...TCase Manager Comments: Joe, I have expressed my concerns about your progress during these weeks. You have missed your appointment with your Academic Advisor. You have missed one of your ENGL 101 class. You were very distracted during your ENGL 101 class last Friday; you have talked with your instructor about you failing it. I know that you are trying to solve your problems by yourself; however, I think that at this point you need help from our tutors to keep you focused on completing your assignments. You need to come to Achieve and work for at least 20 hours a week to make up all the points you have missed so far. When you come, do not work by yourself, ask a tutor to be with you, the number of hours you have spent at Achieve over the past weeks is in discordance with the number of hours you have worked with tutors....
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...This is a follow-up of the things you agreed to do today as one of the results of the meeting that Dr. Tan, your mom, Roberto, and I had with you this afternoon. 1) You have decided to drop the sorority and take out all your stuff from that house. 2) You need to take care about your health. You need to eat at regular times and sleep early at night to be able to weak up early in the morning to go to your classes. 3 You agreed to come to the Achieve Program for at least for 20 hours per week to work on your classes and to be able to make up the points you have missed so far. 4) You need to come tomorrow after your ANTH 204 class to work on your ENGL 101 assignment. After ENGL 101 you need to come to my office to set up days and times to finish...
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...VINCENNES UNIVERSITY CATALOG Vol. LXIX August, 2010 No. 61 A COMPREHENSIVE TWO-YEAR COLLEGE OFFERING ASSOCIATE DEGREES IN THE LIBERAL ARTS, SCIENCES, EDUCATION, ENGINEERING, AND TECHNOLOGY AND OFFERING BACCALAUREATE DEGREES IN SPECIALIZED AREAS Accreditation The North Central Association of Colleges and Schools 30 North LaSalle Street, Suite 2400, Chicago, IL 60602 (312) 263-0456 www.ncacihe.org FAX 312-263-7462 Accreditation Review Council on Education in Surgical Technology and Surgical Assisting American Bar Association American Board of Funeral Service Education American Health Information Management Association Association of Collegiate Business Schools and Programs Commission on Accreditation of Allied Health Educational Programs Commission on Accreditation in Physical Therapy Education Federal Aviation Administration Higher Education Coordinating Board of the State of Washington Indiana State Board of Nursing Joint Review Committee on Education In Radiologic Technology National Alliance of Concurrent Enrollment Partnerships National Association of Schools of Art and Design National Association of Schools of Theatre National League for Nursing Accrediting Commission Printing Industries of America, Inc. Approved for Veterans Membership The American Association of Community Colleges Aviation Technician Education Council The Council of North Central Two Year Colleges The Higher Education Transfer Alliance The National Academic Advising Association The North Central Association...
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...ENGLISH 101: Composition Fall 2015 M/W/F 19 (9:00-9:50/EHFA 169) 31 (2:00-2:50/SCI 120) 75 (3:00-3:50/EHFA 169) 98 (10:00 - 10:50/EHFA 170) This syllabus is not a contract and is subject to change as the instructor deems appropriate. Instructor: Dr. Shannon C. Stewart sstewart@coastal.edu 349-2475 Office Hours: SAND 121 M/W 11:00-1:00 FRI 11:00-12:00 Graduate Teaching Assistant: Ronda Taylor Place Kimbel Library 201 rataylor@g.coastal.edu Time Tue & Thur 10:00-12:00 Course Information COURSE DESCRIPTION, INSTRUCTIONAL OBJECTIVES and STUDENT LEARNING OUTCOMES: In ENGL 101, students focus on the writing process, paying special attention to prewriting, writing, and revising strategies. The course also introduces elements of academic writing as well as the research process. This class prompts students to hone their critical reading and writing skills as they consider the rhetorical situations that shape all writing tasks. As a hybrid course, ENGL 101 includes a parallel online component, Coastal Composition Commons, which provides uniform and digitally delivered content reinforcing a common set of student learning outcomes. This course also follows the description, objectives, and outcomes, and provides the requisites explained in the Coastal Writers’ Reference (CWR), pages 2-6. GRADING: Your grade for the course is broken down as follows: Literacy Narrative: 15% Profile: 15% Analysis: 15% Position Paper: 15% Digital Badges (6...
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...REGENT UNIVERSITY COLLEGE OF ARTS & SCIENCES UNDERGRADUATE CATALOG 2013-2014 (Fall 2013-Summer 2014) Regent University 1000 Regent University Drive Virginia Beach, VA 23464-9800 800.373.5504 admissions@regent.edu www.regent.edu PREFACE Regional Accreditation Regent University is accredited by the Southern Association of Colleges and Schools Commission on Colleges to award associates, baccalaureate, masters, and doctorate degrees. Contact the Commission on Colleges at 1866 Southern Lane, Decatur, Georgia 30033-4097 or call 404-679-4500 for questions about the accreditation of Regent University. National and State Accreditation Regent University’s undergraduate school is accredited or certified by the following bodies: Council for Higher Education Accreditation (CHEA) (www.chea.org/) The Teacher Education Accreditation Council (TEAC) The Regent University School of Education's educational leadership and teacher preparation programs and the College of Arts & Sciences interdisciplinary studies program, which are designed to prepare competent, caring, and qualified professional educators are accredited by the Teacher Education Accreditation Council for a period of seven years, from January 9, 2009 to January 9, 2016. This accreditation certifies that the educational leadership, teacher preparation and interdisciplinary studies programs have provided evidence that they adhere to TEAC's quality principles. Teacher Educational Accreditation Council, One Dupont Circle, Suite...
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...COLUMBUS STATE COMMUNITY COLLEGE English Department Summer Quarter 2012 COURSE AND NUMBER: ENGL 102–Essay and Research CREDITS: 3 CLASS HOURS PER WEEK: 3 LAB HOURS: 0 PREREQUISITES: A grade of "C" or higher in ENGL 101, Transfer Credit for 101, or Proficiency Credit CONTACT INFORMATION: English Department Phone: 614-287-2531 English Department Fax: 614-287-5375 Instructor: Bo Clary Office: Nestor Hall 325 Mailbox: Nestor Hall 420 Email:rclary@cscc.edu Office Hours: by appointment ** Students must use Columbus State email addresses when contacting their instructors. I will reply, whenever possible, within two business days to any emails that require a response. Assignments should not be submitted via email unless special permission is given by the instructor on a given assignment. All assignments are provided on your course schedules. DESCRIPTION OF THE COURSE: ENGL 102 is a continuation of ENGL 101 expanded to include more critical reading, reasoned analyses, research techniques, and research paper writing using documentation format appropriate to the essay’s content. GOALS OF COURSE: By the end of the course, students will: 1. 1. Be able to investigate and analyze multiple perspectives on a variety of subjects. 2. 2. Practice a variety of research methods which includes locating and evaluating valid evidence from reliable sources. 3. 3. Produce and refine through process, audience-appropriate texts that responsibly and effectively...
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...English 102: English Composition II Instructor: Office Phone: Office: Office Hours: Prerequisites English 101, or an equivalent, is a prerequisite for this course. Students may not enroll concurrently in English 101 and 102 nor enroll in 200+ level English courses until English 101 and 102 are successfully completed. If you transferred or tested out, you are expected to demonstrate mastery of the skills taught in English 101 at McNeese. E-mail: Course Description Writing researched themes and exercises. Reinforcement of academic writing, research, and writing across the curriculum introduced in ENGL 101. Students will produce at least 5000 words of researched writing during the semester. Notes: No duplicate credit for ENGL 102 and ENGL 106H. Prerequisite: ENGL 101 or equivalent. Lec. 3 Cr. 3. Gen. Ed. 1a, 2, 3, 7. Writing Enriched Course. Texts & Materials A topic reader specified in your instructor’s syllabus for your section of the course. Costello, Rita D., et al, eds. McNeese State University Composition and Rhetoric Guide, 2013-2014. Sulphur, OK: Fountainhead, 2013. Print. Maimon, Elaine P., Janice H. Peritz, and Kathleen Blake Yancey, eds. A Writer’s Resource: A Handbook for Writing and Research: Special Edition for McNeese State University. 4th ed. Boston: McGraw Hill, 2012. Print. Portfolio folder College dictionary Scantrons and examination booklets Student Learner Outcomes Upon successful completion of this course, students will be able to do the following: 1. Demonstrate...
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...thing that I am going to climb Everest mountain when I thing starting an essay. In my previous writing classes, I always sat in front of the computer to start my essay without any outline. After I joined Prof. Decker’s class, I start outlining because I want to write a better essay. Indeed, in my pervious classes thesis sentences were not strong, so I followed the same sentence structure in ENGL 101A. For example, the thesis sentence in my Argumentative and Persuasion draft was not strong and contain some mistakes: “In the 20th and 21st centuries academic dishonesty become common at the college level because of the pressure to get scholarship, a family pressures, and a dream to have a better life” (page 1). Professor Decker gave me some comments to fix my sentence. Therefore, I revised my mistakes and fix it this way: “Academic dishonesty has become common at college intuition because of the pressure to get scholarships, to give family happiness, and pursue to have a better life” (page 1). Also, in my earlier classes I simply restate my thesis sentence when I conclude, and I used that path in ENGL 101A. In my Division or Analysis essay draft, I concluded, “The love of a family, the lesson that parents teach for their children, and the struggle that children make to succeed their dreams are the parts of the story that the author tried to transfer for the audiences” (page 3). I follow Prof. Decker’s comments and explain each...
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...Contoravdis Petersilie ENGL 101.49 16 September 2014 Unit One Prior to attending Washington State University, English was my favorite subject in high school. I feel that when entering English 101, and Unit One I was at an experienced/expert level. There are certain aspects such as; writing, organization and analyzing skills that I felt confident with. However, grammar and summarizing texts were skills I felt I was lacking. When approaching the Summary and Response paper I had concerns with overcoming the skills I was not as confident with with such as; grammar and the summarizing portion of the paper. I feel that when I am writing a paper I don’t usually struggle with the content or structure of it, but rather the grammar and punctuation aspects. Also summarizing was another skill I was nervous about, sometimes I feel I either summarize to little or too much. Having the opportunity to write the Summary and Response paper gave me practice and the chance to portray my strengths and weaknesses and in the end bettering me as an English student. The major project, summary and response paper, was not to difficult but at the same I experienced a bad case of writers block during my writing process. My biggest concern with beginning the project was that I was not exactly sure what the writing expectations were and as well the page limit. I feel that because it was only my first major project I was hesitant to how to approach the paper. To begin the paper I started off with taking...
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...advice from Bunn's and Murray's essays respectively. While Mike Bunn's piece gives good instruction on how to analyze text, it did not leave an impression quite in the same way that Donald Murray's did. Any author that gives permission to procrastinate as part of the creative process gets a thumbs up in my book. However, it wouldn't be fair to compare the two essays as one being better than the other as both essays have their merits. Mike Bunn goes into quite a bit of depth on the technique of reading like a writer, but the essay seemed to me that it was just another take on Aristotle's rhetorical triangle. The long list of questions he gave as an example for readers reminded me of all the work on the Ethos, Pathos, and Logos from English 101 last semester. How does the author write that makes him look credible, and is he even credible? Is the information logical and does it evoke an emotion in the reader? What I did find thought-provoking what his point on "writerly choices". "The goal as you read like a writer is to locate what you believe are the most important writerly choices represented in the text - choices as large as the overall structure or as small as a single word used only once - to consider the effect of those choices on potential readers...
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...SYLLABUS English Composition 101 Fall 2015 INSTRUCTOR: Mary G. McKeough OFFICE: Louisiana 325 OFFICE HOURS: MW: 11:00-1:30; TTH 9:00 – 11:30 and by appointment PHONE NO: Cell Phone: 225-803-5478; Office: 225-216-8533 EMAIL: mckeoughm@mybrcc.edu AND marygmckeough@icloud.com BRCC EMERGENCY #: 225-216-8888 BRCC UPDATES: PHONE: 1-877-888-4031; TEXT MESSAGE SYSTEM: BRCC Connect portal at https://brcc.bbcportal.com/ Click on the "Sign Me Up!" link. CANVAS/LOLA/EMAIL: ID: LOLA NAME; Password: LOLA PIN Credit Hours: 3 Contact Hours: 3 Maximum Enrollment 24 TEXTBOOK(S): Norton Field Guide to Writing with Readings and Handbook, 3rd Ed MLA Formatted Essay Pages 523-530/ Works Cited: 531-534. MATERIALS: dictionary, loose-leaf notebook paper, pens, pencils, stapler, flash drive, two 2- pocket folders to keep ALL material completed for the class and for a special assignment, 4 large bluebooks for exit exam practice and exit exam final Course Description: Introduces students to the critical thinking, reading, writing and rhetorical skills required in the college/university and beyond, including citation and documentation, writing as a process, audience awareness, and writing effective essays. Students must pass a departmental exit exam to pass the course. | Prerequisites: | Appropriate...
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...General Writing resources and Requirements NOTE: Please use this as reference for each writing assignment! Your grade may be adversely affected if you do not follow all of these requirements. Email or call your instructor if you have questions. The required literary essays for this course demand careful planning, drafting, revising/editing, and correct documentation. The following resources and requirements provide instruction on writing, research, and avoiding plagiarism. Carefully review them before writing your literary essays. Plagiarism Plagiarism encompasses more than the use of printed sources without giving proper credit. It means handing in writing in the name of one person that another person has composed, revised, edited, or proofread without the instructor's approval. Accordingly, the following guidelines are set down, and you must study and understand them from the outset. The instructor will assume, since this issue is clearly discussed, that you will be responsible for understanding and applying it. Any fact that is not common knowledge, any idea, phrase, or paraphrase that is taken from a printed source, from a lecture, sermon, or radio broadcast must be documented. Any work submitted in English 102 will be understood to be the work of the student submitting it and his work alone. Taking credit for someone else's proofreading ability, suggestions, ideas, or words is plagiarism. An exception to this definition is group work assigned and directed...
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...out-of-class essays required. Prerequisite: A grade of "C" or better in ENGL 098 taken at 5 credits or recommending score on the writing skills placement test for ENGL 101. | Credits: 5Item #: 2806Class Hours/Locations: 9:00-9:50JSH 248 | ------------------------------------------------- Instructor Information: 0 1 Instructor: Sharla Yates, MA in Writing 2 Office Hours: by appointment only 3 Phone: 503-750-9552 (Last Resort) | 4 E-mail address: syates@clark.edu (Best) 5 Mailstop: FHL 222 6 Office Location: FHL 112 | * ------------------------------------------------- Text & Materials Needed: Required Text: * Hacker, Diana, Ed. Rules for Writers. Boston: Bedford, 2008. * Everything’s an Argument 5th edition. Boston: Bedford 2010. Required Supplies/Materials: You will need daily access to a computer and a printer, both must function properly. You will need access to the Internet. You will receive all assignments, announcements, grades, additional reading materials, videos, handouts and due dates on Moodle. You will also be expected to upload your assignments to our Moodle room: https://moodle.clark.edu/ * ------------------------------------------------- Student Learning Outcomes: 1. Use library resources to find and evaluate relevant sources for a paper. Communicate ethically by using MLA documentation, presenting well reasoned...
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...Running head: INTERNET AND EDUCATION IS THE INTERNET A GOOD EDUCATIONAL RESOURCE STEPHANIE HUNT JULY 14, 2013 ENGL 101-D01 Summary In today’s society, students are relying more on the internet for their educational resources. The internet can be a valuable resource in certain situations; however, students should not rely too much on the internet as a resource. Students should use the resources the library has to offer such as books, newspapers, magazines. These resources are more reliable than most internet resources. Resources such as books, newspapers, and magazines are a better choice because they are supported by facts and reliable sources that can be verified. In Judith Levine article “I Surf, Therefore I am” (Salon magazine, 1997) Levine, says, “most of the data my students Net is like trash fish.” I believe she made this statement because she feels most of the information students acquire from the internet is not useful and reliable. Students need to make sure they are getting information from reliable sources. I am guilty of using an internet as a resource to study for a quiz and I did not do well on the quiz because some of the information was not reliable. On another note, the internet has been a valuable educational resource for me and other online students. University’s like Liberty University that offers online education is a great resource for adult learners...
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...ENGL 101 Christian’s Caring For the Environment Christianity passionately teaches believers that God is the creator of all things. It is essential that Christians take the power given to them by God, to make a difference in the preservation, and the restoration of the environment. The book of Genesis provides us with environmental insight of the creation of the Earth in which God calls it “good.” (Genesis 1:10) Adam and Eve were instructed by God to maintain the garden of Eden as the care takers. From the beginning we see that God intended for Christians to be good stewards over what He graciously has given them. One way to demonstrate obedience to God, is to value the things He values. In demonstrating appreciation for the world we live in we are called to be accountable for it as imitators of Christ. The Bible says, “Imitate God, therefore, in everything you do, because you are his dear children.” Some ways to consider making changes for the better of the environment would be recycling, properly disposing personal waste, and using natural resources such as using solar or wind energy. Christians honor God in the way they live, and in doing so it is necessary to consider the world they live in. Whether you are a new believer, or have been living for Christ for years the environmental interest should be a concern for all Christians. The challenge is to change the way of thinking just as it must be done to effectively live like the example Jesus Christ...
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