English 101, Section 50655Fall, 2010, August 23 – October 13Instructor: Victoria HayE-mail: Millicent.hay@pvmail.maricopa.eduOffice hours: by appointmentThis class meets: Monday & Wednesday, 8:30 to 11:10 a.m.

On Mondays at 9:50 the class moves to Computer Commons E 140On Wednesdays at 9:50 the class moves to Computer Commons E 152

The final meeting is: Wednesday, October 13, 8:30 to 11:10 a.m Room: K101Textbook: Nadell, Langan, and Comodromos, The Longman Writer. New York:

Longman, 2009.Highly Recommended: MLA Style Manual.You will need a flash drive for work on computers. Remember to bring it to each class

meeting.

In colleges and universities, a course syllabus is a contract between the student and the instructor. It outlines what is required and the rules by which both parties operate. That’s why it’s important for you to understand what the syllabus contains.

What You Need to Know about This Course

Course Description: First-year Composition

Emphasis on rhetoric and composition, with a focus on expository writing and understanding writing as a process. Establishing effective college-level writing strategies through four or more writing projects comprising at least 3,000 words in total. Prerequisites: Appropriate English placement test score, or a grade of C or better in Eng. 071.

What assignments does PVCC require for English 101?

A paper (min. 750 words) using one or more of the following modes of writing: Narration Description Narration and Description Illustration and Example Classification Definition

Three papers (min. 750 words each) using the following modes, assigned in this order: Comparison and Contrast Cause and Effect (Causal analysis) Argumentation

Important: All four papers for this section must be source-based. Students must use MLA in-text citations and a properly MLA-formatted works cited page.

Important! Most of the writing assignments are done in class. You must be present to complete and get credit for these assignments!

What skills are PVCC students expected to master in English 101?

Most colleges and universities require English 101. The skills you will develop in this course apply to all your future coursework and in the world of work. Because writing skills are so important to life-long success, this course focuses on using the writing process to produce finished essays reflecting careful attention to appropriate audience, content, detail, style, and grammar. While some review of essential material is covered in class, we expect that students in the course possess basic knowledge of English skills dealing with grammar, punctuation, spelling, and sentence structure.

Rhetorical Methods: Focus on a purpose and develop ideas thoughtfully Develop a clear and sophisticated thesis statement Respond to the needs of different audiences Use conventions of format and structure appropriate to the circumstances Organize ideas and information in logical sequences clearly related to the

paper’s thesis and purpose Effectively develop supporting details Adopt an appropriate tone, level of formality, and style, while developing a

writer’s voice

Critical Thinking Use writing and reading for synthesis of ideas and appropriate evaluations Understand a writing assignment as a series of tasks that includes finding,

analyzing, synthesizing, evaluating, and drawing conclusions from primary and secondary sources

Integrate your own ideas with credible sources Develop an interpretation based on your evaluation of texts and sources

Processes Demonstrate an understanding of writing as an open and recursive process Develop a variety of flexible strategies for generating, revising, editing, and

proofreading several drafts to create a complete and successful text Work collaboratively to critique your own and others’ works in a thoughtful

and meaningful way

Knowledge of Conventions Display coherence and unity through appropriate use of transitions Use sentences that show correct sentence structure, length, and variety

Build strong control of diction, syntax, grammar, punctuation, spelling, and mechanics

Research Develop a working knowledge of basic research methods Incorporate a sufficient variety of academically credible sources Use correct in-text citation with correct MLA documentation procedures Provide a “Works Cited” page for required source-based papers

Scoring:

Accrued points for all assigned projects will be totaled at the end of the semester, to include extra-credit points. Grades are calculated as follows:

A 90% to 100% of semester-end totalB 80% to 89%C 70% to 79%D 60% to 69%E Less than 60%

Late papers:

I do not accept late papers. No excuses! Please do not ask.

Incomplete policy:

An incomplete will be given only if all but one assignment in the course has been submitted, including in-class assignments, and only if the student has an average grade of C or better in the course (70% of available credit exclusive of the missing assignment). Students must present a verifiable reason for the request.

Missing coursework must be completed within six weeks after the end of the semester.

Communication Policy

Every PVCC student receives a Gmail account. Every student must have an active and working email address. Every student must post his or her email address in Blackboard and make the email address visible using the Personal Information Tools.

ANNOUNCEMENTS ARE SENT OUT TO CLASSMATES AT LEAST ONCE OR TWICE A WEEK! TO RECEIVE THESE, YOU MUST HAVE YOUR GMAIL ACCOUNT SET UP AS FOLLOWS. FORWARD YOUR GMAIL ACCOUNT TO YOUR FAVORITE E-MAIL ADDRESS, OR REMEMBER TO CHECK YOUR ACCOUNT DAILY.

To edit your personal information in Blackboard, follow these steps:

* Click the My Institution tab

* Click Personal Information * Click Edit Personal Information * Enter your correct and active email address in the appropriate box * Click Submit * Click OK * Click Privacy Options * Check the first box which indicates Email Address * Click Submit * Click OK

Email sent to the instructor must comply with the following procedure:

* Course name and section must be written in the subject box: (Insert your course name; for example Eng. 101 Sec 50655) * Include your first and last names after your email message * Email that does not follow the communication policy and procedure will not receive a response. * Email without (Insert your course name example CIS105 Hybrid) in the subject box will not be opened. * Email without a first and last name will not receive a response.

Technology Policy

It is the student's responsibility to be proficient in using Blackboard, its required processes, and Microsoft programs to be successful in a class that uses the district’s educational software. Students need to be proactive in ensuring they are skilled in Blackboard's processes in order to complete all assignments on time. Technology excuses for late or incomplete assignments will not be accepted.

Your instructor is not the technology support staff. Questions and problems concerning technology, computers, Blackboard, software, etc. must be directed to the Help desk (602) A 24/7 Maricopa Blackboard help desk is available at

http://www.maricopa.edu/blackboard/help.html

Microsoft software must be used to complete all assignments. Microsoft Word must be used to complete all written assignments.

Please refer to the E-Learning page and Blackboard tutorials for technology assistance. These resources are found at http://www.maricopa.edu/blackboard/Movies/menu.htm

You are encouraged to review these tutorials as needed throughout the semester.

All assignments must be submitted online via each assignment’s online View/Complete link, or posted on the appropriate blog, or wiki forum.

Assignments submitted online through the View/Complete link must be turned in as an attached Word document. Use the comment box only to indicate the title of the assignment.

Assignments

This course has four writing assignments, which will be done in class on computers, using BlackBoard as the course software. Important! Most of the writing assignments are done in class. You must be present to complete and get credit for these assignments!Writing assignments have several stages, each of which earns points. In addition, we will have opportunities to rack up points with a number of supplemental exercises and open-book quizzes, which are done outside of class.

Each writing assignment is 750 words long. All assignments must be word processed and saved as a .doc or .rtf document. Please note that my computer cannot read Open Office files or files created by texting. A clear writing style and correct grammar, mechanics, and spelling are expected. Points will be deducted for unclear and/or incorrect writing. Here are the writing assignments for this course:

Preliminary introduction: Using the computers in the lab, enter the course BlackBoard site, go to the “Introductions” blog, and write something to tell your classmates about yourself. Who are you, where are you from, what are you doing at PVCC? Tell us about your interests and hopes for the future. In class, August 23.

Narrative practice: Using the computers in the computer lab, go to the BlackBoard “Practice Narrative” blog and write a short narrative. This may be a joke (keep it clean!!!) or a brief story of the funniest, scariest, or happiest moment of your life. In Class, August 25.

1. Narrative paper. In the first half of our August 30 class, we will tour a key part of the Paradise Valley Community College campus, where many strange sights and points of interest will come to your attention. TAKE NOTES! Your assignment is to write an essay taking your reader on the same “tour” of this important part of the campus. You will need to look up some facts in the library’s databases or elsewhere to learn something about some of the things you see. Assume the reader has never been to the PV campus. Use description and narrative to “bring the reader along with you” on a walking tour, showing him or her some special points of interest and casting light on them with some researched facts. This paper will combine description and research with the narrative in which you walk the reader through the site to be visited. Cite and document your sources using MLA style, with in-text parenthetical references and a formal Works Cited page at the end.

You can earn credit for three stages of the narrative paper.

Draft: 50 points. In class, look up some facts about some of the things you saw on the morning tour. Then, also in class, write a credible draft of your narrative paper, based on what you have seen and learned on the morning’s campus tour. Post your draft to the BlackBoard blog for the narrative paper. DUE August 30, in class.

Peer Review: 10 points. In class, peer review your assigned classmate’s paper, making your observations in the “comments” section of the paper’s blog entry. Follow the instructions given in the peer reviewing handout. DUE September 1, in class.

Final, Magnificent Paper: 100 points. In class, revise, edit, and polish your draft narrative paper. Be sure it is the best thing you’ve ever written! Submit it through “Assignments” on the BlackBoard site. DUE September 1, in class.

2. Comparison and contrast paper. Study chapter 15 in Longman on writing comparison and contrast; read the sample essays in this chapter. Write an essay in which you compare, contrast, or compare and contrast two things, ideas, or phenomena. We will brainstorm ideas in class; you may use one of those or one of the following suggestions from Longman: page 369, item 2 or item 3; page 373, item 2; page 374, item 3; or page 378, item 1 or item 3; or any of the “General Assignments on pp. 379-80. In selecting a topic, remember that this is a sourced essay, and so the subject should lend itself to some research. Cite and document your sources using MLA style, with in-text parenthetical references and a formal Works Cited page at the end.

You can earn credit for five stages of the comparison & contrast paper:

Brainstorming ideas for the paper’s subject: 10 points. Post your ideas and a rough outline of how they might be approached in the Comp & Contrast Ideas blog on our BlackBoard site. DUE September 8, in class.

Presentation of your planned idea and strategy to classmates: 25 points. Describe your essay topic, focus it so you can cover it in 750 words, explain how you plan to approach it, and describe the research strategy you will take. DUE September 13, in class.

Draft: 50 points. In class, look up some facts to support your discussion. Then, also in class, write a credible draft of your comparison and contrast paper, based on your experience and what you have learned from your sources. Post your draft to the BlackBoard blog for the comparison & contrast paper. DUE September 13, in class.

Peer Review: 10 points. In class, peer review your assigned classmate’s paper, making your observations in the “comments” section of the paper’s blog entry. Follow the instructions given in the peer reviewing handout. DUE September 15, in class.

Final, Incredibly Excellent Paper: 100 points. In class, revise, edit, and polish your draft comparison and contrast paper. Be sure it is the best thing you’ve ever written since your last best-ever paper! Submit it through “Assignments” on the BlackBoard site. DUE September 15, in class.

3. Cause and effect paper. Study chapter 16 in Longman. Write a paper in which you consider the causes, the effects, or the causes and effects of an issue or situation. We will brainstorm ideas in class; you may use one of those or one of the following suggestions from Longman: page 410, item 1 or p. 411, item 3; page 415, item 1 or item 3; or any of the “General Assignments on pp. 416-17. In selecting a topic, remember that this is a sourced essay, and so the subject should lend itself to some research. If you select the suggested topic on p. 411 you will need to cite the movie or video that you discuss. Cite and document your sources using MLA style, with in-text parenthetical references and a formal Works Cited page at the end. By now, you should be getting pretty good at MLA style; pay attention to the accuracy and format of your citations, because that aspect of researched writing will get more attention from your instructor in this paper!

You can earn credit for five stages of the cause & effect paper:

Brainstorming ideas for the paper’s subject: 10 points. Post your ideas and a rough outline of how they might be approached in the Cause & Effect Ideas blog on our BlackBoard site. DUE September 22, in class.

Presentation of your planned idea and strategy to classmates: 25 points. Describe your essay topic, explain how you plan to approach it, and describe the research strategy you will take. DUE September 27, in class.

Draft: 50 points. In class, look up some facts to support your discussion. Then, also in class, write a credible draft of your cause & effect paper, based on your experience and what you have learned from your sources. Post your draft to the BlackBoard blog for the cause & effect paper. DUE September 27, in class.

Peer Review: 10 points. In class, peer review your assigned classmate’s paper, making your observations in the “comments” section of the paper’s blog entry. Follow the instructions given in the peer reviewing handout. DUE September 29, in class.

Final, Astonishingly Great Paper: 100 points. In class, revise, edit, and polish your draft cause & effect paper. Be sure it is the best thing you’ve ever written since your last best-ever paper! Submit your final draft through “Assignments” on the BlackBoard site. DUE Septmber 29, in class.

4. Argumentation Paper. Study chapter 18 in Longman. Write a paper in which you argue, politely and civilly, a specific point of view. Without annoying me, convince me

that you are right. We will brainstorm ideas in class; you may use one of those or one of the following suggestions from Longman: page 500, item 1; page 501, item 4; p. 505, item or item 4; page 510, item 2; page 511, item 4; page 515, item 1 or item 3; page 519, item 1; page 524, item 1; or any of the “General Assignments on 526. In selecting a topic, remember that this is a sourced essay, and so the subject should lend itself to some research. Cite and document your sources using MLA style, with in-text parenthetical references and a formal Works Cited page at the end. By now, you should be really good at MLA style; pay attention to the accuracy and format of your citations, because your instruction expects you to get in-text citation and Works Cited entries right!

You can earn credit for six stages of the argumentation paper:

Brainstorming ideas for the paper’s subject: 10 points. Post your ideas and a rough outline of how they might be approached in the Argumentation blog on our BlackBoard site. DUE October 4, in class

Opening the mind to the opposite point of view: 10 points. Gather information on your topic and put yourself in the shoes of a person whose opinion on the subject is different from yours. Draft an argument supporting the opposite point of view from the stance you’ll take in your planned argumentation paper. Post this to the Opposite PoV blog. DUE October 4, in class.

Exploration of your point of view with classmates: 25 points. Read other classmates’ PoV posts, to prepare for today’s discussion. Comments are welcome but must be civil! Rudeness will result in loss of points for today’s presentation. In an in-class presentation, describe the issue you plan to discuss. Objectively and without passing judgment, describe your point of view and the opposite point of view, giving an overview of each side’s facts and reasoning. DUE October 6, in class.

Draft: 50 points. In class, look up some facts to support your discussion. Then, also in class, write a credible draft of your argumentation paper, based on your experience and what you have learned from your sources. Post your draft to the BlackBoard blog for the narrative paper. DUE October 6, in class.

Peer Review: 10 points. In class, peer review a classmate’s paper, making your observations in the “comments” section of the paper’s blog entry. Follow the instructions given in the peer reviewing handout. DUE October 11, in class.

Final, Luminously Brilliant Paper: 100 points. In class, revise, edit, and polish your draft argument paper. This is the most challenging paper of the semester. Review, revise, and edit it thoughtfully! Submit it through “Assignments” on the BlackBoard site. DUE October 11, in class.

5. Portfolio: 50 points. Gather together all your papers and post them in the Portfolio Wiki. Write and post, with the papers, a retrospective essay in which you assess the

development of your knowledge of college-level writing, research, and documentation over the past eight weeks. No boot-licking is required; try to produce an objective, true analysis. Length: write until you are done and then stop. October 13.

In addition to the writing assignments specified by the district, this course has a number of ancillary assignments, most of which are done outside of class.

Practice Narrative. 10 points. Due 8/25. Using the BlackBoard “Practice Narrative” blog, write a short practice narrative: a joke will work (keep it clean!) or, if you can’t remember any jokes off-hand, an anecdote describing the funniest, scariest, or happiest moment of your life.

Syllabus quiz. 100 points. Due 8/27. This is an online, open-book BlackBoard quiz on the syllabus. You can take it as many times as need be. You must score 90 or above to get credit on any of the other assignments!

“Dress Your Writing for Success Quiz,” #1. 38 points. DUE September 29, in class.. An online, open-book BlackBoard quiz over the first two “Dress Your Writing for Success” handouts, which are posted in “Dress for Success.”

MLA Exercise. 30 points. Due 9/7. An exercise in MLA Works Cited format, posted in “Assignments.”

“Dress Your Writing for Success Quiz,” #2. 38 points. Due 9/11. An online, open-book BlackBoard quiz over the first two “Dress Your Writing for Success” handouts, which are posted in “Dress for Success.”

Patterns of Development Quiz. 100 points. Due 9/17. An online, open-book quiz in blog format, covering the high points of Longman, chapters 10-18.

Logic Exercise. 20 points. Due 9/20. Covers discussion of logic and logical fallacies in Longman, chapter 18. Open-book, in BlackBoard blog format.

Attendance: 1 point for each day of attendance, for a total of 15. Attendance will be taken near the end of the class period. Please see below for the policy on attendance and participation.

EXTRA CREDIT! Attend the grammar workshops (listed at the end of the syllabus) and get 5 points of extra credit for each workshop attended. You must bring evidence from the instructor that you attended and participated.

Course Calendar

Most class meetings will be divided into two segments, Part 1 & Part 2, with in-class work done on computers in the indicated segment.

Week 1. August 23-28Learning goals

Get to know each other Learn to use BlackBoard's "blog" function Understand the syllabus and preview the course activities Review important grammar, punctuation, and style matters

Reading and homework for this weekRead these before our Wednesday, August 25 class:

1. Read the "Dress Your Writing for Success" handouts, Parts 1 and 2. These are posted on BlackBoard under the "Dress for Success" button.2. Read Longman, Chapter 19 ("Locating, Evaluating, and Integrating Research Sources").3. Read Longman, Chapters 10 and 11 (on description and narration).

Homework1. Syllabus Quiz (online; posted in BlackBoard under the "Assignments" button). Due August 27.2. First "Dress Your Writing for Success" Quiz (online; posted in BlackBoard under the "Assignments" button). Due August 28.All Quizzes are open-book and online.

Writing activities, to be done in class1. Introduction (blog.) Due August 23.2. Practice narrative (blog). Due August 25.

Week 2. August 30-September 4Learning goals

Become familiar with (or review, for those who know it) research techniques and Modern Language Association (MLA) style.

Draft the narrative paper Learn and apply effective peer reviewing techniques Apply pointers learned in "Dress for Success" handouts to revising and editing

draft papers Produce the final, polished narrative paper

Reading and homework for this weekRead these for August 30.

1. STUDY research and MLA style in the Longman text Chapter 20, pp. 581-612 and at the Purdue OWL guide to MLA style2. Examine examples of Works Cited in these sources:

Longman, pp. 262-268The Purdue OWL's sample Works Cited page 

These links are posted at our BlackBoard site under “External Links.”3. At the Purdue OWL, locate where you can find examples of works cited entries for books, periodicals, and electronic sources. Explore these pages and note how citations for the different kinds of references are set up. Remember where you can find these models! Don't forget!!4. Go back to Longman and read chapters 2, 3, 4, and 5.This is a lot of reading! When you're reading the textbook, remember that you can speed your reading by paying attention to the heads and subheads, by checking quickly for each paragraph's topic sentence, and by eyeballing textboxes that highlight key points.

Writing activities, to be done in class

August 30:In the first half of the class, we will go venture out around the campus to collect data for the narrative paper.In the 2nd half, we'll draft the narrative paper. This must be posted to the Draft Narrative Blog.

September 1: First half of class: Peer reviewing, using blog comments function. Follow the guide to peer reviewing handout.Second half: Revise, edit, and submit the final, polished narrative paper through BlackBoard.

Week 3. September 7-11Learning goals

Review or learn the remaining "Dress Your Writing for Success" tips, in parts 3 and 4

Learn about comparison & contrast pattern of development Prepare to write the comparison & contrast paper Practice MLA style

Reading, homework, and in-class activities for this weekRead these by September 8

1. By September 8: "Dress Your Writing for Success" Parts 3 & 4, posted under the "Dress for Success" button on BlackBoard.2. By September 8: Longman, chapter 15

Homework1. MLA Exercise, posted in "Assignments." Due September 7.2. Second "Dress Your Writing for Success" Quiz. Due September 11.

Writing ActivitiesSeptember 8, in class: Brainstorm comparison & contrast ideas; post rough idea for comp. & cont. paper to BlackBoard Comparison & Contrast Brainstorming blog.

Week 4. September 13-18Learning goals

Become familiar with rhetorical patterns of development Begin thinking about formal theories of logical thinking Develop and discuss topics for comparison and contrast paper Draft comparison and contrast paper Peer review comparison and contrast paper Finish and submit final, polished version of comparison and contrast paper

Reading, homework, and in-class activities for this weekReading for September 13

1. Quickly read the "Patterns of Development" section, Part III in Longman. Remember that the way to get through a lot of reading is to pay attention to the heads and subheads, note topic sentences, and check textboxes for important highlights.2. Begin reading the section on logical thinking in Longman, starting on p. 468.

Homework1. Prepare a presentation on your comparison and contrast project. Due September 13.2. Quiz on "Patterns of Development." Due September 16.

Writing Activities

September 13, part 1: Student presentations September 13, part 2: Research and draft comparison & contrast paper; post it to BlackBoard Comparison & Contrast draft blogSeptember 15, part 1: Peer review comp & contrast papers, using blog commentsSeptember 15, part 2: Revise, edit, and polish final comparison & contrast paper; submit by posting to "Assignments.”

Week 5. September 20-25Learning goals

Study theories and concepts of logical thinking Take note of logical fallacies Begin developing causal analysis (cause & effect) paper

Reading, homework, and in-class activities for this weekReading

By September 20, read Longman, pp. 468-477. Pay attention to the section on fallacies.

Homework1. Prepare a presentation on your planned causal analysis paper. Due September 27.

Writing activities & in-class activitiesSeptember 22: Brainstorm ideas for causal analysis paper. Post your rough idea for your subject to the BlackBoard Blog. If your research suggests you should change direction, add a comment after your post showing how you intend to finesse your project. Work on research and in-class presentation for this paper.September 24: Logic Exercise, posted on Blackboard in Logic Quiz Blog.

Week 6. September 27-October 2Learning goals

Present and discuss ideas for causal analysis papers Draft causal analysis paper Peer review causal analysis paper, using comment function on BB blog Revise, edit, polish, and submit final version of causal analysis paper Begin developing argumentation paper

Reading, homework, and in-class activities for this weekReading

For September 27: Review Longman, Chapter 16, paying closer attention to content and strategies.

Writing activitiesSeptember 27, part 1: Student presentations on causal analysis papers.September 27, part 2: Research and draft causal analysis paper, posting it to BlackBoard Causal Analysis Draft blogSeptember 29, part 1: Peer review causal analysis papers, using comments on blogSeptember 29, part 2: Revise, edit, and polish final version of causal analysis paper; submit through "Assignments."

Week 7. October 4-9Learning goals

Study theories and rhetorical practices of argument and persuasion Learn about synthesis in writing

Develop research skills further by refining skills in synthesis Develop and draft argumentation paper

Reading, homework, and in-class activities for this weekReading for October 4

1. Review Longman, Chapter 18.2. Learn about synthesis and writing by reading this site: http://users.drew.edu/~sjamieso/Synthesis.htm. Once there, click on each of the 10 linked pages and study the ideas they present. (This URL is posted at our BlackBoard site under “External Links.”)

Homework1. Research information that supports your point of view in the argumentation and persuasion project. Take careful notes, including all the necessary data for citation & documentation. Bring your notes to class, preferably on a flash drive. You'll need this by October 6.2. Read classmates’ entries in the Opposite PoV blog, to prepare for discussions on October 6.3. Prepare an in-class presentation discussing both sides of your argumentation topic. Due October 6.

Writing activitiesOctober 4, part 1: Brainstorm argumentation paper topics; post to Argumentation Brainstorming blog.October 4, part 2: Research and draft a short report explaining the opposite point of view from your proposed stand on your argumentation topic. Post this on the BB blog for the Opposite PoV.October 6, part 1: Presentation on both sides of your argumentation topic. Discussion.October 6, part 2: Research and draft your argumentation paper, post on Argumentation Draft blog.

Week 8. October 11-13Learning Goals

Peer review argumentation papers Produce excellent final argument papers Review and synthesize learning in this course

Reading, homework, and in-class activities for this weekReading

The papers you've written for this class so farHomework

1. Gather your papers for this class and paste them into a single Word file. Open a new post in the Portfolio blog. Attach your portfolio Word file to this new post and save the post. Due date: October 13.2. In reviewing your past papers, consider what rhetorical and logical strategies have worked for you, and what (if anything) you've learned (or not learned) over the semester. Make notes. You will need this by October 13.

Writing activitiesOctober 11, part 1: Peer review argument papers, using comments on BlackBoard blogOctober 11, part 2: Revise, edit, and polish final argument paper; submit through "Assignments."October 13: Write retrospective essay for portfolio. Enter this in the same post to which you have attached your collected English 101 papers.

Course PoliciesPlagiarism

Plagiarism is a serious offense. It is the unacknowledged use of another’s words, ideas, or information. Some examples include summarizing or paraphrasing source material without documentation, quoting without citation, copying all or parts of another writer’s paper having another person write the paper, or purchasing another writer’s paper.

To avoid plagiarism, students must give a source credit for any ideas or information used in an essay, whether the information is paraphrased, summarized, or directly quoted from the source.

A student who plagiarizes is subject to disciplinary probation and suspension (see the PVCC Catalog, p. 218). The first occurrence of plagiarism may result in a 0 for that assignment. A second occurrence may result in a grade of “F” in the course.

Classroom Etiquette

Cell phones and all other electronic devices must be turned off during class meetings. Absolutely no texting in class! Please arrive on time and listen respectfully while the instructor or classmates are speaking. Audio or video taping of lectures is not allowed unless you receive special permission from the instructor. Food and drink are not permitted in the classroom.

Attendance and Participation

Students who fail to attend the first class meeting or to contact the instructor regarding absence before the first scheduled class meeting may, at the instructor’s option, be withdrawn. Absences begin to accumulate with the first scheduled class meeting.

Attendance/Participation counts toward the final course grade. Each class meeting is worth one point; you must be present for the entire class to earn the attendance credit. Absences, late arrivals, and early exits will contribute to a lower class grade. The instructor will drop you from the course after three unexcused absences.

Official Absences

MCCD policy states the following: Official absences are those that occur when students are involved in an official activity of the college (i.e., field trips, tournaments, athletic events) and present an official absence excuse form. Absences for such events shall not count against the number of absences allowed by an instructor or department. Students who must miss a class for an official reason must obtain an official absence verification card from the appropriate dean or associate dean and present it to the appropriate instructor(s) before the absence. Prior arrangements must be made with each instructor for make-up work. If prior arrangements have been made, the students will not be penalized.

Other official absences include jury duty and subpoenas. Appropriate documentation will be required. Prior arrangements must be made with each instructor for makeup work. If prior arrangements have been made, the students will not be penalized.

In the event of the death of an immediate family member, absences for periods of up to one week will not be counted against the number of absences allowed by an instructor or department. Appropriate documentation will be required (for example, a copy of the obituary or funeral program). In specialized programs that require clinical rotations, this regulation may not apply.

Instructor’s Right to Change Syllabus

Assignments, due dates, and course policies are subject to change. The instructor will inform students of any alterations in this syllabus promptly.

Religious Holidays:

MCCD policy: Students shall have the right to observe major religious holidays without penalty or reprisal by any administrator, faculty member, or employee of the Maricopa Community Colleges. Absences for such holidays shall not count against the number of absences allowed by an instructor or department. At least one week before the holiday, students shall submit to their instructor(s) a written statement that includes both the day of the holiday and the reason class attendance is impossible. Prior arrangements must be made with each instructor for makeup work. If prior arrangements have been made, the student will not be penalized.

Protect Your Digital Work!

It is your responsibility to SAVE YOUR ESSAYS AND ASSIGNMENTS on your hard drive and back them up to a disk or flash drive! This is huge! Do not fail to do this. Remember to bring a storage device to all computer sessions. Keep copies of your work in a safe place until you have received your final grade.

The Writing Center

Please feel free to use the writing center and its tutors, who can assist you with grammar, punctuation, vocabulary, spelling, thesis statements, research papers, and other editing concerns. Tutors cannot write your paper: the point of using their services is to become a better writer. You need to schedule an appointment to work with a tutor in the center. The Writing Center is located in the Learning Support Center.

Students with Disabilities

Disabled students who need accommodations in this class are encouraged to contact the Disability Resource Center, KSC 119, (602) 787-7171

STUDENT CODE OF CONDUCT Students engaging in the following are subject to disciplinary sanctions outlined in the PVCC Catalog, Student Policies Section. Acts of Dishonesty; examples include

Plagiarism Furnishing false information Falsifying records related to coursework Forgery, alteration, misuse of any college document Tampering with the election of any college-recognized official

Disruption or obstruction of teaching, research, administration, disciplinary

proceedings, or college activities. An instructor can remove a student from class for disciplinary reasons

Physical abuse, verbal abuse, threats, intimidation, harassment, coercion and/or conduct that threatens the health or safety of any person

Attempted or actual theft Failure to comply with direction of college officials or law enforcement officers Unauthorized possession, duplication or use of keys to any college premises Violation of federal, state, or local laws on college campus or at college-sponsored

activities Use, possession or distribution of narcotics or other controlled substances Use, possession, or distribution of alcoholic beverages, or public intoxication Illegal or unauthorized possession of firearms, explosives, weapons, or dangerous

chemicals Participation in a college demonstration that disrupts the normal operations of the

college Obstruction of the free flow of pedestrian or vehicular traffic on college premises Conduct, which is disorderly, lewd or indecent Theft or other abuse of computer time Abuse of the judicial system

PVCC STUDENT SERVICES RESOURCES Most services are open Monday - Thursday 8 a.m. - 7 p.m. and Friday 8 a.m. - 5 p.m. Appointments may be required for some areas. Visit our Web Site at www.pvc.maricopa.edu for more information. Athletics: To learn more about our athletic programs, call (602) 787-7173 or check our website at www.pvc.maricopa.edu/athletics. Academic Advising - KSC186 (602) 787-7060: Advisors are available to assist with classes and degree information. Discuss your goals, education history, and interests with

the advisor. Hours: Walk-in - 8-11 a.m. Afternoons and evenings - by appointment. Admissions & Records - KSC111 (602) 787 7020: Services include registration, transcript requests, graduation requests, and educational records. This office maintains all student records. Assessment Center - KSC226 (602) 787-7050: Services include placement, ESL, instructional, and CLEP testing. Assessment helps students identify their existing skills and knowledge. Bookstore - KSC143 (602) 787-7120: The Bookstore, operated by Follett, sells new and used textbooks, school supplies, greeting cards, gifts, sundries, college clothing, trade books, and educationally priced software. The "Children's Center" - D101 (602) 787-7150: This service is available for the children of PVCC students. The program's main focus is language development, fine motor and social skills for children between the ages of 3-8 years. Counseling/Personal Development - KSC177 (602) 787-6540: Free, confidential counseling is available to prospective and currently enrolled students at PVCC. Counselors are available by appointment. Please call or stop by the Counseling Office. Disability Resource Center/Student Development - KSC119 (602) 787-7171: This office participates in the Americans with Disabilities Act which includes reasonable accommodations with access, resources, and support services. Student development activities include student orientations, ESL student support, and student diversity program. Financial Aid - KSC101 (602) 787-7100: Services include financial counseling for students, assistance in completing the financial aid process and information about scholarship programs. Financial aid includes grants, loans, student employment and scholarships. Career Services/Job Placement - KSC Building (602) 787-7073: This office provides job listings on and off campus, assistance in job searches, internships, and Maricopa Career Network for online postings. Computer Commons - Learning Resource Complex - E137 (602) 787-6760: The Computer Commons at PVCC consists of 11 classroom/labs surrounding a large Open Lab area. Open Lab computers are available for any PVCC students. Printing costs 10 cents per page.

Honors Program, KSC 151-A (602) 787-7888: This office works with students who would like to expand their learning experiences. The program is available to students on the President’s Scholarship or has at least 12 MCCCD credits and a 3.25 GPA.

Learning Support Center - E Building (602) 787-7180: The Learning Support Center provides free tutoring and other learning support for most PVCC courses. Free tutoring includes study groups, drop-in tutoring, individual appointments and online tutoring. Learning Support resources include video tapes, software, and print materials to provide help with both course content and study skills. Hours: Monday-Thursday 8 a.m.- 7 p.m., Friday 8 a.m. - 5 p.m., Saturday 9 a.m. - 1 p.m. Library - E Building (602) 787-7200: The PVCC Library offers a print and media collection of approximately 55,000 items. In addition, the library now has a collection of electronic books and article databases . An online catalog provides indexing to much of the material held by PVCC, as well as materials owned by other Maricopa County Community College libraries. Public Safety - KSC126 (602) 787-7900: Provides safety and security measures for the campus. Services include lost and found, emergency assistance, first-aid, parking decals, photo IDs. Service-Learning - KSC141A (602) 787-6657 or (602) 787-7241. Service-Learning is a direct expression of the PVCC vision statement. Our college is dedicated to "building partnerships…that cross institutional boundaries for innovative instruction and coordinated community service." Service-Learning combines academic learning and educational goals with student action in real life situations outside the four walls of the classroom. Students are given the opportunity to learn and develop as leaders through active participation in thoughtfully organized service experiences that meet vital community needs. Student Life Center - KSC135 (602) 787-7240: Student Life Center - KSC135 (602) 787-7240: The Center encourages students to participate in college and community life. Some activities include leadership training, student clubs, Peak Leadership Institute, Student Leadership Council, Emerging Leaders Program and student insurance. Veteran's Services - KSC111 (602) 787-7045. Veteran's Services is located in the Admissions and Records Office.

FALL 2010 GRAMMAR WORKSHOP SCHEDULEAll workshops are free and open to everyone. No registration is required.

Daytime WorkshopsAll daytime workshops will be held from 1:30-2:20p.m. M-F in KSC208

Monday, Sept. 20. Comma Rules: Stephanie Polliard

Tuesday, Sept. 21. Capitalization and Passive Voice: Marianne Botos

Wednesday, Sept. 22. Comma Splices, Fragments, and Run-ons: Judy Galbraith

Thursday, Sept. 23. Apostrophes, Semicolons and Colons: Stacey Rannik

Friday, Sept. 24. Pronoun and Verb Agreement: Janie Gustafson

Evening WorkshopsAll evening workshops will be held from 7-7:50p.m. M-F in KSC208

Monday, Sept. 20. Comma Rules: Janie Gustafson

Tuesday, Sept. 21. Capitalization and Passive Voice: Marianne Botos

Wednesday, Sept. 22. Pronoun and Verb Agreement: Janie Gustafson

Thursday, Sept. 23. Apostrophes, Semicolons and Colons: Stephanie Polliard

Friday, Sept. 24. Comma Splices, Fragments, and Run-ons: Stephanie Polliard