Thursday, October 27, 2011

EXAM:  You have four hours to complete the exam. You were given a sheet on Tuesday. Your job today is to write. I need  your final copy by 4:15.

You must be present for the exam in order to pass the class. This is a college rule.

If you would like essays and the exam mailed to you, write your name and address on an envelope. The college provides this service.

Check BlackBoard on Monday for your final grade. I will do my best to complete the grades by the end of the day tomorrow, but official grades will be ready on Monday.

Thank you for taking this course. I wish all of you a life filled with happy writing!

Tuesday, October 25, 2011

Class Work

Submit "Wall" essays

Finish movie

Collect "Wall Essay"

Hand back essays
Review GUM Demons

Get ready for the exam: If you were not in class today, you must contact me.
patricia.eaton@estrellamountain.edu


Looking at art

. Looking at Art

• What is the title of the work? How does the title help you to understand the message? What is the message?
• What is the most obvious image in the work. To where is your eye drawn?
• Look at the colors. Are they symbolic? Would the message be different if the colors were different? Explain.
• Study the shading and shadowing. How do these elements impact the overall message?
• Who is the artist? When was the work created? Is the artist's message about a specific event in history? What was going on in the world when the work was created? Is the art universal - speaks to people of all times and in all places, or is it limited to the audience for whom it was created.
• How does the work relate to us in 21st century America?
• How does the work relate to the literature studied?

Homework

Get ready to write.

October 20, 2011 - Thursday

Class Work


1. Your homework was to write the draft of the Cause and Effect essay. In-text citations were required. Take out your draft along with the Works Cited page.

This is a peer editing activity. You will, as usual, have three readers. (Handout: Peer editing sheet.)

2. Sharing Time: Select the best line from you draft. Share with the class. Explain why that is your best line.

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"The Things They Carried"

3. Take an inventory of the things you brought with you to class. Make a list. What do the things that you carry say about you?

4. Let's look at the story - group activity

5. Were there any heroes in this story? Explain.

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You asked about women as heroes . . . In the Time of the Butterflies

6. What do you know about the Dominican Republic, Trullijo, and the Mirabel Sisters?
http://www.spartacus.schoolnet.co.uk/JFKtrujillo.htm
http://www.learntoquestion.com/seevak/groups/2000/sites/mirabal/English/index.html
http://www.google.com/search?q=Mirabal+Sisters&hl=en&rls=com.microsoft:en-us&prmd=imvnsb&tbm=isch&tbo=u&source=univ&sa=X&ei=cm6gTuKaKcnjiAKh5vxM&ved=0CEcQsAQ&biw=1280&bih=861
http://www.vermontwoman.com/articles/1206/mirabal_sisters.shtml

7. What do you know about Julia Alvarez?
http://www.juliaalvarez.com/
http://www.notablebiographies.com/A-An/Alvarez-Julia.html

8. View the video - questions to consider (handout)










Homework
1. Watch a war movie - take notes on the heroes and the villains. These notes can be a bulleted list in two columns. Just fold a piece of paper in half. Label one column "hero." Label the other column "villain."

• What are their actions?
• What are their mannerisms?
• Does physical appearance make a difference? 
•  What moved the hero to action?
• What causes are worth the risk of life?
• With whom do they associate?
• To what extent does location play a part?

2. Write the final copy of your "wall" essay. Pay attention to MLA formatting.
http://jerz.setonhill.edu/writing/academic1/mla-style-papers/
http://www.calstatela.edu/library/guides/3mla.pdf

The paper is due on Tuesday.

October 18, 2011 - Tuesday

Class Work

1.  Sharing of Cause and Effect "Wall" research. What did you discover? What walls did the class select? Why were the walls created? What were the effects? There should be several causes and several effects.  The history is part of the cause? The results are the effects. 

2. Now, offer a call to action. What should be done about the "wall"?

3. Here were the directions for the homework.

• You were to write a critique/review of a movie/animated film for children that was based on a fairy tale or legend.
• You had to watch it.
• You were to look up the history of the original story.
• You needed to identify the criteria you would use for writing a review of the show.
• You should have written a draft. Length: no longer than one page - double spaced. Get to the point.

4. Let's see how you did. We will do a bit of peer editing.

5. Walls . . . what did you discover?  Here was the  homework:
Your HOMEWORK was to do some research. What is the history of your wall? What caused it to exist? How long has it existed? What are the effects of the wall? Did it do what it was created to do?Bring your notes to class. Begin a works cited page.

6. I'd like to hear what you selected and what you discovered. I would also like to see your bibliography to date.

7. Review of guidelines for cause and effect writing:
http://grammar.ccc.commnet.edu/grammar/composition/cause_effect.htm
We will look at the "Cold Comfort" example.

8. Your homework is to write the draft of the Cause and Effect essay. In-text citations are required. Bring a draft to class on Thursday. Also, bring your Works Cited page or be able to get to your work on EasyBib.


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Thinking about Heroes Then and Now

Ancient Heroes - let's generate a list.

You will be working with a group to create a story board to use to share the story of one of the heroes listed above. (Two or three per group.)
http://accad.osu.edu/womenandtech/Storyboard%20Resource/

You story board may be hand drawn or created on the computer. Artistic talent or lack thereof is not a problem.

Sharing stories:
1. What is a hero?
2. What separates a hero from others in the story?
3. What challenges did the ancient heroes face?
4, How would an ancient hero fit into today's society?
5. Are these "super" heroes still needed today?
6. What qualities are needed in a hero today?

Homework
1. Read "The Things They Carried" by Tim O'Brien - I have a handout for those present today.
http://www.rajuabju.com/literature/thingstheycarried.htm

10/13/11 - Thursday

Class Work
1. Your technology paper is due.

• Place the final copy on top
• Attach the draft
• Attach the peer editing sheet

If you are willing, we will take some time to share what you discovered. Read your conclusion to the folks at your table. Table members, elect one to read to the class. If time permits, more may read. (We have four hours, time will probably permit!)

How was MyCompLab? Question?

2. Peter and the Wolf

• http://www.pbs.org/wnet/gperf/shows/peterandwolf/ (Read and discuss)
• Watch the video
• Outline what you would say in a critique of the movie. Did you like it? Why? Did you dislike it? Explain. Should others watch the show? Explain.
• http://www.pbs.org/wnet/gperf/shows/peterandwolf/essay1.html (Read and discuss this essay. Is it a critique? Is it more than a critique?

3. For HOMEWORK:

• Select an animated film based on a fairy tale or legend that has been made for children.
• Watch it.
• Look up the history of the original story.
• Determine what your criteria will be for writing a review of the show.
• Write a draft. It can be no longer than one page - double spaced.

4. Rock activity - you have to be here for this one!
5. Fences/Walls
6. Read "Mending Wall" by Robert Frost. http://writing.upenn.edu/~afilreis/88/frost-mending.html (Activities to follow the reading. . .)
7. Field Trip - take your camera - yes, your phone camera is fine. Go outside. Take pictures of barriers, fences, or other blockades. Be creative. Find three items. (15 minutes outside - GO!)

• What caused this barrier/wall/fence to be created? What was the need?
• What is it made of?
• Who or what needs it?
• What are the effects of this barrier? What does it help? What does it hurt? Would the world be a better place without it?
• If it was man-made, does it look like it was difficult to build? Of what is it made?

5. Brainstorm:  What holds folks back. Is it always a physical barrier?
6. Causes and effects: http://grammar.ccc.commnet.edu/grammar/composition/cause_effect.htm (How to write a comparative analysis . . .)
7. Pick a wall, fence, or barrier and use it as the focus of a cause/effect essay. This can be a physical structure or it can be an emotional block that can be generalized to the population at large. Your HOMEWORK is to do some research. What is the history of your wall? What caused it to exist? How long has it existed? What are the effects of the wall? Did it do what it was created to do?Bring your notes to class. Begin a works cited page.

10/11/11

Class Work

1. Let's take a look at the technology essay. Get your draft ready. How is the research coming along?
2. Peer editing activity. See handout.
3. The assignment was to create a visual electronic representation of your gadget. This could have been as simple as a PowerPoint page or two. Or, you may have used one of the many sites that are out there to help you organize your visuals.
Consider taking pictures of the gadget. Consider taking pictures of users, yourself included. Consider the possibilities.

Let's share.  In order to share, you need to either have  your visual on a jump drive or you need to e-mail it to me as an attachment. The subject line should say : Visual
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Let's take a look at In-Text Citations. http://owl.english.purdue.edu/owl/resource/747/02/
http://leo.stcloudstate.edu/research/mlaparen.html
and pp. 384+ in Write Now.

Sample Essay: http://www.dianahacker.com/pdfs/hacker-Daly-MLA.pdf
and pp. 394+ in Write Now.

 Let's also take another look at a Works Cited page: p. 399 in Write Now.
http://www.dianahacker.com/pdfs/hacker-Daly-MLA.pdf

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Working with MyComplab:  Sign in, the assignments await you!

Working with WriteClick - remember, you need to download this on the machine you use the most.

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Writing a Critique
 How to:
http://www.chesapeake.edu/asc/CritiqueHandout.pdf

Samples:
http://www.pluggedin.com/movies.aspx
Select a movie. Watch the trailer. Read the review.

Together we will create the "how to" list for writing a movie review/critique.

Homework

1.  Finish your Technology paper. It, along with the draft and peer editing notes is due Thursday. Use MLA formatting.  Include in-text citations and a Works Cited page.

Class Work

Your setting paper is due today.  Be sure you include:

• Peer editing notes
• Rough draft
• Final copy  - the final copy goes on top of everything else. This is what I grade.
• Take a last look at your final copy. Do you have in-text citations that give credit to your sources? Do you have the Works Cited page? Did you use MLA formatting?

1.  How did you survive your 12 hours without your favorite gadget? (Share experiences.)
Are you "addicted" to technology?
2. Time travel - would you travel through time if it were possible?  Take a look at "A Sound of Thunder" and decide. (Reader's Theatre)
http://www.lasalle.edu/~didio/courses/hon462/hon462_assets/sound_of_thunder.htm
3.  How is your research coming along? What have you found? The instructions appear below:

Technology – Friend or Foe?

For this essay, you are writing to convince the opposition. Consider the dangers and advantages of technology. For this essay, you must pick a side. Think of this essay as a debate on paper. You must know what the opposition thinks, but you do not support that point of view.

I.                    Introduction –

a.       Identify the specific technology you will be discussing – cell phone, computer, automobile, dishwasher, microwave, GPS, etc.

b.      Capture the attention of the audience in the normal way with startling statistics, an interesting anecdote, a quotation from an expert, lines from a song or poem, a thought provoking question, etc. In short, make sure that what you say makes the reader want to know more.

c.       In addition, state your thesis – make your point of view clear! (Some of you may be taking a creative approach. See me if this is the case.)

II.                  The body of the paper will do several things –

a.       Convince the reader that their either need or do not need the technology.

b.      Provide a brief history of the specific technology you plan to discuss. What was life like before its invention? When was it invented? How has it evolved? What is its story?

c.       Provide clear evidence to support your point of view. You must have proof from

                                                               i.      At least three experts/sources.

                                                             ii.      A current news source such as a newspaper or magazine article or news cast.

                                                            iii.      An interview with at least one user.

                                                           iv.      A personal anecdote.

                                                             v.      Lines from literature – poem, short story, or novel. Use lines from “A Sound of Thunder,”  “There Will Come Soft Rains,” or other SciFi literature.

                                                           vi.      Strong statistics from an expert source.

The body of the paper will be several paragraphs in length.

III.                Conclusion –

Wrap it up for the readers. Leave them with a call to action to either give up or get the gadget you are supporting. Be sure they know why they need or do not need one. Consider:

a.       Convenience

b.      Cost

c.       Safety

d.      Environmental impact

e.      Impact on society

4. Let's conduct some informal research. Conduct a survey of the "users" of your gadget.For example, if I decided to research cell phones I could do the following:
Get numbers from the class.
For example, how many students have cell phones?

• How many are "smart" phones?
• What brands are represented?
• What carriers are used?
• What is the cost of monthly service?
• How do those number add up? . . . Use your creative brains.
• What else could you find out?

Now, let's make those numbers talk. Make the number bigger by considering how much money is spent in a month or year.

4.  We have a company representative coming to help us with MyCompLab and Write Now. Let's take time to get comfortable with the products.
5. How is your gadget represented in art? Let's look.
Example: http://www.google.com/imgres?imgurl=http://www.artchive.com/artchive/d/dali/persistence.jpg&imgrefurl=http://www.artchive.com/artchive/D/dali.html&h=562&w=771&sz=56&tbnid=QXidzXpJ-RZe6M:&tbnh=95&tbnw=131&prev=/search%3Fq%3Dsalvador%2Bdali%26tbm%3Disch%26tbo%3Du&zoom=1&q=salvador+dali&docid=0eWaGlzOsBimKM&sa=X&ei=7_aNTrnhFKffsQLH0JiWAQ&ved=0CF0Q9QEwBA
 What does Dali tell us about time/clocks in this painting?
Homework
1. Begin to work on your technology essay. Bring a draft to class. Conduct some more research.
2. Create a visual electronic representation of your gadget. This can be as simple as a PowerPoint page or two. Or, you may use one of the many sites that are out there to help you organize your visuals.
Consider taking pictures of the gadget. Consider taking pictures of users, yourself included. Consider the possibilities.

Tuesday, October 4, 2011

Class Work

Getting to know your on-line book . . . a representative from the company will be giving a brief overview. You need your code. You MUST have your own code to join the class.

Peer Review of your Setting draft.

Technology: Friend or Foe

Today we will be exploring the advantages and dangers of technology.

1.  Create a list of everything technological that you see or know about in this room.
2. Create a list of everything technological that you have used today.
3.  Imagine your life without one of these wonders! For homework, give up your text messaging, Facebook, gaming system, cell phone, or television for at least 12 hours. (You may select something else to do without, but it must be something you use often and daily. You may not be sleeping during the entire time. Keep a diary of life without _________________. Can you do it? Are you addicted?
4. Group Activity - Are our brains on overload? Is technology really good for us? ( You have to be here for this one.)
5. How real it too real?  Explore the possibilities with:
"The Veldt": http://www.veddma.com/veddma/Veldt.htm

http://www.youtube.com/watch?v=tPc82lw8rWI&feature=related
http://www.youtube.com/watch?v=N19-3xBIYgI&feature=related
http://www.youtube.com/watch?v=UvawDcq1YHk&feature=related

6. Time travel - would you travel through time if it were possible?  Take a look at "A Sound of Thunder" and decide. (Reader's Theatre)
http://www.lasalle.edu/~didio/courses/hon462/hon462_assets/sound_of_thunder.htm
7. Thinking about writing . . . Get ready to write. Let's talk. (Handout) If you are absent, send me an e-mail and ask me to send the Technology Paper guidelines to you as an attachment.

Homework
1. Write the final copy of your setting essay. Bring a paper copy to class on Thursday. Use the Write Click feature to get tips.
2. Check the blog tomorrow for an assignment on Write Now/My Comp Lab
3.  Begin your research for the technology paper. Select your item to research. Find the history. Begin your EasyBib Works Cited information.

Thursday, September 29, 2011

Class Work

1.  Rate the introductory essay - use the EMCC Rubric (Partner Activity) Make changes in pencil or pen if you did not bring your jump drive or e-mail the document to yourself. Submit the final copy along with the rubric. Note: A famous quotation must be part of your essay.
2. Thinking about setting - "The Yellow Wallpaper" - What evidence did you find to support the belief that this was a Gothic story? What evidence did you find to support the belief that Jane was just emotionally ill?
PBS - movie: http://www.youtube.com/watch?v=4FFkaaXzj8k&feature=related
http://www.youtube.com/watch?v=BAJm6gFJb4I
http://www.youtube.com/watch?v=q8Iy1fbw6sQ&feature=related
http://www.youtube.com/watch?v=sdk4cre_jT4&feature=related
http://www.youtube.com/watch?v=4YdQHSqpcI8&feature=related
http://www.youtube.com/watch?v=PVn2KJie8Xo&feature=related
http://www.youtube.com/watch?v=zPCYupOUcbo&feature=related
http://www.youtube.com/watch?v=lNdm4UyL5Wo&feature=related
http://www.youtube.com/watch?v=gWJ4ZtLlRvE&feature=related
How does the movie differ from the short story? Was there a real lady in the wall?
3. Group responses to nine questions/sharing/discussion
4.. "Porphyria's Lover" by Robert Browning (Setting and characters)
5. Looking at setting in "There Will Come Soft Rains" by Ray Bradbury http://www.jerrywbrown.com/datafile/datafile/110/ThereWillComeSoftRains_Bradbury.pdf
6. Learn to write about setting: handouts and activities
7. Research , , , what questions and ideas need research? What researched information can you include in your essay on setting? (Brainstorm)
8. Register for EasyBib. http://www.easybib.com/

 Homework
Write the draft of your setting paper. What's your point? Are you trying to prove that setting impacts behavior? Are you trying to prove that the setting in "The Yellow Wallpaper" had no impact on the actions of the characters as medical issues were in play? Is the color "yellow" symbolic of the time period and therefore the main problem in the story? (Other ideas are fine! These are offered as suggestions only.) What's your point? This is the thesis. What you are trying to prove?

You need to reference information from at least two sources. You also need to quote someone in the class. This person can either agree or disagree with you, but figure out how to use something they say in your essay.

You will use in-text citations. (We will review these in more detail on Tuesday. You must include a Works Cited page.

You may bring a paper copy of the draft, or you may have an electronic copy. E-mail the paper to yourself as an attachment. Folks seem to leave jump-drives at home. Your e-mail can be reached from any computer.

Tuesday, September 27, 2011

Welcome to the first day of the marathon class!

Class Work

1. Review the syllabus. . .

ESTRELLA MOUNTAIN COMMUNITY COLLEGE
First – Year Composition – 3 Credit Hours – English 102 T/TH 12:15 pm-4:15 pm

Mariposa 133  

Instructor: Mrs. Patricia Eaton

E-mail: patricia.eaton@estrellamountain.edu

Blog: http://www.102eatonenglish.blogspot.com/

Required Texts: Write Now by Daniel Anderson – the book is available for purchase in the campus book store. You MUST have y our own copy. You have until next Tuesday to register on-line. You will be given a personal code to use. You cannot share this text!Note: The syllabus is subject to change. Daily updates will be provided. If you miss a class, be sure to contact me and ask for a copy of the daily information.

Adjunct Office: 623-935 8139 - Montezuma Hall 119 (You may phone the office and leave a message for me between 8:00 am and 5:00 pm on weekdays. Papers may be left with Ms. Terri Propes or put into the night drop box after hours.)

Office Hours: By appointment – my schedule is flexible.

Note: This syllabus is subject to change based upon the progress of the class. Daily updates will be provided. If you miss a class, be sure to contact me and ask for a copy of the daily information. Also, be sure to check the blog for updates and links to required readings. Homework reading, writing, and research assignments will be posted on the BLOG.

Course Description

(Prerequisite: English 101 with a grade of “C” or better.)

English 102 builds upon skills developed in English 101. This course will require students to analyze and respond to text-based writing. Students will examine essays, short stories, and poetry. Students will be responsible for writing a minimum of three short critical essays to develop skills in textual analysis, written expression, and proper documentation. One of these writing assignments will be counted as an essay exam. These essays should be approximately three to five pages in length, typed, double spaced throughout, and have one-inch margins on all sides. Place your name, the date, and the course title in the upper left hand corner of the first page. Follow MLA formatting and guidelines for documentation.

In addition, students will be introduced to research strategies, note-taking, organization, and documentation in order to write well-developed and properly documented research papers. In completing research papers, students will demonstrate the ability to read difficult material with comprehension; to process information through quotation, summary, and paraphrase, and to integrate the ideas of others into their own sustained written examination of a subject.

The length of the research paper should be between 1,500-2,500 words.

Course Competencies
1. Develop skills in selecting, researching, analyzing, synthesizing, and documenting a 1,500-2,500 word research paper.
2. Compile a preliminary bibliography of potential research resources.
3. Use a variety of print and on-line library resources, including electronic databases, to locate information on the selected topic.
4. Use effective strategies for taking and organizing notes.
5. Analyze, interpret, and evaluate information found in research sources.
6. Paraphrase in language that is distinctly the student’s and quote source information accurately in order to avoid plagiarism.
7. Summarize a passage to reflect the central idea, most significant supporting details, or, and emphasis of the original work.
8. Compose an outline with an effective pattern of organization for the paper.
9. Compose a focused and clearly stated thesis for the paper.
10. Integrate cited information in summary, paraphrase, and quotations to support the thesis
11. Document information from researched sources using MLA or APA documentation form.
12. Revise the draft of the paper, incorporating feedback received during editing, to produce a finished research paper that observes Standard English usage and manuscript form.
13. Explain and practice the principles of academic integrity throughout the research, writing, and revision process.
14. Write a minimum of three additional papers which involve critical reading and writing.
15. Write at least one argumentation paper which demonstrates sound, logical development.
16. Expose students to various forms of literary expression.

Abilities: Critical thinking and effective communication have been identified as essential to student success and will be integrated into this course. Critical thinking is defined as the ability to identify a problem, develop and implement strategies, evaluate information, reach conclusion, and respond to a problem. Effective communication is defined as the ability to respond to an audience, demonstrate clear sense of purpose, organize information, and deliver information using appropriate language.

Attendance Policy: Active participation is expected for successful completion in this course. In the event of an absence, students are expected to contact me by e-mail patricia.eaton@estrellamountain.edu) or to visit the class blog at http://www.102eatonenglish.blogspot.com/.

Students are expected to complete any homework for the missed day by the next class period. If a student misses more than three classes, Maricopa Community College District policy states, “An instructor has the option of withdrawing a student who has accumulated unofficial absences in excess of the times a class meets per week (Withdrawal Policy #3).” See pages 209-210 in the college catalog for a full description of the college’s attendance policy including official absences and religious holidays.

NOTE: This is a four hour c lass. If you miss one day, it is like missing two weeks of class. Come to class.

Important FYI:

Attendance policy (typically, students are allowed the number of unofficial absences according to the number of times a class meets per week; ex: TR, students are allowed two unofficial absences and may be dropped after that.)

2.3.2 Attendance

• Only persons who are registered for a class at any of the Maricopa Community Colleges may attend that class. Attendance requirements are determined by the course instructor. Students who do not meet the attendance requirement as determined by the course instructor may be withdrawn.
• Students who fail to attend the first scheduled class meeting, or to contact the instructor regarding absence before the first scheduled class meeting may, at the option of the instructor, be withdrawn.
• At the beginning of each course, each faculty member will provide students with written attendance requirements. It is the student's responsibility to consult with the instructor regarding official or unofficial absences. Absences begin to accumulate with the first scheduled class meeting.
• Students bear the responsibility of notifying the Admissions and Records Office/Office of Student Enrollment Services when they discontinue studies in a course or at the college. 

Late Work: Make-ups of in-class writing assignments are at the instructor’s discretion. Students turning their work in after the due date may be penalized by having the grade lowered five points per day in fairness to those students who met the deadline.

Tape Recordings and/or Video Recordings: In order to tape any class session, a student must first seek permission from the instructor. In some instances, permission from the members of the class will also be required.

Cell Phones: Cell phones must be turned off or placed on “vibrate” during class. At no time should a student be sending text messages, sending e-mails, listening to music, or carrying on conversations. In the event of an emergency call, please excuse yourself from the room, take care of the situation, and quietly return to class.

Student Disabilities: If you have a disability that requires special accommodations, please let me know as soon as possible. You are entitled to the accommodations. “Students with disabilities are encouraged to contact the DRS office at the beginning of the admissions process to discuss accommodation needs and to request an alternate format of printed materials. Some accommodation may require three to four weeks notification. For more information, call 623-935-8935, or contact the EMCC DRS office in Komatke Hall 119, or e-mail: Ramona.shingler@emcmail.maricopa.edu.”

Student Support Services: For writing assistance in the Learning Enhancement Center, students should contact Susan Malmo, Writing Center Coordinator, at 623-935-8419. Please note that I add two points to an essay grade if receive help from the writing center.

Grading Scale: Short essays are 100 points each. There will be several short essays and three fully developed essays. In order to receive full credit, drafts and revisions must be submitted with the final copy. Peer editing sheets are also required.

One well documented and researched paper is also required. Research notes, drafts, revision, works cited page, and in-text citations are required.

Class participation is 100 points. You will be asked to make notes in a reading log. This is so that you will read and think before coming to class. These notes are for you. These notes are submitted with the final copy of the corresponding essay as part of the pre-writing process.
A= 90-100%
B=80-89%
C=70-79%
D=60-69%
F=0-59%

Plagiarism: Plagiarism is the process of borrowing information from other sources or individuals without giving credit. Plagiarism will not be tolerated. Essays will not be accepted unless accompanied by pre-writing, notes, drafts, peer and self” editing marks, etc. This paper trail is proof of a student’s own work. Proof of plagiarism will result in a zero for the assignment.

Classroom Misconduct: Students must read the “Code of Student Conduct” in the new Student Handbook for an understanding of what will be expected within the academic setting.

FYI: 2.3.11 Academic Misconduct

1. Definitions
1. Academic Misconduct - includes misconduct associated with the classroom, laboratory or clinical learning process. Examples of academic misconduct include, but are not limited to, cheating, plagiarism, excessive absences, use of abusive or profane language, and disruptive and/or threatening behavior.
2. Cheating - includes, but is not limited to, (a) use of any unauthorized assistance in taking quizzes, tests, assessment tests or examinations; (b) dependence upon the aid of sources beyond those authorized by the faculty member in writing papers, preparing reports, solving problems, or carrying out other assignments; or (c) the acquisition, without permission, of tests or other academic material belonging to a member of the college faculty or staff.
3. Plagiarism - includes, but is not limited to, the use of paraphrase or direct quotation of the published or unpublished work of another person without full and clear acknowledgment. It also includes the unacknowledged use of materials prepared by another person or agency engaged in the selling of term papers or other academic materials. Information gathered from the Internet and not properly identified is also considered plagiarism.

Final Thoughts: This course is designed to help you become a better writer, researcher, and reader. You will get out of the course what you put into it. You are expected to actively participate in readings, discussions, debates, and reports. Come to class prepared with readings and with required writings and notes. Conduct thorough research. At all times, give credit to the source of information by using proper documentation. Be on time. Be positive. Ask questions. Contribute your thoughts. Be tolerant of others and of ideas that differ from your own.

2. Getting to know you! Locate a quotation from a poem, song, book, story, essay, or speech that defines or illustrates you. Consider using one of the following quotation sites to locate something you like.

http://www.quotationspage.com/
http://www.brainyquote.com/

3. Introduce yourself by reading the quotation to the class and by explaining the quotation and its relevance to you. Include a short personal example. Why is this important?

4.  Moving into Unit #1
A. "Story of an Hour" activity: http://www.vcu.edu/engweb/webtexts/hour/
B.  What were the roles of men and women in the early 1900s?
C. How do those roles differ today? What has caused the changes?

6. List all the things that are yellow - you have two minutes - GO!
7. What did wallpaper look like in the early 1900s? http://historicstyle.com/traditional/1880to1900/index.html
8. Gothic Elements in Literature: http://www.virtualsalt.com/gothic.htm
http://academic.brooklyn.cuny.edu/english/melani/gothic/gothic.html
9. Begin reading "The Yellow Wallpaper". Highlight anything yellow. Highlight anything gothic. http://www.library.csi.cuny.edu/dept/history/lavender/wallpaper.html

Homework

Introduce yourself in writing. Write a one to one and one/half page essay. Be sure your name, the date, and English 102 appear in the upper left hand corner of the paper. Double-space everything. Use font size 12.
Include your selected quotation in the paper.  What do you want me to know about you? How does this relate to your writing?  Feel free to be creative.

Go through "The Yellow Wallpaper". Locate lines, words, and phrases that show that this short story is really a psychological story, not a gothic tale. You are the detective. Find the proof.