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Print a colored copy of this and refer to the course schedule for assignments and directions. Carefully read all of the syllabus. You are expected to be familiar with the course and all information provided here.
English 101: Composition I , S33, S34 3 credits/D2L (online) Instructor: Laurie Ferrell

South Dakota State University Office: 037 Scobey Hall

Spring 2011 Office hours: M 10:30-11:00, 11:50-12:30

W 10:00-11:00, 11:50-1:00

F 10:30-11:00, 11:50-1:00

Email: Use D2L (classlist link in yellow bar)

(only if D2L is not working, use: laurie.ferrell@sdstate.edu)

Reading Popular Culture: An Anthology for Writers 2nd edition (do NOT borrow/buy a used book; pages with required questions may be torn out and they will not be supplied by the instructor)

The St. Martin’s Handbook, 6th [SDSU] edition (can be a used copy)
To procure these texts, you may purchase them at the SDSU Bookstore in the Student Union or call 1-800-985-8771 or [on campus] 605-688-4970. You will need to supply the bookstore with a mailing address and a credit card number. The bookstore will ship the books to you. By whichever means, please purchase the texts IMMEDIATELY. Extensions will not be granted for late work due to not having your textbooks. Annotate these books as you read them to increase your comprehension of the material and keep The St. Martin’s Handbook for English 201 and classes in other disciplines as well.
In addition, have a folder or binder to file all handouts. You should also keep all printouts of graded papers for future reference.


The South Dakota State University General Catalog: Undergraduate Programs, 2010-2011 provides the following overview of English 101: “Practice in the skills, research, and documentation needed for effective academic writing. Analysis of a variety of academic and nonacademic texts, rhetorical structures, critical thinking, and audience will be included” (268).

More specifically, in this course you will study and write about a variety of contemporary topics of critical social importance that include 1) gender stereotyping in popular entertainment, 2) the ideology of consumption, and 3) Anti-Intellectualism in American life. In so doing, you will receive intensive instruction in critical thinking and analysis and in the grammar, syntax, and rhetoric of prose style. Among the strategies we will study are how to analyze cultural phenomena in an informed and persuasive manner, and how to do so in language that engages and enlivens readers by using vivid verbs and avoiding unnecessary passives, nominalizations, and expletive constructions.

Enrollment in English 101 requires no prerequisites if you have an ACT score of 18 or above or a COMPASS score of 71 or above. If you do not meet one of these requirements, you must successfully complete English 032 or 033 before you can enroll in English 101.


To successfully complete the work for this course, you will need basic keyboarding and word-processing skills. To successfully complete the research requirements, you will need to be able to search the internet and various online databases. Additional instruction in computing is available through Student Computing Services. For a schedule of training sessions or to register, call 605-688-6776 or go to http://scs.sdstate.edu/training. For additional instruction in using library resources, call 605-688-5107 or email blref@sdstate.edu or access the library website http://www.sdstate.edu/library.


You will read approximately 200 pages in The St. Martin’s Handbook and a dozen essays in Reading Popular Culture. You also will consult and read numerous source materials that you procure online and in Briggs Library. You will learn to read (and to discuss) these materials critically—that is, to annotate the texts, to comprehend their contents clearly and thoroughly and to paraphrase and summarize them accurately, to question their assumptions, and to formulate a well-reasoned and articulate response.

You will write three major essays (one of 4-5 pages, one of 5-6, and one of 8-9—you will submit three drafts of each (two of each if you are in a summer course), and each will include a research component) as well as a number of short assignments (responses to questions and exercises in both textbooks, peer reviews, freewrites, paraphrases, and summaries). Combined, these assignments will approximate 15,000 words. Note: you are required to complete all assigned drafts of all essays to complete the course requirements and to pass the class. Each day an essay is late (for any draft), the final grade on that essay will be deducted 1/3 of a letter grade. Late deductions begin as soon as the dropbox closes (for instance, at 5:01).
All emails, assignments, and essays should be written using formal Standard English. This class may be on the Internet, but do not write as you would in an email or text message. Although we may often write as we speak, formal communication should never reflect our daily diction or slang. Be aware of your slips of cliché and colloquialism and take time to revise to avoid this, especially if I mention it in your drafts (one tip: limit words such as my, I, me, etc.). And, of course, always write in complete sentences, capitalize letters where necessary, and include all correct punctuation to practice professionalism.
Directions for Saving Assignments

All assignments must include your name and the assignment saved as the file title. For example: Jane Doe Gender Responses (leave out punctuation to avoid problems with opening files). In addition, all assignments must be saved as rich text format (go to Save as…and then choose RTF from the options under file type). This is a requirement for all assignments and failing to follow these directions will result in a zero on each assignment (no “re-do” allowed).

Broadly, this course seeks to help you to improve your ability to read text critically, to research and consider issues thoroughly, to think about them clearly, and to write about them convincingly. These objectives accord with and, thus, satisfy two of the System General Education (SGE) goals:
Goal #1: “Students will write effectively and responsibly and will understand and interpret the written expression of others.”
Student Learning Outcomes: “As a result of taking courses meeting this goal, students will:

  1. Write using standard American English, including correct punctuation, grammar, and sentence structure [assessment based upon your performance on various exercises and responses and on the major essays];

  2. Write logically [assessment based upon your performance on the major essays];

  3. Write persuasively, using a variety of rhetorical strategies (e.g., exposition, argumentation, description) [assessment based upon your performance on the major essays];

  4. Incorporate formal research and documentation into their writing, including research obtained through modern, technology-based research tools [assessment based upon your completion of the research component of the major essays and various documentation exercises].”

Goal #7: “Students will recognize when information is needed and have the ability to locate, organize, critically evaluate, and effectively use information from a variety of sources with intellectual integrity.”
Student Learning Outcomes: “Students will:

  1. Determine the extent of information needed [assessment based upon your ability to provide sufficient evidence to support your claims in the major essays];

  2. Access the needed information effectively and efficiently [assessment based upon your ability to find relevant sources and incorporate them into the major essays];

  3. Evaluate information and its sources critically [assessment based upon your ability in class discussion and in the major essays to challenge and/or corroborate the validity of other writers’ claims];

  4. Use information effectively to accomplish a specific purpose [assessment based upon your ability in the major essays to gather sources, incorporate them appropriately into your essays, and thereby persuade readers that your arguments are plausible and cogent.];

  5. Use information in an ethical and legal manner [assessment based upon your ability to fairly and accurately represent others’ ideas through quotation, paraphrase, and summary—and to do so, in the case of paraphrase and summary, in your own words].”

In addition, you will learn how to

  • Plan Your Essay

    • Choose a subject and narrow it so that you can develop it sufficiently within the limits of the assignment;

    • Create a plausible, cogent argument—and explicit thesis—by fairly and thoroughly exploring your subject and your audience’s assumptions about it.

  • Organize Your Essay

    • Sequence the points of your essay clearly, coherently, and persuasively—making apparent to readers the logical progression of ideas both within and between paragraphs and the relation of those ideas to your thesis;

    • Begin and conclude your essay in engaging and thought-provoking ways.

  • Support Your Essay

    • Marshal details, examples, facts, and plausible conjectures to develop and to substantiate your claims.

  • Use Language Precisely, Correctly, and Effectively

    • Seek out the appropriate word in a given context;

    • Abide by grammatical rules and recognized standards of formal usage, but also determine which occasions and contexts might warrant departing from such rules and usage.

  • Revise and Polish Your Essay

    • Reconceive and restructure the argument, and gather and deploy more effective evidence;

    • Edit and proofread.

The online format of this course will afford us certain opportunities, but also present certain obstacles. We will attempt to exploit the former and to minimize the latter, but both tactics will require that you carefully attend to the class schedule and begin and finish assignments on time. While the electronic delivery of instruction will afford you a great deal of independence (you will not be required to be in class at a specific time) and an anonymity that you may find liberating, it will also require that you are responsible and disciplined.
So that the course can effectively instruct you in the activities described above in Course Objectives, it is imperative that you log in and participate regularly (especially Monday through Friday throughout the course) and that you complete all reading and writing assignments on time. Thus, if you plan to be away and will not have Internet access for an extended period of time, you should adjust your schedule as necessary. If you will be gone for a few days in a row, you must approve these before your absences and have all work completed before you leave.
You must log in on at least three days each week (Monday-Friday). Each “absence” after the allotted three will lower your course grade by one-third letter (e.g., from B- to C+); each day an essay is late will lower your grade on the final essay grade by one-third letter. Only work that is late due to university-approved activities or health or family emergencies may be submitted without penalty. To receive an excused absence for university-approved activities or for health or family emergencies, you must submit the appropriate documentation. These policies are not meant to be punitive, but to help you keep on task and to ensure that the business of the course proceeds in a punctual and professional manner. The work before us is substantial. If we do not adhere to a few set policies and meet deadlines, the course will become unmanageable in short order.
All assignments must be saved in rich text format and must include your name and the assignment in the title (for example, John Doe Gender Draft). Failure to do so will result in zero points and/or a late grade.
All final drafts of essays are required to be submitted to turnitin.com or they will not be accepted/graded.
In-class participation will take the form of chats and messaging (optional) and posting comments to the Message Boards. You may raise questions, pursue a point of interest and solicit a response from your classmates and instructor, or request or offer assistance. In these ways we will attempt to replicate the free exchange of ideas in a traditional classroom setting.

You are responsible for planning ahead and meeting due dates, reading all assignments, and following directions. In addition, you are expected to read and respond (if necessary) to all emails. All links listed in the syllabus are required assignments: failing to read, print, and apply them will lower your grade).

As your instructor, I will read all discussion posts, but will comment only randomly. I will also offer feedback on assignments. Daily assignments will be graded and posted into the drop box in approximately one week; essays will be graded and posted in approximately one to two weeks depending if we have one or two combined sections.

Please note: since this is a course in communication and writing skills, I expect you to practice professional writing in all emails. This means using correct punctuation, complete sentences, no text-like abbreviations, appropriate language, and proofreading! Also, to aid in my organization, please title all emails something relevant to the content. If you email late assignments, I will not update the drop box; instead, I will record them in my hard copy of my grade book. As your instructor, I will read all discussion posts, but will comment only randomly. I will also offer feedback on assignments. Daily assignments will be graded and posted into the drop box in approximately one week; essays will be graded and posted in approximately one to two weeks depending if we have one or two combined sections. I will respond to all emails within 24 hours Monday-Friday; if you do not receive a response, please resend the original.
**NOTE: if D2L is not working and an assignment is due, keep checking daily for the web site to be up again and I will extend the due date.

As a minimal requirement to pass the course, you are required to complete all of the assignments. Late daily work MUST be fully completed, but late work will receive a grade of zero. All late work needs to be submitted to the late drop box. You will not receive feedback on late daily assignments unless you request it. Late papers also must be submitted to the late drop box (this includes those handed in on time but failing to follow directions); each day a paper draft or final is late, the final will be deducted 1/3 of a letter grade. I will upload my comments on the paper to the late drop box feedback. If you had permission to hand in something past the deadline, copy and paste your email to me asking for an extension and my reply to the late drop box when you upload your assignment (or, copy/paste it to the top of the assignment). Please keep in mind that brief extensions are granted only in certain extreme circumstances.

The late dropbox is found at the bottom of the list of assignments under the Dropbox link.

I will assess your three major essays upon quality of content (including use of source materials), clarity of form (including correct documentation), and clarity of style (including grammatical correctness). You will receive a letter grade for the final draft of each essay, and I will average these at the end of the semester to determine your grade for the course. You will also receive a letter grade for your daily work, which I will calculate from your numerical scores on the exercises and responses to the readings. If your average for the major essays falls between two letter grades—between a B and a C, for instance—the average of your daily work will determine whether you receive the higher or lower grade (assuming you have not exceeded three absences). I also will assess your performance based upon your progress through the semester: steady improvement will raise your average; steady decline will lower it.
The grade of “A” (“exceptional”*) designates that an essay demonstrates

  • an excellent command of subject matter

  • a clear explanation and synthesis of ideas

  • independent thought

  • thorough and persuasive substantiation of claims

  • clear and effective organization

  • precise, correct, and effective usage

  • correct grammar and punctuation

The grade of “B” (“above average”) designates that an essay demonstrates

  • a reasonable command of subject matter

  • a capacity for explanation and synthesis of ideas, though it is not fully realized

  • a capacity for independent thought, though it is not fully realized

  • sufficient substantiation of claims

  • mostly clear and effective organization

  • mostly precise, correct, and effective usage

  • mostly correct grammar and punctuation

The grade of “C” (“average”) designates that an essay demonstrates

  • an adequate command of subject matter

  • some weakness or inconsistency in its explanation and synthesis of ideas

  • relative absence of independent thought

  • inconsistent substantiation of claims

  • significant lapses in organization

  • significant lapses in usage

  • significant lapses in grammar and punctuation

The grade of “D” (“lowest passing grade”) designates that an essay demonstrates

  • an inadequate command of subject matter

  • insufficient explanation and synthesis of ideas

  • unexamined, clichéd thinking

  • inadequate substantiation of claims

  • poor, hard-to-follow organization

  • numerous errors in usage

  • numerous errors in grammar and punctuation

The grade of “F” (“failure”) designates that an essay demonstrates

  • a majority of the qualities of a “D” essay, but to a degree unacceptable

in college-level writing

  • a failure to follow or complete the assignment

* Terms quoted within parentheses appear in South Dakota State University General Catalog: Undergraduate Programs, 2010-2011 (19).

Note: to pass the course, you must complete and submit all drafts of the three major essays and all of the daily assignments.
The English Department announces herewith that it will not tolerate plagiarism—representing another’s work as one’s own—in any form. Students must abide by the principles governing academic research and writing, the first and foremost of which is honesty. Students who willfully violate this principle will fail the assignment and the course. They also will report to the Dean of Student Affairs and face possible expulsion from the university.
Willful violation of this principle includes the following:

  • Submitting another student’s essay or one that is essentially the same as another student’s essay as your own. Both students will fail the assignment and the course.

  • Submitting an essay that you have procured online or from a commercial supplier of essays.

  • Incorporating material from sources—data, analysis, organization—without providing appropriate MLA documentation.

  • Fabricating sources or information or including wrong information.

Please note that an essay or assignment may receive a passing grade initially, but receive a failing grade later if I discover that it contains work that is not your own.

Students must submit the final version of each major essay to Turnitin.com. Please go to this site and follow the prompts to open an account. Once you have done so, further prompts will help you to upload your essay. The site’s reports on your essays will help you to ensure that your use of source material is appropriate
If you have any questions about these matters, be sure to discuss them with me.
I will assume that the work you submit to me throughout the semester is your own. Should I discover, however, that you have sought to deceive me and your classmates by submitting—in whole or in part, without proper acknowledgement—the work of another student or work that you have downloaded or procured from another source without providing correct documentation/paraphrasing, you will fail the assignment and the course, suffer disciplinary action from the Office of Student Affairs, and risk possible expulsion from the university. Those who willingly give their work to others for its illicit use will incur the same penalties. Plagiarism, in whatever form, is a serious offense and is never acceptable. If you fall behind or feel desperate about a particular assignment, please discuss the matter with me. I am here to help you and will do everything I can to do so. If you plagiarize, you leave me and the university no choice but to impose the penalties listed above.

Under Board of Regents and University policy, student academic performance shall be evaluated solely on an academic basis, not on opinions or conduct in matters unrelated to academic standards. Students should be free to take reasoned exception to the data or views offered in any course of study and to reserve judgment about matters of opinion, but they are responsible for learning the content of any course of study for which they are enrolled. Students who believe that an academic evaluation reflects prejudiced or capricious consideration of student opinions or conduct unrelated to academic standards should first contact the instructor of the course to initiate a review of the evaluation. If the student remains unsatisfied, the student may contact the department head and/or dean of the college which offers the class to initiate a review of the evaluation.


Just as members of a traditional class—students and the instructor—expect discussion in that class to be civil and responsible, so too does this expectation obtain in an online class. You may be critical of another’s ideas or of another’s prose—indeed, it is part of the work of this course to help you to read a text closely and to develop this critical sense—but you should always express that criticism civilly and in the spirit of offering assistance. In short, treat others as you wish them to treat you. I also expect all email communication to be respectful and courteous. Do not email me asking why you received a certain grade on an essay. I provide in depth comments marking up your essays and will not repeat the same comments in an email. If you have specific questions, of course, then please ask.


For those who would like extra feedback on their drafts or assistance with generating ideas, developing and organizing those ideas, or expressing their meaning clearly and concisely, the English Department provides tutoring in its Writing Center. The Center is located in Wintrode Student Success Center and is open Monday through Thursday from 9:00 a.m. to 5:00 p.m. and Friday from 9:00 a.m. to 4:00 p.m. Call 605-688-6559 to schedule an appointment. Depending upon availability of tutors, walk-ins are also welcome. I suggest you make appointments in advance to assure yourself a tutor (you can schedule them up to two weeks before; call to inform them in advance if you need to cancel). Please ask them to send me a report; if you attend a different university tutor session, please email me.


Students who have a disability that will affect their progress in this class should contact the Office of Disability Services in Wintrode 125 (688-4504) as soon as possible.

Technical Help

If you have any technical problems or questions with your online course, the SDSU computer support number is 605-688-6776 and the SDSU Instructional Technology Center at 605-688-6312. A toll free number is 1-800-952-3541. Email SDSU.SupportDesk@sdstate.edu. See the course homepage for more information.

Technical Problems: please note, as this is an online course, sometimes unfortunate circumstances do arise, and online classes have previously shut down and not allowed any access to students or instructors, sometimes for days at a time. If this happens, we will adjust the due times as necessary. If this is the case and you have immediate questions, you can email me at: laurie.ferrell@sdstate.edu (only if D2L isn’t working should you use this). However, sometimes the problem is through SDSU and so that might affect that email as well.

Tools to Navigate D2L web site:

The following are found in the yellow toolbar on top of the Course Home
Content: This is the most important link since it contains all of your course information, including the syllabus, assignments, keys, essay prompts, reading assignments, etc. All of the green highlighted links in your course outline are found here.
Discuss: This is used as a message board. You are required to post your introductory essay here and read the others posted (see the “Start Here” handout in Content). Other uses can include if you would like to post a comment or a question to the class about an assignment. Please read any new posts and respond, if necessary. We will also use this for any peer edit assignments. For more information and directions on how to post and respond, refer to the “Student Guides” box located in the bottom-right widget (box) of the homepage.
Dropbox: Submit all assignments before the due time (the dropbox will close and not allow late submissions). I will grade and comment on (if necessary) each assignment. For more information and directions on how to submit work, refer to the “Student Guides” box located in the bottom-right widget of the homepage.
Course Email: To email, either reply to one I have sent, or click on this link, then “compose” and use the address book link to choose the recipient. Compose your message and send.
Grades: Here you can view your work as it is graded. Please see “Grading” handout for more details.
Other helpful widgets on the homepage:

SDSU Getting Started: This offers your syllabus, technical requirements, netiquette rules, standards of conduct and the student opinion survey link which you should complete at the end of the course.
SDSU Course Info: This offers general course and instructor information and important links.
Updates: Here you will be notified of new emails.
Events: Due date reminders and assignments appear here.
Student Guides: This offers a variety of links for directions for using D2L. Very helpful!
SDSU Resources: This provides helpful links to the library, bookstore, etc.
SDSU Technology Support: For technical help.

Note: if your computer program does not have spell check, save/email your paper to a computer that does and always run it before handing in assignments. To make sure your files are compatible on any computer, save them as rich text file so they will open in several programs (directions for this are included in your first assignment/ “start here” link).

**NOTE: if D2L is not working and an assignment is due, keep checking daily for the web site to be up again and I will extend the due date. However, if just your computer is having problems, you must access another one to submit assignments on time. Always allow extra time to submit assignments to avoid missing the cut off of the drop box due time. Also, double check afterwards that your assignment uploaded.
Course Schedule: English 101 Spring 2011


RPC refers to Reading Popular Culture ; SMH to St. Martin’s Handbook 6th ed. The syllabus is intense so it is imperative you do not fall behind. Pay attention to due dates as these will vary. Plan ahead to avoid conflicts with your schedule. All times are Central Standard Time. Carefully follow directions for saving/submitting work. In addition, check your D2L email each time you log on to see updates, reminders, and changes to the syllabus.

(note: you are required to read all links and assignments: failing to do so will lower your grade)
*Important: all of the links in green are found in “Content” in the yellow toolbar of the homepage.

Week 1 January 12-14

Under “Content” link: print and read Start Here, Syllabus and Grading links.

Familiarize yourself with the web page and syllabus and immediately buy/order your books.

Week 2 January 18-21 Jan. 17: MLK, Jr. Day/no class (Jan. 21: last day to drop/add)

Read “Introductory Essay” directions from “Start Here” and compose the assignment.

See the “Discuss Quick Box” link on the right side of your homepage (click on link under Student Guides) for directions for posting to the discuss link.
Introductory essay due. Post to “Discuss” link by 11:00 pm Wednesday. Follow the directions!

(Over the next week, read at least 24 other postings to familiarize yourself with your peers.)

Review Unit 1: Print Gender Prompt from Gender Unit and select film/television program that you would like to analyze (try to procure a copy so that you may view it several times).

Read “The writing process and critical thinking” (SMH 23-35).

Week 3 January 24 - 28

Print/read Gender Analysis Tips and Topic Ideas in Gender Unit. Read Reading Popular Culture assignments:

-“Gentlemen or Beast: The Double Bind of Masculinity” (199-207)

-“Genies or Witches” (177-87)

-“Ally McBeal’s Younger Sisters” (191-96)

Before writing responses to the essay questions at the end of each essay, print/read Responding to Text in Assignments and follow directions for formatting/titling/submitting work. Failure to follow directions will result in a zero.

See the “Dropbox Quick Box” link on the right side of your homepage (click on link under Student Guides) for directions for submitting to the dropbox.
Responses due from the above three RPC essays. Submit to Dropbox by 11:00 pm Friday.
Week 4 January 31 - February 4

Read The St. Martin’s Handbook (SMH) assignments: (note: these are crucial to incorporate into your writing, especially for an online course to replace the class lecture/discussion and failing to read will affect your writing quality and thus the essay grade):

-The writing process, critical thinking, and principles of good prose (23-35)

-Establishing a thesis and organizing an argument (61-69 in SMH).

-Verbal style (608-10, 701-4)

-Quotation/integrating sources (270-75), Documenting sources (300-5), Works Cited (306-15, 347)

Complete Verbal Style Assignment in Assignments. Submit to Dropbox by 11:00 pm Wednesday.

Print/read Gender Checklist in Gender Unit and Thesis, MLA and Works Cited Tips from Writing Tips and Handouts and work on gender draft. You are welcome to email your working thesis to instructor to check.

Print/compare your answers with the Verbal Style Answers in Assignments (key will be posted near the end of the week).
Week 5 February 7 - 11

Read Peer Edit Directions link in Assignments. (Read 81-109 in SMH to prepare for the peer edit).

Gender peer edit draft due by 11:00 pm Monday (post to Discuss link).
Edit and post your comments to your discuss group by 11:00 pm Wednesday. Revise essay according to peer comments and the Gender Checklist.
Read developing paragraphs in SMH (103-31). As you revise, develop relevant topic sentences and unified and coherent paragraphs. Print/read Topic Sentences and Organization in Writing Tips and Handouts.
Gender revision due. Submit to Drop Box by 11:00 pm Friday.

Week 6 February 14 - 18

Print gender draft with instructor’s comments from Drop Box (posted this week and next) and work on revising final draft. Print/read Gender Final Checklist and Sample A Gender Essays link from Gender Unit. Also, refer to revision symbols page near the end of your book (I-32 in SMH).

Read “Introductions and conclusions” (SMH 132-36), “Effective sentences” (SMH 682-87), and “Using transitions” (SMH 128-31, 658, 664) and incorporate into your draft.
Print and read Common Errors in Papers and Key for Papers in Writing Tips and Handouts to understand the color coding instructor comments in the gender graded draft. Post both next to your computer to avoid these common mistakes. All links are required and your paper final grade depends on how well you revise.

Week 7 February 22 - 25 Feb. 21: Presidents’ Day.

Read Turnitin.com Information under Syllabus and Course Handouts. Refer to earlier email for class ID and password and set up account.

Review Unit 2: Print/read Consumption Analysis Prompt in Consumption Unit. You are welcome to email your working thesis to instructor to check.
Read Reading Popular Culture assignments:

-“Two Cheers for Materialism” (47-55)

- “‘In Your Face . . . All over the Place’: Advertising Is Our Environment” (113-27)

-“Why Johnny Can’t Dissent” (83-92)

Submit responses to questions at end of essays to Drop box by 11:00 p.m. Friday.

You must follow directions! (Review Responding to Text and graded gender responses).

*if you have not already done so, read the posted intro essays from your peers over the weekend

Week 8 February 28 – March 4
Print and read Paraphrase and Summary Help in Paraphrasing unit.

Complete Paraphrase /Summary Assignment in Assignments. Submit to Dropbox by 11:00 p.m. Tuesday.
Read The St. Martin’s Handbook assignments:

-Constructing effective sentences (95-101, 929)

-Varying sentence length and openers (695-700)

-Paraphrase and summary (262-8, 275-7)

-Coordination, subordination, and parallelism (688-93, 651-55)
Check Dropbox for graded Paraphrase and Summary Assignment and re-do if necessary (see comments and email for further instruction). Print/read Paraphrase and Summary Common Errors in Paraphrasing unit.
Print and read Turn It In Directions in Assignments unit.
Final draft of Gender Analysis due. Submit to the Drop box by 11:00 p.m. Friday.

Also, submit a draft to turnitin.com by 11:00 p.m. Friday.
March 7-11 Spring Break!
Week 9 March 14 - 18 First half of semester over (def. due March 17)
Consumption peer edit draft due by 11:00 pm Wednesday. Post to Discuss link.

Return to peers by 11:00 pm Friday. (review link from week 5 for directions)
Revise according to peer comments and Consumption Checklist in Consumption unit.

Week 10 March 21 - 25

Consumption analysis revision due. Submit to the Drop Box by 11:00 Wednesday. *This MUST include paraphrases/summaries as instructed by the prompt.
Review Unit 3: Print/read Anti-Intellectualism Prompt in Anti-Int. unit.
Read Reading Popular Culture assignments:

-“Democracy and Anti-Intellectualism in America” (257-74)

-“The Renaissance of Anti-Intellectualism” (277-83)

-“Lisa and American Anti-Intellectualism” (335-41)

Submit responses to questions at end of essays to Dropbox by 11:00 p.m. Friday.
Print/read Common Errors in Consumption Drafts in Consumption unit. This week and next, retrieve consumption draft with instructor comments from Drop Box and revise for final draft. Continue revising, working on style, MLA, and paraphrasing. Read Sample A Consumption Essay link in Consumption unit.

Week 11 March 28 - April 1
Assignment: Topic proposal due (see prompt). Submit to the Dropbox by 11:00 p.m. Monday.
Read The St. Martin’s Handbook assignments: (these contain important information about how to develop your argument for your final essay so read carefully and take notes!)

-Advanced research: choosing and narrowing a topic (212-21), evaluating sources (222-24, 249-59)

-Argumentation (177-80, 182-200, and 146-67)

-Format and documentation (300-347)

Review graded topic proposal and make any changes necessary. *Note: you can change your topic, but you must send an email to get it approved (send your thesis and a few sentences explaining it).

See Sample “A” Anti-int. Responses in Anti-Intellectualism unit.

Week 12 April 4 - 8
See Outline and Intro Example link in Anti-int unit and work on outline/intro.
Explore SDSU Briggs Library link in the SDSU Resources widget (the box at the bottom left of homepage) and begin your research (you are required to cite from at least 4 TYPES of sources for your final; a typical A/B paper will average about ten sources total).
Outline and intro due. Submit to the Drop box by 11:00 p.m. Thursday.
Read SMH: plagiarism (283-6). This is important! Any instance of plagiarism will automatically fail you.
Week 13 April 11 – 15

Review instructor’s comments on graded outline and make adjustments as necessary. Tuesday is the last day to change topic (email new thesis to instructor to be approved).

Review paraphrase and summary in SMH and handouts. Review the posted links in Paraphrasing unit.
Print and read Sample Works Cited and Tips in Anti-Intellectualism unit.
Continue research and composing final essay (follow your graded outline as you write).

Week 14 April 18 - 21
See Dropbox for comments on graded Final Paraphrases and Works Cited and fix errors for final.

Finish research and work on composing final essay.

Complete the Final Paraphrases and Works Cited Assignment in Assignments. Submit to the Dropbox by 11:00 p.m. Tuesday.
Print/read Final Essay Checklist and MLA tips and Sample A Paper in Anti-Int. for examples of correct MLA. Also refer to the sample paper in your SMH 337-47.

Final draft of Consumption Analysis due. Submit to the Drop box by 11:00 p.m. Saturday.

Also, submit a draft to turnitin.com by 11:00 p.m. Saturday. (of course, you can always upload early to enjoy Easter break!...this is just for anyone who may need the extra time)
Friday, Apr. 22 – Monday, April 25: No class; Happy Easter Break!
Week 15 April 26-29

Submit any additional paraphrases/Works Cited to check (or rechecked) to the Optional Paraphrases/Works Cited folder in the dropbox (you can upload multiple or revised files as well) by 11:00 pm Thursday.
Review Final Essay Checklist and MLA tips (this is imperative for revising). Also, review other graded essays (print a colored copy) to fix any errors I mentioned you work on.

Email final questions to instructor by noon on Friday to ensure a response in time to revise.

Finals Week

Anti-Intellectualism final due. Submit to Dropbox by 11:00 pm. Monday, May 2.

Also, submit a draft to turnitin.com by 11:00 p.m. Monday, May 2. (of course, again, I would suggest you upload sooner so you can concentrate on your final tests)
On Tuesday, check the Dropbox and email for any immediate comments about your final. Make sure to do this!!! I might not be able to open your essay, failed to upload correctly, etc. so you must see if you have an email. I will email everyone after I quickly go through to make sure everyone’s is initially okay. Graded papers will be posted over the next two weeks, so check D2L for any important messages as well as your graded essay comments. Keep in mind, due to time restraints for grading and since this is the last paper, the essay will receive minimal comments. Of course, if you want more in depth comments, you can request so.
If you have questions about the final grade, see the syllabus and the “Grading” handout under the Content link. Remember, “absences” will affect the final grade (see syllabus), and ALL work MUST be completed as a requirement to pass the class, so upload any missing assignments or paper drafts to the late dropbox before the final paper is due or they will not be accepted and you will immediately fail the course.

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