Tuesday, December 07, 2004

Final Exam - 1123 Eng -- Fall 2004

Final Exam - Fall 2004 - Comp II


Part One:

You have already seen and worked with this Shakespeare sonnet. You also have had a graded paper on this sonnet turned back in to you with appropriate comments. Your task here is to paraphrase, as simply and clearly as possible, Shakespeare's poetic, flowery language into easy-to-understand layman's English. (You may use your notes from this assignment if you brought them, however, it is recommended that you NOT copy an old assignment, but present a new, improved, simpler paraphrase. Keep in mind you must do your own work and are not allowed to collaborate on this exam.

William Shakespeare -- Sonnet CXXX

Sonnet CXXX: My Mistress' Eyes Are Nothing Like the Sun by William Shakespeare

My mistress' eyes are nothing like the sun;
Coral is far more red than her lips red;
If snow be white, why then her breasts are dun;
If hairs be wires, black wires grow on her head.
I have seen roses damask'd, red and white,
But no roses see I in her cheeks;
And in some perfumes is there more delight
Than in the breath that from my mistress reeks.
I love to hear her speak, yet well I know
That music hath a far more pleasing sound.
I grant I never saw a goddess go;
My mistress, when she walks, treads on the ground.
And yet, by heaven, I think my love as rare
As any she belied with false compare.



Part Two:

Read the following and write a summary. Follow the instructions given previously in class and discussed in-depth regarding the writing of summaries. Make sure to read this closely and keep your facts straight and your spellings accurate. You may use your notes, textbooks, and any other research materials at your disposal. Keep in mind that in a summary, unlike a paraphrase, you do not keep the 1st person narrative. Also pay extra attention to the dates involved here: Toole is NOW 70 years old. When he was in his 40s he came to boxing. It was during the 1930s, however, that he first listened on the radio to boxing when he was a boy. Keep your facts straight.

This is a brief excerpt from the Introduction to a collection of short stories titled Rope Burns by first-time 70-year-old author F.X. Toole.

Introduction

In my mid and late forties I came to boxing by choice and by chance. But I had already been there as far back as the mid thirties. I huddled with my father in front of the radio and listened eagerly to the driving voices of ring announcers like Bill Stern and Clem McCarthy as they covered the great fights of the time. Weeks later, at ten-cent matinees, I would watch grainy newsreels of the same fights.

I remained a fight fan through the years because I was as fascinated with the science and the art of boxing as I was with the men who dared to put every ounce of body and soul on the line. I was as taken with the losers of boxing as I was with the champion, because they had risked every bit as much as the winners.

But what did the "manly art of self-defense" actually mean? What made it possible?

What intrigued me most of the physical side of fighting was how boxers could fight round after round, do it again and again, fight after fight. Taking a horn in bullfighting is always a possibility, even an inevitability, but many more times than not a bullfighter leaves the ring unmarked. But a boxer getting ready for a fight takes punches daily, and then the punches increase with murderous intensity during the fight. Hit and don’t get hit, that is basic to boxing. But all fighters get hit, even the best ones. So what kind of men were these who could take that kind of punishment long enough to become contenders, much less champions?

And what was it, and how much exactly did it take, before some kid with a dream of glory could learn enough to climb between the ropes? And how hard is it, not only to train and to fight, but to learn the science of the game, the actual mechanics of throwing punches – throwing them again and again.?

Damn hard. And underneath it all is the question What makes a fighter?


Part Three:

The following exam assignment allows you to choose from two essays, one, a rather short one from our old friend Thomas M. Disch about his feelings regarding dogs and dog owners and a second longer essay entitled "Should We Genderspeak" from the book Paradigms Lost by our old friend, critic John Simon. This essay is about changing terms and language from gender-based nouns such as chairman to the genderless noun chairperson. Choose the essay you wish to work with then read the essay doing a close reading. The next step is for you to write a 250 word response to the essay you have chosen in which you use at least one direct quote and one indirect quote. I will be grading first and foremost on how well you do the quotations. But I also expect you to write cleanly, clearly, and readably. Take your time and read the essays well. Again, make sure you have your names and facts straight. Double check your work, please. And proofread, proofread, proofread.

A Law Against Dogs
by Thomas M. Disch

It isn't a polite thing to say--it is, in fact, politely incorrect--but people with pets tend to be a little crazy. Sometimes it's a harmless form of craziness, what psychiatrists call a paraphilia, such as a passionate interest in braids or cowboy boots, but it can get out of hand. As when a little old lady decides to protect herself with a 90-pound Labrador retriever with a long leash and a short temper.

If the same lady were to stroll through her neighborhood with a sub-machine gun and bandoliers of ammo, her neighbors would have reason to be concerned for their safety, but if her weapon is a beloved slave of another species, we're not supposed to raise an eyebrow, even when the darling weapon is fertilizing a sapling in the park or the lobby carpet.

Recently the Park Department started cracking down on off-leash dogs, and dog-lovers are up in arms. "Should we be deprived of all courtesy?" demanded one lady who runs with her off-leash deerhound every day though Riverside Park. Another said she was beginning to understand how Jews felt in Nazi Germany.

Well, this time I'm on the side of the Gestapo and Mayor Giuliani. Dogs are a big nuisance, or a small one, depending on their size, and people who can't learn to project their neurotic overflow onto dolls and teddy bears, should at least pay for the damage done to city parks by their pets. A quarter-million dollars annually, according to the Parks Department. The new fines on off-leash dogs might make a dent in that bill. An even better idea would be to enforce dog-licensing statutes--and to have dog owners pay for for their licenses in proportion to their dogs' weight. It's the big dogs who take the worst toll on the parks--and on the carpets--so it's only fair they should pick up more of the tab.Dog owners will protest, but then dog owners will always protest. One of the reasons they have dogs, after all, is because they would be barking all the time themselves if they were allowed to. That's what dogs are for, isn't it? --to do the things we don't dare do on the street ourselves.

- March 24, 1999, by Thomas M. Disch

"Should We Genderspeak?"
by John Simon

Words and Women: New Language in New Times, a book by two women journalists, Casey Miller and Kate Swift, proposes certain radical changes in the English language in order to make it more just and acceptable to women (Doubleday, 1976). This seems to be the first book-length treatment of the subject to have emerged from one of the major houses, though some of them have brought out guidelines in pamphlet form. The body of the book, containing some sensible suggestions as well as much unpersuasive special-pleading--along with a number of inconsistencies and grammatical and other errors (Michael Korda, for instance, appears as Alexander) -- is summarized by the authors in the Epilogue, to which, for the sake of brevity, I primarily address myself.

The authors state their basic criterion admirably: "Does the term or usage contribute to clarity and accuracy, or does it fudge them?" Fine. Under their first rubric, "Animals," they ask that an animal become an it rather than a he, with which one cannot quarrel. Next, they suggest that babies, as well as other general categories, say, Americans or politicians, should not be regularly referred to by masculine pronouns. Here, again, one cannot but concur, though the authors go through an elaborate rigmarole instead of simply proposing that a baby, too, be an it. What to do with politicians and all other general categories is more problematic, though the authors' proposal that they be pluralized into a sexless they gets around most difficulties.

Now comes my first disagreement: female endings in -ess are, it seems, taboo. "Since authors, poets, Negroes, sculptors, Jews, actors, etc. may be either female or male, the significance of a word like authoress is not that it identifies a female but that it indicates deviation from the [alleged] standard. . . . An -ess ending ... is reasonably resented by most people so identified. [What about those not covered by this "most": do they not resent it, or do they resent it unreasonably?] When it is relevant to make a special point of someone's sex, pronouns are useful and so are the adjectives male and female." Well, then, if stewardess is out, should we write, "The stewards wore blue skirts," implying that they were Scottish or transvestites? Or perhaps, "the female stewards wore blue skirts," leaving the reader to wonder what the male stewards were wearing?

In a review, must I write, "The female actors, on the whole, were superior to the male actors," and sound ridiculous, probably illiterate, and certainly prolix? Clarity and accuracy, which Miller and Swift demand, are importantly served by succinctness, and actress will always be shorter and clearer than female actor, which might easily mean a male impersonating a woman on stage, or an effeminate performer, or heaven knows what else.

If I write that Marisol is a fine sculptress, or Stevie Smith a distinguished poetess, I help those less informed readers who might not know that the artists in question are women. Unless we assume that male and female sensibilities are identical (thank heaven they tend not to be), it is helpful to identify Marisol's sex concisely and unaffectedly. How absurdly inconsistent to say that "when it is relevant" one may use pronouns or adjectives denoting sex, but not a suffix; is a suffix a dirtier thing than a pronoun or adjective? If I say to the restaurant hostess (she doesn't look like a host to me) to send over the waiter, though the person who waited on me was a waitress, I invite confusion and trouble.

Earlier (p. 126), the authors write: "Few women are asking to be called men, but more women than anyone has bothered to count are asking that they not be called men." What, I ask, is calling a waitress waiter, or an actress actor, if not calling her a man? It is perfectly true that in early English usage the same agent-noun referred indiscriminately to males or females, but that was then, before the language evolved and became codified. If one can complain about this codification, it is mostly because it did not go far enough -- because, for instance, it did not posit a standard feminine ending, as there is in German, to designate females in all possible situations. How lucky the Germans are to have the -in ending, as in Freundin, a female friend, Herrscherin, a female ruler, Lehrerin, a female teacher, and so on up and down the line. Never has this ending been considered patronizing in German-speaking countries, only helpful for the terseness with which it dispenses useful information. It is good to know without having to ask nosy questions whether the guest you have invited is bringing a male or female friend to dinner -- it helps balance the company. It is convenient for a woman to be able to say in a concise, unfussy manner that she wants a female gynecologist. And are we now to give up the relatively few cases in English where such instant clarification is painlessly available? Are we going to have to refer even to the Dresden china shepherdess on the mantel as a female shepherd?

Still, I understand and even sympathize with a woman's desire not to be called a poetess or an authoress, because there was once a kind of female-ghetto poetry and prose that gave poetess and authoress a bad odor. But actress was never pejorative, nor, certainly, were empress, priestess, duchess, and the rest. Negress and Jewess are not pejoratives, either -- unless you take Negro and Jew to be insults. Sculptress is also blameless, for there was no female-ghetto sculpture, even if the reasons for this, I grant, were also discriminatory.

Now let me skip ahead in the Epilogue. Under "Job Titles," we find that congresswoman, newspaperwoman, and forewoman are correct designations for women in those offices, and I couldn't argue with that. But under "-Person Compounds," we are told that "salesperson . . . doesn't seem to throw anyone into a tizzy" and is preferable to salesman or saleswoman because "the need was felt for a common gender term that could refer to either." This is strangely inconsistent. When there is salespeople (not to mention staff, personnel, or force attachable to sales), why drag in the colorless and uneducated-sounding person? Remember the ludicrous Miss Adelaide who laments in Guys and Dolls: "Just from waiting around/ For that plain little band of gold// A person . . . can develop a cold." And if -person is so good, then why not congressperson or newspaperperson? The authors imply that they prefer chairperson to chairwoman, perhaps because (though they don't say it) the latter reminds them of charwoman. In any case/ they like the metonymic chair best of all, and (p. 76) refer to Calvert Watkins as "the distinguished chair" of the Harvard Linguistics Department, which that distinguished chairman may well abhor. Are we also expected to say, in a meeting, "Will the chair please yield the floor?"

Certainly Miller and Swift are right when in "Man as Typical," they reject things like "the man who pays taxes" in favor of taxpayer, and substitute workers or working people for working men. They may be right, too, when in "Man as the Species," they plunk for human beings or people in preference to the generic man or mankind, though they have a formidable lot of linguistic and literary history going against them. Still, "Human beings are tool-using animals" may be less ambiguous as well as fairer than "Man is a tool-using animal." However, humans, which they also seriously advocate, strikes me as facetious, like equines for horses.

Skipping again, I bristle at Miller and Swift's advocacy of they, their, etc., as singular pronouns because "reputable writers and speakers" have used them with indefinite antecedents. They cite (pp. 135-36) a number of examples, e.g., Bernard Shaw's "It's enough to drive one out of their senses" and Scott Fitzgerald's "Nobody likes a mind quicker than their own." But the lapses of great ones do not make a wrong right: a "one" is not a "many"; someone cannot be they.

Should women feel slighted by the correctness of, say, "Everyone must look out for himself"? Some obviously do, but are we to believe that masses of girl children grow up miserable and psychically stunted by such constructions -- as the authors maintain on the basis of a few anecdotes about schoolgirls? Surely teachers and parents can explain this to most kids' satisfaction, and those girls who don't accept it are as likely to be "saved" by becoming fighting feminists as to be "doomed" by becoming domestic drudges.

The giveaway is the final rubric, under which the authors argue that the word womanly means that a woman is not courageous, strong, and resolute. It means no such thing. It means rather that she has certain physical and psychic traits, such as comeliness, elegance, gracefulness, unneurotic enjoyment of the opposite sex, maturity, and a sense of security and relaxation in being a woman. It means not feeling compelled to compete with men in every way, and not becoming (in Geoffrey Gorer's phrase) an imitation of man, as Miller and Swift, their protestations notwithstanding, would have her be. I am deeply worried when the authors define androgyny (p. 27) as "that rare and happy human wholeness," a state that, judging from their jacket photographs, they may indeed have achieved. In no sense, figurative or literal, do I take her-maphroditism to be a happy state of affairs.

But Miller and Swift, like many feminists, have set up straw men as adversaries in fields extending far beyond linguistics. Thus they keep referring to Otto Weininger's misogynistic Sex and Character as if it contained representative views, instead of being the brilliant but pathological work of a disturbed genius who killed himself very young, and whose theories are as exploded as those of Cesare Lombroso and Max Nordau. Doubtless, women are entitled to the process of getting the rights and freedoms granted to men; once these goals are achieved, however, and even before that, they can leave language alone. When women have full social, political, and economic parity with men, no schoolgirl will burst into tears over himself being used in the sense of herself too, or about "men and women" being a more common phrase than "women and men" -- any more than French schoolgirls, I imagine, weep over their sexual organs being, in both high and low parlance, of the masculine gender.

"Far from implying sameness, however, the language of equality emphasizes sexual differentiation by making women visible," our authors state. I doubt whether women's visibility will be achieved by calling usherettes ushers, or replacing mankind with the Miller-Swift coinage genkind. Equal job opportunities, salaries, and recognition are what will make women fully visible, something to be achieved not by meddling with language but by political action. Yet woe betide if this is accomplished at the cost of sacrificing womanliness in women and manliness in men. Men and women must continue to attract each other through characteristics peculiar to theier respective sexualities and sexes; a world in which we cease to be sexually fascinating to one another through certain differences will be a world well lost. And this may be a very real danger to – not mankind, not womankind, and certainly not genkind. To humankind.

Wednesday, September 29, 2004

Peer Review - The Paraphrase

Writer's Name:

Peer Reviewer's Name:


Does this meet the criteria of a paraphrase? If not, why not? Note the problems you see.




Note any instances of inaccuracy, when the writer does not correctly interpret the author's meaning in the paraphrase.





Are there instances of fragments, run-ons, or sentences that do not make sense as written?






Are there grammatical problems, problems with tenses, or numerous spelling mistakes.





Does the paraphrase cover all the information conveyed in the original passage?


Other comments:

Tuesday, August 24, 2004

English Comp II -- Section 03

Mid-South Community College
EN 1123: 03 Composition II
Syllabus: Fall/2004
Class day/meeting time: 9:35AM – 11:00AM TuThurs

Instructor: Tom Graves Office Location: SG 117
Office Hours: 11:00AM-12:45PM (T,TH) & 1:15PM – 2:20PM (T, TH)
Phone: 870-733-6831 E-Mail: tgraves@midsouthcc.edu

Course Description: English Comp II continues to develop the student’s writing skills through practice in different kinds of rhetorical development while emphasizing quality and forms of writing. Students learn to research, document, and format papers using MLA documentation. This course utilizes computers and requires keyboarding skills of 20 wpm or better.

Like English 1113, English 1123 is designed to develop critical thinking, reading, and writing skills which are crucial to students’ success in other college courses and in their post-academic careers. The course is based on the assumption that good writing is a process requiring the application of rhetorical principles, not something that automatically happens as the result of inspiration or luck. This process approach encourages students to explore ideas; to shape and order ideas in written form; to revise and refine writing into a finished product -- reflecting freshman level proficiency in language and critical thinking and reading skills. In addition to these requirements, the successful (English Composition II) student should demonstrate analytical and critical thinking skills by doing college-level research and by synthesizing research sources in clear, concise writing that follows in a logical manner a clearly stated thesis.

Course Credit: 3 semester credit hours with a grade of C or higher

Course Prerequisites: A grade of C or higher in EN 1113

Required Texts and Materials:
Reading and Writing in the Academic Community, 2nd edition, by Mary Lynch Kennedy and Hadley M. Smith, Prentice Hall, Keys for Writers: A Brief Handbook (4th edition) By Ann Raimes, Houghton Mifflin Company
3.5" IBM Formatted Diskette

Student Learning Goals for General Education: This course supports the following General Education Outcomes:
1. Communicate effectively in standard, edited American English. (GEO 1)
2. Develop habits, ethics, and interpersonal skills to work effectively and fairly with individuals and teams of people with personal and cultural differences. (GEO 4)
3. Behave professionally by setting goals and priorities, upholding responsibilities, and making reasoned decisions. (GEO 5)
4. Effectively use library and electronic resources to identify, locate, and access information. (GEO 6)
5. Apply critical thinking skills to solve problems, make informed decisions, and interpret events. (GEO 7)
6. Use common computer applications to communicate, process, and store information. (GEO 8)

Workplace Skills: This course supports the following workplace success skills:
1. Thinks creatively, makes decisions, solves problems, visualizes, knows how to learn and reason.
2. Displays responsibility, self-esteem, sociability, self-management, integrity, and honesty.
3. Works effectively with others (participates as a team member, teaches others, serves clients/customers, exercises leadership, negotiates, works with diversity).
4. Acquires and uses information (i.e. acquires and evaluates, organizes and maintains, interprets and communicates, and uses computers).

Course Objectives: The course supports the following English department objectives:
The primary goal for this course is to provide students with analytical, communication, and computer skills necessary for conducting college research, skills which are needed in further college study and in expanding one’s knowledge of other areas in general: commerce, industry, culture, etc.

In addition to further developing writing skills acquired in EN 1113 (thesis supported organization, usage, diction, style, voice, etc.), the EN 1123 student is expected to do the following:

1. Demonstrate critical discernment in both reading comprehension and writing.

1.1 Students will critically read and discuss challenging source materials that will prepare them for the variety of source materials they will be researching. Students will be asked to seek information on a variety of topics and sub-topics to prepare them for the cross-referencing necessary for a research paper. Short exercises and quiz materials will be used to evaluate students in these areas. (GEO 1, 3, 4, 5, 6, 7)

2. Summarize, paraphrase, and quote

2.1 Students will develop, organize, and write three separate short papers each of which addresses one of the above functions. (GEO 1, 3, 4, 5, 6, 7)

3. Locate, use, document, and cite sources properly

3.1 Students will develop library and resourcing skills in a variety of ways through a series of class projects and exercises and will develop their ideas into a single source essay, a two-source essay, and a multi-source research paper. (GEO 1, 3, 4, 5, 6, 7)

4. Synthesize ideas (from self and sources) into fully developed, unified, coherent essays

4.1 Students will learn techniques of blending (synthesizing) source materials in their single source, two-source, and multi-source research papers. (GEO 1, 3, 4, 5, 6, 7)


Good writing is a result of conscious application of rhetorical principles to achieve a communicative purpose. Thus, at a minimum, good writers plan (at least roughly), then evaluate, then proofread and polish. These goals may be accomplished by breaking down the writing process for each assignment in the following ways:

1. Pre-writing: brainstorming, clustering, free writing, mapping, using pre-writing handouts;

2. Locating and annotating sources;

3. Shaping: focused free writing, outlining, incorporating sources, writing drafts; revising: using peer evaluation forms to provide the student with additional suggestions; and

4. Refining: polishing and proofreading.

Method of Evaluation and Grading: The course is designed to cover four units requiring critical and analytical thinking skills as well as good reading comprehension and notation skills. The first assignment is a brief exercise demonstrating ability to summarize, paraphrase, and quote. The second assignment is a single source essay assignment where students demonstrate knowledge of summarizing, paraphrasing, and quoting the source in their own essay. The rest of the assignments involve using multiple sources. Students are required to do an oral presentation based on research. The instructor will provide additional guidelines for oral presentation assignment. The other 10% of the students’ grade may be based on participation, additional assignments, etc. and will be designated by the instructor. The course culminates with a final exam which demonstrates the student’s ability to quote, paraphrase, properly document sources, and write a developed, coherent, and unified essay in standard American English. In addition, grammatical skills will be covered by an online software program called Blue Pencil. Use of this software is required for success in English Composition courses.

The following assignments are considered the minimum required writing assignments for EN 1123:

1. Summary, paraphrase, and quote

2. Single source essay

3. Multi-source essays (2)

4. Research essay

5. Oral presentation as a component of one of the written assignments

6. Final (both written essay and course content exam)

The following list indicates the required weighting of scores for course assignments:

Summarize, paraphrase, and quote 10%
Single Source Essay 10%
Multi-Source Essays (2) 15% (each)
Research Essay 25%
Participation 10%
Final Exam 15%

Grading Scale: 90-100 A
80-89 B
70-79 C
60-69 D
59-below F



A mandatory peer review is required for each paper to target proofreading and editing skills. The following exercises may be utilized to insure proper proofreading/editing:
1. Group peer reviews
2. Read aloud techniques
3. Sentence level exercises

Attendance: Mid-South Community College students are expected to attend class regularly, to arrive on time, and to remain through the scheduled class time. Students who must miss class for unavoidable reasons must contact the instructor in advance or within 24 hours of the missed class or lose the opportunity to make up missed work. I am not obliged to accept late assignments or reschedule missed exams, so excessive absences and missed assignments may adversely affect students' grades. Please note that there is no make-up for the final exam. Any change or deviation from this policy is at the sole discretion of the instructor.

Special Note: Congress recently amended provisions governing what happens to your federal financial assistance if you withdraw from all of your classes or if you stop attending all of your classes and drop out of school. In essence, if you withdraw or drop out BEFORE 60% OF THE SEMESTER HAS PASSED, YOU WILL PROBABLY OWE A PORTION OF THE GRANT BACK TO THE GRANT PROGRAM! You must repay or make repayment arrangements within 45 days of the date you are informed or sent notice or you will lose further eligibility for attendance using federal financial assistance at ANY college until the debt is paid in full.

Academic Honesty: Plagiarism, cheating, and other forms of academic dishonesty are prohibited. Plagiarism can be defined as unintentionally or deliberately using another person’s writing or ideas as though they are one’s own. Plagiarism includes, but is not limited to, copying another individual’s work and taking credit for it, paraphrasing information from a source without proper documentation, mixing one’s own words with those of another author without attribution, and buying or downloading a paper from the Internet.

The penalty for academic dishonesty in this course is a "0" for the assignment with notification of the infraction to the Dean of Instruction. A second instance of academic dishonesty will result in a failing grade for the course and may also result in disciplinary sanctions including probation or suspension from the college. Please be advised that a software program calledTurnitin.com has been adopted in the English courses to detect plagiarism.

To Avoid Plagiarism, Do Not Make the Following Errors:
Copying text verbatim (“word for word”)

Stealing or buying a paper from another student or from the Internet.

Claiming the words of another as your own by mixing the author’s words with your own.

Cutting and pasting words, phrases, or whole passages from the Internet into your document.

Directly quoting the words of another without proper attribution

Proper attribution: According to John Doe, a New York medical examiner, “DNA analysis has led to a turn-over of guilty verdicts in the criminal justice system” (42).

Not providing an in-text citation for paraphrased/quoted material.

Proper citation: Investigations involving DNA analysis have resulted in the release of innocent prisoners (Doe 42).

Neglecting to turn in a works cited page or turning a works cited page with fake or incorrect sources.

Problems with Unintentional Plagiarism
While intentional plagiarism involves turning in a paper that is not your own work, copying verbatim from a text, or mixing your words with the author’s words, unintentional plagiarism can result from a lack of understanding of how to work with outside sources and may require more independent study and exercises in paraphrasing, quoting, and using MLA format.

Classroom Behavior: Electronic devices, such as cell phones and pagers, are not permitted and must be turned off during class. Violation of these policies may result in disciplinary action. Additionally, students are not permitted to bring food or drink into classrooms or to bring children to class.

ADA Statement: MSCC is committed to providing equal educational opportunities for all students. Students with disabilities who require special accommodations should discuss their needs with Dr. Nancy Vandett, the Vice President of Learning Support, who serves as the Coordinator for Student Disability Services. Her office is in the Library Media Center, located in the Reynolds Building.

Other Resources Available: If you are experiencing academic difficulties, feeling uncomfortable in class for any reason, or facing other problems in class or on campus, we want to help. Check the following sections in your MSCC Catalog for guidance: Computer Usage, Safety Regulations and Awareness, Sexual Assault Reporting Procedures, Sexual Harassment, Student Conduct, Student Non-Academic Grievance Procedure, Student Right to Know, and Academic Appeals. We also urge you to talk with your instructor, your advisor, a staff member, or a counselor in the Learning Success Center. In addition to the resources available to students, MSCC has an on-campus Writing Center located in the Learning Success Center. Please see the Learning Success Center staff for The Writing Center hours.

Inclement Weather Policy: If severe weather forces cancellation of classes at the beginning of the day, an announcement will be made on Channel 5 (WMC-TV) and FM 100 (radio station) between 6:00-7:00 AM. Should bad weather occur during the day forcing the cancellation of evening classes, an announcement will be made between 3:00-5:00 PM.

Assessment: The Faculty at Mid-South Community College are committed to creating a positive learning environment for our students and to providing activities and situations that promote learning for all learners, regardless of age, learning style, and prior knowledge and skills. Because of this commitment, you may take part in various activities this semester that assess the progress you are making in your learning and how your learning matches course expectations. These assessment activities will provide information on how we can modify what we are doing to help you learn.

Tentative Schedule of Units:

Unit I: Introduction to research writing, annotation, summary, paraphrase, quoting, and library resources (3-4 weeks).

Course introduction and first day matters
Diagnostic essay
Writing as a process
Active reading and annotating sources

Readings: Keys for Writers, Part I & II

Writing Assignments: Exercises and journal assignments to be assigned at the discretion of the instructor.

Plagiarism in detail--how to avoid inadvertent plagiarism through properly quoting and paraphrasing
Library Orientation
Students summarize, paraphrase, and quote


Readings: Keys for Writers, Chapter 3

Writing Assignments: 2 summaries (100 words or less), 2 paraphrases (100 words or less), 3 quotations (1-2 sentences; one should be an extended quote)
Unit II: Single Source Essay (2 Weeks)

Topic for single source essay
Suitable source from the library
Works cited page
Draft which includes quotes and paraphrases
Students peer edit, polish, and proofread

Writing Assignments: Single Source Essay (2-3 typed pages)

Unit III: Multi-Source Essay (2 weeks)

Topic for multi-source essay
Suitable sources (3-5) from the library (The instructor should encourage students to use
variety of sources, i.e., books, articles, essays in a collection, etc.)
Draft which includes quotes and paraphrases
Peer editing, polishing, and proofreading

Writing Assignments: Multi-Source Essay (3-4 typed pages)

Unit IV: Research Essay (4 weeks)

Topic for research essay
Suitable sources (10-12) from the library (The instructor should encourage students to use a variety of sources, i.e., books, articles, essays in a collection, etc.)
Topic proposal form

Tentative outline and thesis statement; do note cards and a working bibliography
Draft which includes quotes and paraphrases from a minimum of 8 sources

Students peer edit, polish, and proofread and turn these various assignments in according to times set on separate schedule

Writing Assignments: Research Essay (5-7 typed pages)

Unit V: Second Multi-Source Essay (2 weeks)

Topic for multi-source essay
Suitable sources (3-5) from the library (the instructor should encourage students to use a variety of sources, i.e., books, articles, essays in a collection, etc).
Draft which includes quotes and paraphrases
Peer editing, polishing, and proofreading

Writing Assignment: Multi-Source Essay (3-4 typed pages)
Final Exam







Additional Policies


Quizzes and class work cannot be made up. If you miss a quiz or a classroom assignment, you will receive a zero. Other arrangements will be made solely at the instructor’s discretion. If you are tardy and miss a quiz, you will receive a zero. Information missed due to absence or tardiness should be discussed with the instructor either before or after class or during a scheduled conference.

Students are given one opportunity for a free late paper during the course of the semester. That paper is due at the beginning of the next class.

All late papers (unless it is your free late paper) will be penalized one letter grade for each day that it is late. Exceptions are made in emergency situations ONLY! These exceptions are made solely at the instructor’s discretion.

Peer review is mandatory for each graded paper. Papers turned in without all their components (rough draft, peer review, revised draft) will be considered late until all components are turned in and the late paper policy applies. If you are absent on the day of peer review, you are still required to have a peer review done by a member of our class or a tutor at the Learning Center. NOTE: Failure to participate in peer review during class time will result in a deduction of class participation points (unless approval has been granted by instructor).

Three tardies (over 10 minutes late without prior approval from the instructor or sufficient explanation after class) equal one absence.

Cell phones are STRICTLY PROHIBITED according to the college’s policy and Mr. Graves’s policy. If a violation of this rule occurs, a conference with the instructor is mandatory before the student is allowed back into class.

Students are required to work on papers during their class time. The instructor must see the student working on their papers during their class time or papers will not be accepted.

Computer games, emailing , web surfing, instant messaging, and anything else that may distract students from classwork will not be tolerated. Blue Pencil is always available (and highly recommended) if students complete assignments early. After one warning, 5 class participation points will be deducted for each additional occurrence.

Hearing is difficult to impossible if more than one person is talking during instruction time. Courtesy in this regard is expected of each student. Failure to adhere to policy may result in a warning and/or subtraction of participation scores.







You will be expected to take extra time away from class to research and explore research paper topics in libraries. Because book sources will be a required part of your research it is strongly recommended that you plan time to visit not only the library at MSCC but at one of the larger libraries in our region as well.

Except in rare instances at the instructor’s discretion most dot.com sources will not be allowed as periodical sources. In essence what this means is that a Time or Newsweek article that is available on library shelves yet can also be found on Internet reference sites is entirely permissible. However, BillyBobsHistoree.com web site that is obviously the work of a nonscholar lay person cannot be used as an accurate, dependable source for serious student research.

Any issues or special circumstances need to be reported to the instructor as soon as possible if they will affect you and this class.

Each student is required to have at least 2 conferences per semester with the instructor. One conference will be scheduled around mid-semester and the other may be scheduled in the Learning Center with a tutor or with the instructor.

If you do not understand any of these policies, please speak with the instructor for clarification.

Please sign_________________________________Date_______________



Monday, August 23, 2004

Eng Comp II - Section 31

Mid-South Community College
EN 1123: 31 Composition II
Syllabus: Fall/2004
Class day/meeting time: 5:30PM – 8:30PM Monday

Instructor: Tom Graves Office Location: SG 117
Office Hours: 12:30PM – 5:30PM (Mon) & 12:30 PM – 2:00PM (Wed.)
Phone: 870-733-6831 E-Mail: tgraves@midsouthcc.edu

Course Description: English Comp II continues to develop the student’s writing skills through practice in different kinds of rhetorical development while emphasizing quality and forms of writing. Students learn to research, document, and format papers using MLA documentation. This course utilizes computers and requires keyboarding skills of 20 wpm or better.

Like English 1113, English 1123 is designed to develop critical thinking, reading, and writing skills which are crucial to students’ success in other college courses and in their post-academic careers. The course is based on the assumption that good writing is a process requiring the application of rhetorical principles, not something that automatically happens as the result of inspiration or luck. This process approach encourages students to explore ideas; to shape and order ideas in written form; to revise and refine writing into a finished product -- reflecting freshman level proficiency in language and critical thinking and reading skills. In addition to these requirements, the successful (English Composition II) student should demonstrate analytical and critical thinking skills by doing college-level research and by synthesizing research sources in clear, concise writing that follows in a logical manner a clearly stated thesis.

Course Credit: 3 semester credit hours with a grade of C or higher

Course Prerequisites: A grade of C or higher in EN 1113

Required Texts and Materials:
Reading and Writing in the Academic Community, 2nd edition, by Mary Lynch Kennedy and Hadley M. Smith, Prentice Hall, Keys for Writers: A Brief Handbook (4th edition) By Ann Raimes, Houghton Mifflin Company
3.5" IBM Formatted Diskette

Student Learning Goals for General Education: This course supports the following General Education Outcomes:
1. Communicate effectively in standard, edited American English. (GEO 1)
2. Develop habits, ethics, and interpersonal skills to work effectively and fairly with individuals and teams of people with personal and cultural differences. (GEO 4)
3. Behave professionally by setting goals and priorities, upholding responsibilities, and making reasoned decisions. (GEO 5)
4. Effectively use library and electronic resources to identify, locate, and access information. (GEO 6)
5. Apply critical thinking skills to solve problems, make informed decisions, and interpret events. (GEO 7)
6. Use common computer applications to communicate, process, and store information. (GEO 8)

Workplace Skills: This course supports the following workplace success skills:
1. Thinks creatively, makes decisions, solves problems, visualizes, knows how to learn and reason.
2. Displays responsibility, self-esteem, sociability, self-management, integrity, and honesty.
3. Works effectively with others (participates as a team member, teaches others, serves clients/customers, exercises leadership, negotiates, works with diversity).
4. Acquires and uses information (i.e. acquires and evaluates, organizes and maintains, interprets and communicates, and uses computers).

Course Objectives: The course supports the following English department objectives:
The primary goal for this course is to provide students with analytical, communication, and computer skills necessary for conducting college research, skills which are needed in further college study and in expanding one’s knowledge of other areas in general: commerce, industry, culture, etc.

In addition to further developing writing skills acquired in EN 1113 (thesis supported organization, usage, diction, style, voice, etc.), the EN 1123 student is expected to do the following:

1. Demonstrate critical discernment in both reading comprehension and writing.

1.1 Students will critically read and discuss challenging source materials that will prepare them for the variety of source materials they will be researching. Students will be asked to seek information on a variety of topics and sub-topics to prepare them for the cross-referencing necessary for a research paper. Short exercises and quiz materials will be used to evaluate students in these areas. (GEO 1, 3, 4, 5, 6, 7)

2. Summarize, paraphrase, and quote

2.1 Students will develop, organize, and write three separate short papers each of which addresses one of the above functions. (GEO 1, 3, 4, 5, 6, 7)

3. Locate, use, document, and cite sources properly

3.1 Students will develop library and resourcing skills in a variety of ways through a series of class projects and exercises and will develop their ideas into a single source essay, a two-source essay, and a multi-source research paper. (GEO 1, 3, 4, 5, 6, 7)

4. Synthesize ideas (from self and sources) into fully developed, unified, coherent essays

4.1 Students will learn techniques of blending (synthesizing) source materials in their single source, two-source, and multi-source research papers. (GEO 1, 3, 4, 5, 6, 7)


Good writing is a result of conscious application of rhetorical principles to achieve a communicative purpose. Thus, at a minimum, good writers plan (at least roughly), then evaluate, then proofread and polish. These goals may be accomplished by breaking down the writing process for each assignment in the following ways:

1. Pre-writing: brainstorming, clustering, free writing, mapping, using pre-writing handouts;

2. Locating and annotating sources;

3. Shaping: focused free writing, outlining, incorporating sources, writing drafts; revising: using peer evaluation forms to provide the student with additional suggestions; and

4. Refining: polishing and proofreading.

Method of Evaluation and Grading: The course is designed to cover four units requiring critical and analytical thinking skills as well as good reading comprehension and notation skills. The first assignment is a brief exercise demonstrating ability to summarize, paraphrase, and quote. The second assignment is a single source essay assignment where students demonstrate knowledge of summarizing, paraphrasing, and quoting the source in their own essay. The rest of the assignments involve using multiple sources. Students are required to do an oral presentation based on research. The instructor will provide additional guidelines for oral presentation assignment. The other 10% of the students’ grade may be based on participation, additional assignments, etc. and will be designated by the instructor. The course culminates with a final exam which demonstrates the student’s ability to quote, paraphrase, properly document sources, and write a developed, coherent, and unified essay in standard American English. In addition, grammatical skills will be covered by an online software program called Blue Pencil. Use of this software is required for success in English Composition courses.

The following assignments are considered the minimum required writing assignments for EN 1123:

1. Summary, paraphrase, and quote

2. Single source essay

3. Multi-source essays (2)

4. Research essay

5. Oral presentation as a component of one of the written assignments

6. Final (both written essay and course content exam)

The following list indicates the required weighting of scores for course assignments:

Summarize, paraphrase, and quote 10%
Single Source Essay 10%
Multi-Source Essays (2) 15% (each)
Research Essay 25%
Participation 10%
Final Exam 15%

Grading Scale: 90-100 A
80-89 B
70-79 C
60-69 D
59-below F



A mandatory peer review is required for each paper to target proofreading and editing skills. The following exercises may be utilized to insure proper proofreading/editing:
1. Group peer reviews
2. Read aloud techniques
3. Sentence level exercises

Attendance: Mid-South Community College students are expected to attend class regularly, to arrive on time, and to remain through the scheduled class time. Students who must miss class for unavoidable reasons must contact the instructor in advance or within 24 hours of the missed class or lose the opportunity to make up missed work. I am not obliged to accept late assignments or reschedule missed exams, so excessive absences and missed assignments may adversely affect students' grades. Please note that there is no make-up for the final exam. Any change or deviation from this policy is at the sole discretion of the instructor.

Special Note: Congress recently amended provisions governing what happens to your federal financial assistance if you withdraw from all of your classes or if you stop attending all of your classes and drop out of school. In essence, if you withdraw or drop out BEFORE 60% OF THE SEMESTER HAS PASSED, YOU WILL PROBABLY OWE A PORTION OF THE GRANT BACK TO THE GRANT PROGRAM! You must repay or make repayment arrangements within 45 days of the date you are informed or sent notice or you will lose further eligibility for attendance using federal financial assistance at ANY college until the debt is paid in full.

Academic Honesty: Plagiarism, cheating, and other forms of academic dishonesty are prohibited. Plagiarism can be defined as unintentionally or deliberately using another person’s writing or ideas as though they are one’s own. Plagiarism includes, but is not limited to, copying another individual’s work and taking credit for it, paraphrasing information from a source without proper documentation, mixing one’s own words with those of another author without attribution, and buying or downloading a paper from the Internet.

The penalty for academic dishonesty in this course is a "0" for the assignment with notification of the infraction to the Dean of Instruction. A second instance of academic dishonesty will result in a failing grade for the course and may also result in disciplinary sanctions including probation or suspension from the college. Please be advised that a software program calledTurnitin.com has been adopted in the English courses to detect plagiarism.

To Avoid Plagiarism, Do Not Make the Following Errors:
Copying text verbatim (“word for word”)

Stealing or buying a paper from another student or from the Internet.

Claiming the words of another as your own by mixing the author’s words with your own.

Cutting and pasting words, phrases, or whole passages from the Internet into your document.

Directly quoting the words of another without proper attribution

Proper attribution: According to John Doe, a New York medical examiner, “DNA analysis has led to a turn-over of guilty verdicts in the criminal justice system” (42).

Not providing an in-text citation for paraphrased/quoted material.

Proper citation: Investigations involving DNA analysis have resulted in the release of innocent prisoners (Doe 42).

Neglecting to turn in a works cited page or turning a works cited page with fake or incorrect sources.

Problems with Unintentional Plagiarism
While intentional plagiarism involves turning in a paper that is not your own work, copying verbatim from a text, or mixing your words with the author’s words, unintentional plagiarism can result from a lack of understanding of how to work with outside sources and may require more independent study and exercises in paraphrasing, quoting, and using MLA format.

Classroom Behavior: Electronic devices, such as cell phones and pagers, are not permitted and must be turned off during class. Violation of these policies may result in disciplinary action. Additionally, students are not permitted to bring food or drink into classrooms or to bring children to class.

ADA Statement: MSCC is committed to providing equal educational opportunities for all students. Students with disabilities who require special accommodations should discuss their needs with Dr. Nancy Vandett, the Vice President of Learning Support, who serves as the Coordinator for Student Disability Services. Her office is in the Library Media Center, located in the Reynolds Building.

Other Resources Available: If you are experiencing academic difficulties, feeling uncomfortable in class for any reason, or facing other problems in class or on campus, we want to help. Check the following sections in your MSCC Catalog for guidance: Computer Usage, Safety Regulations and Awareness, Sexual Assault Reporting Procedures, Sexual Harassment, Student Conduct, Student Non-Academic Grievance Procedure, Student Right to Know, and Academic Appeals. We also urge you to talk with your instructor, your advisor, a staff member, or a counselor in the Learning Success Center. In addition to the resources available to students, MSCC has an on-campus Writing Center located in the Learning Success Center. Please see the Learning Success Center staff for The Writing Center hours.

Inclement Weather Policy: If severe weather forces cancellation of classes at the beginning of the day, an announcement will be made on Channel 5 (WMC-TV) and FM 100 (radio station) between 6:00-7:00 AM. Should bad weather occur during the day forcing the cancellation of evening classes, an announcement will be made between 3:00-5:00 PM.

Assessment: The Faculty at Mid-South Community College are committed to creating a positive learning environment for our students and to providing activities and situations that promote learning for all learners, regardless of age, learning style, and prior knowledge and skills. Because of this commitment, you may take part in various activities this semester that assess the progress you are making in your learning and how your learning matches course expectations. These assessment activities will provide information on how we can modify what we are doing to help you learn.

Tentative Schedule of Units:

Unit I: Introduction to research writing, annotation, summary, paraphrase, quoting, and library resources (3-4 weeks).

Course introduction and first day matters
Diagnostic essay
Writing as a process
Active reading and annotating sources

Readings: Keys for Writers, Part I & II

Writing Assignments: Exercises and journal assignments to be assigned at the discretion of the instructor.

Plagiarism in detail--how to avoid inadvertent plagiarism through properly quoting and paraphrasing
Library Orientation
Students summarize, paraphrase, and quote


Readings: Keys for Writers, Chapter 3

Writing Assignments: 2 summaries (100 words or less), 2 paraphrases (100 words or less), 3 quotations (1-2 sentences; one should be an extended quote)
Unit II: Single Source Essay (2 Weeks)

Topic for single source essay
Suitable source from the library
Works cited page
Draft which includes quotes and paraphrases
Students peer edit, polish, and proofread

Writing Assignments: Single Source Essay (2-3 typed pages)

Unit III: Multi-Source Essay (2 weeks)

Topic for multi-source essay
Suitable sources (3-5) from the library (The instructor should encourage students to use
variety of sources, i.e., books, articles, essays in a collection, etc.)
Draft which includes quotes and paraphrases
Peer editing, polishing, and proofreading

Writing Assignments: Multi-Source Essay (3-4 typed pages)

Unit IV: Research Essay (4 weeks)

Topic for research essay
Suitable sources (10-12) from the library (The instructor should encourage students to use a variety of sources, i.e., books, articles, essays in a collection, etc.)
Topic proposal form

Tentative outline and thesis statement; do note cards and a working bibliography
Draft which includes quotes and paraphrases from a minimum of 8 sources

Students peer edit, polish, and proofread and turn these various assignments in according to times set on separate schedule

Writing Assignments: Research Essay (5-7 typed pages)

Unit V: Second Multi-Source Essay (2 weeks)

Topic for multi-source essay
Suitable sources (3-5) from the library (the instructor should encourage students to use a variety of sources, i.e., books, articles, essays in a collection, etc).
Draft which includes quotes and paraphrases
Peer editing, polishing, and proofreading

Writing Assignment: Multi-Source Essay (3-4 typed pages)
Final Exam







Additional Policies


Quizzes and class work cannot be made up. If you miss a quiz or a classroom assignment, you will receive a zero. Other arrangements will be made solely at the instructor’s discretion. If you are tardy and miss a quiz, you will receive a zero. Information missed due to absence or tardiness should be discussed with the instructor either before or after class or during a scheduled conference.

Students are given one opportunity for a free late paper during the course of the semester. That paper is due at the beginning of the next class.

All late papers (unless it is your free late paper) will be penalized one letter grade for each day that it is late. Exceptions are made in emergency situations ONLY! These exceptions are made solely at the instructor’s discretion.

Peer review is mandatory for each graded paper. Papers turned in without all their components (rough draft, peer review, revised draft) will be considered late until all components are turned in and the late paper policy applies. If you are absent on the day of peer review, you are still required to have a peer review done by a member of our class or a tutor at the Learning Center. NOTE: Failure to participate in peer review during class time will result in a deduction of class participation points (unless approval has been granted by instructor).

Three tardies (over 10 minutes late without prior approval from the instructor or sufficient explanation after class) equal one absence.

Cell phones are STRICTLY PROHIBITED according to the college’s policy and Mr. Graves’s policy. If a violation of this rule occurs, a conference with the instructor is mandatory before the student is allowed back into class.

Students are required to work on papers during their class time. The instructor must see the student working on their papers during their class time or papers will not be accepted.

Computer games, emailing , web surfing, instant messaging, and anything else that may distract students from classwork will not be tolerated. Blue Pencil is always available (and highly recommended) if students complete assignments early. After one warning, 5 class participation points will be deducted for each additional occurrence.

Hearing is difficult to impossible if more than one person is talking during instruction time. Courtesy in this regard is expected of each student. Failure to adhere to policy may result in a warning and/or subtraction of participation scores.







You will be expected to take extra time away from class to research and explore research paper topics in libraries. Because book sources will be a required part of your research it is strongly recommended that you plan time to visit not only the library at MSCC but at one of the larger libraries in our region as well.

Except in rare instances at the instructor’s discretion most dot.com sources will not be allowed as periodical sources. In essence what this means is that a Time or Newsweek article that is available on library shelves yet can also be found on Internet reference sites is entirely permissible. However, BillyBobsHistoree.com web site that is obviously the work of a nonscholar lay person cannot be used as an accurate, dependable source for serious student research.

Any issues or special circumstances need to be reported to the instructor as soon as possible if they will affect you and this class.

Each student is required to have at least 2 conferences per semester with the instructor. One conference will be scheduled around mid-semester and the other may be scheduled in the Learning Center with a tutor or with the instructor.

If you do not understand any of these policies, please speak with the instructor for clarification.

Please sign_________________________________Date_______________



EN Com II -- Sec. 02

Mid-South Community College
EN 1123: 02 Composition II
Syllabus: Fall/2004
Class day/meeting time: 11:15AM 12:10PM MWF

Instructor: Tom Graves Office Location: SG 117
Office Hours: 12:30 – 5:30 (M), 12:30-2:00 (W)
Phone: 870-733-6831 E-Mail: tgraves@midsouthcc.edu

Course Description: English Comp II continues to develop the student’s writing skills through practice in different kinds of rhetorical development while emphasizing quality and forms of writing. Students learn to research, document, and format papers using MLA documentation. This course utilizes computers and requires keyboarding skills of 20 wpm or better.

Like English 1113, English 1123 is designed to develop critical thinking, reading, and writing skills which are crucial to students’ success in other college courses and in their post-academic careers. The course is based on the assumption that good writing is a process requiring the application of rhetorical principles, not something that automatically happens as the result of inspiration or luck. This process approach encourages students to explore ideas; to shape and order ideas in written form; to revise and refine writing into a finished product -- reflecting freshman level proficiency in language and critical thinking and reading skills. In addition to these requirements, the successful (English Composition II) student should demonstrate analytical and critical thinking skills by doing college-level research and by synthesizing research sources in clear, concise writing that follows in a logical manner a clearly stated thesis.

Course Credit: 3 semester credit hours with a grade of C or higher

Course Prerequisites: A grade of C or higher in EN 1113

Required Texts and Materials:
Reading and Writing in the Academic Community, 2nd edition, by Mary Lynch Kennedy and Hadley M. Smith, Prentice Hall, Keys for Writers: A Brief Handbook (4th edition) By Ann Raimes, Houghton Mifflin Company
3.5" IBM Formatted Diskette

Student Learning Goals for General Education: This course supports the following General Education Outcomes:
1. Communicate effectively in standard, edited American English. (GEO 1)
2. Develop habits, ethics, and interpersonal skills to work effectively and fairly with individuals and teams of people with personal and cultural differences. (GEO 4)
3. Behave professionally by setting goals and priorities, upholding responsibilities, and making reasoned decisions. (GEO 5)
4. Effectively use library and electronic resources to identify, locate, and access information. (GEO 6)
5. Apply critical thinking skills to solve problems, make informed decisions, and interpret events. (GEO 7)
6. Use common computer applications to communicate, process, and store information. (GEO 8)

Workplace Skills: This course supports the following workplace success skills:
1. Thinks creatively, makes decisions, solves problems, visualizes, knows how to learn and reason.
2. Displays responsibility, self-esteem, sociability, self-management, integrity, and honesty.
3. Works effectively with others (participates as a team member, teaches others, serves clients/customers, exercises leadership, negotiates, works with diversity).
4. Acquires and uses information (i.e. acquires and evaluates, organizes and maintains, interprets and communicates, and uses computers).

Course Objectives: The course supports the following English department objectives:
The primary goal for this course is to provide students with analytical, communication, and computer skills necessary for conducting college research, skills which are needed in further college study and in expanding one’s knowledge of other areas in general: commerce, industry, culture, etc.

In addition to further developing writing skills acquired in EN 1113 (thesis supported organization, usage, diction, style, voice, etc.), the EN 1123 student is expected to do the following:

1. Demonstrate critical discernment in both reading comprehension and writing.

1.1 Students will critically read and discuss challenging source materials that will prepare them for the variety of source materials they will be researching. Students will be asked to seek information on a variety of topics and sub-topics to prepare them for the cross-referencing necessary for a research paper. Short exercises and quiz materials will be used to evaluate students in these areas. (GEO 1, 3, 4, 5, 6, 7)

2. Summarize, paraphrase, and quote

2.1 Students will develop, organize, and write three separate short papers each of which addresses one of the above functions. (GEO 1, 3, 4, 5, 6, 7)

3. Locate, use, document, and cite sources properly

3.1 Students will develop library and resourcing skills in a variety of ways through a series of class projects and exercises and will develop their ideas into a single source essay, a two-source essay, and a multi-source research paper. (GEO 1, 3, 4, 5, 6, 7)

4. Synthesize ideas (from self and sources) into fully developed, unified, coherent essays

4.1 Students will learn techniques of blending (synthesizing) source materials in their single source, two-source, and multi-source research papers. (GEO 1, 3, 4, 5, 6, 7)


Good writing is a result of conscious application of rhetorical principles to achieve a communicative purpose. Thus, at a minimum, good writers plan (at least roughly), then evaluate, then proofread and polish. These goals may be accomplished by breaking down the writing process for each assignment in the following ways:

1. Pre-writing: brainstorming, clustering, free writing, mapping, using pre-writing handouts;

2. Locating and annotating sources;

3. Shaping: focused free writing, outlining, incorporating sources, writing drafts; revising: using peer evaluation forms to provide the student with additional suggestions; and

4. Refining: polishing and proofreading.

Method of Evaluation and Grading: The course is designed to cover four units requiring critical and analytical thinking skills as well as good reading comprehension and notation skills. The first assignment is a brief exercise demonstrating ability to summarize, paraphrase, and quote. The second assignment is a single source essay assignment where students demonstrate knowledge of summarizing, paraphrasing, and quoting the source in their own essay. The rest of the assignments involve using multiple sources. Students are required to do an oral presentation based on research. The instructor will provide additional guidelines for oral presentation assignment. The other 10% of the students’ grade may be based on participation, additional assignments, etc. and will be designated by the instructor. The course culminates with a final exam which demonstrates the student’s ability to quote, paraphrase, properly document sources, and write a developed, coherent, and unified essay in standard American English. In addition, grammatical skills will be covered by an online software program called Blue Pencil. Use of this software is required for success in English Composition courses.

The following assignments are considered the minimum required writing assignments for EN 1123:

1. Summary, paraphrase, and quote

2. Single source essay

3. Multi-source essays (2)

4. Research essay

5. Oral presentation as a component of one of the written assignments

6. Final (both written essay and course content exam)

The following list indicates the required weighting of scores for course assignments:

Summarize, paraphrase, and quote 10%
Single Source Essay 10%
Multi-Source Essays (2) 15% (each)
Research Essay 25%
Participation 10%
Final Exam 15%

Grading Scale: 90-100 A
80-89 B
70-79 C
60-69 D
59-below F



A mandatory peer review is required for each paper to target proofreading and editing skills. The following exercises may be utilized to insure proper proofreading/editing:
1. Group peer reviews
2. Read aloud techniques
3. Sentence level exercises

Attendance: Mid-South Community College students are expected to attend class regularly, to arrive on time, and to remain through the scheduled class time. Students who must miss class for unavoidable reasons must contact the instructor in advance or within 24 hours of the missed class or lose the opportunity to make up missed work. I am not obliged to accept late assignments or reschedule missed exams, so excessive absences and missed assignments may adversely affect students' grades. Please note that there is no make-up for the final exam. Any change or deviation from this policy is at the sole discretion of the instructor.

Special Note: Congress recently amended provisions governing what happens to your federal financial assistance if you withdraw from all of your classes or if you stop attending all of your classes and drop out of school. In essence, if you withdraw or drop out BEFORE 60% OF THE SEMESTER HAS PASSED, YOU WILL PROBABLY OWE A PORTION OF THE GRANT BACK TO THE GRANT PROGRAM! You must repay or make repayment arrangements within 45 days of the date you are informed or sent notice or you will lose further eligibility for attendance using federal financial assistance at ANY college until the debt is paid in full.

Academic Honesty: Plagiarism, cheating, and other forms of academic dishonesty are prohibited. Plagiarism can be defined as unintentionally or deliberately using another person’s writing or ideas as though they are one’s own. Plagiarism includes, but is not limited to, copying another individual’s work and taking credit for it, paraphrasing information from a source without proper documentation, mixing one’s own words with those of another author without attribution, and buying or downloading a paper from the Internet.

The penalty for academic dishonesty in this course is a "0" for the assignment with notification of the infraction to the Dean of Instruction. A second instance of academic dishonesty will result in a failing grade for the course and may also result in disciplinary sanctions including probation or suspension from the college. Please be advised that a software program calledTurnitin.com has been adopted in the English courses to detect plagiarism.

To Avoid Plagiarism, Do Not Make the Following Errors:
Copying text verbatim (“word for word”)

Stealing or buying a paper from another student or from the Internet.

Claiming the words of another as your own by mixing the author’s words with your own.

Cutting and pasting words, phrases, or whole passages from the Internet into your document.

Directly quoting the words of another without proper attribution

Proper attribution: According to John Doe, a New York medical examiner, “DNA analysis has led to a turn-over of guilty verdicts in the criminal justice system” (42).

Not providing an in-text citation for paraphrased/quoted material.

Proper citation: Investigations involving DNA analysis have resulted in the release of innocent prisoners (Doe 42).

Neglecting to turn in a works cited page or turning a works cited page with fake or incorrect sources.

Problems with Unintentional Plagiarism
While intentional plagiarism involves turning in a paper that is not your own work, copying verbatim from a text, or mixing your words with the author’s words, unintentional plagiarism can result from a lack of understanding of how to work with outside sources and may require more independent study and exercises in paraphrasing, quoting, and using MLA format.

Classroom Behavior: Electronic devices, such as cell phones and pagers, are not permitted and must be turned off during class. Violation of these policies may result in disciplinary action. Additionally, students are not permitted to bring food or drink into classrooms or to bring children to class.

ADA Statement: MSCC is committed to providing equal educational opportunities for all students. Students with disabilities who require special accommodations should discuss their needs with Dr. Nancy Vandett, the Vice President of Learning Support, who serves as the Coordinator for Student Disability Services. Her office is in the Library Media Center, located in the Reynolds Building.

Other Resources Available: If you are experiencing academic difficulties, feeling uncomfortable in class for any reason, or facing other problems in class or on campus, we want to help. Check the following sections in your MSCC Catalog for guidance: Computer Usage, Safety Regulations and Awareness, Sexual Assault Reporting Procedures, Sexual Harassment, Student Conduct, Student Non-Academic Grievance Procedure, Student Right to Know, and Academic Appeals. We also urge you to talk with your instructor, your advisor, a staff member, or a counselor in the Learning Success Center. In addition to the resources available to students, MSCC has an on-campus Writing Center located in the Learning Success Center. Please see the Learning Success Center staff for The Writing Center hours.

Inclement Weather Policy: If severe weather forces cancellation of classes at the beginning of the day, an announcement will be made on Channel 5 (WMC-TV) and FM 100 (radio station) between 6:00-7:00 AM. Should bad weather occur during the day forcing the cancellation of evening classes, an announcement will be made between 3:00-5:00 PM.

Assessment: The Faculty at Mid-South Community College are committed to creating a positive learning environment for our students and to providing activities and situations that promote learning for all learners, regardless of age, learning style, and prior knowledge and skills. Because of this commitment, you may take part in various activities this semester that assess the progress you are making in your learning and how your learning matches course expectations. These assessment activities will provide information on how we can modify what we are doing to help you learn.

Tentative Schedule of Units:

Unit I: Introduction to research writing, annotation, summary, paraphrase, quoting, and library resources (3-4 weeks).

Course introduction and first day matters
Diagnostic essay
Writing as a process
Active reading and annotating sources

Readings: Keys for Writers, Part I & II

Writing Assignments: Exercises and journal assignments to be assigned at the discretion of the instructor.

Plagiarism in detail--how to avoid inadvertent plagiarism through properly quoting and paraphrasing
Library Orientation
Students summarize, paraphrase, and quote


Readings: Keys for Writers, Chapter 3

Writing Assignments: 2 summaries (100 words or less), 2 paraphrases (100 words or less), 3 quotations (1-2 sentences; one should be an extended quote)
Unit II: Single Source Essay (2 Weeks)

Topic for single source essay
Suitable source from the library
Works cited page
Draft which includes quotes and paraphrases
Students peer edit, polish, and proofread

Writing Assignments: Single Source Essay (2-3 typed pages)

Unit III: Multi-Source Essay (2 weeks)

Topic for multi-source essay
Suitable sources (3-5) from the library (The instructor should encourage students to use
variety of sources, i.e., books, articles, essays in a collection, etc.)
Draft which includes quotes and paraphrases
Peer editing, polishing, and proofreading

Writing Assignments: Multi-Source Essay (3-4 typed pages)

Unit IV: Research Essay (4 weeks)

Topic for research essay
Suitable sources (10-12) from the library (The instructor should encourage students to use a variety of sources, i.e., books, articles, essays in a collection, etc.)
Topic proposal form

Tentative outline and thesis statement; do note cards and a working bibliography
Draft which includes quotes and paraphrases from a minimum of 8 sources

Students peer edit, polish, and proofread and turn these various assignments in according to times set on separate schedule

Writing Assignments: Research Essay (5-7 typed pages)

Unit V: Second Multi-Source Essay (2 weeks)

Topic for multi-source essay
Suitable sources (3-5) from the library (the instructor should encourage students to use a variety of sources, i.e., books, articles, essays in a collection, etc).
Draft which includes quotes and paraphrases
Peer editing, polishing, and proofreading

Writing Assignment: Multi-Source Essay (3-4 typed pages)
Final Exam







Additional Policies


Quizzes and class work cannot be made up. If you miss a quiz or a classroom assignment, you will receive a zero. Other arrangements will be made solely at the instructor’s discretion. If you are tardy and miss a quiz, you will receive a zero. Information missed due to absence or tardiness should be discussed with the instructor either before or after class or during a scheduled conference.

Students are given one opportunity for a free late paper during the course of the semester. That paper is due at the beginning of the next class.

All late papers (unless it is your free late paper) will be penalized one letter grade for each day that it is late. Exceptions are made in emergency situations ONLY! These exceptions are made solely at the instructor’s discretion.

Peer review is mandatory for each graded paper. Papers turned in without all their components (rough draft, peer review, revised draft) will be considered late until all components are turned in and the late paper policy applies. If you are absent on the day of peer review, you are still required to have a peer review done by a member of our class or a tutor at the Learning Center. NOTE: Failure to participate in peer review during class time will result in a deduction of class participation points (unless approval has been granted by instructor).

Three tardies (over 10 minutes late without prior approval from the instructor or sufficient explanation after class) equal one absence.

Cell phones are STRICTLY PROHIBITED according to the college’s policy and Mr. Graves’s policy. If a violation of this rule occurs, a conference with the instructor is mandatory before the student is allowed back into class.

Students are required to work on papers during their class time. The instructor must see the student working on their papers during their class time or papers will not be accepted.

Computer games, emailing , web surfing, instant messaging, and anything else that may distract students from classwork will not be tolerated. Blue Pencil is always available (and highly recommended) if students complete assignments early. After one warning, 5 class participation points will be deducted for each additional occurrence.

Hearing is difficult to impossible if more than one person is talking during instruction time. Courtesy in this regard is expected of each student. Failure to adhere to policy may result in a warning and/or subtraction of participation scores.







You will be expected to take extra time away from class to research and explore research paper topics in libraries. Because book sources will be a required part of your research it is strongly recommended that you plan time to visit not only the library at MSCC but at one of the larger libraries in our region as well.

Except in rare instances at the instructor’s discretion most dot.com sources will not be allowed as periodical sources. In essence what this means is that a Time or Newsweek article that is available on library shelves yet can also be found on Internet reference sites is entirely permissible. However, BillyBobsHistoree.com web site that is obviously the work of a nonscholar lay person cannot be used as an accurate, dependable source for serious student research.

Any issues or special circumstances need to be reported to the instructor as soon as possible if they will affect you and this class.

Each student is required to have at least 2 conferences per semester with the instructor. One conference will be scheduled around mid-semester and the other may be scheduled in the Learning Center with a tutor or with the instructor.

If you do not understand any of these policies, please speak with the instructor for clarification.

Please sign_________________________________Date_______________



Syllabus for Comp !! -- 1123 01

Mid-South Community College
EN 1123: 01 Composition II
Syllabus: Fall/2004
Class day/meeting time: 10:10AM 11:05AM MWF

Instructor: Tom Graves Office Location: SG 117
Office Hours: 12:30 – 5:30 (M), 12:30-2:00 (W)
Phone: 870-733-6831 E-Mail: tgraves@midsouthcc.edu

Course Description: English Comp II continues to develop the student’s writing skills through practice in different kinds of rhetorical development while emphasizing quality and forms of writing. Students learn to research, document, and format papers using MLA documentation. This course utilizes computers and requires keyboarding skills of 20 wpm or better.

Like English 1113, English 1123 is designed to develop critical thinking, reading, and writing skills which are crucial to students’ success in other college courses and in their post-academic careers. The course is based on the assumption that good writing is a process requiring the application of rhetorical principles, not something that automatically happens as the result of inspiration or luck. This process approach encourages students to explore ideas; to shape and order ideas in written form; to revise and refine writing into a finished product -- reflecting freshman level proficiency in language and critical thinking and reading skills. In addition to these requirements, the successful (English Composition II) student should demonstrate analytical and critical thinking skills by doing college-level research and by synthesizing research sources in clear, concise writing that follows in a logical manner a clearly stated thesis.

Course Credit: 3 semester credit hours with a grade of C or higher

Course Prerequisites: A grade of C or higher in EN 1113

Required Texts and Materials:
Reading and Writing in the Academic Community, 2nd edition, by Mary Lynch Kennedy and Hadley M. Smith, Prentice Hall, Keys for Writers: A Brief Handbook (4th edition) By Ann Raimes, Houghton Mifflin Company
3.5" IBM Formatted Diskette

Student Learning Goals for General Education: This course supports the following General Education Outcomes:
1. Communicate effectively in standard, edited American English. (GEO 1)
2. Develop habits, ethics, and interpersonal skills to work effectively and fairly with individuals and teams of people with personal and cultural differences. (GEO 4)
3. Behave professionally by setting goals and priorities, upholding responsibilities, and making reasoned decisions. (GEO 5)
4. Effectively use library and electronic resources to identify, locate, and access information. (GEO 6)
5. Apply critical thinking skills to solve problems, make informed decisions, and interpret events. (GEO 7)
6. Use common computer applications to communicate, process, and store information. (GEO 8)

Workplace Skills: This course supports the following workplace success skills:
1. Thinks creatively, makes decisions, solves problems, visualizes, knows how to learn and reason.
2. Displays responsibility, self-esteem, sociability, self-management, integrity, and honesty.
3. Works effectively with others (participates as a team member, teaches others, serves clients/customers, exercises leadership, negotiates, works with diversity).
4. Acquires and uses information (i.e. acquires and evaluates, organizes and maintains, interprets and communicates, and uses computers).

Course Objectives: The course supports the following English department objectives:
The primary goal for this course is to provide students with analytical, communication, and computer skills necessary for conducting college research, skills which are needed in further college study and in expanding one’s knowledge of other areas in general: commerce, industry, culture, etc.

In addition to further developing writing skills acquired in EN 1113 (thesis supported organization, usage, diction, style, voice, etc.), the EN 1123 student is expected to do the following:

1. Demonstrate critical discernment in both reading comprehension and writing.

1.1 Students will critically read and discuss challenging source materials that will prepare them for the variety of source materials they will be researching. Students will be asked to seek information on a variety of topics and sub-topics to prepare them for the cross-referencing necessary for a research paper. Short exercises and quiz materials will be used to evaluate students in these areas. (GEO 1, 3, 4, 5, 6, 7)

2. Summarize, paraphrase, and quote

2.1 Students will develop, organize, and write three separate short papers each of which addresses one of the above functions. (GEO 1, 3, 4, 5, 6, 7)

3. Locate, use, document, and cite sources properly

3.1 Students will develop library and resourcing skills in a variety of ways through a series of class projects and exercises and will develop their ideas into a single source essay, a two-source essay, and a multi-source research paper. (GEO 1, 3, 4, 5, 6, 7)

4. Synthesize ideas (from self and sources) into fully developed, unified, coherent essays

4.1 Students will learn techniques of blending (synthesizing) source materials in their single source, two-source, and multi-source research papers. (GEO 1, 3, 4, 5, 6, 7)


Good writing is a result of conscious application of rhetorical principles to achieve a communicative purpose. Thus, at a minimum, good writers plan (at least roughly), then evaluate, then proofread and polish. These goals may be accomplished by breaking down the writing process for each assignment in the following ways:

1. Pre-writing: brainstorming, clustering, free writing, mapping, using pre-writing handouts;

2. Locating and annotating sources;

3. Shaping: focused free writing, outlining, incorporating sources, writing drafts; revising: using peer evaluation forms to provide the student with additional suggestions; and

4. Refining: polishing and proofreading.

Method of Evaluation and Grading: The course is designed to cover four units requiring critical and analytical thinking skills as well as good reading comprehension and notation skills. The first assignment is a brief exercise demonstrating ability to summarize, paraphrase, and quote. The second assignment is a single source essay assignment where students demonstrate knowledge of summarizing, paraphrasing, and quoting the source in their own essay. The rest of the assignments involve using multiple sources. Students are required to do an oral presentation based on research. The instructor will provide additional guidelines for oral presentation assignment. The other 10% of the students’ grade may be based on participation, additional assignments, etc. and will be designated by the instructor. The course culminates with a final exam which demonstrates the student’s ability to quote, paraphrase, properly document sources, and write a developed, coherent, and unified essay in standard American English. In addition, grammatical skills will be covered by an online software program called Blue Pencil. Use of this software is required for success in English Composition courses.

The following assignments are considered the minimum required writing assignments for EN 1123:

1. Summary, paraphrase, and quote

2. Single source essay

3. Multi-source essays (2)

4. Research essay

5. Oral presentation as a component of one of the written assignments

6. Final (both written essay and course content exam)

The following list indicates the required weighting of scores for course assignments:

Summarize, paraphrase, and quote 10%
Single Source Essay 10%
Multi-Source Essays (2) 15% (each)
Research Essay 25%
Participation 10%
Final Exam 15%

Grading Scale: 90-100 A
80-89 B
70-79 C
60-69 D
59-below F



A mandatory peer review is required for each paper to target proofreading and editing skills. The following exercises may be utilized to insure proper proofreading/editing:
1. Group peer reviews
2. Read aloud techniques
3. Sentence level exercises

Attendance: Mid-South Community College students are expected to attend class regularly, to arrive on time, and to remain through the scheduled class time. Students who must miss class for unavoidable reasons must contact the instructor in advance or within 24 hours of the missed class or lose the opportunity to make up missed work. I am not obliged to accept late assignments or reschedule missed exams, so excessive absences and missed assignments may adversely affect students' grades. Please note that there is no make-up for the final exam. Any change or deviation from this policy is at the sole discretion of the instructor.

Special Note: Congress recently amended provisions governing what happens to your federal financial assistance if you withdraw from all of your classes or if you stop attending all of your classes and drop out of school. In essence, if you withdraw or drop out BEFORE 60% OF THE SEMESTER HAS PASSED, YOU WILL PROBABLY OWE A PORTION OF THE GRANT BACK TO THE GRANT PROGRAM! You must repay or make repayment arrangements within 45 days of the date you are informed or sent notice or you will lose further eligibility for attendance using federal financial assistance at ANY college until the debt is paid in full.

Academic Honesty: Plagiarism, cheating, and other forms of academic dishonesty are prohibited. Plagiarism can be defined as unintentionally or deliberately using another person’s writing or ideas as though they are one’s own. Plagiarism includes, but is not limited to, copying another individual’s work and taking credit for it, paraphrasing information from a source without proper documentation, mixing one’s own words with those of another author without attribution, and buying or downloading a paper from the Internet.

The penalty for academic dishonesty in this course is a "0" for the assignment with notification of the infraction to the Dean of Instruction. A second instance of academic dishonesty will result in a failing grade for the course and may also result in disciplinary sanctions including probation or suspension from the college. Please be advised that a software program calledTurnitin.com has been adopted in the English courses to detect plagiarism.

To Avoid Plagiarism, Do Not Make the Following Errors:
Copying text verbatim (“word for word”)

Stealing or buying a paper from another student or from the Internet.

Claiming the words of another as your own by mixing the author’s words with your own.

Cutting and pasting words, phrases, or whole passages from the Internet into your document.

Directly quoting the words of another without proper attribution

Proper attribution: According to John Doe, a New York medical examiner, “DNA analysis has led to a turn-over of guilty verdicts in the criminal justice system” (42).

Not providing an in-text citation for paraphrased/quoted material.

Proper citation: Investigations involving DNA analysis have resulted in the release of innocent prisoners (Doe 42).

Neglecting to turn in a works cited page or turning a works cited page with fake or incorrect sources.

Problems with Unintentional Plagiarism
While intentional plagiarism involves turning in a paper that is not your own work, copying verbatim from a text, or mixing your words with the author’s words, unintentional plagiarism can result from a lack of understanding of how to work with outside sources and may require more independent study and exercises in paraphrasing, quoting, and using MLA format.

Classroom Behavior: Electronic devices, such as cell phones and pagers, are not permitted and must be turned off during class. Violation of these policies may result in disciplinary action. Additionally, students are not permitted to bring food or drink into classrooms or to bring children to class.

ADA Statement: MSCC is committed to providing equal educational opportunities for all students. Students with disabilities who require special accommodations should discuss their needs with Dr. Nancy Vandett, the Vice President of Learning Support, who serves as the Coordinator for Student Disability Services. Her office is in the Library Media Center, located in the Reynolds Building.

Other Resources Available: If you are experiencing academic difficulties, feeling uncomfortable in class for any reason, or facing other problems in class or on campus, we want to help. Check the following sections in your MSCC Catalog for guidance: Computer Usage, Safety Regulations and Awareness, Sexual Assault Reporting Procedures, Sexual Harassment, Student Conduct, Student Non-Academic Grievance Procedure, Student Right to Know, and Academic Appeals. We also urge you to talk with your instructor, your advisor, a staff member, or a counselor in the Learning Success Center. In addition to the resources available to students, MSCC has an on-campus Writing Center located in the Learning Success Center. Please see the Learning Success Center staff for The Writing Center hours.

Inclement Weather Policy: If severe weather forces cancellation of classes at the beginning of the day, an announcement will be made on Channel 5 (WMC-TV) and FM 100 (radio station) between 6:00-7:00 AM. Should bad weather occur during the day forcing the cancellation of evening classes, an announcement will be made between 3:00-5:00 PM.

Assessment: The Faculty at Mid-South Community College are committed to creating a positive learning environment for our students and to providing activities and situations that promote learning for all learners, regardless of age, learning style, and prior knowledge and skills. Because of this commitment, you may take part in various activities this semester that assess the progress you are making in your learning and how your learning matches course expectations. These assessment activities will provide information on how we can modify what we are doing to help you learn.

Tentative Schedule of Units:

Unit I: Introduction to research writing, annotation, summary, paraphrase, quoting, and library resources (3-4 weeks).

Course introduction and first day matters
Diagnostic essay
Writing as a process
Active reading and annotating sources

Readings: Keys for Writers, Part I & II

Writing Assignments: Exercises and journal assignments to be assigned at the discretion of the instructor.

Plagiarism in detail--how to avoid inadvertent plagiarism through properly quoting and paraphrasing
Library Orientation
Students summarize, paraphrase, and quote


Readings: Keys for Writers, Chapter 3

Writing Assignments: 2 summaries (100 words or less), 2 paraphrases (100 words or less), 3 quotations (1-2 sentences; one should be an extended quote)
Unit II: Single Source Essay (2 Weeks)

Topic for single source essay
Suitable source from the library
Works cited page
Draft which includes quotes and paraphrases
Students peer edit, polish, and proofread

Writing Assignments: Single Source Essay (2-3 typed pages)

Unit III: Multi-Source Essay (2 weeks)

Topic for multi-source essay
Suitable sources (3-5) from the library (The instructor should encourage students to use
variety of sources, i.e., books, articles, essays in a collection, etc.)
Draft which includes quotes and paraphrases
Peer editing, polishing, and proofreading

Writing Assignments: Multi-Source Essay (3-4 typed pages)

Unit IV: Research Essay (4 weeks)

Topic for research essay
Suitable sources (10-12) from the library (The instructor should encourage students to use a variety of sources, i.e., books, articles, essays in a collection, etc.)
Topic proposal form

Tentative outline and thesis statement; do note cards and a working bibliography
Draft which includes quotes and paraphrases from a minimum of 8 sources

Students peer edit, polish, and proofread and turn these various assignments in according to times set on separate schedule

Writing Assignments: Research Essay (5-7 typed pages)

Unit V: Second Multi-Source Essay (2 weeks)

Topic for multi-source essay
Suitable sources (3-5) from the library (the instructor should encourage students to use a variety of sources, i.e., books, articles, essays in a collection, etc).
Draft which includes quotes and paraphrases
Peer editing, polishing, and proofreading

Writing Assignment: Multi-Source Essay (3-4 typed pages)
Final Exam







Additional Policies


Quizzes and class work cannot be made up. If you miss a quiz or a classroom assignment, you will receive a zero. Other arrangements will be made solely at the instructor’s discretion. If you are tardy and miss a quiz, you will receive a zero. Information missed due to absence or tardiness should be discussed with the instructor either before or after class or during a scheduled conference.

Students are given one opportunity for a free late paper during the course of the semester. That paper is due at the beginning of the next class.

All late papers (unless it is your free late paper) will be penalized one letter grade for each day that it is late. Exceptions are made in emergency situations ONLY! These exceptions are made solely at the instructor’s discretion.

Peer review is mandatory for each graded paper. Papers turned in without all their components (rough draft, peer review, revised draft) will be considered late until all components are turned in and the late paper policy applies. If you are absent on the day of peer review, you are still required to have a peer review done by a member of our class or a tutor at the Learning Center. NOTE: Failure to participate in peer review during class time will result in a deduction of class participation points (unless approval has been granted by instructor).

Three tardies (over 10 minutes late without prior approval from the instructor or sufficient explanation after class) equal one absence.

Cell phones are STRICTLY PROHIBITED according to the college’s policy and Mr. Graves’s policy. If a violation of this rule occurs, a conference with the instructor is mandatory before the student is allowed back into class.

Students are required to work on papers during their class time. The instructor must see the student working on their papers during their class time or papers will not be accepted.

Computer games, emailing , web surfing, instant messaging, and anything else that may distract students from classwork will not be tolerated. Blue Pencil is always available (and highly recommended) if students complete assignments early. After one warning, 5 class participation points will be deducted for each additional occurrence.

Hearing is difficult to impossible if more than one person is talking during instruction time. Courtesy in this regard is expected of each student. Failure to adhere to policy may result in a warning and/or subtraction of participation scores.







You will be expected to take extra time away from class to research and explore research paper topics in libraries. Because book sources will be a required part of your research it is strongly recommended that you plan time to visit not only the library at MSCC but at one of the larger libraries in our region as well.

Except in rare instances at the instructor’s discretion most dot.com sources will not be allowed as periodical sources. In essence what this means is that a Time or Newsweek article that is available on library shelves yet can also be found on Internet reference sites is entirely permissible. However, BillyBobsHistoree.com web site that is obviously the work of a nonscholar lay person cannot be used as an accurate, dependable source for serious student research.

Any issues or special circumstances need to be reported to the instructor as soon as possible if they will affect you and this class.

Each student is required to have at least 2 conferences per semester with the instructor. One conference will be scheduled around mid-semester and the other may be scheduled in the Learning Center with a tutor or with the instructor.

If you do not understand any of these policies, please speak with the instructor for clarification.

Please sign_________________________________Date_______________