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0. English Composition and Literature I. English 101 Honors / Section 31. Course Syllabus. SPRING 2009. Professor Margaret Wong. TR 11:00 a.m. - 12:15 p.m..
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English Composition and Literature I English 101 Honors / Section 31 Course Syllabus SPRING 2009

Professor Margaret Wong

TR 11:00 a.m. - 12:15 p.m. Alhfors Building, Room 105

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Contents Description Instructor Information Office Hours Required Texts The Published Course Description Teaching Procedures Instructional Objectives Course Requirements and Evaluation In Class Writing Posting on the Webboard Proper Form Grading Webboard Posts Papers General Paper Policy Rough Draft and Revision Policy Due Date Policy General Paper Format Grading Research Project Attendance and Participation Final Exam Academic Honesty Special Needs Discussion and Work Schedule Spring 2009 Final Exam Schedule Frequently Asked Questions

Page number 2 2 2 2 3 3 3-7 4 4 4 4 5-6 5-6 5 5 5-6 6 6 6-7 7 7-8 8 9-11 11 12-13

Important: In order for you to receive credit for this course, you must achieve all of the following:  Maintain an attendance rate of at least 50 percent (50%).  Complete a significant amount of in-class writing  Submit all of the assigned papers and the research project and receive a grade above an “F” or “NG” (no grade) for each.

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Instructor Information Instructor’s Name: Professor Margaret Wong rd

Office Location: #329A (Administration Building, 3 Floor) Email: [email protected] Phone/Voice Mail: 508.854.2767 Mailbox Number: #153 (Administration Building, Basement) Office Hours Monday — 1:00 pm -2:00 pm Tuesday — 8:15 am - 9:15 am Wednesday — 11:00 am - 12:00 pm Thursday — by appointment Friday — by appointment I am available to meet with students during office hours throughout the semester. My office is located in the Administration Building on the third floor, #329. I invite you to make an appointment or to stop by during my scheduled office hours to introduce yourself, discuss any concerns or questions about the course, or just to chat. Required Texts The following texts are available for purchase from the QCC Bookstore:

 All Souls: A Family Story from Southie. R.S. Gwynn (Ed.) Third Edition. New York: Beacon Press, 1999. ISBN: 978-080707213-4.

 Literature: 50 Essays: A Portable Anthology. Samuel Cohen (Ed.). Third Edition. New York: Penguin, 2007. ISBN: 0-312-44698-5.

 A Pocket Style Manual. Diana Hacker. New York: Bedford/St. Martin's, 2009. ISBN: 0-394-75518-9. The Published Course Description (According to the 2009-2010 College Catalog, p. 183) This course focuses on how to develop essential writing skills including organization, correctness, and support of ideas. A research project is required to produce a documented essay that integrates materials from Internet and traditional sources according to standard disciplinary format. Students develop and sharpen the interpretive and analytical skills necessary to evaluate the soundness and appropriateness of sources for their work. Prerequisite: English 100 or appropriate placement score

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Teaching Procedures The primary mode of instruction will be Instructor-led class discussion along with a limited amount of lecturing to address specific content issues. The overall success of this course depends on active student participation, which in turn requires adequate student preparation of the reading assignments. There will also be opportunities both in and out of class for students to interact with the instructor and with fellow classmates on the web-based discussion board set up for the course. Instructional Objectives The student in this class will:  Produce writing that is characterized by his/her own ideas and insights, demonstrating organization, correctness, and support;  Acquire and incorporate contents of course reading materials into own writing;  Demonstrate skills necessary to evaluate the soundness and appropriateness of found sources;  Produce a documented essay that effectively integrates materials from Internet and traditional sources according to correct disciplinary format. Course Requirements and Evaluation Course Requirements: to receive at least minimal credit (a grade other than an X or F) for this course, you must achieve all of the following:  Maintain an attendance rate of at least 50 percent (50%)  Complete a significant amount of in-class writing (at least 7 posts of  quality)  Submit all of the assigned papers and the research project and receive a grade above an “F” or “NG” (no grade) for each. All written assignments for the course must be your own work and be free of plagiarism (see p. 8). Missing work due to academic dishonesty or a failure to submit a completed assignment will result in a final grade of “F” (Failed). If you have legitimate reasons for work was not being, submitted, and you do not want to fail the course, you must contact me before the semester ends so that a reasonable timeline for the submission of the missing work can be set up. Evaluation: most assignments will offer a stated minimum standard as a general guideline. If your work meets, but does not exceed the basic requirements, you should expect a grade of “C” (average). The grades of “A” (outstanding), “B” (high quality), “D” (minimally passing), or “F” (failed) will indicate the degree beyond or below your achieving the basic requirements.

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In Class Writing — (Worth 25% of overall grade) Each week, for the first twelve (12) weeks of the semester, class time will be set aside for you to post, to the Webboard, your opinion and thoughts about class discussion, the assigned readings, and/or anything else of interest to you. The Webboard is an web-based discussion board that can be accessed from any computer connected to the Internet. What you write on the board can be seen and responded to by those currently registered in all of my English 101 sections: 03, 06, and 31. You will also be expected to read what your classmates have written and offer feedback. Your posts, incorporating what others have written to you, will serve as the basis for your assigned papers and the final research project. The purpose of posting on the Webboard is to gain practice in writing and to get a sense that academic writing is more than a matter of private student/teacher communication. Writing that has a real sense of audience, tends to have a real purpose, which in turn is the foundation for all effective writing. As you write your posts, strive for substance, not only because you will need to develop some of the posts into your assigned papers, but also because you are presenting your thoughts and opinions to your peers for review and response. Proper Form: Use correct spelling and punctuation when you post to the Webboard and when you send me email. Avoid e-abbreviations of the text-message variety. Written text that does not observe proper form insults your readers, and gives up your right to expect readers to respect your writing. I will not respond favorably to email or posts that make no attempt to observe spelling and punctuation correctness. Grading Webboard Posts: If you are aiming for at least a grade of “B,” you should expect to produce 1-2 substantive posts a week so that you will have at least fourteen (14) by the end of the semester. The final grade for your posts will take into account the effort you put into composing them, the quality of their content, and the quantity of writing th produced. Near the end of the semester (about the 14 week) I will formally evaluate each of your posts based on the following guidelines: A post will receive a (3 pts) if it satisfies minimum expectations, a + (4 pts) if it goes beyond the basic requirements, and a ++ (4.5 pts) or + (5 pts) if it demonstrates extraordinary insight and/or effort. A post that demonstrates inadequate or otherwise substandard effort will receive a – (2 pts) or a – (1 pt). At the end of the semester the points for your best fourteen (14) posts will be averaged to yield a letter grade based on this table: 

A = A- = B+ = B = B- = C+ =

4.85-5.00 4.50-4.85 4.15-4.50 3.85-4.15 3.50-3.85 3.15-3.50

C = C- = D+ = D = D- = F =

2.85-3.15 2.50-2.85 2.15-2.50 1.85-2.15 1.50-1.85 0.00-1.50

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Papers — (Worth 40% of overall grade) Paper #1 —Personal Perspective (9%): Paper #1 is based in your personal understanding and experience of life. The topic should arise from one or more of your reading responses. Suggestions for topics, along with detailed specifics about Paper #1, will be made available approximately two weeks before the paper is due. Length: 800-1200 words. Due: October 1, 2009. Paper #2 — Point-Counterpoint (13%): Paper #2 asks you to make observations and counter-observations about an issue, idea, concept, perspective, etc. As with Paper #1, the paper topic should arise from one or more of your Webboard Posts. Suggestions for topics, along with detailed specifics about Paper #2, will be made available approximately two weeks before the paper is due. Length: 800-1200 words. Due: October 27, 2009. Paper #3 — Persuasion (18%): For Paper #3, you must present a detailed argument incorporating personal narrative and comparison to persuade your reader (not necessarily me; use your classmates as your intended audience) to consider favorably something you strongly believe in. Paper #3 will provide the basis for you research project. 800-1200 words. Due: November 17, 2009. General Paper Policy  Rough Drafts and Revision Policy: You may turn in a draft of your paper in advance of its due date for feedback. In certain circumstances, to be determined on a case-by-case basis, individuals may revise and resubmit a paper after it has received a letter grade.  Due Date Policy: All papers are due at the beginning of the class. DO NOT be absent. If you skip class or miss a significant portion of it on the day the paper is due, your paper will be considered late and will be penalized one full grade. If you arrive to class on time and attend the whole class, and the paper is late by no more than 24 hours the paper will not be penalized. If you must be absent on the day the paper is due, and you do not want to incur the one-grade penalty, you must turn the paper in early. In general, after the first day, late papers will be penalized one (1) point for every day that it is late. Three (3) penalty points equal one (1) grade element drop.  General Paper Format: All papers must be typed (or word-processed). Use courier (or courier new) font (12 pt) and double space the entire paper. Place quotation marks around the titles of essays and short stories. Have a meaningful title for each of your papers. DO NOT ALL CAP, underline, bold face, or put “quotations marks” around the title of your paper. Follow standard MLA Style.

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 MLA Style: The style guidelines issued by the Modern Language Association is an industry standard and is the standard for academic papers in the English Department at QCC. Properly cite your primary and secondary sources using MLA format in all your papers.  Grading: Successful papers (receiving a grade of “B“ or better) will demonstrate the following characteristics: (1) The paper has a central claim that is supportable and solid; (2) The paragraphs support the main argument in a fairly coherent way and tend to follow one another in a logical manner; (3) The paper offers adequate evidence for statements made; (4) The paper demonstrates a fairly good command of academic prose, although there may be occasional errors in syntax, agreement, pronoun reference, spelling and punctuation. A paper that results in whole or in part from academic dishonesty (see p. 8) will receive an “F” and may not be revised. Research Project — (Worth 18% of overall grade) For this project, you will conduct research on the topic on which you elected to write your persuasive essay (Paper #3). You will subsequently submit a final paper based on your research. More importantly however, is the research itself. For each item of research you will be asked to produce the following: 1. 2. 3. 4. 5. 6.

photocopy or printout of the original material. citation of the source in correct MLA forma. brief description of how you found the source brief summary of the contents of your source. brief assessment of the value of your source discussion of your source

Detailed specifics about the research project will be made available approximately three weeks before the project is due. Attendance and Participation — (Worth 8% of overall grade)

 The basic expectation of the class is that each student come to class on time, attend every class, and stay for the entire class. You should expect that any deviation from this standard expectation may harm your final grade.

 An attendance form will be sent around at the beginning of every class for all students to sign. This is the official attendance record. if there is no other evidence to indicate otherwise, your failure to sign in will be considered an absence.

 A single absence can disrupt your work and negatively affect your progress as well as your final grade. If you miss a class for any reason, and you do not want your grade to be affected, you must let

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me know as soon as possible that you intend to make up the absence and how you intend to do so.

 An absence can be made up by doing any of the following: (1) a 1-2 page summary of the reading assigned for the day you missed; (2) a 5-8 minute oral presentation on a topic pertinent to the class; (3) lead a class discussion; or (4) anything else you think will appropriately make up 4 hours of work (this amount of time is based on the assumption that one should put in three hours of prep time for each hour that the class meets).

 If you miss two classes in a row, it may not be possible for you to make up your work such that your grade will be unaffected.

 An attendance rate of 50 percent or less, regardless of the reason, will result in a grade of “X” (insufficient basis for evaluation), I/R (Incomplete, course to be repeated), or “F” (Failed).

 If you come in late or have to leave early, you will only receive partial credit for attendance and participation. Deficiencies can be made up (see above). If you arrive late or leave early do not disrupt the class. If your late arrival is disruptive, you may be asked to leave the classroom.

 Should difficulties arise, and you find you are unable to complete the course, please see me to discuss possibilities and alternatives. An official withdrawal from the class might be necessary if you want to avoid a negative mark on your permanent record. Final Exam — (Worth 9% of overall grade) There will be a final in-class essay exam to be given during the scheduled exam time: Monday, December 21, 11:30 a.m. - 1:30 p.m. in 105 ALF. Students who have posted to the Webboard on a weekly basis and achieved an overall point average of 4.00 (B) or higher on these posts may choose to not take the final exam and accept instead the grade earned for the Webboard posts as their final exam grade. Students will be notified about whether they are exempt from having to take the final exam on December 11, 2009. Students who are required to take the exam will not receive a passing grade for the course unless they take and pass the final exam with a grade of “C” or better.

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Academic Honesty Although you are allowed, even encouraged, to consult secondary sources to help you understand the assigned works and to generate ideas for papers, you must give credit to these sources and cite them correctly if you use anything from them in your papers or responses. Be careful also when you enlist the help of the Communication Center, friends, family members, and colleagues. I encourage your asking others to help you to proofread and understand errors; however you may not simply use them as editors to “fix” your paper and to correct errors for you. All work for this course must be original to this course. You may not submit work done previously and/or in another class to receive credit for this course. QCC’s Official Statement on Plagiarism* Our purpose in the classroom is to seek the truth; this work requires trust and honesty between teacher and student. If we are not honest about what we know and don‟t know, our learning will always be impaired. Because our teaching and learning depends on this honest communication, we expect all students to understand what plagiarism is and why it is unacceptable. Plagiarism means taking someone else‟s ideas or words and presenting them as ones‟ own. This offense can take many forms, including cheating on a test, passing in a paper taken from the Internet or from another student, or failing to properly use and credit sources in an essay. Sometimes the issue is subtle, involving getting too much help on an assignment from someone else. In every instance, plagiarism means cheating both oneself and the owner of the source. Since the cheating sabotages a student‟s learning experience, consequences range from no credit for the assignment to failure for the course and possible expulsion from the college. Any student considering plagiarism should recognize the consequences and consider alternatives. Student uncertain about what constitutes plagiarism may request help from faculty or from appropriate college services. * The above statement is from QCC‟s 2009/2010 Student Handbook, p. 76.) For more information on using sources in writing, see the Academic Honesty section of the English Department Website: http://www.qcc.mass.edu/english.

The policy in this class. Any work that results in whole or in part from academic dishonesty will receive an “F” and may not be revised. If the work involved is one of your papers or the research project, because you cannot pass this course without successfully completing this work, you will also not pass the course. Egregious instances and repeat offenses of academic dishonesty will result not only in your failing the course, but also in your being reported to the proper academic authorities for the purpose of suspension or permanent removal from the college.

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Special Needs Every effort will be made to meet the individual needs and varied learning styles of the students in this course. It is important that the student inform me at the beginning of the term of his/her concerns about a learning disability or any other special need. All such information is kept confidential. 

Week 1

Fall 2009 Discussion and Assignment Schedule In class:

Intro to course: syllabus overview, expectations & requirements Post self-introduction to Webboard Sep. 10 Day 1 Homework: Complete post of introduction as necessary; Read Chs. 1 - 4 in (complete by MacDonald‟s All Souls.

Week 4

Week 3

Week 2

Sep. 15 Day 2

Sep. 17 Day 3

Sep. 22 Day 4

Sep. 24 Day 5

Sep. 29 Day 6

Oct. 01 Day 7

next class): In Class:

Discuss Chs. 1-4 in MacDonald: the meaning of “all souls,” author‟s reasons for writing, the meaning of “freedoms” and poverty. Homework: Review MacDonald, Chs. 1-4. In class: Discuss Ch. 1-4 in MacDonald: the intersections of power and poverty. Discuss requirements for Paper #1. Post on MacDonald, Chs. 1-4, or other subject as interests dictate Homework: Finish post(s) as necessary. Read Chs. 5-8 in MacDonald. Brainstorm ideas for / begin draft of Paper #1 In class: Discuss Chs. 5-8 in MacDonald: choices and consequences. Bring questions about paper #1. Homework: Review Chapter 5-8 in MacDonald, continue work on Paper #1 In class: Discuss Ch 5-8 in MacDonald (cont.): law and order, internal and external. Post on Chs. 5-8 in MacDonald or other subject of interest. Homework: Finish post(s) as necessary. Read Chs. 9-11 in MacDonald. Complete draft of paper #1 if you want feedback prior to final paper submission. In class: Submit draft of Paper 1 for feedback. Discuss Chs. 9-11 in MacDonald: lessons to be learned from one‟s life recorded, reviewed, and commented on. Homework: Revise and complete final draft of Paper #1 In class: Submit Paper #1. Finish discussion of MacDonald. Post on Macdonald, Chs. 9-11 or other subject of interest. Homework: Finish post as necessary; Read Vicki Hearne, “What‟s Wrong with Animal Rights?” (p. 192) & Peter Singer, “Animal Liberation” (384).

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Week 10

Week 9

Week 8

Week 7

Week 6

Week 5

In Class:

Discuss Paper #2. Discuss articles by Hearne and Singer: the intersection and relationship between living beings. Homework: Review articles by Hearne and Singer as necessary. In Class: Discuss Hearne and Singer (cont.) Post on Hearne & Singer Oct. 08 Homework: Complete post as necessary. Read George Orwell, “Shooting an Day 9 Elephant” (302) & David Sedaris, “Me Talk Pretty One Day” (378); Brainstorm ideas for / begin draft of Paper #2. In Class: Discuss articles by Orwell and Sedaris: attempts to control portrayal of Oct. 13 self to others. Day 10 Homework: Review Orwell and Sedaris. Continue work on Paper #2. In Class: Discuss Orwell and Sedaris (cont); Post on Orwell & Sedaris Oct. 15 Homework: Complete post as necessary; Read Mike Rose, “„I Just Wanna be Day 11 Average‟” (350) & Maya Angelou, “Graduation” (16). Complete draft of paper #2 if you want feedback prior to final submission. In Class: Submit draft of Paper #2 for feedback (opt.). Discuss articles by Rose & Angelou: aspirations to be achieve more than one‟s “lot.” Oct. 20 Day 12 Homework: Review Rose and Angelo as necessary. Continue to work on Paper #2. In Class: Discuss Rose and Angelou (cont.). Address questions about Paper #2. Post on Rose and Angelou. Oct. 22 Homework: Complete post on Rose and Angelou as necessary. Revise and Day 13 complete final draft of Paper #2. Read Henry David Thoreau, “Where I Lived, and What I Lived For” (424) In Class: Submit Paper #2; Discuss Paper #3 assignment; Discuss Thoreau: the importance of discovering and adhering to one‟s own personal Oct. 27 Day 14 philosophy for living. Homework: Read Plato, “Crito” (310). In Class: Discuss Plato: the conditions for life. Post on Thoreau and Plato Homework: Complete post as necessary. Read William F. Buckley, Jr., “Why Don‟t Oct. 29 Day 15 We Complain?” (97) & Lars Einer, “On Dumpster Diving” (161). Brainstorm ideas for / begin draft of Paper #3. Discuss articles by Buckley and Einer: conformity and realms of In Class: Nov. 03 challenge against the status quo. Day 16 Homework: Review Buckley and Einer as necessary. Continue work on Paper #3. In Class: Discuss Buckley and Einer (cont.). Post on Buckley and Einer. Nov. 05 Homework: Finish post as necessary. Read Stephen Jay Gould, “Women‟s Brains” Day 17 (184) & Malcolm X, “Learning to Read” (281). Complete draft of Paper #3 if you want feedback prior to final submission. Submit draft of Paper #3 for feedback (optional). Discuss articles by In Class: Gould and Malcolm X: becoming the definer instead of remaining the Nov. 10 Day 18 defined. Homework: Review Gould and Malcolm X. In Class: Discuss Gould and Malcolm X (cont.). Post on Gould and Malcolm X. Nov. 12 Homework: Complete post as necessary. Revise and complete final draft of Paper Day 19 #3 Oct. 06 Day 8

Week 12

Week 11

11 Nov. 17 Day 20 Nov. 19 Day 21 Nov. 24 Day 22

In Class: Submit Paper #3. Discuss research project assignment. Homework: Familiarize yourself with the contents in pages 471-476 in the class

textbook and pages 92-154 in Hacker. Meet in the Alden Library, 3rd floor in room 303 for introduction to library data bases and research resources. Homework: Work on Research Project / Post to the Webboard if Necessary In Class: Work on Research Project. Bring questions regarding your research work for individual consultation. Homework: Work on Research Project / Post to the Webboard if Necessary In Class:

Nov. 26

Thanksgiving Holiday — Campus Closed — No Classes

Week 15

Week 14

Week 13

In Class:

Dec. 01 Day 23

Dec. 03 Day 24

Dec. 08 Day 25

Dec. 10 Day 26

Dec. 15 Day 27

Dec. 21 Day 28

Work on Research Project. Bring questions regarding your research work for individual consultation. Submit completed work for feedback. Homework: Complete Part 1 of Research Project. Work on Research Project / Post to the Webboard if Necessary. In Class: Submit Research Project, Part 1. Work on Research Project. Bring questions regarding your research work for individual consultation. Homework: Work on Research Project / Post to the Webboard if Necessary In Class: Part 1 returned. Work on Research Project. Bring questions regarding your research work for individual consultation. Homework: Complete Part 2 of Research Project. Work on Research Project / Post to the Webboard if Necessary. In Class: Submit Research Project, Part 2. Webboard Posts compiled, graded, and returned to students to determine whether student needs to take final exam. Work on Research Project, Part 3. Homework: Make final posts to the Webboard. In Class: Research Project, Parts 1 and 2 returned. Work on Research Project, Part 3 Homework: Complete Part 3, Webboard posts, revision, and missing work, as necessary. Required written work that is not submitted for evaluation by Dec. 21 will result in a final grade of “F.” In Class Submit Research Project, Part 3. Pick up Research Project, Parts 1 (Class meets & 2. Final Exam 11:30-1:30. Note Dec. 21 is a Monday. at 11:30):

Fall 2009 Final Exam Period (from QCC’s Fall 2009 Schedule Booklet, p. 2) Date Of Exam Wed. 12/16 Wed. 12/16 Wed. 12/16 Thurs. 12/17 Thurs. 12/17 Thurs. 12/17 Fri. 12/18

Exam Time Classes That Meet On 09:00 – 11:00 MWF 09:00 11:30 – 01:30 MWF 11:00 02:00 – 04:00 MWF 01:00 09:00 – 11:00 TR 09:30 11:30 – 01:30 TR 12:30 02:00 – 04:00 MWF 12:00 09:00 – 11:00 MWF 08:00

Date Of Exam Fri. 12/18 Fri. 12/18 Mon. 12/21 Mon. 12/21 Mon. 12/21 Tues. 12/22 Tues. 12/22

Exam Time 11:30 – 01:30 02:00 – 04:00 09:00 – 11:00 11:30 – 01:30 02:00 – 04:00 09:00 –11:00 02:00 – 04:00

Classes That Meet On MWF 10:00 MWF 03:00 TR 08:00 TR 11:00 MWF 02:00 TR 02:00 TR 03:30

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Frequently Asked Questions What should I do if I joined the class late? Make sure you read carefully through the course syllabus. Your final grade may be negatively affected by your joining the class late simply because you might have missed crucial information about course requirements. Soon after you join the class, you should come see me during my office hours, (or make an appointment with me if these hours are inconvenient) to bring to my attention anything in the syllabus that is not clear and to go over what you may have missed. Will the day(s) I missed because I joined the class late be counted as (an) absence(s)? Yes. If you do not want these absences to harm your grade, you will need to make them up according the attendance policy on page 6-7 of the syllabus. Should I inform you if I’m going to be absent from class? It is not necessary, but if you keep me informed about of your intentions and timeline regarding your return to the class, I will be better pre-pared to help you catch up with missing work. Will my missing class count as an absence, if I have a very good reason for doing so? Yes. However, if you make up the absence in accordance with the attendance policy on page 6-7of the syllabus, the absence will not harm your grade. How will I know if the class has been cancelled due to bad weather? I will not independently cancel my classes. Call 508.854.4545. If QCC has cancelled classes, the information will be there. If classes have been cancelled, log onto the Webboard to get specific course information and further instructions What do I need to do if I’ve been absent for several days in a row? If you miss more than two days in a row, your final grade will be negatively affected such that extra work may not be able to undo the negative impact.. What happens if I stop coming to class and don’t officially withdraw? You will receive a grade of “F” which will become part of your permanent record and can negatively impact your ability to get financial aid. If you know you cannot complete the course, you should officially withdraw to avoid being assigned a failing grade. Can I get by without obtaining the books required for the course? No. If you do not have convenient access to the assigned readings for class discussion, you will not be able to complete the assignment, and will therefore not be able to pass the course.

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Frequently Asked Questions (cont.) What if I don’t know how to use a computer or don’t have one at home? What you are asked to do on the computer in this class is fairly easy to learn, and QCC has many computer labs on campus that will give you access to computers. What can I do if I fall behind? Come talk to me. There is usually something that can be done to help you catch up. If my paper grades are not very good, can I do anything to improve them? Generally, yes. There are possibilities for revising or doing alternative and additional assignments. But do not wait until the last minute to bring your concerns to me. If I do not turn in all the required work, like a paper assignment or the research project, will I get a passing grade for the course? No. This is discussed at length in the syllabus. If you do not submit all the required work by the end of the semester, and you have not contacted me to set up a reasonable timeline and conditions to complete this work, you will receive a grade of “F” for the course. What if I submitted the work to you, but you said you didn’t receive it? You should submit assignments to me in person or upload/post them to the Webboard where you can see the whether you have been successful. If you elect to submit an assignment by emailing it, putting it in my mailbox, slipping it under my office door, sending it by carrier pigeon, or any other method, you need to follow up by emailing me and asking me to confirm receipt of your work. Work is not considered submitted until I have confirmed receipt of it. If my paper grades are not very good, can I do anything to improve them? Generally, yes. There are possibilities for revising and doing alternative and additional assignments. But do not wait until the last minute to bring your concerns to me. If my paper is very late, can I just skip the assignment, take an “F” and still pass the course? No. Each paper is designed to demonstrate a skill necessary for college-level writing. If you do not successfully complete and submit for evaluation every paper assignment, you will not receive credit for the course.

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Semester Reading Schedule at Glance All reading, other than MacDonald, are found in 50 Essays: A Portable Anthology, Edited by Samuel Cohen Author, Title Michael Patrick MacDonald, All Souls: A Family Story from Southie, Chs. 1-4 Michael Patrick MacDonald, All Souls, Chs. 5-8 Michael Patrick MacDonald, All Souls, Chs. 9-11 Vicki Hearne, “What‟s Wrong with Animal Rights?” Peter Singer, “Animal Liberation” George Orwell, “Shooting an Elephant” David Sedaris, “Me Talk Pretty One Day” Mike Rose, “„I Just Wanna be Average‟” Maya Angelou, “Graduation” Henry David Thoreau, “Where I Lived, and What I Lived For” Plato, “Crito” . William F. Buckley, Jr., “Why Don‟t We Complain?” Lars Einer, “On Dumpster Diving” Stephen Jay Gould, “Women‟s Brains” Malcolm X, “Learning to Read”

Page 1 - 106

Read by Sept. 15

107 - 198 199 - 263 192 - 201 384 - 399 302 - 309 378 - 383 350 - 363 16 - 28 424 - 432

Sept. 22 Oct. 1 Oct. 6 Oct. 6 Oct. 13 Oct. 13 Oct. 20 Oct. 20 Oct. 27

310 - 325 97 - 103 161 - 173 184 - 191 281 - 290

Oct. 29 Nov. 3 Nov. 3 Nov. 10 Nov. 10

Important: In order for you to receive credit for this course, you must achieve all of the following:  Maintain an attendance rate of at least 50 percent (50%).  Complete a significant amount of in-class writing  Submit all of the assigned papers and the research project and receive a grade above an “F” or “NG” (no grade) for each.

Instructor Information rd

Office Location: #329 (Administration Building, 3 Floor) Email: [email protected] Phone/Voice Mail: 508.854.2767 Mailbox Number: #153 (Administration Building, Basement)