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Published by: Caroline Garmon Reppert on Aug 17, 2011
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  INSTRUCTOR:  Mrs.  Caroline  Reppert     EMAIL:  cgarmonr@gmail.

com   OFFICE:  Allgood  Hall  E  346   HOURS:  11:30-­‐12:30  T  &  TH  and  by  appointment  

    Important  Dates    September  5:  Labor  Day  Holiday,  Campus  Closed   October  10:  Midterm   November  23-­‐25:  Thanksgiving  Holiday,  Campus  Closed   December  5-­‐8:  Final  Exams   (See  the  full  academic  calendar  for  more  dates:  http://www.aug.edu/infocentral/fall11.html)      REQUIRED  TEXTS  &  SUPPLIES   Augusta  State's  English  1101  Reader.  Boston:  Pearson  Learning  Solutions,  2011.  Print.     Aaron,  Jane  E.  The  Little,  Brown  Compact  Handbook  with  Exercises.  7th  ed.  New  York:  Learning  Solutions,  2010.   Print.   Choice  Voice  2009-­‐2010.     COURSE  DESCRIPTION   English  1101  emphasizes  the  need  for  students  to  produce  thoughtful,  well-­‐constructed  texts  within  and   outside  the  academy.  As  a  student  of  English  1101  you  will  complete  in-­‐class  writing  exams  as  well  as  multiple-­‐ draft  essays  outside  of  class.  You  will  also  read  many  articles  and  essays  and  learn  traditional  grammar  as   influenced  by  modern  grammars.  By  the  end  of  English  1101  students  should  master:     College  Reading:    Analysis,  Evaluation,  and  Synthesis   As  a  college  student,  you  need  to  do  more  than  soak  up  information  passively.    You  will  learn  to  analyze,   evaluate,  and  write  about  the  many  essays  and/or  books  assigned  by  your  professor,  and  also  to  relate  them   to  your  developing  understanding  of  yourself  and  the  world.         College  Writing:    Learning  the  Composing  Process   In  many  college  courses,  you  will  find  that  writing  is  an  integral  part  of  the  learning  process.    Your  first  step   toward  “writing  to  learn”  on  a  college  level  is  to  master  the  whole  series  of  steps  that  a  writer  takes  in  working   toward  a  finished  essay  from  an  initial  idea  or  question.    In  learning  the  process,  you  will  be  writing  some  out-­‐ of-­‐class  essays.    Also,  because  college  students  often  find  it  necessary  to  go  through  these  steps  quite  quickly   (for  example,  in  essay  questions  on  exams),  we  will  look  at  how  to  write  extemporaneous  essays-­‐-­‐those   written  entirely  within  the  fifty  minutes  of  a  regular  class  period.       College  Thinking:    Mastering  Logic  and  Language  

                       LOCATION:  University  Hall  234  T                                                      University  Hall  239  TH   SEMESTER:  Fall  2011   DAYS/TIME:    T  TH  8:30-­‐9:45    

Good  logic  is  fundamental  to  all  college-­‐level  reading  and  writing.    We  will  look  at  ways  that  published  authors   have  used  to  make  their  points,  and  we  will  analyze  their  logic.    We  will  also  look  at  ways  that  you  yourself  can   analyze  and  improve  the  logic  of  your  own  essays.    Finally,  because  college  thinkers  cannot  get  by  with  high-­‐ school  vocabularies  or  high-­‐school  ways  of  understanding  language,  you  will  be  learning  many  new  words  and   heightening  your  sensitivity  to  the  complex  ways  that  people  use  language  to  express  themselves.       College  Researching:    Learning  How  to  Do  Field,  Library,  and  Electronic  Research   One  of  the  essays  you  will  write,  either  the  expository  or  argumentative  essay,  will  require  research.    By  using   research,  you  will  be  able  to  support  your  ideas  with  more  authority,  data,  and  examples  of  interest  to  your   readers.    You  will  have  special  instruction  and  support  in  doing  online  research,  and  in  some  classes  you  may   learn  to  publish  your  own  documents  on  the  World  Wide  Web  or  do  web  “chats”  with  your  classmates  about   the  essays  you  are  reading.    As  well,  many  of  the  supplementary  resources  for  this  course  are  located  online,   and  your  instructor  will  show  you  how  to  access  this  information.     COURSE  POLICIES  &  GRADING  PROCEDURES     Attendance   Regular  attendance  is  essential  in  all  writing  courses.  While  some  instruction  is  delivered  through  lecture,  much  of   the  course  content  is  taught  through  class  discussion,  workshops,  and  interactive  activities  such  as  brainstorming   or  editing.  When  students  miss  a  day,  they  will  often  have  missed  not  just  hearing  a  lecture  but  actually  working   toward  the  successful  completion  of  an  assignment.    According  to  the  ASU  2011-­‐2012  Catalog,  “If  the  student  has   been  absent  for  more  than  the  equivalent  of  10  percent  of  class  time,  regardless  of  the  cause,  then  the  professor   may  withdraw  the  student  from  the  class  for  excessive  absences.”         Since  this  class  meets  31  times,  students  are  allowed  up  to  THREE  (3)  class  periods.  Any  class  activities,  in-­‐class   essays,  tests,  and  quizzes  cannot  be  made  up  if  you  miss  the  class  in  which  they  are  assigned.       Arriving   late   to   class   or   leaving   is   unprofessional   and   will   be   factored   into   the   attendance   policy.   Each   recorded   instance  will  count  as  ONE  (1)  Tardy.    Three  tardies  equal  one  absence.  You  are  considered  tardy  if  you  walk  into   the   class   after   roll   has   been   called   and   considered   absent   if   you   miss   more   than   HALF   (35   minutes)   of   the   class   period.   As   the   student,   it   is   your   responsibility   to   keep   track   of   all   tardies   and   absences   and   to   ask   me   for   clarification  if  unsure  of  how  many  days  you’ve  missed.       Students  with  Disabilities   It  is  university  policy  to  provide,  on  a  flexible  and  individualized  basis,  reasonable  accommodations  to  students   who  have  disabilities.  Students  are  encouraged  to  contact  Student  Disability  Services  to  discuss  their  individualized   needs  for  accommodation.  For  more  information  visit   http://www.aug.edu/testing_and_disability_services/disabili.html     The  Classroom   Unless  I  ask  you  to  use  for  a  specific  purpose,  laptops  should  be  stowed  during  class.  Cell  phones  should  be  off,   and  placed  in  a  pocket,  bag,  or  purse.  I  should  not  hear,  see,  or  see  you  looking  at  your  phone/PDA  during   class.  If  I  do,  you  may  be  asked  to  leave  the  classroom,  and  you  will  receive  an  absence  for  the  day.         We  will  work  in  a  computer  lab  every  other  class  period.  This  will  help  us  do  research  and  make  progress  on   writing  assignments.    Computers  are  useful  tools.  One  suggestion  is  to  take  notes  in  Google  Docs  so  you  can   easily  share  them  with  your  classmates.  Beyond  that  I  don’t  care  what  you  are  doing  on  your  laptop  –  it’s  your   responsibility  to  stay  on  task.  But  students  around  you  do  care  especially  if  you  are  playing  games  and  


annoying  everyone.  Getting  distracted  by  other  work  (or  play)  will  hurt  you.  If  other  students  complain,  you   will  be  prohibited  from  bringing  your  laptop  to  class  at  all,  and  I  will  make  sure  your  final  grade  takes  a  hit.     It  is  fine  to  have  a  coffee  or  a  soft  drink  during  class,  but  it  is  not  fine  to  eat  during  class. Google  Docs     Google  Docs  is  a  cloud-­‐based  technology  that  you  will  use  to  exercise  and  apply  the  English  1101  course  concepts   and  skills  through  focused  learning,  interactive  tasks,  documenting  learning,  and  many  other  practical  and   technical  means  of  supporting  our  learning  of  rhetoric  and  the  composing  of  essays.    On  the  first  class  meeting  in   the  computer  lab,  you  will  create  a  Gmail  account  (if  you  do  not  already  have  one)  that  you  will  use  for  this  course.   While  some  class  time  is  provided  for  computer  literacy  instruction,  the  instructor  will  either  provide  additional   help  or  recommend  other  support  for  advanced  applications.       The  default  name  of  a  Google  Doc  is  “Untitled.”  You  must  rename  the  document  your  last  name  followed  by  the   assignment  (for  example:  Reppert  -­‐  Narrative  Essay).  Failure  to  do  this  will  result  in  an  automatic  10  points  off  of   the  assignment.       Waiting  Policy   If  I  am  late  for  class,  please  wait  15  minutes.  (Also  check  your  email  to  see  if  you  have  received  a  notice  from   me  regarding  class.)  After  15  minutes,  class  will  be  considered  cancelled.     Office  Hours   Please   note   my   regular   office   hours   above.   You   also   can   arrange   to   see   me   at   other   times   that   are   mutually   convenient.   Office   hours   belong   to   you   just   as   much   as   our   class   time.   Don’t   hesitate   to   take   advantage   of   my   availability  and  the  help  I  am  ready  to  offer.  If  you  need  to  contact  me  outside  of  class  time  or  office  hours,  it  is   best   to   communicate   with   me   by   email   as   I   check   my   email   several   times   a   day.   Generally,   you   can   expect   a   response  within  24  hours,  but  it  is  imperative  that  you  plan  ahead  (in  other  words,  do  not  contact  me  at  4  a.m.   about   an   assignment   due   at   8   a.m.!).  You   are   responsible   for   checking   your   email   account   regularly   for   updates.   It   is   a   good   idea   to   check   your   email   before   coming   to   class   just   in   case   there   are   items   you   need   to   be   aware   of   before  we  meet.       Writing  Center   I   encourage   you   to   attend   the   Writing   Center   located   in   University   Hall   235   as   much   as   possible.   Walk-­‐ins   are   welcome,   but   appointments   are   preferred.   To   set   up   an   appointment,   you   may   call   (706)   737-­‐1402,   or   visit   http://www.rich75.com/aug.  Open  hours  are  8:00  a.m.  to  5:00  p.m.  M-­‐F,  with  extended  hours  from  5:00  to  8:00   p.m.   one   day   a   week   (the   extended   day   varies   per   semester,   so   you   will   need   to   call   to   find   the   exact   day).   Appointments   generally   last   30   minutes   and   cover   specific   questions   or   issues   you   are   having   with   a   writing   assignment.   Tutors   can   assist   with   all   stages   of   the   writing   process,   from   brainstorming   to   evaluating   sources   to   developing  an  effective  argument.  I  encourage  you  to  visit  the  Writing  Center  often  and  to  build  a  relationship  with   a  specific  tutor,  if  possible.  It’s  a  good  idea  to  come  prepared  to  each  session  with  a  list  of  specific  questions/issues   to  discuss;  this  will  make  the  appointment  more  effective  for  both  you  and  the  tutor.       Grades   Your  major  assignments  will  receive  individual  grades,  as  well  as  individual  attention  from  your  classmates  and  me.   All  of  your  work  will  be  collected  in  Google  Docs.  In  the  rare  event  that  Google  Docs  is  down,  you  are  responsible   for  emailing  me  an  attachment  of  your  work  in  a  Word  document  and  then  submitting  it  to  Google  Docs  once  it  is   up  and  running.  These  various  assignments  will  be  assigned  a  separate  grade  and  will  help  to  track  your  progress  as   we  move  through  the  semester.  They  indicate  your  willingness  to  be  a  part  of  the  course  and  to  collaborate  with  


others  in  the  class.  As  with  any  course,  you  will  get  out  of  it  what  you  put  into  it.  You  must  earn  at  least  a  C  (70)  on   the  following  assignments  to  be  eligible  to  pass  the  course  and  advance  to  English  1102.       You  must  also  pass  the  Exit  Assessment  to  pass  the  course.  If  you  do  not  pass  the  Exit  Assessment,  you  will  receive   either  a  D  or  an  F  in  the  course,  depending  on  your  other  work.       The  following  rubric  describes  very  general  indicators  that  you  may  take  into  consideration  when  assessing  your   work  and  progress  in  the  course.  While  the  final  interpretation  and  assessment  of  your  grade  remains  the   responsibility  of  your  teacher,  the  work  that  earns  the  grade  falls  entirely  to  you,  the  student.     A:  Represents  excellent  participation  in  all  course  activities  (including  attendance  and  promptness);  all  assigned   work  completed  on  time,  with  very  high  quality  in  all  work  produced  for  the  course.  Evidence  of  significant  and   sustained  development  across  the  four  course  strands.   • • • • • • • Responds  fully  to  topic  and  thoroughly  addresses  issues.   Shows  unusual  or  substantial  depth  and  complexity  of  thought,  including  strong  analysis.   Demonstrates  clarity,  focus,  organization,  and  unity  throughout.   Thoroughly  investigates  the  topic;  shows  full  development  with  supporting  detail.   Documents  ideas,  information,  and  questions  according  to  convention.   Demonstrates  superior  control  of  diction,  shows  appropriate  variety  of  sentences,  and  incorporates  smooth,   well-­‐integrated  transitions.   Evidences  mastery  of  mechanical  and  technical  aspects  of  writing.  

B:  Represents  good  participation  in  all  course  activities  (including  attendance  and  promptness);  all  assigned  work   completed  on  time,  with  consistently  high  quality  in  course  work.  Evidence  of  marked  and  above  average   development  across  the  four  course  strands.   • • • • • • Clearly  and  directly  responds  to  topic  and  to  issues.   Shows  depth  and  complexity  of  thought;  investigates  issues  and  addresses  basic  counterarguments.   Demonstrates  effective  organization  and  adequate  development.   Incorporates  a  wide  range  of  sources;  uses  plenty  of  detail  to  support  ideas  and  conclusions.   Documents  sources  correctly,  with  occasional  minor  errors.   Contains  only  minor  mechanical  errors  and  exhibits  no  pattern  of  errors.  

C:  Represents  average  participation  in  all  course  activities;  all  assigned  work  completed,  with  generally  good   quality  overall  in  course  work.  Evidence  of  some  development  across  the  four  course  strands.   • • • • • • Addresses  question  or  topic  and  explores  issues  but  draws  no  clear  conclusion.   Shows  clarity  of  thought  and  organization  but  fails  to  show  sufficient  complexity  or  depth  of  thought.   Uses  only  a  few  basic  sources.   Attempts  to  include  adequate  detail  and  development  but  may  leave  out  obvious  counterarguments.   Attempts  to  document  correctly.   Demonstrates  competence  in  mechanics;  avoids  major  errors.  

D:  Represents  weak  and  uneven  participation  in  course  activities;  some  gaps  in  assigned  work  completed,  with   inconsistent  quality  in  course  work.  Evidence  of  development  across  four  course  strands  is  partial  or  unclear.   • • • • • Consistently  strays  from  topic;  is  oblique  or  irrelevant.   Reflects  simplistic,  reductive,  or  stereotypical  thinking;  relies  heavily  on  generalization;  shows  little  evidence   of  research.   Shows  poor  or  confusing  organization;  is  too  short.   Contains  garbled  paraphrases;  words  or  passages  are  nearly  plagiarized.   Documentation  is  careless,  incorrect,  or  missing  in  some  cases.  


• •

Exhibits  consistent  flaws  in  language,  syntax,  or  mechanics.   Exhibits  inadequate  research  or  reading.  

F:  Represents  minimal  participation  in  course  activities;  serious  gaps  in  assigned  work  completed,  or  very  low   quality  in  course  work.  Evidence  of  development  is  not  available.   • • • • • Distorts  topic  or  assignment;  fails  to  address  assignment;  fails  to  establish  topic.   Provides  no  development.   Contains  obvious  or  deliberate  plagiarism;  lacks  documentation  of  some  or  all  sources.   Displays  gross  technical  or  mechanical  incompetence  and  repetitive  errors.   Exhibits  inadequate  research  or  reading.  

  Assignments     Timed  In-­‐Class  Essays.  These  short  essays  will  be  based  off  of  readings.  Some  of  them  will  contribute  directly  to   your  writing  process  for  the  larger  essays.  The  difference  between  these  and  homework,  obviously,  is  that   they’ll  be  completed  within  a  defined  timeframe  in  a  single  class.  These  essays  will  prepare  you  to  write  the   Final  Exit  essay  near  the  end  of  the  course.  You’ll  get  an  A  or  B  if  I  think  your  essay  would  pass  the  Final  Exit   Essay  –  you’ll  get  a  C,  D,  or  F  if  your  essay  would  fail  the  Final  Exit  Essay.       Expository  Essay.  At  least  five  pages  plus  process  assignments.  The  first  major  essay  will  be  on  an   argumentative  topic  you  propose,  though  you  won’t  actually  be  making  an  argument  yourself.  This  essay  will   give  you  a  chance  to  do  some  background  reading  and  analysis  of  what  has  already  been  argued  about  your   topic.  You’ll  locate  and  describe  ongoing  situations  in  which  others  are  expressing  their  views  about  the  topic   within  a  local  and/or  recent  context.  This  essay  will  be  a  way  of  educating  your  readers  on  the  “conversation”   you’re  planning  to  enter  in  your  Argumentative  Essay.       Argumentative  Essay.  At  least  6  pages  plus  process  assignments.  For  the  second  major  essay,  you’ll  make  your   own  argument  about  your  Expository  Essay  topic.  You’ll  use  background  research  as  you  gather  support  for   your  argument  and  make  a  recommendation  for  a  change.       Midterm  Exam.  This  exam  is  an  assessment  of  your  development  in  grammar,  vocabulary,  essay  structure,   academic  moves,  use  of  sources,  MLA  formatting,  etc.  You’ll  be  asked  to  identify  and  name  some  of  these   issues,  describe  the  rules  associated  with  them,  and  discuss  how  you’ve  worked  with  them  in  your  own  English   1101  writing.       Final  Exam.  This  will  be  an  expansion  of  the  midterm  –  you’ll  continue  to  work  on  grammar  and  vocabulary  and   to  investigate  your  own  development  and  growth  as  a  writer.       Grading  Breakdown:       Expository  Essay   30%       Argumentative  Essay   30%       In-­‐class  Essays       10%       Homework     5%         Midterm  and  Quizzes   10%    


  Final  Exam  

  15%         Final  Exit  Essay.  This  test  is  NOT  factored  into  your  overall  average  for  the  course.  This  timed  and  prompt-­‐ based  essay  test  is  administered  by  the  Department  of  English  and  Foreign  Languages  and  is  required  for  you   to  exit  English  1101.  Like  the  in-­‐class  essays  we’ll  be  doing  throughout  the  course,  the  Exit  Essay  is  a  timed   essay  written  in  response  to  a  single  reading.  If  this  essay  passes  (and  you  receive  at  least  a  C  from  me),  you   can  advance  to  1102.  IF  you  fail  it,  you’ll  earn  a  D  or  an  F,  depending  on  your  grade  in  the  rest  of  the  course,   and  you’ll  have  to  retake  1101.       Portfolio.  Be  aware  that  I’ll  collect  an  end-­‐of-­‐class  portfolio  of  your  student  writing.  If  you  fail  your  Exit  Essay,   you  can  request  that  I  submit  your  portfolio  to  the  exam  committee  as  an  appeal;  I’ll  approve  your  request  if   you’re  earning  a  passing  the  grade  in  the  course  and  if  I  think  your  appeal  has  a  good  chance  of  succeeding.   You  must  submit  a  portfolio  by  the  due  date  or  you  will  not  move  on  to  English  1102.10     Note:  ALL  writing  assignments  must  be  in  an  ELECTRONIC  format,  via  Google  Docs  before  class.  I  will  NOT  provide   feedback  on  assignments  only  submitted  in  Google  Docs  if  also  requested  in  hard  copy  or  vice  versa.  Assignments   are  considered  late  until  I  have  them  in  all  formats  requested.   Due  Dates   All  assignments  are  due  before  class  unless  otherwise  specified  in  class.  This  is  to  ensure  that  you  receive  feedback   on  your  assignments  in  a  timely  manner.  In  most  instances,  I  will  have  assignments  back  to  you  by  the  following   class  period,  granted  that  you  submitted  them  on  the  due  date.       Please   contact   me   if   you   have   an   extraordinary   circumstance   (i.e.,   death   in   the   family,   hospitalization,   etc.)   that   will  prevent  you  from  turning  in  an  assignment  (and  be  prepared  to  supply  documentation  of  the  circumstance).     Any  extensions  for  assignments  need  to  be  documented  in  writing  or  in  an  email  well  in  advance  of  the   assignment’s  deadline.  Late  work  without  a  valid  excuse  will  negatively  affect  your  grade.  You  are  allotted  one  “get   out  of  jail  free”  card.  In  other  words,  you  are  allowed  to  turn  in  ONE  (1)  assignment  24  hours  after  the  due  date  (If   an  assignment  was  due  by  12:30  pm  on  Tuesday,  you  have  until  12:30  pm  Wednesday  to  turn  it  in).    You  must   complete  the  “Pardon”  form  on  GeorgiaView  and  staple  it  to  your  one  excused  late  assignment,  or  you  will  not   receive  credit  at  all.  If  you  are  turning  in  the  excused  late  assignment  electronically,  you  must  attach  the   completed  “Pardon”  form  in  an  email.  Any  additional  late  work  will  be  counted  as  a  zero.  I  will  determine  the   validity  of  excuses  for  late  work  on  an  individual  basis.         All  work  may  be  turned  in  early  for  evaluation  and/or  pre-­‐planned  absences.  Periodically,  the  instructor  might   revise  the  tentative  course  schedule;  students  are  responsible  for  formally  announced  changes  in  the  schedule.     Quizzes   I  may  elect  to  give  quizzes  on  the  readings  and  class  discussions/lectures  if  I  feel  that  the  assigned  work  is  not   being  completed  by  all  students  satisfactorily.  The  best  way  to  avoid  quizzes  is  to  complete  the  assignments  and   participate  in  the  class  discussions.  Missing  a  pop  quiz  because  of  an  absence  will  result  in  a  0  on  the  quiz.     Plagiarism  and  Academic  Dishonesty   The  following  is  Augusta  State  University’s  official  statement  on  Academic  Integrity:  “Academic  honesty  requires   the  presentation  for  evaluation  and  credit  of  one’s  own  work,  not  the  work  of  others.”      


 A  simple  definition  of  plagiarism—one  that  we  will  expand  upon  this  semester—is  when  someone  presents   another  person’s  words,  visuals,  or  ideas  as  his/her  own.  The  instructor  will  deal  with  plagiarism  on  a  case-­‐by-­‐case   basis.  The  most  serious  offense  within  this  category  occurs  when  a  student  copies  text  from  the  Internet  or  from  a   collective  file.  This  type  of  academic  dishonesty  is  a  serious  offense  that  will  result  in  a  WF  for  the  course  as  well  as   the  filing  of  a  formal  report  to  the  university.     To  ensure  there  is  no  confusion  over  what  does  or  does  not  constitute  plagiarism,  all  students  are  required  to   complete  at  least  one  graded  plagiarism  assignment.       See  the  Augusta  State  University  catalog  (link  below)  for  information  about  Academic  Integrity  and  procedures   regarding  the  violation  of  ASU’s  policies  on  scholastic  dishonesty:   http://www.aug.edu/faculty_secretary/catalog/2011/ASU_catalog_2011-­‐2012_web_version.pdf         E-­‐mail  Etiquette   I  try  to  reply  to  emails  in  a  timely  manner,  but  most  of  my  email  correspondence  happens  during  business   hours  Monday  through  Friday.  Please  put  the  course  section  number  or  the  date/time  of  your  section  in  the   subject  of  the  email.  Please  use  the  following  guidelines  when  sending  me  an  email  (you  may  also  find  them   appropriate  when  writing  other  professors  as  well):     • Include  as  much  context  as  possible  about  your  identity  before  jumping  into  the  email.  For  instance,   send  the  email  from  an  address  with  your  name  in  it,  or  include  an  introductory  statement  in  the  email   including  your  name  and  section  number.   • State  the  main  purpose  of  the  email  in  the  subject  line.  For  instance,  "hi"  or  "a  question"  are  vague  and   do  not  tell  the  receiver  what  is  in  the  email  or  if  it  is  time  sensitive.   • Choose  an  appropriate  greeting:  "Hi  Professor  _______"  usually  works.   • Be  short  and  to  the  point  but  avoid  IM  abbreviations  (ttyl,  lol,  etc.)  and  leetspeak  (thnks,  teh).     • Tone  should  be  slightly  more  formal  than  your  professor's  tone.   • Ask  for  things  politely:  please  and  thank  you  are  appreciated.   • Spell  check  and  proofread  what  you  have  written.   • Sign  email  with  your  full  name,  course  number,  and  meeting  time.   • Don't  expect  your  professor  to  print  out  any  attachments.  Just  because  you  email  an  assignment   before  it  is  due  does  not  mean  that  the  attachment  will  be  considered  the  official  turned-­‐in  version.   • When  you  get  a  reply  from  your  professor,  say  thanks.*   If  you  do  not  follow  these  simple  guidelines,  you  will  not  receive  a  response  and  any  work  attached  will  not  be   recorded.  
*adapted  from  Susanna  Branyon  Klingenberg’s  “Guide  to  Email  Etiquette,”    developed  for  use  in  English  101  at  North  Carolina  State  University        

SCHEDULE   The  following  schedule  is  tentative  and  will  probably  change.  You’ll  get  a  good  sense  of  the  course  from  it,  but   always  check  the  calendar  on  our  GeorgiaView  space  for  fuller  explanations  of  the  daily  writing  and  reading   assignments.  Also,  if  the  date  for  an  assignment  changes,  it  will  be  updated  on  the  GeorgiaView  calendar,  and   I’ll  post  announcements  there  from  time  to  time  as  well.  So  don’t  rely  on  this  original  syllabus.  Remember,  you   are  responsible  for  any  formally  announced  changes  in  the  syllabus  and  the  schedule.


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