Final Reflection Essay (Need this paper completed by 1pm tomorrow Eastern time)

Barry University COLLEGE OF ARTS AND SCIENCES

ENG 095-07: English Composition Strategies Fall 2020 Day/Time and Location of Course: MWF 2:00-2:50 GAR 102 Instructor: Gianni Hernandez Phone/E-Mail: (305) 968-6966/[email protected] Office Location/Office Hours: Office Hours are held remotely and by appointment only. See the Student-Teacher Communication section below for scheduling information.

Student-Teacher Communication: I will post any information relevant to all students in the course on Canvas; please check Canvas regularly. For individual correspondence, my preferred methods of communication are phone calls and text messages, especially if you have questions or concerns that require back-and- forth communication or If there is a concept we are reviewing. I am pretty flexible with my time and am happy to help you with any course concerns you might have. Please feel free to call/text. I will answer if I can or return your message as soon as I can, and no later than 24 hours after your message, if I am not immediately available. I can also schedule a Zoom or Webex Meeting by appointment. Please call or text to schedule a meeting as needed.

WELCOME to ENG 095!

Course Objectives: This course has been designed to foster your critical reading and academic writing as well as the habits of mind necessary for college success. In particular, you will develop genre awareness, rhetorical literacy, and critical thinking skills through reading, conversations, and writing about the value and purpose of a college education. 

Learning Outcomes: If you participate actively, this course will help you to

· Develop a composing process that involves reading, reflection, revision, and collaboration. 

· Practice critical reading and writing skills in summary, reflection, analysis, and synthesis that increase knowledge and improve understanding.

· Identify a variety of texts by their genre and analyze them according to basic rhetorical concepts of context, author, audience, and purpose.

· Engage in complex issues by reading a variety of texts, integrating others’ ideas and perspectives in your own writing, and supporting your own argument with evidence.

· Compose texts that adopt design, voice, style, tone, and logical structure appropriate for the rhetorical situation and adhere to grammatical conventions of Standard Written English.

· Write reflectively about your experiences and take ownership of your own literacy development.

Course Description: This course prepares students for college-level writing. Students write about a variety of texts in order to develop genre awareness, rhetorical literacy, and critical thinking skills. Does not fulfill distribution, General Education, or degree requirements. If a student is placed in ENG 095, he/she must successfully complete the course before taking ENG 111. CR/NC option only.

Relationship of Course to University Mission: English 095 brings the Barry University Mission to the forefront of students’ and teachers’ collective inquiry. Students will read, reflect, and write about issues relating to the health and well-being of college students. Reading and writing assignments will also  invite students to engage with each of Barry’s core commitments: Knowledge & Truth through “scholarly and critical analysis of fundamental questions of the human experience”; Inclusive Community through the embrace of Barry students’ diverse cultural and linguistic backgrounds; Social Justice by fostering students’ sense of personal and social responsibility to promote peace, nonviolence, and equality; and Collaborative Service by teaching students how to work together for the better good.

Learning Methods include interactive and multimedia lecture; large group discussion; question and answer sessions; and informal, in-class writing exercises. Students will also engage in online activities, such as small group discussion and peer review sessions using discussion boards in Canvas, as well as other writing, reading, and analysis activities that will be submit via Canvas. FlexLearning (instructors who are teaching on campus): In response to the current health crisis, the First-Year Writing Program has adopted a hybrid approach to instruction, in which students will attend class in person and participate online.

· We will use a mix of synchronous and asynchronous learning.

· To ensure social distancing, our class will be divided into two groups—a Monday group and a Wednesday group. Students will attend one in-person class each week on their assigned day.

· Outside of class, during the other days of the week, students will engage in online learning activities.

· Each Friday, the whole class will meet via video conferencing platform during our scheduled class time. During this “Friday Recap” session, we will review the work students have completed online, address questions students’ have, and look ahead to the next week.

In addition to the hybrid model adapted in this class, ENG 095 also implements FlexLearning, meaning students attending in-person and remotely can engage in the same class at the same time, via videoconferencing. Some students have opted for “fully remote” participation in this class, and some may encounter quarantine or other health-related circumstances that require them to participate remotely for certain periods. Remote students will use a video conference platform to attend classes remotely on their assigned day, and should plan to attend all sessions on their assigned day as well as every Friday Recap session.

In Person Attendance and Physical Distancing: As mentioned above, in order to maintain a safe number of persons present in each classroom at any given time, I will divide the class into two groups. You should expect to attend class on your assigned day each week. Monday/Wednesday assignments will be posted on the Canvas site.

Students participating remotely, whether due to scheduling or personal health concerns, should keep up-to-date with the course schedule for “remote” students each class session and complete the activities outlined. All needed instructions and information will be posted on Canvas. Students should connect to each class session at the scheduled time, using the Webex or Zoom link provided on Canvas.

Class Recordings: Students are advised that class meetings will be recorded by the instructor. Any recordings will be available to students registered for this class as they are intended to supplement the classroom experience. Students are expressly prohibited from recording any part of this course. Students are expected to follow appropriate University policies and maintain the security of passwords used to access recorded lectures. Recordings may not be reproduced, shared with those not in the class, or uploaded to other online environments. If the instructor or a Barry University officer plans any other uses for the recordings, beyond this class, students identifiable in the recordings will be notified to request consent prior to such use.

Attendance Policy: Whether remote or in person—your attendance at class sessions is critical to your success in ENG 095. In addition to your attendance in class, you are expected to keep up with weekly online activities and regular homework assignments, which will be graded on a complete/incomplete basis and contribute significantly to your grade. (See Course Requirements as well as the Assignment Submissions and Deadlines Policy below.)

Below is Barry University’s COVID-19 Student Class Attendance Policy :

Students should not attend in-person instruction at any University campus or location when they feel sick, have flu-like or cold symptoms, or are engaging in self-quarantine due to contact with someone diagnosed COVID-19 positive or with possible exposure to COVID-19. Students should self-report COVID-19 symptoms, flu-like or cold symptoms via the COVID-19 Initial Notification Form.

Students are expected to familiarize themselves with the syllabus for each course and to understand the instructor’s expectations for attendance, participation, and submission of assignments. Depending on the learning format, absences may take the form of failure to attend or join scheduled synchronous remote class sessions; failure to participate in remote class activities, whether synchronous or asynchronous; or failure to meet the deadlines for the submission of an assignment or assessment.

Absences relating to COVID-19 will be excused by the course instructor. Students must contact the course instructor and/or the Dean of Students for accommodations and assistance. Students, if they are able, should keep up with classwork and submit assignments through Canvas or though other methods as indicated by course instructors. Students should make diligent attempts to stay in regular communication with their instructors. In partnership with instructors, students should reschedule exams, lab and studio work, and other critical assignments in a timely manner.

Faculty shall allow students with an excused absence to earn full credit for missing assignments by completing the assignment or by performing equivalent work, as long as the instructor deems that the learning objectives of the course can still be met in a timely matter. If missing assignments resulting from an excused absence cannot be completed in a timely manner, instructors should consider giving an “Incomplete” grade and subsequently follow the University-wide “I” grade policy.

Course instructors will not require students to provide any documentation of illness that has led to absences or missing deadline dates for assignments/tests. Documentation may be required for other types of absences such as death in the immediate family, scheduled participation in varsity sports activities or academic conferences, and court appearances. Instructors will work with the student in a collaborative manner to support the flexible learning environment that is required to deal with the current crisis.

Class Cancellation: In the unlikely event that I need to cancel class, I will contact you via email and make an announcement on Canvas, in which I will indicate any adjustments to assignments and deadlines as a result of this cancellation. These changes will be reflected in the Weekly Modules on Canvas.

Instructors teaching in person should include this statement ---Remote Pivot: Should our class need to pivot to remote instruction, I will contact you via email and make an announcement on Canvas, in which I will explain the plans for remote instruction via video conference platform.

Academic Dishonesty Policy: Barry University's Academic Dishonesty Policy states: Cheating is “the attempt, successful or not, to give or obtain aid and/or information by illicit means in meeting any academic requirements, including examinations.  Cheating includes falsifying reports and documents. Plagiarism is defined as the use, without proper acknowledgement, of the ideas, phrases, sentences, or larger units of discourse from another writer or speaker.  Plagiarism includes the unauthorized copying of software and the violation of copyright laws.” Students are expected to know and abide by this policy as stated in the university catalogue and student handbook.

According to the definition above, plagiarism can be the result of careless (and even unintentional) neglect of citation conventions, such as failing to include citations or poor paraphrasing. 

Plagiarism may also be the intentional use of someone else’s words or ideas, such as submitting another student’s paper as your own, copying wholesale from sources found on the internet, or asking someone to write your paper for you.  

Intellectual property is a central concern of rhetoric and research, and we will spend a lot of time working on appropriate methods for integrating others’ ideas within your own writing and providing proper acknowledgement and documentation of sources.

For that reason, the First-Year Writing Program has instituted the following measures regarding improper use of sources. Consequences will be determined by the kind of plagiarism committed:

For cases that involve careless neglect of citation conventions:

1. Upon the first offense, the student will be required to attend a mandatory conference with the instructor and then revise (or redo) and resubmit the work in question by a deadline determined by the instructor. Failure to resubmit the assignment within the deadline provided will result in failure on the assignment.

1. Upon the second offense, the student will receive an F on the assignment. After a mandatory conference, the instructor will submit an Academic Dishonesty Report to the Dean’s office. 

1. Upon the third offense, the student will receive an F (or NC) for the course.

For cases that involve intentional use of someone else’s words or ideas:

1. The student will receive an F on the assignment upon the first offense with no opportunity for resubmission. After a mandatory conference, the instructor will submit an Academic Dishonesty Report to the Dean’s office. 

1. Upon the second offense, the student will receive an F (or NC) for the course.

Disability Statement: Students with documented special learning needs may want to contact the Barry University Office of Accessibility Services 305-899-3489.

Accessibility Services: The Office of Accessibility Services provides information, advocacy, and academic accommodations to students with documented disabilities.

Barry University is committed to ensuring that students with physical and learning disabilities receive protections and equal access to programs and services as outlined by the 1990 Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act of 1973. This policy includes the design and delivery of online courses so that the access to a curriculum of learning for the disabled student is reasonably equivalent to that which is provided for the non-disabled student.

To be eligible for disability-related services, students must have a documented disability as defined by the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act of 1973. Students must request assistance first from Barry University’s Office of Accessibility Services. http://www.barry.edu/disabilityservices/default.htm (Links to an external site.)

The Office of Accessibility Services at Barry University will arrange for any accommodations that are reasonable and do not compromise academic standards or place a prohibitive financial burden on the University. Accommodations might include:

· Adaptive technology

· Enlargers

· Textbook scanning

· E-book adaptation

Student Behavior: All Barry University students are expected to behave according to accepted norms that ensure a climate wherein all can exercise their right to learn.  Such norms are set forth in the undergraduate catalogue under College of Arts and Sciences Guidelines for Student Conduct and Academic Responsibility.  Please be sure that you have read and understood that section.  No faculty member will tolerate classroom behavior that violates these norms.  Such behavior will be grounds for withdrawal from the class, judicial proceedings, or failure of the course.  If warranted, students engaging in such behavior will be removed from class by security personnel and may be required to undergo counseling.

Technical Requirements and Assistance: All students are strongly encouraged to visit Barry University’s Online Orientation site at http://www.barry.edu/online-orientation/

Please also take a few minutes and review the Webex Guide for Students, which is posted in the Canvas “Getting Started” module under “Learning Tools”. This short how-to guide will show you how to login and connect with your instructor and fellow students. Troubleshooting resources are also available at https://help.webex.com/en-us/WBX9000018881/Troubleshooting-Meetings

Please note:

· You will need a working microphone, speaker and webcam.

· Google Chromebooks will not work with Webex.

· If using a mobile device, download Cisco Webex meetings from your app store.

· Contact the Barry IT Support Desk at 305-899-3604 (Office Hours - Monday – Friday 7:30 am – 6:30 pm.) or submit a help desk ticket.

Barry University provides Microsoft Office to every student, faculty and staff free of charge. More information can be found at:

https://barryit.teamdynamix.com/TDClient/KB/ArticleDet?ID=2677

Want to purchase a new desktop or laptop? Barry University students are eligible for special discounts through Dell's Education Purchase Program (EPP). Check out the information at: https://barryit.teamdynamix.com/TDClient/KB/ArticleDet?ID=28472

Tutoring: All tutoring and academic support services are available remotely for the Fall term. Students can arrange tutoring appointments in the Writing Center, and Reading Center online by visiting: http://www.barry.edu/learning-center/tutor/. Students will need to allow for a 24-hour turn-around time from when they submit the tutoring request to when their session is scheduled.

Grading: The following scale will be used to grade all major writing assignments. See also the Assignment Submissions & Deadlines policy below, which indicates penalties for work submitted late.

 

A	A-	B+	B	B-	C+	C	D	F
93-100	90-92	87-89	83-86	80-82	77-79	70-76	60-69	<60

Please note that ENG 095 is a CR/NC course, and students’ final grades will appear on transcripts as either CR (for students who have passed the course) or NC (for students who have not passed). A grade of 70 or higher is required to receive a CR (passing) grade .

Workload: This is a course in literacy development, which is all about practice, revision, and reflection. You will read and write before each class. Much of the writing will be informal and conversational; all of it counts. All of the reading is essential. 

Reading and writing take time, and you should budget and schedule your time accordingly. Expect to spend approximately 1.5 hours per week in synchronous or in-class sessions, 1.5 hours per week engaged in asynchronous online activity, and 6 hours per week on reading and writing homework.

FYW Assignment Submission & Deadlines Policy: All work must be completed and submitted on time via Canvas. If you have a problem with a deadline, please let me know ahead of time so we can discuss an extension.

· Major assignment deadlines (including Summary Paragraphs, Advice Essay, Summary/Description & Rhetorical Analysis, Extended Rhetorical Analysis Essay) should be met to ensure your success in the course. Late submissions of major assignments will be penalized 5 points per day late. No late work will be accepted after a week from the deadline. Note: Extensions may be granted on a case-by-case basis and if requested in advance The grade will not be affected when an assignment is late for reasons that would result in an excused absence.

· Weekly and online activities (Drafts, Notes, Online Activities, etc.) should be submitted by the deadline to ensure your progress in the course and your preparation for class sessions. Weekly and online activities submitted more than three days late will not be accepted. (See Assignment Descriptions below.) Exceptions may be made for students with excused absences.

FYW Revision Policy: Good writing is all about process and revision. Real writing is rarely “done”; it’s just due. In line with this philosophy, you are invited to revise major assignments for an improved grade—under the following conditions:

1. The revision is submitted within 1 week of receiving the initial grade.

1. The revision is accompanied by a cover sheet (from provided template) demonstrating critical engagement with the feedback and explaining the resulting improvements.

1. Any subsequent revisions after the first will only be accepted after a conference with the instructor.

Note: The revision will not eradicate late-work penalties accrued by the original submission. That is, if you lost 10 points on the original submissions because it was past deadline, the highest grade you can receive on the revision is a 90.

Language & Cultural Difference: Our ability to communicate in multiple languages, including varieties of English, is a valuable asset both in our personal and professional lives. In this course, you are encouraged to use your diverse linguistic and cultural resources. Although we’ll use American English and Standard Written English (SWE) for many situations, you are encouraged to draw on other languages/rhetorical practices in particular assignments. As effective communicators, we need to consider audience, purpose, and rhetorical strategies, to be mindful of our differences, and to bridge them through various strategies. For instance, if your audience does not speak Spanish, you might need to include a translation or captioning; if an image has certain connotations in your culture, you should provide adequate information so that your message clearly and effectively reaches the target. I hope we can all enrich our understanding of languages and literacies and become more effective, purposeful, and ethical in our communication.  

Canvas Course Website: The use of Canvas, our university’s course management system, is central to the delivery of instruction for this flexible learning course. On Canvas, you can access reading materials, instructional materials, and assignments. Canvas will also allow us to interact with each other through Webex, Discussion Boards, and messages. All work must be submitted electronically via Canvas. Feedback will be posted in the same way. You will need to log in to Canvas on a daily basis and ensure that you understand how to submit assignments and read feedback.

Webex Sessions: Live synchronous sessions will be conducted via the video conference platform, Cisco Webex. This a tool is embedded in our Canvas site. For the best experience in synchronous sessions, I encourage you to turn your webcam on. A call in option is also available.

NOTE—ZOOM may also be available. Update to indiciate which video conferencing platform you will use.

COURSE REQUIREMENTS

Textes & Materials

· Regular access to email, Canvas, and Webex

· Webcams and microphones are recommended for video conferencing sessions.

· All course reading assignments and instructional materials will be available in PDF form on Canvas.

Readings

Brown, S. & Kafka, A.C. (2020, May 11). Covid-19 has worsened the student mental-health crisis. Can resilience training fix it? The Chronicle of Higher Education. https://www.chronicle.com/article/covid-19-has-worsened-the-student-mental-health-crisis-can-resilience-training-fix-it/

Carroll, L.B. (2010). Backpacks vs. briefcases: Steps toward rhetorical analysis. In C.Low & P. Zemliansky (Eds.), Writing Spaces: Readings on Writing, Volume 1. Parlor Press. http://writingspaces.org/essays

Council of Writing Program Administrators, National Council of Teachers of English, and The National Writing Project. (2011). The habits of mind. The Framework for Success in Postsecondary Writing. Retrieved from http://wpacouncil.org/framework

Klawe, M. (2019, July 24). Supporting health and well-being on college campuses. Forbes.com https://www.forbes.com/sites/mariaklawe/2019/07/24/supporting-health-and-well-being-on-college-campuses/#1a3d2f1510d6

Schwartz, T. (2013, February 9). Opinion: Relax! You’ll be more productive. The New York Times. https://www.nytimes.com/2013/02/10/opinion/sunday/relax-youll-be-more-productive.html

Assignments

20% Drafts, Notes, Online Activities, etc.

10% Summary Paragraphs

20% Advice Essay

20% Summary/Description & Rhetorical Analysis

25% Extended Rhetorical Analysis Essay

5% Final Reflection Essay

Below are brief descriptions of all assignments. Please refer to Canvas for complete assignment descriptions and instructions. 

20% Drafts, Notes, Online Activities, etc.

Over the course of the semester, you will engage weekly including reading responses and notes, drafts, peer review workshops, discussion board posts, and online activities. These informal assignments will be graded based on completion.

10% Summary Paragraphs

One of the central goals of this course is to improve your critical reading and writing skills. To that end, many of the formal writing assignments in this class are designed to give you opportunities to hone these skills by writing summaries of assigned readings. In the first half of the semester, you will write 3 one-paragraph summaries of assigned readings.

20% Advice Essay

In this 2-3 page essay, you will engage with 2-3 of our course readings as well as your own experience to write an essay that gives advice to other college freshmen.

20% Summary/Description and Rhetorical Analysis Essays

In the second half of the semester, you will compose two, 1-2 page Summary and Rhetorical Analysis Essays. In each of your Summary & Analysis Essays, you will compose a one-paragraph description of a Public Service Announcement (one print and one video) of your choice, and then follow it with a one-paragraph rhetorical analysis.

20% Extended Rhetorical Analysis Essay

The final major essay for the class asks you to use the rhetorical concepts and terms discussed in class to perform an extended rhetorical analysis of two public service announcements. You will examine your PSAs and think about why and how each specific genre is used to achieve a rhetorical end for a specific audience in a specific context. Based on your understanding, you will develop a 3-4 page essay in which you analyze your two genres.

5% Final Reflection Essay

To close the semester, you will write a 2-page essay in which you reflect upon your experiences in 095 and examine your development as a reader, writer, and critical thinker.

COURSE SCHEDULE

Course Schedule The schedule listed below is for planning purposes and is subject to change. Please use Canvas for up-to-date and specific deadlines on all assignments, as well as detailed instructions.  Use the Modules tab in Canvas to view all weekly class activity. All deadlines are also visual in the Canvas calendar. Being familiar with these tools and logging on to Canvas regularly will help you to stay on track with your work in ENG 095. I strongly recommend that you use a personal planner or calendar to write down the deadlines for all of your assignments in ENG 095 and all your course, and that you schedule your plans for completing these assignments at set times during the week.
Week/Dates  Estimation of time students can expect to spend on each activity. This time will vary by student.	· Explanation of homework due prior to in-class session · Main activities/items to cover during in-class session · Explanation of online activities
Week 1 August 31 Homework · “The New Literacy” Essay (2 hours) Online Activity · Time to take a selfie (1 hour)	In-Class Session: · Class structure · Syllabus Review · Canvas orientation · Review of campus resources -- e.g. Writing Center · Introduction to “New Literacy” essay and “Time to Take a Selfie” activity Homework · “The New Literacy” Essay -- (due Friday by 11:59pm) Online Activities: · Welcoming/Getting to Know Each other Activities: Time to Take a Selfie Friday Webex Recap Session  · Share your “Time to Take a Selfie” answers
Week 2 September 7 (Monday is Labor Day) Homework · Reading & Responding to HOM = 1 hour · Introduction Letter = 2-3 hours Online Activity · DB participation = 1.5 hours	Important! Monday students is Labor Day. Monday students, please plan to come to attend class on Friday instead. (There will be no Friday Webex Recap.) Homework · “Habits of Mind”; Reading Response (due Monday) · Introduction Letter (due Friday) In-Class Session · How to see instructor feedback in Canvas.  · Discuss Habits of Mind · Introduction to the Introduction Letter Assignment · Review Convention of Informal Letters--Introduce terms “genre” and “conventions” · Conventions of Informal Letters: date, salutation, body, complimentary close · Other common conventions of writing: paragraph structure (unity), stylistic choices (tailored to audience) Online Activity · Discussion Board Responses to “Habits of Mind”
Week 3 September 14 Homework · Reading & Responding= 2 hours Online  · Drafting Summary = 2 hours	Homework · Read and respond to “Supporting Health and Wellbeing on College Campuses” In-Class · Discuss “Supporting Health and Wellbeing”--start with students’ responses · Introduction to Summary Paragraph assignment -- Discuss summary writing strategies · Introducing the article by title and author in the first sentence (APA date) · Identifying the purpose · Identifying the main ideas and supporting details Online Activity · Draft Summary  Friday Webex Recap · Discuss Summary drafts
Week 4 September 21 Homework · Reading and responding = 2 hours ·  Revising Summary #1=1 hour · Drafting Summary #2 = 2 hours Online Activity · Summary Peer Review = 1.5 hours	Homework · Final draft of Summary #1 due · Begin Summary #2  · Read and respond to “COVID-19 Has Worsened the Student Mental Health Crisis”; Reading/Reflecting In Class · Discuss reading · Review summary writing · Introduce online activity: Peer Review Online Activity · Summary Peer Review Friday Webex Session · Review Summary #2 and Peer Review
Week 5 September 28 (October 2 is Fall Holiday) Homework · Reading and responding = 2 hours ·  Revising Summary #2=1 hour No Online activity	Homework · Summary #2-3 · Read and respond to “Relax You’ll Be More Productive” In-Class  · Review “Relax” · Introduce Advice Essay · 2/3-pronged thesis statements No Friday Webex Session--October 2 is Fall Holiday
Week 6 October 5 Homework: · Thesis Statement Draft = 1 hour · (Begin drafting essay = 2-3 hours) Online Activity · Topic sentences and outlines= 2 hours	Homework · Thesis Statement Draft · Structural Analysis--identify/analyze the thesis, topic sentences, and structure of “What I Have Live For.” · In-Class Session · Review of thesis statements  · Discuss the analysis exercise--essay structure,  topic sentences composing an outline Online Activities · Advice Essay Outline Friday Webex · Review outlines
Week 7 October 12 Homework · Reading handout = 30 minutes · Drafting introduction=1 hour · Drafting Essay = 4 hours Online Activity · Incorporating Sources Exercise = 1.5 hours	Homework · Read introduction handout and draft introduction (due Monday) · Essay draft (due Friday) In-Class Session · Review of introductions · How to incorporate sources · Sign up for one-one-one conference time (for Week 8) Online Activity · Incorporating Sources Exercise Friday · Review incorporating sources exercise and prep students for the peer review portion of that exercise
Week 8 October 19 Homework · Source Integration Peer Review = 1 hour · Drafting and revising = 6 hours	Homework · Complete Integration Sources Peer Review · Full draft of Advice Essay · One-on-one conferences No In-Class Sessions, No Friday Webex Sessions—Attend your one-on-one virtual conference at the assigned time.
Week 9 October 26 Homework · Drafting/Revising Advice Essay = 2-3 hours · Reading and responding = 1-2 hours Online Activity · Rhetorical Analysis Draft = 1.5 hours	Homework · Final Draft of Advice Essay  · Read and take notes on Backpacks and Briefcases In-Class  · Review of “Backpacks and Briefcases” · Introduction to Rhetorical Analysis · Introduction to next major assignment: Description & Rhetorical Analysis of a PSA Print Ad Online Activity · Rhetorical Analysis Draft Friday Webex Session · Review the rhetorical Analysis Draft
Week 10 November 2 (Friday 11/6 is the last day students can withdraw from classes.) Homework · Final Draft of D&A = 2-3 hours Online · Draft S&A = 2 hours · Peer Review = 1.5 hours	Homework · Final Draft of Description & Analysis  In-Class · Introduce Summary & Rhetorical Analysis of a PSA Video · More practice with Rhetorical Analysis Online Activity · Peer Review of Summary & Analysis of Video Friday Webex Session · Q&A relating to Summary and Analysis assignment
Week 11 November 9 Homework · Reading and responding = 2 hours Online Activity · Comparing modes = 2 hours	Homework · Read and take notes on “Understanding Genre” In Class  · Discuss “Understanding Genre” · Introduce Extended Rhetorical Analysis Essay (ERAE) · Introduce online activity Online Activities · Comparing modes activity Friday Webex Session · Review of comparing modes activity
Week 12 November 16 Homework · Drafting/revising S&A = 2 hours · Reading ERAE Sample Outlines and Paragraphs = 30 minutes Online Activity · Drafting thesis and outline = 2-3 hours	Homework · Final Draft of Summary & Rhetorical Analysis of a PSA Video · Read ERAE Sample Outline and Paragraphs In-Class · Review the ERAE outline and Sample paragraphs Online Activity · Thesis and Outline  · Friday Webex Session · Review of Thesis and Outline  · Looking ahead to next week
Week 13 November 23 (Thursday & Friday are Thanksgiving holiday) Homework · Drafting introduction = 1.5 hours	Assignment · ERAE Introduction (due Monday) In-Class · Review ERAE Introduction Drafts · If time, review and revise introductions in class. · Sign up for one-one one conferences (Week 14)
Week 14 November 30 Homework: · ERAE drafting and revision = 5-6 hours	· Draft Extended Rhetorical Analysis · One-on-One conferences Assignment  · Complete draft of extended rhetorical analysis (due Monday) No in-class sessions; come to your scheduled one-on-one virtual conference.
Week 15 December 7 Homework: · Revise ERAE = 3-4 hours · Compose Final Reflection Essay = 2-3 hours	Homework: · Extended Rhetorical Analysis Essay due Wednesday · Final Reflection Essay due Friday In-Class Session · Introduce Final Reflection Essay