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(Fiction)/composition and Modern English II: Writing Arguments about Literature

(Fiction)/composition and Modern English II: Writing Arguments about Literature
For course syllabus posted prior to the beginning of the term, the instructor reserves the right to make minor changes prior to or during the term. The instructor will notify students, via e-mail or Blackboard announcement, when changes are made in the requirements and/or grading of the course.
BA English, Auburn University 2003 (minor political science) MA English, Auburn University 2005
Additional course work and training: WebCT, Blackboard, children’s literature, tutoring in remedial English, and fiction writing.
1. Kennedy, X. J., and Dana Gioia, eds. Backpack Literature. 5thed. New York: Pearson/Longman, 2012. Pearson Publishing. ISBN: 9781323037706
2. Hacker, Diana, and Nancy Sommers. A Writer’s Reference (with Exercises). 7thed.
Boston, MA: Bedford/St. Martin’s, 2011. ISBN: 978-0-312-60147-8
The textbook provider for the eTROY campus of Troy University is Barnes and Noble. You can purchase the textbooks for this class by following this link http://troy.bncollege.com. Students should have their textbooks from thefirst week ofclass. Not having your textbook will not be an acceptable excuse for late work. Students who add this course late should refer to the “Late Registration” section for further guidance.
Required: None.
Recommended: TBA
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Students who register during the first week of the term, during late registration, will already be one week behind. Students who fall into this category are expected to catch up with all of Week #1 and Week #2’s work by the end of Week #2. No exceptions, since two weeks constitutes a significant percentage of the term’s lessons. Students who do not feel they can meet this deadline should not enroll in the class. If they have registered, they should see their registrar, academic adviser, GoArmyEd or Military Education officer to discuss their options. Also note that late registration may mean you do not receive your book in time to make up the work you missed in Week #1. Not having your book on the first day of class is not an excuse for late work after the deadlines in the Course Schedule.
I am available from 8 a.m. to 8 p.m. Monday through Saturday and 2 p.m. to 8 p.m. on Sundays for phone calls or online conferencing. You are welcome to call me during these hours at (334) 524-7204. If you would like to set up an electronic conference, please let me know what times work for you, and I will happily work with your schedule to arrange a suitable time for us to meet in that format.
Troy instructors are required to respond to student messages within 24 to 48 hours.
Students must earn at least a C in English 1101, Composition and Modern English I, to enroll in this course.
• Students are expected to participate in the course via email exchanges (or other communication) with the instructor, by reading the assigned readings, submitting comments to the discussion forums, submitting assignments, and completing essays by the assigned due date.
• Students are expected to check their email daily and to log in and check the course announcements at least every 48 hours.
• Students need to post both original comments and also respond to their classmates at least twice during the week (see schedule below for parameters and course requirements below for guidelines).
• Plagiarism is considered using another person’s words or ideas as your own without giving proper credit to the source or using proper punctuation and will not be tolerated in this course. If a student is found committing this act, it is grounds for failure on the assignment or for the course.
Text-based analyses and application of principles and tools of research in writing short research papers. A grade of C or better is required for credit. Must be taken within first 30 hours of enrollment. Prerequisite: ENG 1101 or equivalent.
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English 1102 continues the study of the writing skills you began learning in English 1101, but this course will place more emphasis on library research, literature, and argumentation. In this course, we will practice organizing arguments, developing well-supported paragraphs, and incorporating logical and critical thought into a series of essays that demonstrate a minimum of mechanical problems. We will analyze a variety of rhetorical modes; practice multiple approaches to prewriting and revision; learn to spot and correct syntax, usage, and vocabulary errors; and incorporate computer technology as a learning tool.
1. Develop Identify the basic features of Videos and lectures Discussion board
analytical thinking literature, including but not posts (rubric)
and critical limited to theme, structure, Discussion board
reading skills. symbolism, imagery, dialogue with –online exercises
metaphor, motif fellow students
–MyWritingLab organizer (rubric)
Writer’s Reference
–writing analysis
2. Demonstrate Self-knowledge of writing Practice tests for Major assigned
proficiency with proficiency and propensity word choice essay rubrics
writing in a formal for certain mistakes;
context to include commitment to word choice Journaling for self- –MyWritingLab
six original and tone critique activities/A
extended and –demonstrates a command Writer’s Reference
revised of precise language and activities
compositions enhanced vocabulary
–demonstrates the ability to Self and peer Peer review rubric
critique one’s own work and editing/review
the work of peers
DQ discussion of DQ rubric
Demonstrate proficiency assigned readings
with basic genres of for each mode
literature (fiction, drama,
Recognize and avoid clichés
Demonstrate appropriate
tone and knowledge of
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3. Develop an Demonstrate ability to Discussion board Quiz for
appreciation for identify and to express ideas analysis of assigned identifying thesis
and ease with using essay parts, including readings and other essay
essay structure and thesis statement, topic parts
paragraph sentence, transitions, Drafting assigned
development, introductions and essays –journal rubric
including thesis conclusions
statement, topic –uses appropriate Discussion of –rubric for self
sentences, conventions of structure and assigned rubrics for and peer reviews
transitions, format for the situation/style each essay
introductions and — demonstrates self- –online exercises
conclusions. awareness of one’s own –reflective journal
writing style across multiple
drafts –self and peer
–demonstrates the ability to editing/review
pre-write, draft, revise, edit,
— MyWritingLab
Writer’s Reference
4.Demonstrate use Develop an ability to Citation exercises Quizzes
of evidence incorporate credible outside — journal rubric
through research sources using quotations and
to support literary paraphrasing and Self-analysis DQ posts (rubric)
analysis documenting sources using through journaling
Develop research proper citation format, Major research
and citation skills especially MLA DQ responses paper
5. Demonstrate an Employ proper usage (in Grammar quizzes Diagnostic
awareness of accordance with standard
proficiency and American English) of Self-assessment of Self-guided use of
propensity for grammar, spelling and DQ posts through quizzes
certain grammar punctuation journaling
and punctuation Exit Exam
Students will be required to do research for their essays written in this class. Each essay should cite from outside sources to help support the arguments made in the paper. Students should be familiar with the Troy University Library’s databases.
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All eTROY courses at Troy University utilize Blackboard Learning System. In every eTROY course, students should read all information presented in the Blackboard course site and should periodically check for updates—at least every 48 hours.
All students were required to obtain and use the TROY e-mail address that is automatically assigned to them as TROY students. All official correspondence (including bills, statements, e-mails from instructors and grades, etc.) will be sent ONLY to the troy.edu (@troy.edu) address.
• All students are responsible for ensuring that the correct e-mail address is listed in Blackboard by the beginning of Week #1. E-mail is the only way the instructor can, atleast initially, communicate with you. It is your responsibility to make sure a valid e-mail address is provided. Failure on your part to do so can result in your missing importantinformation that could affect your grade.
Your troy.edu e-mail address is the same as your Web Express user ID following by @troy.edu. Students are responsible for the information that is sent to their TROY e-mail account. You can get to your e-mail account by logging onto the course and clicking “E-mail Login”. You will be able to forward your TROY e-mail to your eArmy e-mail account. You must first access your TROY e-mail account through the TROY e-mail link found on the Web site. After you log in to your TROY e-mail account, click on “options” on the left hand side of the page. Then click on “forwarding.” This will enable you to set up the e-mail address to which you will forward your e-mail.
See the “Helpful Resources” section in Blackboard.
During this course, students must complete the following assignments (see Method of Evaluation below to see how these relate to the student learning outcomes for the course):
• Six essays
• Weekly discussion board entries
In addition to interaction via Blackboard and e-mail contact, students are required to contact the instructor via e-mail or telephone by the first day of the term for an initial briefing. Although physical class meetings are not part of this course, participation in all interactive, learning activities is required.
Missing any part of this schedule may prevent completion of the course. If you foresee difficulty of any type (e.g., an illness, employment change, etc.) which may prevent completion of this course, notify the instructor as soon as possible. Failure to do so will result in failure for an assignment and/or failure of the course. (See “Attendance” Policy.) If I have not heard from you by the deadline dates for assignments, exams, or forums, no make-up work will be allowed (unless extraordinary circumstances exist, such as hospitalization). Requests for extensions must be made in advance and accompanied by appropriate written documentation. “Computer problems” is not an acceptable excuse.
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Missing any part of the Course Schedule may prevent completion of the course. If circumstances will prevent the student from completing the course by the end of the term, the student should complete a request for an incomplete grade. Note: A grade of incomplete or “INC” is not automatically assigned to students, but rather must be requested by the student by submitting a Petition for and Work to Remove an Incomplete Grade Form. Requests for an incomplete grade must be made on or before the date of the final assignment or test of the term. The form will not be available after the last day of the term. A grade of “INC” does not replace an “F” and will not be awarded for excessive absences. An “INC” will only be awarded to student presenting a valid case for the inability to complete coursework by the conclusion of the term. It is ultimately the instructor’s decision to grant or deny a request for an incomplete grade, subject to the policy rules below. Policy/Rules for granting an Incomplete (INC). An incomplete cannot be issued without a request from the student. To qualify for an incomplete, the student must:
• Have completed over 50% of the course material and have a documented reason for requesting incomplete (50% means all assignments/exams up to and including the mid-term point, test, and/or assignments.)
• Be passing the course at the time of their request.
If both of the above criteria are not met an incomplete cannot be granted.
An INC is not a substitute for an “F”. If a student has earned an “F” by not submitting all the work or by receiving an overall “F” average, then the “F” stands.
This is an eTROY class. It is not a “correspondence course” in which a student may work at his/her own pace. Each week there will be assignments, on-line discussions, and/or exams with due dates. Refer to the schedule at the end of this syllabus for more information.
Essay # 1 (Literacy Narrative) 5% Minimum Length: 500 words
Essay # 2 (Fiction) 10% Minimum Length: 750 words
Essay # 3 (Drama) 10% Minimum Length: 750 words
Essay # 4 (Poetry) 15% Minimum Length: 1,000 words
Essay # 5 (Annotated Bibliography) 10% Minimum Length: 1,000 words
Essay # 6 (Research paper) 20% Minimum Length: 1,500 words
Discussion Board 10%
Journal 10%
Grammar Quizzes 5%
Essay #1 (Literacy Narrative) – Minimum Length: 500 words 50 POINTS
Essay #2 (Fiction) – Minimum Length: 750 words 100 POINTS
Essay #3 (Drama) – Minimum Length: 750 words 100 POINTS
Essay #4 (Poetry) – Minimum Length: 1,000 words 150 POINTS
Essay #5 (Annotated Bibliography) – Minimum Length: 1,000 words 150 POINTS
Essay #6 (Research Paper) – Minimum Length: 1,500 words 200 POINTS
Discussion Board Part. (10 discussion boards in all each worth 10 points) 100 POINTS
Grammar Self-Assessment Journal 100 POINTS
Grammar Diagnostics/Exercises/Quizzes (MyLiteratureLab) 50 POINTS
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All grades will be posted in the student grade book in Blackboard and will be assigned according to the following scale:
A 90 – 100%
B 80 – 89%
C 70 – 79%
D 60 – 69%
F 00 – 59%
Postings: Grades will be posted in Blackboard in the Grade Center.
FA: “FA” indicates the student failed due to attendance. This grade will be given to any student who disappears from the course for three or more weeks. See the Attendance section of this syllabus for additional information.
There are six essay assignments listed in the course schedule: Please note the due dates on them. Your responses must be typed, using 12pt. font, 1 inch margins, double-spaced, in MS-Wordformat. Failure to comply will result in point deductions. The assignmentsmust be turned inby10 p.m. of the due date (note: Blackboard and I operate on central US time). The assignments must be submitted as Microsoft Word documents through the “Assignments” section of the course. Click on the link that says “View/Complete” and upload your paper as a document. Donot email papers to the instructor. Be sure to click through both the upload and confirm pagesonce you have submitted your paper. You should be able to view the file once it is uploaded to confirm it is up there and accurate and you will also have access to your originality report so that you can see the same information I do in regards to any potential plagiarism in your paper.
This course is a writing course, so no full-scale exams will be given.
? This is an on-line class. Students must have access to a working computer and access to the internet. Students can use the TROY computer lab, a public library, etc., to ensure they have access.
? “Not having a computer” or “computer crashes” are not acceptable excuses for late work.
Have a backup plan in place in case you have computer problems.
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Week 1 (January 3-9)
To Read:
Orientation to the course
1. Be sure to read the introductory materials: syllabus, orientation, requirements, research, etc.
2. In preparation for writing literary essays in this class also read Backpack Literature Chapter 29 p. 1089-1142.
3. Be familiar with A Writer’s Referencewhich is a guidebook for the course. It covers allgrammar, punctuation, and documentation issues. Make sure you are familiar with the standard rules of writing. When you make mistakes refer to this text for further assistance.
To Complete:
• Write and submit Essay #1
Essay #1 Literacy Narrative due January 9 by 10 p.m. CST
• Complete 2 discussion board posts. One post in the Introductions and another in Week 1’s discussion board.
• Complete Learning Path exercises in MyLiteratureLab
• Complete the Pre-Grammar Diagnostic in MyLiteratureLab
• Post to the Grammar Assessment Journal: Identify grammar issues to work on based on the Pre-Grammar Diagnostic results.
Week 2 (January 10-16)
To Read:
• Backpack Literature “Plot”15-17
• Backpack Literature “Theme” 184-187
• Backpack Literature “Point of View” 28-32
• Backpack Literature “Tone and Style” 147-149
• Backpack Literature “A & P” 18-24
• Backpack Literature “Araby” 296-301
To Complete:
• Week 2 Discussion Board
• Complete Learning Path exercises in MyLiteratureLab
• Use the WriteClick software to evaluate Essay #1
• Post to the Grammar Assessment Journal: Self-assessment of Essay 1
• Work on Essay #2 (Fiction)
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Week 3 (January 17-23)
To Read:
• Backpack Literature “Character” p. 61-63 and “Symbolism” p.203-206
• Backpack Literature “A Rose for Emily” 32-40
• Backpack Literature “A Good Man is Hard to Find” 336-349
• Backpack Literature “The Things They Carried” 321-336
To Complete:
• Complete Learning Path exercises in MyLiteratureLab
• Essay #2 (Fiction Analysis) due January 23 by 10 p.m. (CST).
• Week 3 Discussion Board
Week 4 (January 24-30)
To Read:
• Backpack Literature “Reading a Play” p. 631-633
• Backpack Literature Chapter 24 “Tragedy and Comedy” p. 654-656 and “Soap Opera” p.669-682
• Read Backpack Literature Chapter 25 “The Theatre of Sophocles” p. 683-735
To Complete:
• Complete Learning Path exercises in MyLiteratureLab
• Use the WriteClick software to evaluate Essay #2
• Post to the Grammar Assessment Journal: Self-assessment of Essay 2
• Submit Essay #3 (Drama) Essay #3 (Drama) Due January 30 by 10 p.m. (CST).
• Week 4 Discussion Board
Week 5 (January 31-February 6)
To Read:
• Read A Writer’s Reference p.383-420 and p. 425-491. Also make sure you are familiar with p. 69-112.
• Review Backpack Literature Chapter 30 “Writing a Research Paper.” Some of this information overlaps with A Writer’s Reference but it can still be useful as a more succinct summary of the basic steps involved.
NOTE: These pages all cover the material you need to know to complete the REARCH PROJECT write the ANNOTATED BIBLIOGRAPHY and the RESEARCH PAPER. The Annotated Bibliography is due in Week 8 and the Research Paper is due in Week 9. I know it seems strange to assign it this early, but you must decide on a topic fairly soon. Please look over both assignment sheets (listed under “Assignments”) so that you understand where this project is going and how to begin working on it so that you don’t get behind.
To Complete:
• Complete Learning Path exercises in MyLiteratureLab
• Use the WriteClick software to evaluate Essay #3
• Post to the Grammar Assessment Journal: Self-assessment of Essay 3
• Research Paper Topic and Thesis due February 6 via email
Email your topic ideas to me and I will let you know if they will work. It is wise to do a little research this week before deciding on a topic to determine whether you have a topic
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that is too narrow or too broad. Make sure that you can find scholarly journal articles on the topic. NEVER use Wikipedia or something similar as a source for academic essays.
• Week 5 Discussion Board
Week 6 (February 7-13)
To Read:
• “Reading a Poem” 363-375
• “Listening to a Voice” 379-399
• Read these sonnets, odes, and dramatic monologues.
o Sonnet: “Death, Be Not Proud” 578, “Let Me Not to the Marriage of True Minds” 501, “Ozymandias” 614
o Dramatic Monologue: “My Last Duchess” 373, “To His Coy Mistress” 601, “Ulysses” 615, “Dover Beach” 563
o Ode: “Ode on a Grecian Urn” 460
• Robert Frost and Symbolism: “The Road Not Taken” 534, “Fire and Ice” 425, “Stopping by Woods on a Snowy Evening” 586
To Complete:
• Complete Learning Path exercises in MyLiteratureLab
• Submit Essay #4 (Poetry)
Essay #4 (Poetry Analysis) Due February 13 by 10 p.m. (CST).
• Week 6 Discussion Board
Week 7 (February 14-20)
To Read:
• Review A Writer’s Reference p. 410-415
• “Types of Periodicals”
• “Writing an Annotated Bibliography” http://www.une.edu.au/__data/assets/pdf_file/0008/11132/WE_Writing-an-annotated-bibliography.pdf
• This week most of your reading should be devoted to finding and reviewing sources for the annotated bibliography due next week.
To Complete:
• Make notes and begin drafting your annotated bibliography
• Week 7 Discussion Board
• Complete Learning Path exercises in MyLiteratureLab
• Use the WriteClick software to evaluate Essay #4
• Post to the Grammar Assessment Journal: Self-assessment of Essay 4
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Week 8 (February 21-27)
To Read:
• Continue to focus on reading and analyzing sources for the annotated bibliography due this week.
To Complete:
• Submit Essay#5:Annotated Bibliography due WednesdayFebruary 24 by 10 p.m. CST
• Work on Essay #6 due next week on Wednesday March 2
• Complete Learning Path exercises in MyLiteratureLab
• Use the WriteClick software to evaluate Essay #5
• Post to the Grammar Assessment Journal: Grammar Diagnostic and Essay 5 self-assessment
• Week 8 Discussion Board
Week 9 (February 28-March 5)
To Complete:
• Write and Submit Essay # 6 (Research Paper) DueWednesday, March 2by 10 p.m.(CST).
• Use the WriteClick software to evaluate Essay #6 by Thursday, March 3
• Post to the Grammar Assessment Journal: Final student self-assessment of improvement by Thursday, March 3
• Complete the Post-Grammar Diagnostic in MyLiteratureLab by Friday, March 4
• Week 9 Final Discussion Board
• Complete Course Evaluations
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Student Expectation Statement
As an online learner with Troy University you are expected to:
Meet all appropriate deadlines –from the application process to the course assignment deadlines to preparing for graduationthere are deadlines every step of the way that have been established to make the process easier for students to achieve their goals. It is the student’s responsibility to meet all appropriate deadlines. Routinely review the eTROY Academic Calendar and adhere to the deadlines. Start with completing your official application documents within the first term to meeting graduation intent deadlines.
Use your Troy email –the Troy University email is your official notification for all that goes on with your online program andevents and notices related to the University.
Be sure to read your email and keep all correspondence with Troy staff and faculty for future reference.
Go through the orientation –the orientation for both undergraduate and graduate online learners has been designed to assiststudents to have a successful educational experience with their online programs. Information on how to access Blackboard and other learning tools are included in the orientation along with valuable resources on how to learn in the online environment.
Make sure that your computer meets the technical requirements and that you have adequate Internet connection. Studentsmust have access to a working computer that they have administrator rights on and access to the Internet. Students can use University computer labs, a public library, etc. to access the Internet but some courses may require the ability to download course related software.
Make sure you are ready for online learning –eTROY works on nine week terms. Does your learning style match an acceleratecourse pace? Do you have the time to dedicate to an interactive course? eTROY courses are not self-paced courses, you must meet all the timelines established by the instructor and participate in all activities assigned. Read your academic catalog – your academic catalog is your “bible” for your online degree program. Please familiarize yourself with your degree program. The undergraduate and graduate catalogs can be found online at http://trojan.troy.edu/catalogs/ . Pay close attention to admission requirements and prerequisite courses. Know the requirements for your degree plan. If you have questions your academic counselor will assist you.
Access your degree program –a link is available for students to view all degree requirements, prerequisites, majorrequirements and minors, if applicable.
Be sure to read and follow your syllabus.
Be sure to register during the registration timeframes –There are four weeks of registration for each term. Register early andorder your books. eTROY runs on nine week terms. Waiting until the first week of classes to register and order books is too late.
It is the online learners’ responsibility to be prepared for the first day of the term. eTROY students are required to order their textbooks through MBS Direct to insure the student has the proper materials for the course. The link to order textbooks from MBS is http://www.mbsdirect.net/Index.htm. eTROY is not responsible for issues regarding textbooks that have not been ordered through MBS Direct.
Work with your instructor –while in an online course the online learners are expected to work with the faculty who teach thecourse when questions arise related to the course and the grades. The staff cannot “fix a grade”. Once the course is completed for a grade and there are still issues, there are appropriate procedures that online learners must follow to address their concerns.
Be courteous, polite and respectful –to faculty, staff and fellow students. Inappropriate behaviors and comments will not betolerated.
Be ethical in your coursework –Cheating, plagiarism, and other such behaviors will not be tolerated at Troy University. Specificpenalties will be determined by the faculty and the consequences will adhere to Troy University policy.
Notify the University re: American with Disability Act – Eligible students, with appropriate documentation, will be providedequal opportunity to demonstrate their academic skills and potential through the provision of academic adaptations and reasonable accommodations. Further information can be found at:
eTROY Policies and Procedures
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All eTROY courses at Troy University utilize Blackboard Learning System. In every eTROY course, students should read all information presented in the Blackboard course site and should periodically check for updates—at least every 48 hours.
All students were required to obtain and use the TROY e-mail address that is automatically assigned to them as TROY students. All official correspondence (including bills, statements, e-mails from instructors and grades, etc.) will be sent ONLY to the troy.edu (@troy.edu) address.
• All students are responsible for ensuring that the correct e-mail address is listed in Blackboard by the beginning of Week #1. E-mail is the only way the instructor can, at least initially, communicate with you. It is your responsibility to make sure avalid e-mail address is provided. Failure on your part to do so can result in your missing important information that could affect your grade.
Your troy.edu e-mail address is the same as your Web Express user ID following by @troy.edu. Students are responsible for the information that is sent to their TROY e-mail account. You can get to your e-mail account by logging onto the course and clicking “E-mail Login”. You will be able to forward your TROY e-mail to your GoArmyEd e-mail account if applicable. You must first access your TROY e-mail account through the TROY e-mail link found on the Web site. After you log in to your TROY e-mail account, click on “options” on the left hand side of the page. Then click on “forwarding.” This will enable you to set up the e-mail address to which you will forward your e-mail.
Interaction will take place via e-mail, telephone, discussion board forums, comments on written assignments and office visits (if needed and possible).
• The student will participate in this course by following the guidelines of this syllabus and any additional information provided by the instructor, the eTROY center at Troy University, or Troy University itself.
• The student is expected to remain in regular contact with the instructor and class via e-mail or other communications means, by participating in the discussion forums, submitting assignments and taking exams, all in a timely fashion.
• TROY requires instructors to respond to students’ e-mail within 24 hours Mon-Thur, and 48 hours Fri-Sun.
Students must have:
• A reliable working computer that runs Windows XP or Windows Vista.
• A TROY e-mail account that you can access on a regular basis (see “TROY e-mail” above)
• E-mail software capable of sending and receiving attached files.
• Access to the Internet with a 56.6 kb modem or better. (High speed connection such as cable or DSL preferred)
• A personal computer capable of running Netscape Navigator 7.0 or above, Internet Explorer 6.0 or above or current versions of Firefox or Mozilla. Students who use older browser versions will have compatibility problems with Blackboard.
• Microsoft WORD software. (I cannot grade anything I cannot open! This means NO MS-Works, NO WordPad, NO WordPerfect)
• Virus protection software, installed and active, to prevent the spread of viruses via the Internet and e-mail. It should be continually updated! Virus protection is provided to all Troy students free of charge. Click on the following link https://it.troy.edu/downloads/virussoftware.htm and then supply your e-mail username and password to download the virus software.
If you experience technical problems, you should contact the Blackboard Online Support Center. If you can log onto the course simply look at the top of the page. You will see an icon entitled, “Need Help?” If you click on this icon, you will see the information below.
For assistance with Blackboard, Wimba, Remote Proctor, and other online tools, please go to http://helpdesk.troy.edu and submit a ticket. The Educational Technology team is available 8:00 a.m. to 8:00 p.m. seven days a week to support your technical needs. For instructions on submitting a ticket, please click here.
Troy University expects students to treat fellow students, their instructors, other TROY faculty, and staff as adults and with respect. No form of “hostile environment” or “harassment” will be tolerated by any student or employee.
Troy University recognizes the importance of equal access for all students. In accordance with the Americans with Disabilities Act and Section 504 of the Rehabilitation Act of 1973, the University and its Adaptive Needs Program seeks to ensure that admission, academic programs, support services, student activities, and campus facilities are accessible to and usable by students who document a qualifying disability with the University.
Reasonable accommodations are available to students who:
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• are otherwise qualified for admission to the University
• identify themselves to appropriate University personnel
• provide acceptable and qualifying documentation to the University.
Each student must provide recent documentation of his or her disability in order to participate in the Adaptive Needs Program. Please visit the Adaptive Needs Website at: trojan.troy.edu/etroy/studentservices/adaptiveneeds.html to complete the necessary procedure and forms. This should be accomplished before the beginning of class.
The awarding of a university degree attests that an individual has demonstrated mastery of a significant body of knowledge and skills of substantive value to society. Any type of dishonesty in securing those credentials therefore invites serious sanctions, up to and including suspension and expulsion (see Standard of Conduct in each TROY Catalog). Examples of dishonesty include actual or attempted cheating, plagiarism*, or knowingly furnishing false information to any university employee.
*Plagiarism is defined as submitting anything for credit in one course that has already been submitted for credit in another course, or copying any part of someone else’s intellectual work – their ideas and/or words – published or unpublished, including that of other students, and portraying it as one’s own. Proper quoting, using strict APA formatting, is required, as described by the instructor. All students are required to read the material presented at: http:/trojan.troy.edu/writingcenter/. For additional writing resources visit: http://trojan.troy.edu/etroy/studentservices/writingresources.html.
• Students must properly cite any quoted material. No term paper, business plan, term project, case analysis, or assignment may have no more than 20% of its content quoted from another source. Students who need assistance in learning to paraphrase should ask the instructor for guidance and consult the links at the Troy Writing Center.
• This university employs plagiarism-detection software, through which all written student assignments are processed for comparison with material published in traditional sources (books, journals, magazines), on the internet (to include essays for sale), and papers turned in by students in the same and other classes in this and all previous terms. The penalty for plagiarism may range from zero credit on the assignment, to zero in the course, to expulsion from the university with appropriate notation in the student’s permanent file.
The Libraries of Troy University provide access to materials and services that support the academic programs. The address of the TROY Global Campus Library Web site, which is for all Global Campus and eTROY students, is http://trojan.troy.edu/library/globalcampus/. This site provides access to the Library’s Catalog and Databases, as well as to linksto all Campus libraries and to online or telephone assistance by Troy Library staff. Additionally, the Library can also be accessed by choosing the “Library” link from the University’s home page, http://www.troy.edu.
In the eighth week of each term, students will be notified of the requirement to fill out a course evaluation form. These evaluations are completely anonymous and are on-line. Further information will be posted in the Announcements section in Blackboard.
Troy University eTROY is designed to serve any student, anywhere in the world, who has access to the Internet. All eTROY courses are delivered through the Learning System. Blackboard helps to better simulate the traditional classroom experience with features such as Virtual Chat, Discussion Boards, and other presentation and organizational forums.
In order to be successful, you should be organized and well motivated. You should make sure you log in to our course on Blackboard several times each week. Check all “announcements” that have been posted. Start early in the week to complete the weekly assignment. You should also go to the Discussion Board early in the week and view the topic and question/s for the group discussion exercise. Make your “initial” posting and participate in the discussion. Begin reviewing for the exams early in the term. Do not wait until the last minute and “cram” for these exams. You should review the material frequently, so you will be prepared to take the exams.
Whether you’re experienced at taking online courses or new to distance learning, we’re here to help you succeed in your online education. If you have general questions about eTROY programs, courses, policies, services or other university-wide topics, please visit the eTROY web site @ http://trojan.troy.edu/etroy/; call 1-800-414-5756, or ASK TROY.
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Essay #1: Literacy Narrative
In a minimum of 750 words, write a short literacy narrative about yourself. Literacy narratives can often have slightly different focuses, so you have a small amount of room for creativity, but they primarily deal with detailing a person’s path to reading and writing (education and experiences as a reader) and/or the impact that reading and writing has on their lives. Keep in mind that the focus here is on “literacy” (the act of reading and/or writing) and not as much on “literature” (which we’ll be talking about in class). Your literacy narrative can involve your experiences with various “great” books, but it will more likely encompass your experiences with a variety of texts, from internet reading, to newspapers, to comic books, to whatever you tend to read or even write in your spare time.
The organization of your paper will depend on the focus you want the essay to take. If you are writing about your experience becoming literate (learning to read and write), you will probably take a narrative approach, detailing your first experiences in school or your first memories of books or the first time reading or writing seemed to make a big impact on your life. In writing from this perspective, you will want a clear introduction that establishes the story you plan on telling, strong transitions and paragraphs (probably chronologically organized) that put that overall story together, and a conclusion that goes beyond simple summary to address the large context of what you’ve just written about. What ultimate impact did those early experiences have on the reader/writer you are today?
If you focus more on particular texts or experiences of reading and writing and how they have impacted your life, you would structure your essay in a more subject-by-subject fashion. Your introduction would establish that you are writing about significant moments where literacy or particular texts impacted your life and give a sense of why those moments or texts are important. Your body paragraphs would be organized around each of those texts or moments, explaining what they were and narrating why they mattered. In this structure, your conclusion would again go beyond simple summary to put the discussion in a larger context. Have those particular moments or texts changed the way you read or address writing now? How might those experiences be similar to or different from those of other individuals?
Regardless of how you organize the paper, the final draft of your paper needs to be typed, double spaced, and in 12 point font with one inch margins. Your name, the instructor’s name, the course number, and date need to be in the upper left hand corner of the first page. Your last name and the page number should appear in the upper right hand corner of each page
(technically it’s optional on the first page, but should definitely be on additional pages). See page 488 in A Writer’s Reference for an example.
Your final essay draft must be submitted online via the “Assignments” option on the course
Blackboard shell. (You can submit early if you choose; just keep in mind that once you submit, that submission will be final)
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