the next few days.

Monday, January 14, 2013

Week 2, Day 2

Notes from Reading Selections - please consider these as you prepare for the first quiz:

Chapter 1: Becoming a Critical Reader

  • critical reading
  • purpose
  • audience 
Essay Content: what the essays says
Essay Structure: how the essay is put together

Active Reading begins with previewing the text - p. 15
Annotating text - p. 23

Chapter 2: Invention (Pre-writing) - 29-47

  • Understand the assignment
  • Length - always assume that an essay should be at least 2 double-spaced pages, MINIMUM
  • Purpose
  • Audience
  • 34: General to Specific
    • * "Questions for Probing" will help you consider what you want to say AND help as you consider how you will develop the topic
    • 38: Finding something to say: brainstorming, journaling, free writing
    • 41: Group/Organize ideas--whether visual or linear
    • 43: THESIS & support

We will Do exercises 8 (47-48) and 10 (48-49) in class, if time allowsTo prepare for quiz, practice exercises 2 (33); 3 (36); 4 (36)


Chapter 8: Exemplification

What does exemplification mean?
  • Examples:
    • explain/clarify
    • add interest
    • persuade
  • 213: Thesis, examples, & transitions
  • 215: Structure

Don't be surprised if you are asked to do an exercise in class from one of these chapters. Not only does the writing you do now serve to "prime the pump" so that you're thinking about writing, it also encourages critical reading, and provides at least some level of active participation. 




Thursday, January 10, 2013

An Approach to Reading - Week 2, Day 1


Part 1 

Too often in academic English courses, as soon as the topic is given, the writer seizes the idea and begins pounding away at the the keyboard. Good writing takes time, however, and it's important to really know WHAT you want to say before you begin your composition. That's why in most cases, time should be taken to THINK first, to consider what  you know and to  consider what is most important to tell, describe, argue, or explain. Working out organization takes time. You also want to make sure you know why you're writing. What is your PURPOSE and TO WHOM are you writing?

Every piece of writing has a purpose--it may be to explain, illustrate, argue, or more specifically, give examples, compare and contrast, analyze, or argue. It might also be to entertain--or to provide information that makes people THINK. The writer is the person who must make clear to the reader what he/she is doing as the introduction and body of the paper unfold. 

Next the writer must consider to whom he/she is writing and how much background information his audience needs to fully understand what he's talking about. For example, perhaps the writer is an observer and sometimes participant in the new sport of parkour; he might be asked to writer an exemplification paper and choose as his topic to give  examples of what makes a feasible parkour route. The writer needs FIRST to explain to the reader what parkour is; the writer cannot take for granted that the reader knows or understands what is involved in the sport of parkour. The same is also true for writers explain jobs, different locations, or almost anything else. 

Thus, before beginning a draft of an essay, a great deal of thinking is necessary. Knowing what you know is important and knowing what your purpose is and who your audience is critically important.

Part 2 

Imagine sitting down to a computer, to a word processing program, knowing that you want to write an article or an essay, an outline or a summary. Let's say you've already taken the time to consider the topic and have all the information you plan to include in your essay. You know WHAT you want to say, you know your PURPOSE, and you know who the AUDIENCE will be. 

Now what?  How will you begin your essay? Organize it? NOW is the time you must begin to think like a writer. Even authors who get paid must decide how they present the material/information they have to the audience. To become a better writer, it helps to read, to see how the professionals do it. 

Read the following article on two levels. First, read the article for what it says (that's what we do anyway). Then, read the article to see how it is put together.  The questions that follow the article need to be answered.

Does the Internet Make You Dumber?  
The Roman philosopher Seneca may have put it best 2,000 years ago: "To be everywhere is to be nowhere." Today, the Internet grants us easy access to unprecedented amounts of information. But a growing body of scientific evidence suggests that the Net, with its constant distractions and interruptions, is also turning us into scattered and superficial thinkers.
The picture emerging from the research is deeply troubling, at least to anyone who values the depth, rather than just the velocity, of human thought. People who read text studded with links, the studies show, comprehend less than those who read traditional linear text. People who watch busy multimedia presentations remember less than those who take in information in a more sedate and focused manner. People who are continually distracted by emails, alerts and other messages understand less than those who are able to concentrate. And people who juggle many tasks are less creative and less productive than those who do one thing at a time.
Mick Coulas
The common thread in these disabilities is the division of attention. The richness of our thoughts, our memories and even our personalities hinges on our ability to focus the mind and sustain concentration. Only when we pay deep attention to a new piece of information are we able to associate it "meaningfully and systematically with knowledge already well established in memory," writes the Nobel Prize-winning neuroscientist Eric Kandel. Such associations are essential to mastering complex concepts.
When we're constantly distracted and interrupted, as we tend to be online, our brains are unable to forge the strong and expansive neural connections that give depth and distinctiveness to our thinking. We become mere signal-processing units, quickly shepherding disjointed bits of information into and then out of short-term memory.
In an article published in Science last year, Patricia Greenfield, a leading developmental psychologist, reviewed dozens of studies on how different media technologies influence our cognitive abilities. Some of the studies indicated that certain computer tasks, like playing video games, can enhance "visual literacy skills," increasing the speed at which people can shift their focus among icons and other images on screens. Other studies, however, found that such rapid shifts in focus, even if performed adeptly, result in less rigorous and "more automatic" thinking.


56 Seconds
Average time an American spends looking at a Web page.
Source: Nielsen
In one experiment conducted at Cornell University, for example, half a class of students was allowed to use Internet-connected laptops during a lecture, while the other had to keep their computers shut. Those who browsed the Web performed much worse on a subsequent test of how well they retained the lecture's content. While it's hardly surprising that Web surfing would distract students, it should be a note of caution to schools that are wiring their classrooms in hopes of improving learning.
Ms. Greenfield concluded that "every medium develops some cognitive skills at the expense of others." Our growing use of screen-based media, she said, has strengthened visual-spatial intelligence, which can improve the ability to do jobs that involve keeping track of lots of simultaneous signals, like air traffic control. But that has been accompanied by "new weaknesses in higher-order cognitive processes," including "abstract vocabulary, mindfulness, reflection, inductive problem solving, critical thinking, and imagination." We're becoming, in a word, shallower.
In another experiment, recently conducted at Stanford University's Communication Between Humans and Interactive Media Lab, a team of researchers gave various cognitive tests to 49 people who do a lot of media multitasking and 52 people who multitask much less frequently. The heavy multitaskers performed poorly on all the tests. They were more easily distracted, had less control over their attention, and were much less able to distinguish important information from trivia.
The researchers were surprised by the results. They had expected that the intensive multitaskers would have gained some unique mental advantages from all their on-screen juggling. But that wasn't the case. In fact, the heavy multitaskers weren't even good at multitasking. They were considerably less adept at switching between tasks than the more infrequent multitaskers. "Everything distracts them," observed Clifford Nass, the professor who heads the Stanford lab.
Does the Internet Make You Smarter?
Charis Tsevis
It would be one thing if the ill effects went away as soon as we turned off our computers and cellphones. But they don't. The cellular structure of the human brain, scientists have discovered, adapts readily to the tools we use, including those for finding, storing and sharing information. By changing our habits of mind, each new technology strengthens certain neural pathways and weakens others. The cellular alterations continue to shape the way we think even when we're not using the technology.
The pioneering neuroscientist Michael Merzenich believes our brains are being "massively remodeled" by our ever-intensifying use of the Web and related media. In the 1970s and 1980s, Mr. Merzenich, now a professor emeritus at the University of California in San Francisco, conducted a famous series of experiments on primate brains that revealed how extensively and quickly neural circuits change in response to experience. When, for example, Mr. Merzenich rearranged the nerves in a monkey's hand, the nerve cells in the animal's sensory cortex quickly reorganized themselves to create a new "mental map" of the hand. In a conversation late last year, he said that he was profoundly worried about the cognitive consequences of the constant distractions and interruptions the Internet bombards us with. The long-term effect on the quality of our intellectual lives, he said, could be "deadly."
What we seem to be sacrificing in all our surfing and searching is our capacity to engage in the quieter, attentive modes of thought that underpin contemplation, reflection and introspection. The Web never encourages us to slow down. It keeps us in a state of perpetual mental locomotion.
It is revealing, and distressing, to compare the cognitive effects of the Internet with those of an earlier information technology, the printed book. Whereas the Internet scatters our attention, the book focuses it. Unlike the screen, the page promotes contemplativeness.
Reading a long sequence of pages helps us develop a rare kind of mental discipline. The innate bias of the human brain, after all, is to be distracted. Our predisposition is to be aware of as much of what's going on around us as possible. Our fast-paced, reflexive shifts in focus were once crucial to our survival. They reduced the odds that a predator would take us by surprise or that we'd overlook a nearby source of food.
To read a book is to practice an unnatural process of thought. It requires us to place ourselves at what T. S. Eliot, in his poem "Four Quartets," called "the still point of the turning world." We have to forge or strengthen the neural links needed to counter our instinctive distractedness, thereby gaining greater control over our attention and our mind.
It is this control, this mental discipline, that we are at risk of losing as we spend ever more time scanning and skimming online. If the slow progression of words across printed pages damped our craving to be inundated by mental stimulation, the Internet indulges it. It returns us to our native state of distractedness, while presenting us with far more distractions than our ancestors ever had to contend with.
—Nicholas Carr is the author, most recently, of "The Shallows: What the Internet Is Doing to Our Brains."

Wednesday, January 9, 2013

Week 1, Day 2

Last name 1

First and Last Name

Mrs., Mr., Dr., or Professor  _____________

English Number and Section

Date Due

Title

          Please note that the MLA format does not change from one English class to the next; correct MLA

format is accepted in every English class, in every state supported college in most of the United States.  The

point of the standardization of the format indicates professionalism. No matter how much you may want your

paper to be set apart from the crowd, any attempt to do so will result in points deducted from your final

grade. What sets your work apart is not appearance, it's what you say and how you say it in your essay.

          Complete the following paragraph for today, print it out and hand in:

          When I am not in class, and have time to spare I enjoy _______________________ because this

activity provides me __________________________.  Another reason I enjoy __________________ is

because _________________.   Often I do this (with whom? identify OR perhaps you do this alone)

_____   since I have found that ____________.  I look forward to _____________ and hope someday I

might be able to ____________.

Tuesday, January 8, 2013

Week 1, Day 2: Levels of Language

ACADEMIC WRITING

We read and write everyday, so why is it so hard to compose an essay?

We live in a society that has become accustomed to blue jeans and sneakers, smart phones, texts, tweets, and an occasional email. Consequently, our writing mirrors our style--usually very casual, comfortable, and "down home." Among our peers, we do not feel the need to spell every word out; we prefer contractions to full words; we ignore rules of grammar because we are concerned only with conveying the idea as briefly as possible. If we can use emoticons to eliminate words, we do that.

What happens in college, though, is that the clever spellings and abbreviations and emoticons do not serve us. Just as there is a time and place for entertainment and a time and a place for serious contemplation, there is a time and place for suitable language.

You would be looked upon very oddly if you were to say to a group of your friends, "I sincerely hope the Atlanta Falcons continue to succeed in their journey to the Super Bowl." They would know what you mean, but your language, among friends, would seem very formal and out of place.  If you were to interview for a position as an executive assistant to the college president, however, you would not grin broadly and greet his handshake with, "Hey! How you doin'?"

Our world is often casual and conversational; our collegiate writing, though, must be formal or academic.
That does not mean one uses a thesaurus to find big words; it means does mean we adhere to rules of correct, standard English. We spell out all numbers less than 100; we avoid using contractions; unless we are writing about ourselves we use third person in our essays. When you write academically, you don't change yourself into a different person; your writing simply puts on its "Sunday best" to make the best impression. Your level of speech and writing should develop over the next four or five years. You will not lose the casual person you are now; you'll simply become more polished, better able to address an employer who may expect someone who is articulate and well spoken.




English 1101 Syllabus & Policy Statement

Macon State College
Department of English
Spring 2013
English 1101
Instructor: Mrs. Sharon Aiken, H/SS 248   
Office phone: 478-471-2893
Office hours:  M/W: 2-3 p.m.; T/TH: 1-2 p.m. and by appointment
       Website:   www.ae01s13.blogspot.com
(Note: the strange combination of letters and numbers stand for: Aiken English 1101 Spring 2013)

Best means of contact: email.  Use your Macon State email. I check and respond to my Macon State email, Monday-Thursday and on Sunday evenings.  I expect you to do likewise, because I use email for class announcements or changes in the class schedule. 



Required Texts: 
  • Patterns for College Writing
  • The Kite Runner by Khaled Hosseini
  • Pocket Style Manual with MLA Update
Required Material: jump drive; a computer is not required, but there is all in-class work is on computer; out of class papers will need to be composed and saved; if you do not have a computer, you will need to spend time in the library to use one of theirs; pocket folder for research paper; half-inch binder in which all work may be kept and submitted at the end of the semester
Purpose of the Class: The general aim of the class is to introduce college students to writing as a process. By the end of the course, you should be able to write effective essays that are precise, organized, clear, and correct in grammar and usage; this is not a grammar course, but we will set aside brief times for review, as needed, based on submitted essays. Class assignments will cultivate the ability to compare and contrast, summarize, describe, and persuade in writing and speaking; assignments will stress logic and unity; and all remarks, whether formal or informal, will stress an awareness of audience and purpose; evidence and supporting detail will form the basis for all kinds of class writing and speaking. This course will additionally increase your awareness of the essay as literature.
  • Class Goals – Students will:
  • Establish college-level, writing-based thinking and  analytical skills
  • Intelligent use of the library and the web for research
  • Format and documentation using MLA guidelines
  • Increase familiarity and use of the web as a tool for communication
  • Engage in peer-review of papers
  • Extend communication skills to a brief oral presentation accompanied by technology
Class Policies:
1.       If you have been required to take Learning Support English, you may not take English 1101 unless you have completed that course with a D.
Y2.. You can miss two class days without penaltyunless an in-class essay has been assigned. Normally students fail the class after four absences. (If you have a medical condition and see that you will be missing a number of days, be prepared to present a doctor’s excuse. If a member of your immediate family has a health condition requiring your absence from class, remember:  that is still an absence.  [English 1101 and 1102 have been known to cause sprains, eczema, childbirth, dandruff, seizures, hospitalizations, broken bones, accidents, and the plague. Students and their families are most susceptible one to two days before a paper deadline.] Do your work, plan ahead and protect yourself and your loved ones.)
3. Please be on time. Again, if you drive a distance to get here, plan accordingly. There are times we are all tardy, but being in class, ready to work says a great deal about your serious attention to this class and does not go unnoticed.
4. Assignments are to be handed in on time, typed. Writing on class computers is part of the class; there will be both in-class and out-of-class essays.  Title all assignments and use MLA format.
5. If a hard copy of the paper is not handed in on time, in class, the date that it is due, you may email a copy of the paper, WITH PENALTIES :
(a) you will automatically forfeit a letter grade off the paper
(b) that essay may not be graded until the end of the semester, which is when I grade all late work
(c) if it is the first or second essay, you will not have an opportunity to revise the essay for a higher grade.  
6. Students have the option of revising the first and second essays with the following stipulations:
a.    The original essay and grade sheet must be handed in with the revised essay
b.      If the only edits made to the paper are for grammar/mechanics/corrections  the grade will remain the same (the student has only copied and corrected)
c.        Substantive revisions could gain the student as much as one letter grade
d.      Revisions may not be graded until the end of the semester
7.       I will NOT accept a research paper late or via email.
8.       If you plan to print out of class essays in class, please attend to them it within the first 10-15 min. of class.
9.       IF YOU USE ANY WORD PROCESSING PROGRAM OTHER THAN MS WORD, SAVE YOUR PAPER AS AN .rtf  (Rich Text Format) file.  Your paper cannot be opened, cannot be read, cannot be printed otherwise. Not even the tech guys and gurus in the library can help.
10.   If you miss a daily assignment, you may NOT make it up; if you miss a major essay, your grade will result in a zero. You MUST complete all major assignments to pass the class.
11.   I give letter grades; if you have a question about a grade, drop by my office or make an appointment to see me after class; if you wish to challenge a grade, do so in writing, no sooner than a day after getting your paper back, and no later than three class days after I return that assignment.                                                                                                                                              
12.   If you cheat on a test, you will get a zero. If you plagiarize an assignment, that grade will result in a zero. Plagiarism occurs when a writer uses the ideas, wording, organization, etc., of another writer without proper citation, whether intentional or unintentional. This includes having someone “help” you write the paper, buying the paper online, or lifting ideas, sentences, and/or paragraphs from another text. Keep an electronic copy of all assignments and be prepared to send it to me immediately if asked. Please go to the MSC Library site for further information on avoiding plagiarism. Failing this course is the common penalty for plagiarism.
Note:
A plagiarism prevention service is used in the evaluation of written work submitted for this course. As directed by the instructor, students are expected to submit their assignments, or have their assignments submitted, through the service in order to meet the requirements for this course. The papers may be retained by the service for the sole purpose of checking for plagiarized content in future student submissions.
13.   POLICY ON ACADEMIC MISCONDUCT: “As a Macon State College student and as a student in this class, you are responsible for reading, understanding, and abiding by the MSC Student Code of Conduct. The Student Code of Conduct is included in the MSC Student Handbook and is available online at:http://www.maconstate.edu/studentlife/studenthandbook.pdf
14.   POLICY ON DISABILITY ACCOMODATIONS: “Students seeking academic accommodations for a special need must contact the MSC Counseling and Career Center (478-471-2714) located on the second floor of the Student Life Center on the Macon Campus.”
15.   If you have a D average based on the major assignments, no participation or daily grade average can bring that average up to a C. (Division Policy)
16.   In all class policies, I expect common sense and courtesy. No open food or drink in the computer lab. Turn your phones on “manner mode” if you must keep them on. Do not text, update your facebook status, shop on your tablet, or surf the web when I am teaching, when we are engaged in peer review or class discussion, or when students give a presentation. If you want to enjoy those activities, I will ask you to leave the class. This class asks only two hours and a forty minutes of your undivided attention each week. If that is too difficult, you should reconsider whether you are serious about this class.
17.   Please do not distract others who are working or paying attention in this class. I respect your right to fail this class, but not your right to infringe upon others who may want to pass. No one needs to be distracted.
18.   It is the policy of this department that I keep your initial drafts, revisions, and final drafts for at least one semester. Therefore, should you want these returned, please see me at the end of Spring Semester 2013.
19.   The final exam in English 1101 is a two-hour essay over The Kite Runner. While students may not use the book during the exam, they are allowed to have one 3x5 index card with notes from the reading.
20.   Active Participation is expected from every student in class and is worth ten percent of your final grade. It begins but does not end with attendance and includes the following:
Criteria
25 pts.
20 pts.
15 pts.
0-10 pts. & below
Attendance
Attends class regularly – with no more than 1 absence at mid-term; usually prompt & professional
Attends class regularly; no more than 1 absence at mid-term; professional & seldom tardy
Attends class regularly; may have more than 2 absences at this point; professional
Has missed more than 2 days and often presented as unprofessional
Level of Active Engagement
Proactive in class; contributes with ideas, questions, observations; answers questions; treats classmates & professor with courtesy
Contributes to class; frequently offers comments, answers & asks questions; treats classmates & professor with courtesy
Offers some observations and answers questions now and then or when called on; treats classmates & professor with courtesy
Rarely contributes to class by offering ideas or asking questions. primarily a non-participant. Does not add to class discussion, but sits silently.
Listening Skills
Listens when others talk; builds on others’ ideas; involves others in class by asking questions or seeking others’ responses
Listens then others talk; frequently builds on ideas of others.
Listens when  others talk, but does not respond to ideas
Often does not listen when others talk; often distracted by his/her own agenda—e.g., the internet, studying for another class, talking to peers, when inappropriate
Preparation
Almost always prepared for class, with assignments and required class materials
Usually prepared for class
Frequently prepared for class
Seldom prepared
21.                         Please be aware that failure IS an option.
Tutoring—Information from the Academic Resource Center (ARC):
NOTE:  Tutoring is not a substitute for attending class! If you miss a class, first get notes from a classmate.
Tutoring is available free of charge in the Academic Resource Centers (ARC) on the Macon and Warner Robins campuses for currently enrolled Macon State College students. The Macon ARC is located in the lower level of the Library building on the Macon campus. The WRC ARC is located in Oak Hall in Room 128. To schedule an appointment in the Macon ARC, call (478) 471-2057. For an appointment at the WRC ARC, call (478) 929-6770. To check the schedules for subjects tutored and tutor availability, go to the ARC website at http://www.maconstate.edu/arc/.
The ARC website also posts tutoring schedules for the MaRC--Mathematics Resource Center (Mathematics Bldg., 104 & 105: 478-471-2814), Department of History and Political Science Study Center (Jones 314: 478-471-5749), School of Business (PSC 346: 478-471-2724), School of Information Technology (PSC 336: 478-471-2801), and Foreign Language Lab (H/SS 110: 478-471-5792). All these services are free of charge as well.
Other services at the ARC include online Academic Success Skills workshops and a robust website with resources for academic assistance. The centers also have computer workstations with Internet access.
How to get the most out of a tutoring session:
·         Start right away.  Students who begin tutoring from the beginning of the semester typically do better than those who wait.
·         Book your appointments early.  During peak times, you may need to book a week in advance  to get the times you want.
·       Come prepared.  Please bring your syllabus, class notes, textbook, and specific assignment. Look over the readings and try the problems.  If you can, bring a list of specific questions.  The more you prepare, the more you will get out of the session.

Grading and Assignments:

Essays 1, 2, 3 = 30% (10% each)
Research Essay (Argumentative Essay) = 20 % 
Final Essay over The Kite Runner = 20 %
Class Participation = 10%

Quizzes = 20% (5% each)
  • Syllabus, Composition, Levels of Language, Exemplification
  • Comparison/Contrast
  • Argumentation & MLA 
  • The Kite Runner
The best way to develop your writing is to read, read, read. There are no shortcuts, no easy outs, and no simple solutions. Read everything, good and bad, exciting and mediocre, suspenseful and boring. You will gradually begin to develop a sense of identifying good writing that is coherent and clear, complete, as well as concise. Bad writing will show you what to avoid; good writing will show you what to emulate. This class does not meet every day, but if you truly want to succeed and develop, not only in this class, but in college and in life, it is in your best interest to read every day and, if at all possible, to write every day. Seek help when you need it. Find your voice and remain true to it; take pride in your work. Do your best, whether your best is a “C” or an “A.”

“Writing is easy; all you have to do is sit staring at a blank sheet of paper until the drops of blood form on your forehead.”    Gene Fowler

Tentative Schedule:

Week 1/ Jan. 7:  Syllabus; written introduction; MLA format; levels of language - academic English

Week 2/ Jan. 14: response & discussion to selections from the internet; in class exercise; introduction to the exemplification essay; select introductory pages from PATTERNS: 13-93; discussion of chapters 4-5; 
Week 3/ Jan. 23: Quiz #1; Essay #1 assigned
Week 4/ Jan. 28: Essay #1 DUE; begin exercises and discussions of the comparison/contrast essay; selections TBA 
Week 5/ Feb. 4: Essay #1 returned, with comments; Essay #2 DUE
Week 6/ Feb. 11: return to discussion of the comparison/contrast paper 
Week 7/ Feb. 18: return to discussion of the comparison/contrast paper; Quiz #2; Essay #3 assigned
Week 8/ Feb. 25: Essay #3 DUE; peer review included this week
Week of Mar. 4 - 8: SPRING BREAK
Week 9/ Mar. 11: Mid-Term; Last Day to withdraw from a Regular Session Class with a "W"
Week 10/ Mar. 18:  Research Paper Study 
Week 11/ Mar. 25:  Research Paper Study 
Week 12/ Apr. 1: Research Paper Study; Quiz #2
Week 13/ Apr. 8: Essay #4 - the RESEARCH ESSAY DUE (Counts 20%)
Week 14/ Apr. 15: Discussion of novel: The Kite Runner
Week 15/ Apr. 22: Discussion of novel: The Kite Runner
Week 16/ Apr. 29: Last Day of Class

Sunday, January 6, 2013

Aiken English Final Exam Schedule


 It may seem odd to place the final exam schedule as the first post of class for 2013, but it's nice to know not only where you're going but when you will get there. We'll double check the final  schedule later in the semester, to make sure it is correct.


~ May 2013 ~
Mon
Tue
Wed
Thu
Fri


1     Finals



JCHS: Last Day of Class

2    Finals


English 1101-06
Final Exam:
10:30-12:30
3   Finals


JCHS:

FINAL EXAM
6                      Finals


English 1101-09
Final Exam:
10:30-12:30
PSC 107

English 1102-08
Final Exam:
1-3 in H/SS 202
7   Finals

Last Day of
Final Exams

English 1101-02
8-10
8

9

10

GRADUATION
13

14

15

16

17

20

21

22

23

24

27 Memorial Day

28

29

30

31