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English 101

Spring 2011

English 101C: First Year Composition Spring 2011

Instructional Resources Reading Critically, Writing Well 8th Edition by Axelrod, Cooper, and Warriner (available at the Bookstore) Easy Writer 4th Edition by Andrea A. Lunsford (available at the Bookstore) Dictionary Mini-stapler Portfolio folders Three-ring binder Grand View email account Please bring both books to each class meeting, unless otherwise noted. Blackboard: Our course will be utilizing its own Blackboard site on a regular basis. You can log in to the site using your Grand View email address and your original email password. This site contains copies of the syllabus, assignments, and additional resources. You will be expected to regularly participate in Blackboard discussions, which will be included in your participation grade. Course Description First Year Composition emphasizes the process model of academic writing. The course focuses on organization of ideas, clarity of statement, smoothness of expression and correct use of Standard American English and its conventions. Students compose expository and persuasive essays including the writing of an original research paper. Students also critique models of writing, gather information from an academic library and appropriate Internet sources, and practice formal styles of documentation. Students demonstrate proficiency through a portfolio. Our class will closely interact with the Library with the help of our embedded librarian, Mr. Dan Chibnall. We will be visiting Mr. Chibnall in the library on a regular basis and he will also be visiting us in our classroom. He is a resource for all of you! Please do not hesitate to contact him for assistance with the library. Instructional Objectives Foundational Knowledge (Understanding and remembering: information and ideas) Further develop students familiarity with the composing process (invention and pre-writing, drafting, revising) as well as responding to texts with critical attention.. Further develop students familiarity with rhetorical concepts of audience, purpose, and context as a beginning point for composing, and developing further familiarity with fundamental rhetorical concepts (logos, pathos, ethos, dramatistic pentad, etc.) Further develop students familiarity with elements and principles of writing workshops, and peer response. Application Goals (Skills/Thinking: critical, creative and practical thinking; managing projects) Manage multiple kinds of projects (inquiry driven reflection, primary text research, rhetorical analysis, and academic discourse) Critical thinking, in which students analyze and evaluate the interplay between their own ideas and experiences, the ideas and experiences of others, and existing scholarship in the field. Creative thinking, in which students imagine and create projects which explore their interests in a writing projects, which they choose and direct. Gain extended practice in all levels of the composing process (invention, form, revision), as well as engaging in multiple levels of peer feedback (written and workshop).

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English 101

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Human Dimensions Goals (Learning about oneself and others) Students should be able to locate their own ideas as a part of a larger conversation; engaging in active/rhetorical listening across, with, and about differences. Apply engaged listening and responding strategies not only to theoretical course material, but also to writing and projects composed by classmates. Caring Goals (Developing new feelings, interests, and values) Students should be able to engage these complex conversations about writing and rhetoric with both critical attention and rhetorical compassion. Writing and Critical Thinking Since writing is a vital element of your college experience, and the only way to learn writing is to do it, you will write for English 101 ALL THE TIME. In addition to whatever personal goals you have for this course, my goals for English 101 include: Developing skill in expressing yourself orally and in writing. Learning to analyze and critically evaluate ideas, arguments, and points of view. Secondary goals include: Learning to apply course material to improve thinking problem solving, and decisions. Learning how to find and use resources for answering questions or solving problems. We will be doing this through freewriting in journals, numerous portfolios, peer critiques, reading presentations, group work, individual conferencing, and a final reflective portfolio. Participating fully in this course and course work will allow you to achieve these goals, as well as develop a stronger understanding of the writing process. Your goal(s) for this class: _________________________________________________________________ Requirements and Assessment Portfolio 1 Portfolio 2 Portfolio 3 Visual Essay Final Portfolio Journal Participation: In and out of class participation, reading completion and presentations, library assignments, Blackboard posts, and two conferences 150 points 150 points 150 points 150 points 300 points 100 points 200 points

Total number of possible points: 1200 points Portfolios: At the end of each unit you will turn in a portfolio. On the day the first draft is due, please bring two copies of your first draft. Each completed portfolio will include: 1) a formal letter addressed to me explaining the strengths of the paper, the areas of your paper in which you would improve if you had more time, and your assessment of how this assignment met our instructional goals, 2) the peer review sheets for your essay, 3) your first draft, and 4) your final paper. Final Portfolio: For the final assignment in this course, students will select one of their completed portfolios and take it through significant and extensive revision process. This process will begin with a conference with me, in order to determine areas for revision, and will also include additional outside resources. The portfolio will also include a two page final reflection of the course and the work youve completed within it. The Final Portfolio must include the revised draft, the original portfolio, and the final reflection in order to receive full credit. Journal: At the beginning of each class meeting, we will spend 5-7 minutes completing a daily freewrite in a either a notebook or binder that will serve as your class journal (please see the resources at the end of this syllabus for help with this). You may also be asked to complete in-class assignments in your journal, so it is important to make sure you label your freewrite with the date. Your journal is a safe place for you to thoughtfully consider the concepts we will be discussing in our course. Typically, I will ask you to respond to Subject to change: students are responsible for all modifications 2

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English 101

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the assigned readings in your freewrites. By reading your journals on a regular basis, I will be able to monitor your understanding of the course and to develop assignments and activities based on the needs of the class. I will not remind you to complete the freewrite, nor I will I provide the prompts to freewrites for missed classes. It is your responsibility to keep track of the freewrite prompts and to keep your journal up to date. Grand View University Institutional Undergraduate Syllabus Statements Academic Honesty/Code of Integrity Grand View University is dedicated to the development of the whole person and is committed to truth, excellence, and ethical values. Personal integrity and academic honesty in all aspects of the University experience are the responsibility of each faculty member, staff member, and student. A student has an obligation to do work that is his or her own and reflects his or her learning and quest for academic knowledge. Dishonesty and cheating are not acceptable behaviors. Examples include helping others during exams, writing papers for others, falsifying data/records, copying other students work, taking work directly from the Internet or any printed source and claiming it as ones own, and downloading/purchasing papers on-line. Students who cheat, could risk severe penalties, which may include failure of the assignment, failure of the course, or expulsion from the University. As a member of the Grand View University community, and in accordance with the mission of the University and its Lutheran identity, I agree to appreciate and respect the dignity and worth of each individual. I will honor and promote a community of open interaction, personal integrity, active and intellectual engagement, and academic honesty with students faculty and staff. Accelerated Courses Grand View offers courses in accelerated or alternative delivery formats. They cover the same subject content and require the same or comparable assignments that are associated with a traditional fourteen week course. Accommodation Grand View University prohibits unlawful discrimination and encourages full participation by all students within the university community. When a student requires any instructional or other accommodation to optimize participation and/or performance in this course, it is the responsibility of the student to contact both the instructor and the Director of Academic Enrichment and Disability Coordinator and apply for any requested accommodation. The director is Dr. Kristine Owens and she can be reached at (515) 263-2971. Class Attendance The Federal Government requires that students receiving financial aid attend classes. Students, who are identified by the instructor as not attending classes, will be reported to the Registrars Office. Students who fail to return to classes may lose all or a portion of their financial aid. Classroom Conduct Students should conduct themselves as responsible members of the University community respecting the rights of others. Any student behavior interfering with the professors ability to teach and/or the students ability to learn constitutes a violation of the Code of Student Conduct found in the Grand View Catalog. The professor may ask the student to leave the classroom and that student will be subject to disciplinary sanctions. University E-Mail Account It is essential that all students check their Grand View University e-mail account or set their account to forward to a preferred e-mail address. Students may set-up an e-mail auto forward from the myView website. Click on the Manage and Update Personal Information link and then select set myView Mail Forwarding Address under the Links for You section. Appeal of Final Course Grade or Other Academic Disciplinary Action Students who wish to appeal a final course grade or other academic disciplinary action of an instructor must complete at least section I.A. of the Academic Appeal on-line within fourteen calendar days after the published due date for the final grade submission of the academic term in which the issue of disagreement occurred. Visit site below to complete first part of form https://secure/grandview/edu/gradeapprealform.html. This form must be submitted electronically to the Office of the Provost. Nursing students appealing a grade in a nursing course must follow the Nursing Division procedures.

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Classroom Polices Attendance and Lateness: This class may differ from your other first-year courses. It is largely based on in-class work and cooperative participation. In order to regularly engage in critical thinking processes and to understand the multi-stage aspects of the writing process, attendance in this class is mandatory. More than two unexcused absences may significantly affect your participation grade and can reduce your grade by 10%. In-class work for missed days may not be made up. It is your responsibility to find out what was missed. More than four unexcused absences may result in a failure of the course. In addition, please make sure that you arrive to class on time. Arriving to class more than 15 minutes late may result in an absence for that day. Please notify me in advance if any circumstances will keep you from meeting your attendance or other requirements. Participation: A significant percentage of your grade is based on your participation in class. This means that you must not only come to class, but you must come to class prepared, having completed the reading or writing assignment for that day. You will often be called upon to share your interpretations of topics covered in the course, either through writing assignments or classroom discussion. Therefore, it is vital that you come to class prepared. Active participation also includes creating a safe space in the classroom, where students listen respectfully to others opinions. This includes actively responding to your classmates work in peer reviews. Conferences: The best way to give you immediate feedback on your writing is through one-on-one conferencing. All students are required to have at least two conferences with me during the semester so we can monitor your progress in the course and help you map out your future in the class. An appointment is recommended any time you wish to see me during office hours. Email: Email is my preferred method of communication. I will regularly communicate information about our class (including updates on the schedule and assignments) to your Grand View email. Cell phones: Please turn off cell phones before entering the classroom as a courtesy to your fellow students. Note: This policy includes the use of text messaging. Any student using cell phones in class will be asked to leave the class and marked absent for the day. Late papers: All papers will be collected on the due date at the beginning of class on the day they are due. The syllabus clearly outlines due dates of all drafts and portfolios, please ask if you have any questions. Late papers will not be accepted. Resources: If you are a student with a documented disability and would like to discuss special accommodations please contact me during office hours or by email. If you think you might have a learning disability, it is your responsibility to contact the Director of Academic Enrichment and Disability Coordinator and apply for any requested accommodation. The director is Dr. Kristine Owens and she can be reached at 263-2971. Additional support can be found at the Career Center at 263-2955, and at the Counseling Center at 263-2986. More importantly, academic support can be found at the Tutoring Center (for all concerns outside of writing) and the Writing Center. The Tutoring Center is located on the second floor of the library. The Writing Center is located at 205 Rasmussen. I strongly recommend making appointments at the Writing Center to review drafts of EVERY essay you turn in during this course. A final note: Please feel free to contact me at any time during the semester if you have questions about the course, the campus, etc. I am a resource for you, so please just ask me if you have a question or come see me in my office hours.

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English 101

Spring 2011

Resource for daily journals:

FREEWRITING by Peter Elbow

The most effective way I know to improve your writing is to do freewriting exercises regularly. At least three times a week. They are sometimes called "automatic writing," "babbling," or jabbering" exercises. The idea is simply to write for ten minutes (later on, perhaps fifteen or twenty). Don't stop for anything. Go quickly without rushing. Never stop to look back, to cross something out, to wonder how to spell something, to wonder what word or thought to use, or to think about what you are doing. If you can't think of a word or a spelling, just use a squiggle or else write "I can't think what to say, I can't think what to say" as many times as you want; or repeat the last word you wrote over and over again; or anything else. The only requirement is that you never stop. What happens to a freewriting exercise is important. It must be a piece of writing which, even if someone else reads it, doesn't send any ripples back to you. It is like writing something and putting it in a bottle in the sea. Freewritings help you by providing no feedback at all. When I assign one, I invite the writer to let me read it, but also tell him to keep it if he prefers. Here is an example of a fairly coherent exercise (sometimes they are very incoherent, which is fine): I think I'll write what's on my mind, but the only thing on my mind right now is what to write for ten minutes. I've never done this before and I'm not prepared in any way--the sky is cloudy today, how's that? now I'm afraid I won't be able to think of what to write when I get to the end of the sentence--well, here I am at the end of the sentence--here I am again, again, again, again, at least I'm still writing--Now I ask is there some reason to be happy that I'm still writing--ah yes! Here comes the question again--What am I getting out of this? What point is there in it? It's almost obscene to always ask it but I seem to question everything that way and I was gonna say something else pertaining to that but I got so busy writing down the first part that I forgot what I was leading into. This is kind of fun oh don't stop writing--cars and trucks speeding by somewhere out the window, pens clittering across peoples' papers. The sky is still cloudy--is it symbolic that I should be mentioning it? Huh? I dunno. Maybe I should try colors, blue, red, dirty words--wait a minute--no can't do that, orange, yellow, arm tired, green pink violet magenta lavender red brown black green--now I can't think of any more colors-just about done--relief? maybe. Freewriting may seem crazy but actually it makes simple sense. Think of the difference between speaking and writing. Writing has the advantage of permitting more editing. But that's its downfall too. Almost everyone interposes a massive and complicated series of editings between the time the words start to be born into consciousness and when they finally come of the end of the pencil or typewriter onto the page. This is partly because schooling makes us obsessed with the "mistakes" we make in writing. Many people constantly think about spelling and grammar as they try to write. I am always thinking about the awkwardness, wordiness, and general mushiness of my natural verbal product as I try to write down words. But it's not just "mistakes" or "bad writing" we edit as we write. We also edit unacceptable thoughts and feelings, as we do in speaking. In writing there is more time to do it so the editing is heavier: when speaking, there's someone right there waiting for a reply and he'll get bored or think we're crazy if we don't come out with something. Most of the time in speaking, we settle for the catch-as-catchcan way in which the words tumble out. In writing, however, there's a chance to try to get them right. But the opportunity to get them right is a terrible burden: you can work for two hours trying to get a paragraph "right" and discover it's not right at all. And then give up. Editing, in itself, is not the problem.

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English 101

Spring 2011

Editing is usually necessary if we want to end up with something satisfactory. The problem is that editing goes on at the same time as producing. . . . The main thing about freewriting is that it is nonediting. It is an exercise in bringing together the process of producing words and putting them down on the page. Practiced regularly, it undoes the ingrained habit of editing at the same time you are trying to produce. It will make writing less blocked because words will come more easily. . . . Next time you write, notice how often you stop yourself from writing down something you were going to write down. Or else cross it out after it's been written. "Naturally," you say, "it wasn't any good." But think for a moment about the occasions when you spoke well. Seldom was it because you first got the beginning right. Usually it was a matter of a halting or even a garbled beginning, but you kept going and your speech finally became coherent and even powerful. There is a lesson here for writing: trying to get the beginning just right is a formula for failure--and probably a secret tactic to make yourself give up writing. Make some words, whatever they are, and then grab hold of that line and reel in as hard as you can. Afterwards you can throw away lousy beginnings and make new ones. This is the quickest way to get into good writing. The habit of compulsive, premature editing doesn't just make writing hard. It also makes writing dead. Your voice is damped out by all the interruptions, changes, and hesitations between the consciousness and the page. In your natural way of producing words there is a sound, a texture, a rhythm--a voice--which is the main source of power in your writing. I don't know how it works, but this voice is the force that will make a reader listen to you. Maybe you don't like your voice; maybe people have made fun of it. But it's the only voice you've got. It's your only source of power. You better get back into it, no matter what you think of it. If you keep writing in it, it may change into something you like better. But if you abandon it, you'll likely never have a voice and never be heard. Taken from Writing Without Teachers. New York: Oxford UP, 1973, 1-7.

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English 101

Spring 2011

Resource for daily journals:

Responding to Required Readings

Regularly responding to the assigned readings is part of the goals and the long-term learning of this class. You will regularly be asked to respond thoughtfully to specific readings from RCWW. Essentially, I see this task as your reflective consider of the readings. These responses will be included in your journals should be at least a page. Include: You may include comments on what is of particular interest to you, how the article has (or has not) enhanced your understanding of the topic youve read, what the author discusses and whether you agree or disagree, what you found troubling, confusing or enlightening. The focus of your response is not as important as showing how you engaged with the reading. Format: Each response will be (legibly) hand-written in your journal and should be at least a page in length. Please include an appropriate heading and includes the title of the article(s) and the author(s) in a prominent location (note: please use MLA formatting for the publishing information).

Jessie Munoz September 4, 2010 English 100 Bright Response to Reading for: Katz, Nathan. The End of the Road: Technology for Tomorrow. New York: St. Martins Press, 1999. Katzs essay is his personal story of frustration as an engineer for a major automaker. He writes of the difficulty in keeping up with all the new gadgets in cars, stating just when we think were on top of the latest navigation system, we install it only to find that it is obsolete within two years of the cars sale. I can understand how Katz feels when he describes his frustration. Last summer, I worked for a computer repair shop and used my lunch breaks to rebuild my hard drive. It seemed like just when I had given my computer all the latest in power, memory and upgrades, Id find something new to add within six months. I felt like I had wasted all those lunch breaks. Another point Katz makes is that technology can never really be caught up with; our knowledge is always moving forward. I think.

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Reading presentations Context In order to become more familiar with the assigned readings as well as the act of presenting, we will be sharing in-class, individual or group reading presentations on readings from the RCWW text. This activity will begin to prepare you for leading classroom discussions, which you will be asked to do many times in your undergraduate (and graduate) career. Task In groups of two, please sign up to present on a collection of assigned readings (see below). On the day the readings are assigned to the class, your group will lead the class discussion. Your assignment is to become an expert reader of this text and present it to the rest of the class. In groups of two (and one group of three): Sign up for a selection of readings with the instructor Read the articles several times, in order to become an expert on the readings Construct a visually appealing handout to share to the rest of the class (and bring at least 21 copies of the handout) Present all relevant information from the text(s) in a 15 minute presentation, including: o A summary and an analysis of each reading o Relevant quotes to illuminate your groups points o An engaging activity that critically engages some of the key concepts of the reading o Stimulating discussion questions (at least 2) You will be assessed in the following areas: Quality of the summary and analysis of each reading Apparent level of group expertise regarding the readings Appropriate presentation style and ability to maintain interest in class for 15 minutes Purpose The goal of this assignment is to gain familiarity with presenting in front of the class, as well as to continue highlighting the distinction between summary and analysis. Additionally, reading presentations are a great way to generate ideas for your essays. Presentation dates (please sign up with instructor for your groups date): Date Readings Students
1/19/11 1/24/11 2/2/11 2/4/11 2/7/11 2/9/11 2/23/11 2/25/11 2/28/11 3/9/11 Kozol, pages 402-411 Ripplinger, 416-421 Shughart, pages 485-465 Beck, pages 466-473 Kornbluh, pages 474-482 OMalley, pages 488-495; Varley, pages 496-500 Stabiner, pages 535-542 Brooks, pages 543-551 Moberg, pages 552-559 Dahlke, pages 565-573; Statsky, pages 574-580

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English 101 English 101 Schedule Before class

Spring 2011

Date Monday 1/10/11

Wednesday 1/12/11 Friday 1/14/11 Monday 1/17/11 Wednesday 1/19/11 Friday 1/21/11 Monday 1/24/11 Wednesday 1/26/11 Friday 1/28/11 Monday 1/31/11 Wednesday 2/2/11 Friday 2/4/11 Monday 2/7/11

Class topic Introductions; course description; introduce embedded librarian, conference sign up with instructor Discuss assignment; discuss readings; sign up for reading presentations MEET IN LIBRARY: Discuss role of library; choosing topics Martin Luther King Day: No Class Reading Presentations; writing essays speculating about causes or effects DUE: First draft of Portfolio One; peer review Speculating about Causes or Effects Online; reading presentations MEET IN LIBRARY: Introduction to the research process DUE: Portfolio One; discuss assignment Proposal to solve a problem Reading presentation Reading presentation MEET IN LIBRARY: Primary and (types of) secondary research presentation by Mr. Chibnall; reading presentation Proposing a solution online; writing effective portfolios; reading presentation Due: First draft Portfolio Two; peer review Self revision Evaluating sources and

Read: Speculating about Causes or Effects, pages 375-387 Check: Your Grandview email Write: Brainstorm potential topics for assignment Read: Angier, pages 388-395; Dutton 396-401 Check: Your Grandview email

Read: A Guide to Writing Essays Speculating about Causes or Effects, pages 427-441; Kozol, pages 402-411 Check: Your Grandview email Write: First draft of Portfolio Onebring TWO copies Check: Your Grandview email Read: Ripplinger, 416-421; Slick, 422-425 Check: Your Grandview email Write: Your second draft Compile: Portfolio One Check: Your Grandview email Compile: Portfolio One Check: Your Grandview email Read: Proposal to Solve a Problem, pages 442-457 Check: Your Grandview email Read: Shughart, pages 485-465 Check: Your Grandview email Read: Beck, pages 466-473 Check: Your Grandview email Read: Kornbluh, pages 474-482 Check: Your Grandview email

Wednesday 2/9/11 Friday 2/11/11 Monday 2/14/11 Wednesday

Read: OMalley, pages 488-495; Varley, pages 496-500 Check: Your Grandview email Write: First draft of Portfolio Twobring TWO copies Check: Your Grandview email Read: A Guide to Writing Proposals, pages 502-516 Check: Your Grandview email Check: Your Grandview email

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English 101

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2/16/11 Friday 2/18/11 Monday 2/21/11 Wednesday 2/23/11

compiling Works Cited presentation by Mr. Chibnall DUE: Portfolio Two; discuss assignment Discuss position paper Evaluating arguments and websites presentation with Mr. Chibnall; reading presentation Reading presentation Reading presentation; Taking a Position Online Using sources and avoiding plagiarism: presentation with Mr. Chibnall Due: First draft; peer review Discuss reading; work on drafts; self revision Reading presentations DUE: Portfolio Three

Compile: Portfolio Two Check: Your Grandview email Read: Position Paper, pages 517-534 Check: Your Grandview email Read: Stabiner, pages 535-542 Check: Your Grandview email

Friday 2/25/11 Monday 2/28/11 Wednesday 3/2/11 Friday 3/4/11 Monday 3/7/11 Wednesday 3/9/11 Friday 3/11/11 Monday 3/14/11 Wednesday 3/16/11 Friday 3/18/11 Monday 3/21/11 Wednesday 3/23/11 Friday 3/25/11 Monday 3/28/11 Wednesday 3/30/11 Friday 4/1/11 Monday

Read: Brooks, pages 543-551 Read: Moberg, pages 552-559 Check: Your Grandview email Read: Integrating Sources with Your Own Writing, pages 670-679; review MLA documentation style, pages 680-693 Check: Your Grandview email Write: First draft of Portfolio Threebring TWO copies to class Check: Your Grandview email Read: A Guide to Writing Position Papers, pages 580-595 Check: Your Grandview email Read: Dahlke, pages 565-573; Statsky, pages 574-580 Check: Your Grandview email Compile: Portfolio Three Check: Your Grandview email

Spring Break: No Class Spring Break: No Class Spring Break: No Class Discuss assignment; brainstorm ideas MEET IN LIBRARY: Visual storytelling Constructing logical visual arguments Emotional manipulation in visual texts Work on drafts DUE: First draft; peer review Self revision Check: Your Grandview email Brainstorm: Ideas for visual essay Check: Your Grandview email Read: Pages 624-637 Check: Your Grandview email Read: Pages 638-640 Check: Your Grandview email Check: Your Grandview email Compose: First draft Check: Your Grandview email Check: Your Grandview email

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English 101

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4/4/11 Wednesday 4/6/11 Friday 4/8/11 Monday 4/11/11 Wednesday 4/13/11 Friday 4/15/11 Monday 4/18/11 Wednesday 4/20/11 Friday 4/22/11 Tuesday 4/26/11 3:10 p.m.

Work on drafts Due: Visual Essay; presentations Discuss assignment: Final Portfolio MEET IN LIBRARY: Making use of librarians Peer review

Check: Your Grandview email Check: Your Grandview email

Read: Conducting Research, pages 647-670 Check: Your Grandview email Write: Revision of one of your Final Drafts of Portfolios 1-3 Check: Your Grandview email Write: Revision of one of your Final Drafts of Portfolios 1-3 Check: Your Grandview email Write: Revision of one of your Final Drafts of Portfolios 1-3 Check: Your Grandview email Compile: Final Portfolio Check: Your Grandview email

Final reflection Self revision Good Friday: No Class

Final Portfolios Due

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