Writing 1150: First Year Writing and Rhetoric



Yüklə 59,67 Kb.
tarix24.12.2017
ölçüsü59,67 Kb.
#17448

First Year Writing and Rhetoric, PWR 1150, sec. 19, meets in Club 4


http://www.colorado.edu/ArtsSciences/PWR/

course blog: http://sallyedithgreen.wordpress.com/ (You will receive instructions on accessing the blog on Day 1 of class)

PWR service learning website: http://www.servicelearning.pwrfaculty.org/

Instructor: Sally Green, M.A., R.S.A. Dip.

Office: Stadium 266B

Enter through Gate 11, go up stair 111, turn right, then enter the first door on your left into the 266 suite of offices

Office Hours: Tuesday 10-1

Phone: 303-492-7290

Email (generally faster replies than phone): sally.green@colorado.edu

Much of this classes communication will be conducted on our blog; we will also communicate with each other via email


Texts
Required
“RIOT” Library Tutorials http://ucblibraries.colorado.edu/pwr/tutorial/home.htm

Knowing Words, PWR-CUBoulder

This text, custom-designed for the 1150 course, we will use in every stage of the class. In particular, it provides thought-provoking examples of student work in a variety of assignments you yourself will complete in the class.

Your papers, copied and circulated for class discussion.


These I will provide:

Advertising and the End of the World, Jhally, Media Education Foundation, video and other MEF videos of your choice to use in your first essay.

“So, What’s Wrong with Consumerism?” Miller, Royal Society of Arts, 2008.



These texts will inform our discussion of consumerism, expose us to the basic terms of analysis and debate regarding the issue, and offer us our first texts to which we will apply rhetorical analysis.

Extract from Everything’s an Argument, Lunsford, Ruszkiewicz, Walters, Bedford/St. Martin’s, 2010



This text will deepen our understanding of the persuasive use of the rhetoric.

A chapter from The Power of Critical Thinking: Effective Reasoning about Ordinary and Extraordinary Claims, Vaughn, Oxford, 2009



This text teaches an approach to the analysis of faulty logic and classic logical fallacies.

The Story of Stuff, Annie Leonard, video and script, counterargument video, The Critique of The Story of Stuff, and counter-counterargument video,Re: The Critique of The Story of Stuff

This series of video documents, which continues our theme of consumerism, gives us a body of material to which we will apply logical analysis, in addition to our developing rhetorical analytical skills.

Nancy Lublin Column Archive, Fast Company Magazine. Founder of the non-profits Dress for Success and Do Something!, Lublin writes a regular column offering advice to non-profits and their supporters. She will both give us examples of the rhetoric of recommendation and suggestion in the non-profit world and help inspire ideas for your own recommendations and proposals.

Data Commentary chapter and other extracts from Academic Writing for Graduate Students, Swales and Feak, Michigan, 2004

This chapter teaches the graceful and accurate integration of quantitative information in the form of charts and graphs into academic text.

Various shorter handouts


Recommended

A college writing handbook of your choice, no more than two years old. See recommendations on the course website

http://owl.english.purdue.edu/ The Purdue OWL, an online writing and rhetoric resource

http://viz.cwrl.utexas.edu/ a website and blog about the study of visual rhetoric



Course Description
This section of 1150 is a service-learning section. Service-learning is an educational approach that combines class work with community work in order to deepen your educational experience and give you the opportunity to apply what you are learning in “real world,” community settings. In this course you will choose a local non-profit organization with which to volunteer 15 hours, based on your own social/political/community interests.
Reflection is the hyphen in service-learning.” Janet Eyler Your written reflection assignments will help you to explore and express your personal responses to your “fieldwork” in a variety of creative and thoughtful ways, connecting your “gut reactions” to the experience of your service learning to the academic research you conduct about the same issues.

In return, your community work will itself constitute research that will allow you to engage with your academic work in a new way, through the wide variety of voices and texts you will encounter. Your academic writing assignments will provide you with the opportunity to expand and clarify your knowledge and understanding, to connect academic research and theories from the classroom with fieldwork, and to interrogate in your writing the social and cultural forces that have led to the problem with which you are working. You will also write several documents for a civic audience, including a proposal for a project that you will determine with your organization’s coordinator and a memorandum offering recommendations to your partner organization. In the last part of the semester, your service projects will inform your assignment in oral rhetoric: oral presentations in which members of the class present their community work and ways in which fellow classmates can become involved. In support of this wide variety of rhetorical tasks, we will address the basics of logic, including the analysis of logical fallacies and various modes of argumentation. In addition, you will learn fundamentals of visual rhetoric, including effective methods of communicating information through charts and graphics, and the basics of data commentary, the language used to elucidate those visual aids.


Thematically, we will begin the course by exploring dimensions and implications of our consumption-based economy and culture, a contributing factor to many of the social issues you may encounter during your service-learning. During these first weeks of class, you will learn about various kinds of written, visual, and oral rhetoric modes of persuasion. We will use class lectures and handouts to enable your acquisition of the vocabulary and concepts surrounding the study of rhetoric. We will examine and analyze video documentaries on the nature of consumption; other, shorter videos; and written articles. We will also read and discuss examples of rhetorical analysis.


Course Objectives

The aim of the course is to help you:


1. Write with fluency; to acquire a practical and reflective understanding of the writing process Throughout the semester, you’ll use a variety of strategies of writing—researching, drafting, revising, editing, and proofreading—to help you refine your own writing process. One of the most important strategies that you’ll practice is workshopping each other’s writing. A regular part of our class time will be devoted to small- and large-group workshops in which you will read and critique each other’s work. The benefits of this workshop approach are two-fold: as a writer, you receive a range of responses to your work and, as a reader, you learn from reading and critiquing your peers’ writing.
2. Develop rhetorical knowledge, making informed choices as you adapt your writing to the needs of your audience, to a specific context and situation, and for a particular purpose We’ll begin by analyzing the rhetorical situation in a variety of texts—that is, we’ll ask questions about the relationships among the text, writer, audience, and context, and we’ll discuss how these relationships shaped the writer’s choices. Then you’ll apply this rhetorical knowledge by writing in different genres and for different audiences, adapting the voice, tone, format and structure of your writing to meet the needs of your audience. We’ll also discuss the ethical use of rhetoric—if rhetoric is a form of power, what are our ethical responsibilities as writers?
3. Become a proficient reader, approaching texts with a writer’s awareness of craft and a critic’s ability to interpret and respond to a text’s meaning and effects We’ll explore texts that come from a variety of sources (both scholarly and popular, for example) and from a variety of media (traditional print, video, websites, etc.). You’ll be asked to read critically: to recognize the rhetorical strategies an author has chosen—both in format and content—that invite the audience to interpret the text in a particular way. We’ll also discuss how the same text may be interpreted in different ways.
4. Develop strategies of research that will enable you to become an active investigator of your culture
You’ll learn about research technologies available here at CU (on-line databases, electronic books and journals, bibliographic software, etc.) through a library seminar. More importantly, we’ll discuss how to evaluate a source for accuracy, relevance, credibility, reliability and bias by examining the source’s rhetoric and rhetorical situation. These skills are crucial for developing information literacy. In other words, as part of this course, you’ll learn how to seek, evaluate, use, design and share information for a variety of purposes. (See Knowing Words Chapter 3 for more information on information literacy.)
5. Understand and apply conventions of standard linguistic usage, including proper grammar, syntax, punctuation, and spelling as you compose, revise, and edit your writing across a range of rhetorical tasks and genres. Because this is an academic course, in most of your major assignments you’ll be expected to use a writing style and tone that is considered appropriate for a general academic audience. However, you’ll also write in a variety of civic genres for other audiences, so you’ll need to think carefully about how to adapt your writing for the rhetorical situation at hand. In addition, you will interact with each other on our course blog, which will require you to choose an appropriate style for an online, academic (not Facebook!) setting.
These five course goals express the PWR’s commitment to preparing you for the other kinds of reading and writing you will perform in your other classes. They also fulfill the course criteria given to all state institutions by the Colorado Commission on Higher Education, the governmental body that contributes to the policies for college education in Colorado. At the end of this class, you will be equipped with an understanding of the elements of the concept of rhetorical situation and its application to narrative, analytical, and persuasive writing for diverse audiences that you can carry with you into other writing and speaking situations, both in your academic and professional careers and your life as a citizen.

Course Methodology





  1. Attend class. Because much of this class is conducted as a participatory workshop, you must attend regularly. You may miss three classes with no harm to your grade. Each absence after three will lower your grade by one level (a B to a B-, for example). More than six absences may result in an IF for the course. Students who miss two classes during the first two weeks will be administratively dropped. It is particularly important that you be here for your scheduled workshop time. You may not make up in-class work that you miss. Consistent late arrivals or early departures will be counted as absences. Enrolled students who do not attend first two classes will be dropped so that other students may enroll. Please note this attendance policy.




  1. Participate, with rhetorical sensitivity, both in writing and verbally. Be prepared at every class meeting to discuss your classmates’ work or assigned readings. Respond thoughtfully to blog post questions and post your carefully proofread responses in a timely manner. All students are expected to respond to every draft assigned to them for feedback, whether online or in face-to-face workshop. You will learn appropriate norms for this type of discourse and I will periodically evaluate your annotations. Notice that a participation grade reflects your mental rather than simple physical attendance, the quality of your blog posts rather than their simple existence. Please turn off and put away cell phones and other electronic devices as soon as class begins.




  1. Reading Assignments. Post your response to readings in the time frame assigned. Print out, annotate, and bring to class all assignments to be discussed in class. Reading online and then “remembering” what you’ve read will rarely be adequate for the level of analysis in which we will engage. The cost of printing this course’s readings is far less than that of a typical university textbook.




  1. Written Assignments. Assignments that are attached to the blogsite should all be double-spaced, saved with your name in the title, in a format which can be readily opened. (Posts, of course, are single-spaced.) Printed-out work should be typed, double-sided, page-numbered, and double-spaced. Papers which are more than one page long should be stapled before being brought to class. Following these directions prevents a host of difficulties and wastes of time in class. Leave margins in which I can make comments. If you don’t turn in your work, we can’t workshop it. Late drafts will be given last priority; if you turn in your drafts late, you may miss your opportunity to receive help from the class. I do not accept final papers of which I have seen no rough drafts. I do not accept late final papers except under unusual circumstances.



Assignments
Visual Rhetorical Analysis (5%)

Annotated Bibliography (5%)

Causal Analysis I (10%)

Final Proposal Letter (10%)

Final Recommendation Memo (5%)

Causal Analysis II (15%)

Written Reflections (15%)

Service Work, all hours documented (15%)

Data Commentary assignment (5%)

Oral Presentation (10%)

Participation, written (includes posts, in-class assignments, and RIOT tutorial) 5%

Participation, verbal (5%)




Grading Guidelines

Grading guidelines are the same for all sections of PWR 1150. Remember that effort does count, because you invariably learn from your efforts to improve. However, your grade reflects the quality of your work, not the amount of time or effort you put into it. The difference between an A and a B paper is usually a matter of depth of topic, quality of analysis, and stylistic choices. Since excellence is rare, you should not expect an A unless you have earned one. All assigned work must be completed to pass the course, including early drafts.



Here are some general benchmarks:



Written work
90-100: Consistently insightful; opinions are clearly stated and backed up with sufficient evidence; style is graceful and error-free.
80-90: Some genuine insight here and there; opinions are mostly clearly stated and demonstrated, though there may be a place or two where more evidence or detail is needed; writing style is generally clear, though there may be minor, non-recurring grammatical issues.
70-80: There may be some insight here and there, but, generally the paper consists of ideas that have already been discussed by others or are self-evident; as a general rule, the evidence lacks detail and depth; there may be recurring grammatical or stylistic issues.
60-70: Only marginally meets the criteria for the assignment; lacks focus, and thus depth.
0-50: Formless, incoherent, or not turned in when due.
Participation
90-100: Excellent participants are always prepared for class and offer their insights freely. (This does not mean they dominate class discussion; they are more discreet than that.) Moreover, they understand the strengths and weaknesses of the paper at hand, and consistently suggest ways to make the author’s point clearer and/or more persuasive. As well as always being in class and turning everything in on time, they are noted as excellent critics by their classmates.

80-90: Above average participants are usually prepared for class. Regularly, they offer their insights. They often understand the strengths and weaknesses of the paper at hand and usually suggest ways to make the author’s point clearer and more persuasive. They are noted as good critics by their classmates. They rarely miss class and generally turn all assignments in on time.


70-80: More often than not, average participants are prepared for class. Occasionally, they will offer their insights freely, but usually they wait to be called on. These critics may have some trouble discerning the strengths and weaknesses of the paper in front of them; thus, they may not be sure how to make it clearer, more interesting, or more persuasive. They are noted as average critics by their classmates.
60-70: Below average participants are generally not prepared and generally do not participate in class discussion. They have difficulty determining the strengths and weaknesses of the work in front of them. They are noted as below average critics by their classmates.
0-50: These critics are not prepared and do not participate in class discussion.


Writing Center

We are fortunate on this campus to have a Writing Center which is nationally recognized for its leading-edge excellence. Invaluable one-on-one help with your writing is available. Please remember to make your appointments for assistance in a timely manner, as the Center is very popular with students, particularly in the last half of the semester. Do note that they do not provide a simple proofreading service, but are there to help you will all aspects of executing and refining your written work. http://www.colorado.edu/PWR/writingcenter.html




Academic Conduct

All students of the University of Colorado at Boulder are responsible for knowing and adhering to the academic integrity policy of this institution. Violations of this policy may include: cheating, plagiarism, aid of academic dishonesty, fabrication, lying, bribery, and threatening behavior. All incidents of academic misconduct shall be reported to the Honor Code Council. Students who are found to be in violation of the academic integrity policy will be subject to both academic sanctions from the faculty member and non-academic sanctions (including but not limited to university probation, suspension, or expulsion). Other information on the Honor Code can be found at http://www.colorado.edu/policies/honor.html and at http://www.colorado.edu/academics/honorcode/



Notes
If you speak English as a second language, you should contact me before the third class meeting so that I can better assist you in the course, advise you about special ESL courses, and/or refer you to appropriate services on campus.
If you qualify for accommodations because of a disability, please submit a letter to me from Disability Services in a timely manner so that your needs may be addressed. Disability Services determines accommodations based on documented disabilities. Contact: 303-492-8671, Willard 322, or www.Colorado.EDU/disabilityservices.
Campus policy requires that faculty make every effort to deal reasonably and fairly with all students who, because of religious obligations, have conflicts with scheduled exams, assignments or required attendance. Please inform me within the first two weeks of class if you require alternative arrangements in order to complete coursework due to religious obligations. See University policy details at http://www.colorado.edu/policies/fac_relig.html .
Students and faculty each have responsibility for maintaining an appropriate learning environment. Those who fail to adhere to such behavioral standards may be subject to discipline. Professional courtesy and sensitivity are especially important with respect to individuals and topics dealing with differences of race, culture, religion, politics, sexual orientation, gender, gender variance, and nationalities.  Class rosters are provided to the instructor with the student's legal name. I will gladly honor your request to address you by an alternate name or gender pronoun. Please advise me of this preference early in the semester so that I may make appropriate changes to my records.  See polices at

http://www.colorado.edu/policies/classbehavior.html and at

http://www.colorado.edu/studentaffairs/judicialaffairs/code.html#student_code.
The University of Colorado Policy on Sexual Harassment applies to all students, staff, and faculty. Any student, staff or faculty member who believes s/he has been sexually harassed should contact the Office of Sexual Harassment at 303-492-2127 or the Office of Judicial Affairs at 303-492-5550. Information about the OSH and the campus resources available to assist individuals who believe they have been sexually harassed may be found at http://www.colorado.edu/sexualharassment/.
All students of the University of Colorado at Boulder are responsible for knowing and adhering to the academic integrity policy of this institution. Violations of this policy may include: cheating, plagiarism, aid of academic dishonesty, fabrication, lying, bribery, and threatening behavior.  All incidents of academic misconduct shall be reported to the Honor Code Council (honor@colorado.edu; 303-725-2273). Students who are found to be in violation of the academic integrity policy will be subject to both academic sanctions from the faculty member and non-academic sanctions (including but not limited to university probation, suspension, or expulsion). Other information on the Honor Code can be found at

http://www.colorado.edu/policies/honor.html and at http://www.colorado.edu/academics/honorcode/.



PWR 1150 Fall 2010


This is a general guide to the topics and assignments we will be dealing with each week. Please pay attention and make note in class of more detailed information you will be given about the items in this schedule. Assigned work for class is italicized. Assigned work for your service learning is italicized and bolded.


Note: I reserve the right to make changes to this schedule in order to enhance your learning experience; you are responsible for keeping track of those changes.
Note: Whenever reading is assigned, bring the text to class.

Unit One: Rhetorical Analysis of Written and Visual Texts

WEEK 1, August 23-27


M Course Introduction; Introduction to Rhetorical Principles: Audience, Purpose, Aristotelian Elements; Introduction to Service Learning; Orientation to Blog
For Wednesday, sign up for the course blog at Wordpress.org. Read Knowing Words, Chapters I, II, III, and IV and read “Reagan’s Bear Parable,” by Cruise, on p. 131. To watch the advertisement the essay analyzes, link from our course blog site or search on YouTube for “Reagan Bear Ad.” To see the memorable Lyndon Johnson ad the essay references for comparison’s sake, link from our course blog site or search on YouTube for “Johnson Daisy Ad.”

Word process an introduction to yourself in response to the questions given in class.

Begin thinking about what kind of non-profit you might want to work with.

To help you find out what the options are, clink on our course blog site links or go to http://ucblibraries.colorado.edu/services/instruction/courses/servicelearning.htm

Clink on the More Sources tab, scroll down to Organization Links, and clink on any that interest you. You may also visit the Volunteer Resource Center at http://www.volunteerconnection.net/index.html or in the UMC 358 (10-4-M-F) or call 202-492-7632
W discussion of reading; Elements of Rhetorical Analysis: Analysis of the visuals of political television advertising

For Friday, read Tidying Nature, Lowe, linked to our blog site. Look at the photos Lowe discusses at the links posted on our course blogsite or search at www.geh.org/parkeharrison.com and http://www.parkeharrison.com/index.html
F discussion of reading; Elements of Rhetorical Analysis, con’t: Still Image Analysis

For M, Post your response to this week’s Assignments Post question by 7 p.m. Sunday.

For next week, research and choose three possible community partner(s) for your Service Learning commitment.

WEEK 2, August 30-September 3


M In-Class viewing of “Advertising and the End of the World”

For W, read the rebuttal article posted on our course blog site and post your response to the Advertising Video Post question by 7 p.m. Tuesday. To watch the video again, go to mediaed.org or link from our course blog site and search for the video by title, then choose “full length preview.”
W Elements of Rhetorical Analysis, con’t: Analyzing Consumer Advertising. Discussion of video and your posts

For Friday, be prepared to describe and discuss your top three possible community partner(s) for your Service Learning commitment.
F Introduction to Service Learning, Con’t: Be prepared to describe your top three non-profit choices, how you rank them, and any questions or concerns you have.

For Wednesday, choose another video from the MEF website (mediaed.org or see link on our course blogsite) related to issues of consumerism and advertising techniques. Obvious possibilities include Killing Us Softly 4, Shop ‘Til You Drop, and Consuming Kids. Also, choose two possible print advertisements for your Rhetorical Analysis. Write one page of notes for each, from which to verbally present your ideas for your analysis of the image. Use concepts you have learned from the videos and course discussion to help shape your analysis.
WEEK 3, September 6-10
M No class; Labor Day
W Bring your images and be ready to both verbally share your proposed analyses with a small group and respond to the proposed analyses of your group members. Introduction to Community Partner Visual Rhetorical Analysis assignment.

Visual rhetorical analysis of your partner should be posted by midnight Thursday.

For Friday, draft your Advertisement Visual Rhetorical Analysis and bring assigned number of copies. Don’t forget to provide some form of the image you are analyzing, on paper, or in a post to the blog site.

For Friday, finalize your choice of a Boulder non-profit organization to work with for the semester. Identification, partner contact information, and intended weekly time commitment for chosen community service due. Over the next week, you’ll need to contact your non-profit to make sure what they need matches what you’ll need in terms of work, hours, and your schedule.
[TH 11-3, Volunteer Fair, UMC Fountain Area

Use this event and/or your chosen community partner’s website to complete your visual rhetorical analysis of your partner. ]


F Distribute papers; Introduction to the rhetoric of textual annotation

for Monday, read KW Chapter 6 and read and annotate classmates’ papers. Pace yourself.
Start Service Learning Work next week!

WEEK 4, September 13-17


M Sentence Analysis
W Workshop
F Workshop, con’t

Distribute remaining drafts; students who were not workshopped by the whole class will be on a future assignment.



Final draft of your ad analysis due Monday.

WEEK 5, September 20-24


Unit Two: Causal Argument

M Causal Analysis and its relationship to Argument; the role of Definition and Value; in-class reading

Complete the library tutorial during this week and next.


For Wednesday, Read KW, “A Day to Forget and Remember,” “Violence and Education: An Annotated Bibliography,” and “Eliminating Violence and Trauma,” all Rotolo, p. 143-155. Post your response to Rotolo Assignment question by 9 p.m Thursday.



W The Rhetoric of Causal Analysis: discussion of Rotolo



F Causal Analysis and its relationship to Argument; the role of Definition and Value, con’t. Introduction to Annotated Biography and Causal Analysis Assignment

Work through distributed “Faulty Reasoning” Chapter of Vaughn for Monday

For Monday, 10/4, come up with a possible cause/effect claim about an issue that your non-profit addresses

WEEK 6, September 27-October 1


M Logical Fallacies; Logos and its distractions

For W, watch the 20 minute video “The Story of Stuff” by linking from our blogsite or finding it on Youtube. Then, watch a segment of “The Critique of The Story of Stuff” and the related segment on “Re: The Critique of The Story of Stuff on our blogsite or Youtube. Post your response to the SOS Logic Assignment question on our blog.
W Logos and logic, con’t.
Fri., Library Seminar, attendance required

Begin research and work on Annotated Bibliography. Use MLA or APA format. Look at OWL link on blog for further assistance.

WEEK 7, October 4-8


M In-class work with your cause/effect claims

Your first 4 hours of community service are due next Monday. Include written confirmation, email address, and phone contact for your non-profit coordinator, and your first reflection.


Post Annotated Bibliography by midnight tonight. First paragraph of your causal analysis due in class on Wednesday. Bring assigned number of copies to class.
W Small group workshop of introductory paragraphs.

Write first draft of causal analysis for Friday. Bring assigned number of copies.
F Whole group workshop of causal analyses by selected students who have not yet had whole class workshop.

Post final draft of causal analysis and your first reflection by Monday morning.


Unit Three: Proposal Letters and Recommendations

WEEK 8, October 11-15


M Introduction to Proposal/Recommendation assignment; discussion of handout and distributed examples; Identifying your Audience, determining feasibility and appropriateness. For Wed., browse the Nancy Lublin columns linked on our website. Be prepared to discuss ideas for proposals and recommendations for your organization.

First Draft of Proposal or Recommendation due next Wed.
W In-class work with your proposal and recommendation ideas.

For Friday, begin Swales and Feak Data Commentary Assignment, as assigned.
F Textual and visual rhetoric of quantitative information: Swales and Feak assignment, con’t.

For Monday, continue Swales and Feak Data Commentary Assignment, as assigned.

Units Four and Five: Oral and Visual Rhetoric and Causal Revision

WEEK 9, October 18-22


M Textual and visual rhetoric of quantitative information, con’t. Introduction to Causal Analysis Revision assignment and Presentation Assignment; presentation strategies

Sign up for presentation dates (see below)

First Draft of proposal and recommendation due Friday. Students who have not yet been workshopped by the whole class bring required format and/or number of copies.
W Rhetorical strategies for Oral Presentations; work with presentation examples
F Workshop of selected proposals and recommendations.

WEEK 10, October 25-29


M Workshop of selected proposals and recommendations
W Introduction to Second Reflection assignment

Sign up for conferences with me, in my office, next week

Bring your re-revised proposal and recommendation AND your first GRADED causal paper to your conference, along with a revised draft based on my comments and incorporating at least TWO more sources than your previous draft.

Sign up for Oral Presentation date
F Work Day

WEEK 11, November 1-5


No regular class; conferences
After your conference, finalize proposal and get approval from your non-profit coordinator. Once you’ve finalized AND gotten approval, hand in a last version that I will grade. This is the one you should now send out or deliver. Second draft of recommendation letter due 11/8.

Your next 4 hours of community service are due on Monday (include written confirmation and contact info.)


Schedule your interview and type up about 10 questions to ask. Use the answers in your revised Causal Analysis paper. For students presenting 11/8-11/15 and 11/29, your revision is due two class periods AFTER your presentation. For students presenting 11/17 and 11/29- 12/3, your revision is due two class periods BEFORE your presentation. Please figure out your due date and make a note of it.

WEEK 12, November 8-12


M, Oral presentations

Hand in next four hours of service.
W Oral presentations
F Oral presentations

Reflection Two due Monday.

WEEK 13, November 15-19


M, Oral presentations

Hand in Reflection Two
W Oral presentations
F Oral presentations

WEEK 14, November 22-26


No class; Fall Break

WEEK 15, November 29-December 3


M, Oral presentations
W Oral presentations
F Oral presentations, FCQs

WEEK 16, December6-10


M Oral presentations

Your final 7 hours of community service are due Wed. (with signed confirmation on letterhead and/or with contact information from your coordinator).
W Oral presentations

Hand in final 7 hours of community service.
F No class. Hard copies of final reflections, recommendations, and final draft of Causal Analysis II are due in my mailbox in the PWR main office in the basement of ENVD by 5 p.m., Friday, December 10. Hand in with previous graded draft and draft you brought to our conference.
If you want your paper returned to you, please submit it with an 8.5 x 11 inch self-addressed envelope stamped with adequate postage to send it to you.
Yüklə 59,67 Kb.

Dostları ilə paylaş:




Verilənlər bazası müəlliflik hüququ ilə müdafiə olunur ©genderi.org 2024
rəhbərliyinə müraciət

    Ana səhifə