3 pages - Candice

Composition II is a writing course with a high focus on literature. You will produce writing that demonstrates an ability to weave together quotes, thorough interpretations/analysis of quotes, social examples, and scholarly sources. Your objective in this is to draw connections between the literature and scholarship in this course to begin to explain the way the literature both interprets our world and communicates norms (or instructs readers regarding appropriate ways of acting and reacting to that world.).

It should be noted that this is not an “English” literature course, though Valencia offers two of them if you’re interested. If you understand literature as something that only refers to authors like Shakespeare and Poe or other classic “traditional canon”1 authors, your definition of literature will need to become more inclusive. One expansion of your definition will be through the inclusion of authors you may not know and material that may address less familiar themes of literature. Along with typical themes like love and death, we will also talk about topics of gender, sexuality, race, ethnicity, social class, logic, reason, and truth, among others.

Because of this, it is imperative that you become aware of what you say and how you say it, especially in the online setting. This does not mean our discussions will be limited but rather that we will develop the skill of decentering (realizing that one’s opinion is only one among many ohters). We will use literature as a means of understanding what we think, why we think it, and how and why others may look at the world in ways that may be different and sometimes not “normal” to us. To accomplish this, we use the newer definition of literature,2 which includes texts like music, television, films, and video games as opposed to that the literature that is only produced in written form..

The course is centered primarily around two mutually dependent concepts: the value of “voice” and the development critical thought. Thus, throughout the entirety of our semester together, discussions will come back to a few primary questions:

! who speaks and who is spoken to? ! whose voice gets heard and whose voice is silenced? ! who writes our collective history and whose history is written for them? ! and most importantly, how can you make your own voice matter, and how can you

speak while at the same time taking into consideration competing voices?

You are expected to bring with you skills from ENC 1101 including: paragraph components, essay organization, sentence variety skills, and intentional word choice, knowledge of MLA format, and the ability to demonstrate critical thought in writing. Throughout this course, you will be expected to incorporate the following in your writing: a more sophisticated vocabulary, more in-depth analysis of literature both in class and in your writing, and a mastery MLA formatting skills.

As a starting point for critical thinking, your writing should flow from the following statement: the world is simply more complex than all our efforts to explain it. This doesn’t mean that we can’t successfully explain some of its components. Accomplishing this isn’t the easy process it may seem on the surface, so it’s no surprise when my students’ number one complaint is: “I can’t get the words on the page to match the thoughts in my head.” As you learn listen to and understand the complexity of your and others’ thoughts this in our course, hopefully, the act of writing will become an easier and more enjoyable task.

Finally, we will explore the way writing should never be used to make a singular “grand statement” – a thesis argued as the be all and end all of a conversation. Rather, we will work to understand writing as an act that can help us investigate, navigate, and explain an increasingly complex environment: the world that surrounds us. ____________________________________________________________________________________________ 1 Canon: "Those works generally considered by scholars, critics, and teachers to be the most important to read and study, which collectively constitute the "masterpieces" of literature. Since the 1960s, the traditional English and American literary canon, consisting mostly of works by white male writers, has been rapidly expanding to include many female writers and writers of varying ethnic backgrounds." -Bedford St. Martins 2 You will read about this in one of your first assigned readings: Terry Eagleton’s “What is Literature?”

A B O U T C O M P O S I T I O N I I

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Here’s a guide to help you better navigate this beast of a syllabus:

Course Policies How, When, & Where to Contact Prof. G. ………………………………………………………………………………………………… 2 Texts & Materials…………………………………………………………………………………………………………………………………………………………… 3 Course Assignments, Grade Distribution, & Explicit Content Warning………………………… 4 How to Compose an Email to Prof, Connect By Facebook, & Forward Atlas Email… 5 Participation Guidelines & Attendance & Late Work Policies……………………………………………… 6 Computer Malfunction Policy, The Writing Center, and Course Disclaimers…………… 7 Plagiarism Policy & Failure/Disciplinary Action for

Plagiarism Offenses (even unintentional)………………………………………………………………………………… 8 Academic Honesty, Code of Conduct, and Withdrawal Policies……………………………………………… 9 Disability & Student Assistance Programs; Course Description, Prerequisites,

Description & Outcomes; Important Dates; & links to College Catalog, Policy Manual, & Student Handbook…………………………………………………………………………………………………… 10

Tips for Success, Resources & Copyright, and Questions………………………………………………………… 11 Course Schedule Weekly Readings, Viewings, Lectures, Assignments ………………………………………………………… 12

Other Important Information What Makes a Good Discussion Post (Including MLA Format and File Attachments)……… 21 Detailed Information on MLA Requirements in Formatting Assignments ……………………… 22 Taking An Online/Hybrid Course, What You Will Need to be Successful

How an Online/Hybrid Course is Different from a Face-to-Face Course?, Course Components……………………………………………………………………………………………………………………………………………… 25

What We Expect from Each Other & Netiquette …………………………………………………………………………………… 26 Minimum Technology Requirements & Special Note about Using a Mac …………………………… 27

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E N C 1 1 0 2 F R E S H M A N C O M P O S I T I O N 2

P R O F E S S O R T O R I G R A J E D A S Y L L A B U S

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I M P O R T A N T T H O U G H T S A B O U T T H I N K I N G

“Either you repeat the same conventional doctrines everybody is saying, or else you say something true, and it will sound like it's from Neptune.” – Noam Chomsky

I M P O R T A N T T H O U G H T S A B O U T W R I T I N G

“Good writers define reality; bad ones merely restate it.” – Edward Albee

“Nobody can do everything,/but everybody can do something,/ everyone must play a part” – Gil Scott Heron

C O N T A C T A N D C O U R S E I N F O R M A T I O N Email: Personal Issues: [email protected]

Please do not email me through Atlas or Blackboard Messages as I do not check those accounts! Questions about Course Content: Facebook or “Ask A Question” Peer Discussion Board

Office Location: Bldg. 4, Rm. 227 (down the hallway outside the library) Office Phone: (407) 582-2276 Mailbox Location:

7-163 (Communications Department: M-F 9am-5pm)

Course Information:

ENC 1102 / Fall 2015 / 3 Credit Hours

Sections: Section# / Meeting Location / Mode / Day & Time

26188 / 8-145 & Blackboard / Hybrid / Tues 10:00-11:15am 26411 / 8-145 & Blackboard / Hybrid / Tues 11:30am-12:45pm 28927 / 8-145 & Blackboard / Hybrid / Wed 10:00-11:15am 26640 / 8-145 & Blackboard / Hybrid / Wed 11:30am-12:45pm

Contact Hours Office Contact Hours: East Campus, 4-227 Tuesday: 1 – 5:30pm Wednesday: 1 – 1:30pm Online Contact Hours by Email: [email protected] Monday: 12 – 2pm Thursday: 12 – 2pm Friday: 12-1pm *You may message me privately in Facebook for chat anytime that I am available.

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T e x t s a n d M a t e r i a l s :

To save students cash, I do not require a textbook. I provide needed materials through Blackboard. You required to access all of these materials and use them for your discussions. If you are comfortable finding and reading information on the Internet, this should be a plus (not a problem). Nevertheless, an online document looks much different than a webpage. You are required to print out the course readings. Students, semester after semester, note that they are easier to read on the page than on the screen.

Here are the core materials needed:

 A printed version of the syllabus

 Materials provided through Blackboard (Weekly Modules, Lectures, & Readings)

 Tim Corrigan’s Short Guide to Writing about Film

http://faculty-staff.ou.edu/L/A-Robert.R.Lauer-1/Corrigan.html

 Willingness to Connect by Facebook for online conferencing when needed

 Webster’s Collegiate Dictionary & Roget’s Dictionary Style Thesaurus (you may use www.dictionary.com or www.thesaurus.com)

 Internet access

 Atlas email account forwarded to a frequently checked email account (directions are included in this syllabus)

 Purdue Owl Website for MLA format: http://owl.english.purdue.edu/owl/resource/747/01/ (Or the Quick Access book)

 Access to and knowledge of Microsoft Word (All essay drafts must be submitted as DOC or DOCX files. You must have “Track Changes” and “Comments” capabilities. If you have neither on your personal computer, you can get a free copy from Valencia

 Facebook Account for online communication (exceptions are made for those with extenuating circumstances)

 Adobe Acrobat Reader

 Capability of listening or watching files in MP3 and MP4 format

N o S h o w P o l i c y : During the first week, you are required to take the syllabus quiz and submit an introduction to the “I’d Like to Introduce” discussion board in Blackboard by Friday at midnight If you have not posted your introduction and scored a 100 % on the syllabus quiz by Friday of the 1st week by midnight, you will be withdrawn as a “no show” student.

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A S p e c i a l W a r n i n g R e g a r d i n g E x p l i c i t C o n t e n t : Some literature in this course contains explicit content in regard to language and topics. If you are uncomfortable with either, you would be highly advised to switch to another section of ENC1102. Know that the syllabus is a contract between the student and professor. By staying in this course, you agree to this contract. This does not mean that bombing our course frequently with four letter words is acceptable, but if you refer to explicit content in your discussions or essays, you do not have to star- out (f***) words.

Grading Scale A 90-100 Essays E Ess Essays in this course are Essays in this course are Essays in this course are B 80-89 C 70-79 F 0-69 Grading Process Essays in this course are graded by rubric. When you receive your grade, please review this rubric to note strengths and needed improvements. Other assignments are graded on successful completion of assignment criteria.

Put your best efforts into your writing. I assign grades based on standards that will help you be most successful in the future.

Earning less than a C on ONE of your core essays results in failure of the course. Please Note: One revision of a failing essay is allowed per semester.

C o u r s e A s s i g n m e n t s a n d G r a d e D i s t r i b u t i o n : Students will come to know the writing process and its fluidity through invention, discovery/research, drafting, peer-editing, and revision in the following writing assignments:

3 Literary Quizzes (10 points each) 30 points

In-Class Assignments & Quizzes 10 points

2 750-Word Discussion Post Essays and 4 300-Word Peer Responses (20 points each)

The discussion grade is determined as follows: 60% can be earned from you own initial discussion response. 40% can be earned in your 4 peer responses.

40 points

Final Project: Researched Comparative Essay and Creative Piece Prewriting Assignment 5 points Final Draft 20 points

25 points

Final Exam: Creative Piece 5 points

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E M A I L & F A C E B O O K P O L I C Y :

Please regularly check your Atlas account for excessive absence notices, grade warnings, instructor emails, etc. You are responsible for checking your email in time to speak with me about any issue regarding the course before you are withdrawn.

Students find most success in doing this by forwarding Atlas email to a more regularly checked email account!

F o r w a r d i n g Y o u r A t l a s E m a i l : Here's how to forward your Atlas email to a preferred email address you check regularly: • Go into your Atlas email, and on the right hand side, there is a sprocket and clicking on it will open a

down menu. Choose “Options” • On the page that opens up, on the left-hand side, you will see a list of shortcuts. One of them is

"Forwarding” your mail .." Click on that. • On the right, you will see "Forward my e-mail to:" • Fill in the email address you check frequently • Click "Save" at the top of the page

Once, the night before a midterm, I sent all the exam questions out by Atlas email. One of my students had checked his mail and knew exactly what to study. You never know what may come in your Atlas email! :)

A c a d e m i c C o r r e s p o n d e n c e : This is an English film course. Adhere to the Standard Written English rules of grammar, punctuation and capitalization for all academic correspondence, including communication with me or classmates via email, Blackboard, and the class discussion boards. Your grade depends on it.

Pause before hitting send!

Once an email is sent, it cannot be unsent; therefore, follow these guidelines before hitting the send button:

• Follow the protocol learned from the Michael Leddy article, “How to Email a Professor.” http://mleddy.blogspot.com/2005/01/how-to-e-mail-professor.html

• Proofread the message to be sure it is grammatically correct and properly capitalized. • Run the spellchecker. • Consider the tone and audience of your message • Review the materials at the end of this syllabus on nettiquette

C o n n e c t i n g t o t h e C o u r s e b y S o c i a l M e d i a

This course requires connection by Facebook : http://www.facebook.com/professagrahata

If you have trouble with the above link, use the following Email account associated with Facebook: [email protected] User Name: Profesora Tori Grajeda When connect through one of this social networking site, please include the following information about yourself as well as the statement that follows in a message at the time you request connection:

• Your real name • Your social media name • Your VID • The course and section number in which you are enrolled.

By connecting through Facebook, you agree to knowing and abiding by the following policy: I have reviewed and agree to follow the netiquette guide on my syllabus. I understand that this site may contain mature content in relation to language, sex, violence, and other mature material, but only as related to our course content (i.e. literature, readings, etc.). I understand that a warning will be provided where such content is present and will avoid that content when desired.

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C l a s s P a r t i c i p a t i o n a n d R e a d i n g s :

Class Participation will take place each week in our discussion boards, including the “Ask A Question / Answer A Question” Community Discussion forum. This:

• Creates an intellectual community

• Shapes our classroom encounter

• Expands learning possibilities • Creates more complete and diverse (non-one-dimensional) pictures

of our social experiences • Forges a richer production of the kind of critical thought that

we will strive toward over the course of our semester together A special warning about respecting others’ right to participate:

Participating in a community also means realizing when you are talking too much. Dominating conversation does not make good participant; neither does speaking without first gathering thoughts, considering their relevance, and determining whether you are ready to adequately articulate them. See end of syllabus for full version.

You are responsible for participating respectively:

Be cognizant of your own expressions and the effects of those expressions. We will discuss sensitive topics. Avoid all biased language. Diction is imperative in general as especially within an English class or successful essay. Hate speech of any kind is grounds for removal from this class and possible disciplinary action. Avoid absolutes as well, as they are rarely true (i.e. everyone, no one, always, never, and so on)

In abidance with FERPA and with respect to your colleagues’ right to privacy, you may not allow your parents or anyone else to sign in to or operate your Blackboard account. If you do so, I am obliged to discontinue your access, and you will not receive credit or make-up work for missed assignments.

A t t e n d a n c e : 2 permitted absences. 3rd Absence = withdrawal due to excesssive absences

*In this hybrid course, your attendance is checked by assignment. 1 missed assignment results in 1 absence. If you wish to receive an F rather than a W, please let me know, and I will give you an F rather than withdraw you.

*Exceptions will be made for ongoing medical conditions. Please speak with me regarding this policy. L a t e W o r k Late work = point reduction; failing essay = failing class; no proper submission to blackboard = no grade The following policy applies for late assignments:

• 1 day late results in a 10 percent reduction of the grade; • 2 days late results in a 20 percent reduction of the grade; • 3 days late results in a 30 percent reduction of the grade; • 4 or more days late results in failure of the grade.

* I do occasionally allow extensions on submission of work to students who ask before the due date. I try to be generous and understanding. However, if you abuse these extensions, I may respond with a “no.” *Exceptions will be made for ongoing medical conditions. Please speak with me regarding this policy.

PLEASE NOTE: Failure to turn in your final project on time will result in automatic failure of this course.

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C o m p u t e r M a l f u n c t i o n s : A special note about computers: Be aware that a broken or ill-functioning computer or the inability to retrieve, produce, or submit your assignments from your computer will not be accepted as a valid excuse. Save all your documents to both a flash drive and your hard drive.

• No papers sent via email for grading. • All assignments to required Discussion or SafeAssign links if you want comments or a grade • Blackboard issues are your responsibility to solve immediately • Send me a copy by email to show completion, but you must still submit it properly to Blackboard.

Due to technical issues with Blackboard and the Internet, it is highly advisable to write your discussion board posts in a MS Word document. When you have finalized your thoughts, double-space your document, and then copy and paste into the discussion. This will prevent potential meltdowns should you encounter a power-outage or Blackboard error message, which does happen, often – very often! T h e W r i t i n g C e n t e r a n d S t r u g g l e s w i t h W r i t i n g

If you are near campus, you may visit the East Campus Communications Center (Bldg. 4, Rm. 120) or schedule a West Campus Online Writing Consulation. This will highlight our commitment to collaboration, rewriting, rethinking, and re-vision, and hopefully you will gain some new and useful insight regarding your own writing processes and topics. You can go there for any writing, reading, or speech concerns in any course you are taking here at Valencia. I will also be posting a link to SmartThinking – an online service with a certain number of free hours provided to all Valencia students.

And please, if you are having difficulty in this course, email me. Your success is the reason I am here. At the same time, please have some ideas formulated in your mind about the issues you are having or the material you are not grasping instead of sending me an email that says “I don’t know what to write on” or “I’m just not a good writer.” No one is asking you to be a good writer or the best film analyst, but rather to write well (and with some dignity, investment, and realness), giving analysis of film your best shot. While I sympathize with writer’s block and any lack of confidence in your writing/thought process that you might have, my sympathy will not get you a better grade.

D i s c l a i m e r :

I reserve the right to change the syllabus schedule at any time during the semester as we, as a class, may move more slowly or quickly through material than another group of students. We have a projected schedule in this class, but this schedule is likely to change if there’s a Blackboard error, system malfunction, or if I have to take time off work for sickness, conferences, or meetings. Failure to read the course announcements and emails from me does not excuse you from knowing what’s due and when. You are 100% responsible for keeping up with everything that goes on in this class.

Whining and bellyaching will be frowned upon. Refusal to participate in class or outside of class in discussions will be viewed as apathetic behavior. Actively participating in your own success in this course is the only way to achieve that success. This policy is implemented to guarantee the morale of the classroom, the rights of all students in my classroom to a respectful environment where voices are valued, and an impediment free educational experience. Choosing to disrespect the classroom environment or anyone’s right to be educated within it will result in a forfeiting of your own personal right to that respect.

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A Note about Wikipedia and Other Internet Sources: You are responsible to check that source is a legitimate academic source

“I am returning this otherwise good typing paper to you because someone has printed gibberish all over it and put your name at the top” (Anonymous, English Professor, Ohio University).

While Wikipedia, SparkNotes, IMDb.com and the like can be great starting sources, such sites are terrible breeding grounds for biased and/or false information. Doing a search for bands who initiated the punk rock scene will provide you with information you may need to begin your search, for example, giving you names of bands, venues, and a timeline of events and developments within the music genre. But, once you’ve found your keyword information on these sites, move on to more scholarly resources for the information utilized in your paper. The sources sources will not be accepted as academic sources within your written work. P l a g i a r i s m R e s u l t s i n F a i l u r e : Plagiarism is using ANY unoriginal idea without citation

“It's not plagiarism - I'm recycling words, as any good environmentally conscious writer would do” (Uniek Swain)

Write your own papers. I expect that ideas presented as your writing were authored by you and that all outside sources have been cited properly. THIS MEANS THAT YOU MUST CITE ANY facts, paraphrases, quotes and ANYTHING NOT ORIGINATING IN YOUR OWN MIND with BOTH an IN-TEXT CITATION (in every sentence where you present such information) and a WORKS CITED CITATION. I have ZERO tolerance for plagiarism. Any assignment that shows signs of plagiarism will receive a grade of zero. Please know that having someone else “fix your grammatical errors,” “improve your word choice,” or other similar actions also constitute plagiarism. Should get help from someone else, make sure that you are the one supplying the thoughts and word choice in the process of revision. I quickly come to know your writing and thought capacity and have a very keen eye for papers written by mothers and significant others. Please also note: If I discover that you have copied text from the internet (from Wikipedia, a blog, IMDB, etc.) into your paper, presenting it as your own work, you will automatically fail this course because this is the worst kind of plagiarism!

Plagiarism is the use of the words or ideas of any other person, even your mom, without proper acknowledgement, whether or not that use is intentional or unintentional. Please know: committing an act of plagiarism (no matter how minor) is grounds for failure in this course and potential expulsion from Valencia Community College. If at any time I suspect an act of plagiarism in a class, you might be required to complete an assignment in class to demonstrate your capabilities to produce work similar to that submitted and suspected of plagiarism. In such instances where a request is made, refusal will result in failure for the final draft of the assignment. If you refuse to submit your essay(s) to SafeAssign or if any suspicions of plagiarism remain, you may be asked to provide a piece of writing within the classroom or testing center setting for a comparative writing analysis. Failure to complete the request will result in failure of the entire course.

PLAGIARISM IS THE USE OF ANOTHER'S WORDS OR IDEAS WITHOUT PROPER CITATION. ANY IDEA DOESN’T ORIGINATE IN YOUR BRAIN HAS TO BE DOCUMENTED WITH AN IN-TEXT AND A WORKS CITED CITATION, ALWAYS, AND IF NOT, YOU HAVE COMMITTED AN ACT OF PLAGIARISM. SEE VALENCIA’S ACADEMIC HONESTY POLICY BELOW.

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I N S T I T U T I O N A L P O L I C I E S A N D R U L E S : MORE FINE PRINT

A c a d e m i c H o n e s t y P o l i c y N u m b e r 6 H x 2 8 : 1 0 - 1 6 : All forms of academic dishonesty are prohibited at Valencia Community College. Academic dishonesty includes, but is not limited to, plagiarism, cheating, furnishing false information, forgery, alteration or misuse of documents, misconduct during a testing situation, and misuse of identification with intent to defraud or deceive. All work submitted by students is expected to be the result of the students' individual thoughts, research, and self-expression. Whenever a student uses ideas, wording, or organization from another source, the source shall be appropriately acknowledged. Students shall take special notice that the assignment of course grades is the responsibility of the students' individual professor. When the professor has reason to believe that an act of academic dishonesty has occurred, and before sanctions are imposed, the student shall be given informal notice and an opportunity to be heard by the professor. Any student determined by the professor to have been guilty of engaging in an act of academic dishonesty shall be liable to a range of academic penalties as determined by the professor which may include, but not be limited to, one or more of the following: loss of credit for an assignment, examination, or project; a reduction in the course grade; or a grade of "F" in the course. At the option of the professor, the campus provost may be furnished with written notification of the occurrence and the action taken. If such written notice is given, a copy shall be provided to the student. Students guilty of engaging in a gross or flagrant act of academic dishonesty or repeated instances of academic dishonesty shall also be subject to administrative and /or disciplinary penalties which may include warning, probation, suspension and / or expulsion from the College.

Student Code of Classroom Conduct – Student Code of Classroom Conduct Policy Activities which disrupt classroom setting and which are in violation of this Student Code of Classroom Conduct are those which, with or without intent to do so, are disruptive of the essence of the educational process. Faculty members are authorized to define, communicate, and enforce appropriate standards of decorum in classrooms, offices, and other instructional areas under their supervision. In the case of the violation of the Student Code of Classroom Conduct, the faculty member may initiate personal conferences, verbal and written warnings, referral to the director of student services for counseling, and removal from the classroom pending disciplinary action under policy 6Hx28:10-04. Examples of such disruptive or distracting activities include, but are not limited to, the following:

• Activities that are inconsistent with commonly acceptable classroom behavior and which are not conducive to the learning experience, such as: tardiness, leaving and returning during class, and early departure when not previously authorized; • Activities which violate previously prescribed classroom guidelines or constitute an unreasonable interruption of the learning process; • Side discussions which are irrelevant to the subject matter of the class, that distract from the learning process, or impede, hinder, or inhibit the ability of other students to obtain the full benefit of the educational presentation; and, • Utterances of "fighting words" or epithets directed specifically toward other persons with the purpose or effect of creating a hostile educational environment or which may reasonably be expected to incite imminent or immediate violence.

Violation of the Student Code of Classroom Conduct shall constitute grounds for student disciplinary action as provided in Policy 6Hx28:10-04.

W i t h d r a w a l P o l i c y Per Valencia Policy 4-07 (Academic Progress, Course Attendance and Grades, and Withdrawals), a student who withdraws from class before the established deadline for a particular term will receive a grade of “W. A student is not permitted to withdraw after the withdrawal deadline of April 1, 2016. A faculty member will withdraw a student up to the beginning of the final exam period for violation of the class attendance policy. A student who is withdrawn by faculty for violation of the class attendance policy will receive a grade of “W”. Any student who withdraws or is withdrawn from a class during a third or subsequent attempt in the same course will be assigned a grade of “F.” If you do not intend to complete the course, you must withdraw yourself prior to the withdrawal date: 4/1. For a complete policy and procedure overview on Valencia Policy 4-07 please go to: http://valenciacollege.edu/generalcounsel/policydetail.cfm?RecordID=75.

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D i s a b i l i t y S t a t e m e n t : Students with disabilities who qualify for academic accommodations must provide a Notification to Instructor (NTI) form from the Office for Students with Disabilities (OSD) and discuss specific needs with the professor, preferably during the first two weeks of class. The Office for Students with Disabilities determines accommodations based on appropriate documentation of disabilities. (Bldg. 5 Rm. 216, Ph: 407/ 582-2229, TTY: 407/582-1222).

S t u d e n t A s s i s t a n c e P r o g r a m : Valencia College strives to ensure all our students have a rewarding and successful college experience. To that purpose, Valencia students can get immediate help with issues dealing with stress, anxiety, depression, adjustment difficulties, substance abuse, time management as well as relationship problems dealing with school, home or work. BayCare Behavioral Health Student Assistance Program (SAP) services are free to all Valencia students and available 24 hours a day by calling (800) 878-5470. Free face-to-face counseling is also available.

C o u r s e C a t a l o g u e D e s c r i p t i o n a n d P r e r e q u i s i t e s : Techniques of American, British, and foreign-language films. Emphasis on films of 30's through contemporary cinema

V C C o m p e t e n c i e s : Think, Value, Communicate, and Act are Valencia's core competencies. In this class, you will develop these four cores through reading, viewing, online and face-to-face discussion, group work, writing, etc.

C o u r s e O u t c o m e s :

Think: As you engage with the texts we will be reading, watching, and listening to, you will be asked to think critically and creatively about them. You will also have to apply and hone your skills of analysis and synthesis as you evaluate and incorporate material from your experiences and opinions, the original texts, and the critiques of scholars, and so on.

Value: Through the process of reading, writing, and watching in relation to various films, you will gain an appreciation of a variety of approaches and thoughts within the field of film studies. Through class discussions and writing, you will also gain an understanding of and appreciation for the opinions of others (peers, critics, etc.). You will also gain an appreciation for the strengths and weaknesses of others and yourself.

Communicate: Through discussion, you will engage in thoughtful dialogue with your peers and instructor about the various films and texts that we will watch and read. You will also express your opinions and integrate the opinions of others into your writings and share these with your peers. You will communicate your research findings in written presentation. By doing so, you will enhance your learning and that of others.

Act: You will take personal responsibility for your own learning, work, collegial attitude, and behavior and participate fully and to the best of your ability in the learning environment. You will also become an “active” viewer.

I m p o r t a n t D a t e s

Fall 2015: Classes begin 1/11. Classes end 4/24. Withdrawal deadline for W grade is 4/1. Final Exams held 4/25, online via Blackboard. College Closed (Credit Classes Do Not Meet): 1/18, 2/12, and 3/30-4/3 See College calendar for important dates and final exam schedule at http://valenciacollege.edu/calendar

Links to the College Catalog, Policy Manual, and the Student Handbook College Catalog: http://valenciacollege.edu/catalog/current/ Policy Manual: http://www.valenciacollege.edu/generalcounsel/ Student Handbook: http://valenciacollege.edu/studentdev/CampusInformationServices.cfm

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T i p s f o r S u c c e s s :

 Print a copy of the course syllabus and calendar. Keep it by your computer.

 Work offline if you prefer – print your assignments and read them offline, use a word processor to compose your work before posting them to the course.

 Check the course website and email daily. This course focuses on and models student engagement, so it’s important to be present regularly.

 If you have a question, post it on the course discussion board. Often a colleague will have a good answer for you.

 Set aside specific times each week to complete class activities. If not, your other work will expand to fill all the time you have. Remember that you need to be “active and present” throughout the entire course in order to be successful.

 Expect electronic glitches/power outages and plan ahead. Don’t wait until the last minute to submit your work.

 If the course website has been working well for you, but begins to “act up,” contact the Blackboard Help Desk immediately (407-582-5600).

 Maintain back-up copies of all of your coursework on a flash or jump drive.

R e s o u r c e s a n d C o p y r i g h t : All of the resources within the class are intended for the use of the participant during the course and may be used personally after the course is completed. However, all resources are the property of Valencia College and its cooperating authors, and may not be offered via the internet or other means to persons not having completed this workshop, for profit or any other informational use. For more information go to the Valencia Copyright Policy page.

Q u e s t i o n s ? Contact me: [email protected]. I return messages promptly. If for some reason you do not hear back from me in 48 hours, please resend your email. If you are having technical problems, contact Blackboard Help at 407- 582-5600 or email [email protected] Please remember: On weekends, holidays, and other times outside of office hours, you can expect a delay in response to email due to the fact that I have time off and often spend that time in meetings or enjoying my kids, friends, and family. I also care about my students, so an email at 4am on a Saturday night is possible. Be proactive, but also be respectful to the fact that I have a life outside of work! ☺

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Course Reading & Assignment Schedule

Important things to know about this schedule:

# This schedule should be printed and sitting next to you while working on this course online

# Although links for some reading materials are provided here, you should access your reading materials in the appropriate Weekly Modules folder in Blackboard to make sure you don’t miss anything.

# We will not watch the films listed. We will watch clips from those

films, though you are welcome to watch the films on your town time.

# Citations for the stories, poems, films, songs, and scholarly articles/books included in this reading schedule are only partial citations. To ensure proper citation of the literature, refer to the PURDUE OWL course resource and locate any additional publication information through a Google search. Often Amazon.com and IMDB.com will provide any missing information required. Don’t hesitate to ask questions if you are having trouble locating additional citation information.

# To make citing sources from the course easier for you, you will notice

that I’ve indicated the type of citation and type of source. To find the correct citation, do a Google search for PURDUE OWL and the TYPE OF CITATION LISTED.

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WEEKS 1-2: THE SOCIAL OUTCAST AND THE PRICE OF ACCESS TO THE IN-CROWD (JANUARY 11 – JANUARY 24) Scholarly Reading: (Type of Citation: Book; Type of Source: Scholarly)

Listen to online lecture on the following piece of scholarship. You do not need to read this chapter, but you are required to know the important elements of the chapter outlined in the lecture

Eagleton, Terry. “What is Literature.” Literary Theory: An Introduction. (1996) (Book) http://www.dartmouth.edu/~engl5vr/Eagle1.html http://anilpinto.blogspot.com/2009/07/summary-of-what-is-literature-by-terry.html

Read: Corrigan, Tim. “Film Terms and Topics for Film Analysis and Writing.” A Short Guide to Writing about Film. (2010)

Literary Reading: (Type of Citation: Short Story in Anthology; Type of Source: Literature)

Le Guin, Ursula K. “The Ones Who Walk Away from the Omelas.” New Diminsions (1973). Film Clips Viewing: (Type of Citation: Film; Type of Source: Literary)

Hunger Games. Dir. Suzanne Collins. Perf. Jennifer Lawrence, Josh Hutcherson, Liam Hemsworth, and Woody Harrelson. Lionsgate, 2012.

Audio Listening: (Type of Citation: Audio Sound Recording; Type of Source: Literary)

Talking Heads. “Psycho Killer.” Talking Heads: 77 (1977)

http://www.youtube.com/watch?v=O52jAYa4Pm8&feature=related Public Enemy. “Harder Than You Think.” To Sell a Soul to a Souless People Who Sold Their Soul? (2007) & “Fight the Power.”

Fear of a Black Planet. http://www.youtube.com/watch?v=pCx5Std7mCo https://www.youtube.com/watch?v=2WHe5fxS3dA

MGMT. “Time to Pretend.” Oracular Spectacular. (2008) https://www.youtube.com/watch?v=B9dSYgd5Elk Rihanna. “Man Down” Loud. (2011) https://www.youtube.com/watch?v=sEhy-RXkNo0

Friday: Syllabus Quiz and “I’d Like to Introduce” discussion board NO SHOW assignments are due Friday of Week 1 by midnight. Failure to submit BOTH of these assignments will result in withdrawal from the course as a NO SHOW.

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WEEKS 3-4: NEGOTIATING IDENTITY: BETRAYALS, REDEMPTIONS, AND THE PRESENT (JANUARY 25 – FEBRUARY 7) Scholarly Reading: (Type of Citation: Book; Type of Source: Scholarly)

Listen to online lecture on the following piece of scholarship. You do not need to read this chapter, but you are required to know the important elements of the chapter outlined in the lecture

Kellner, Douglas. “Cultural Studies, Multiculturalism, and Media Culture.” http://pages.gseis.ucla.edu/faculty/kellner/papers/SAGEcs.htm

Literary Reading: (Type of Citation: Poem on Website; Type of Source: Literature)

Giovanni, Nikki. “Quilting the Black-Eyed Pea: We’re Going to Mars.” (2002) http://www.youtube.com/watch?v=BhxQKOMt79k

Hammad, Suheir. “First Writing Since: Poem on Crisis of Terror.” In Motion Magazine. (2001) http://www.inmotionmagazine.com/ac/shammad.html

http://www.youtube.com/watch?v=zS7xOqjjAow

Baraka, Amiri. “Somebody Blew Up America.” CounterPunch.org. 03 October 2002. Web. http://www.counterpunch.org/2002/10/03/somebody-blew-up-america/ http://www.youtube.com/watch?v=KUEu-pG1HWw

Suárez, Mario. “El Hoyo” Chicano Sketches. (1947)

Laviera, Tato. “AmeRican.” AmeRican. (1985)

Film Viewing: (Type of Citation: Film; Type of Source: Scholarly)

Real Bad Arabs: How Hollywood Villifies a People. Dir. Jeremy Earp and Sut Jhally. Perf. Jack Shaheen. Media Education Foundation, 2006. (Available on YouTube)

Film Clips Viewing: (Type of Citation: Film; Type of Source: Literary)

Crash. Dir. Paul Haggis. Perf. Don Cheadle, Terrence Howard, Chris Bridges, Bahar Soomekh, Michael Peña, Larenz Tate, Jennifer Esposita, Matt Dillon, Sandra Bullock, Karina Arroyave, and Ryan Phillippe. Lionsgate, 2004.

Audio Listening: (Type of Citation: Audio Sound Recording; Type of Source: Literary)

The Narcicyst. “Phatwa.” The Narcicyst & “Spy Oud.” Fear of a Muslim Planet. https://www.youtube.com/watch?v=TtoHCUMpNMY https://www.youtube.com/watch?v=UQt3B2ad1WI

Lowkey. “Obama Nation.” Soundtrack to the Struggle. https://www.youtube.com/watch?v=z4OI0GUCI_A

Nas. “The World Is Yours.” Illmatic. 1994

http://www.youtube.com/watch?v=Btp8BpYFSBs

Radiohead. “Everything in Its Right Place.” Kid A. (2000) http://www.youtube.com/watch?v=VrpGhEVyrk0

WEEK 5: RESEARCH, Q&A, REVISION, AND SUBMISSION OF ESSAY 1 (FEBRUARY 8 – FEBRUARY 14)

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WEEKS 6-7: COMING OF AGE IN THE 21ST CENTURY (FEBRUARY 15 – FEBRUARY 28)

Scholarly Reading: (Type of Citation: Book; Type of Source: Scholarly)

Listen to online lecture Excerpts: Friedan, Betty. The Feminine Mystique. (1963) Corrigan, Tim. “Researching the Movies.” A Short Guide to Writing about Film.” (2010) Corrigan, Tim. Excerpts from A Short Guide to Writing about Film.” (2010)

Literary Reading: (Type of Citation: Short Story in Book; Type of Source: Literature)

Diaz, Junot. “How to Date A Brown Girl (Black Girl, White Girl, Halfie).” Drown (1996) and “The Sun, the Moon, the Stars.” This Is How You Lose Her. (Excerpt: 2012). Listen here: http://www.youtube.com/watch?v=cxqB7X1v77A Listen here (Part 1): http://www.youtube.com/watch?v=iQLL9aW3Tu0 Listen here (Part 1): http://www.youtube.com/watch?v=yQ4chAcL_qI

Kincaid, Jamaica. “Girl.” At the Bottom of the River. (1983) http://bcs.bedfordstmartins.com/virtualit/fiction/Girl/story.asp

De Mireles, Jovita Gonzàlez. “Traga-Balas (The Bullet-Swallower).” The Woman Who Lost Her Soul: And Other Stories (1935)

Millay, Edna St. Vincent. “I, Being Born a Woman and Distressed” and “My Candle Burns at Both Ends”

Film Viewing: (Type of Citation: Film; Type of Source: Literary)

Mi Vida Loca. Dir. Allison Anders. Perf. Angel Aviles, Seidy Lopez, and Jacob Vargas. Channel 4 Films, 1994. (Available on YouTube: See link in BB) Film Clip Viewing: (Type of Citation: Film; Type of Source: Literary)

Baby Boy. Dir. John Singleton. Perf. Tyrese Gibson, Omar Gooding, Taraji P. Henson. A. J. Johnson, Snoop Dogg, Ving Rhames. Columbia Pictures, 2001.

Shumer, Amy. “One Night Stand.” Inside Amy Schumer. https://www.youtube.com/watch?v=YU2L5AUKtyc

Audio Listening (choose 2): (Type of Citation: Audio Sound Recording; Type of Source: Literary)

The Knife. “Heartbeats.” Deep Cuts. (2003) http://www.youtube.com/watch?v=4ow0bA4H3BQ

Harvey, Polly Jean. “Rid of Me” Rid of Me (1993) http://www.youtube.com/watch?v=zoO15PJQ43Y&feature=related http://www.youtube.com/watch?v=RzwG3r9_L9o

Broadcast. “Corporeal.” Tender Buttons: Objects, Food, Rooms (2005) http://www.youtube.com/watch?v=kr2473XpG98 http://www.youtube.com/watch?v=HP18LAFFEQI&feature=related (Live Performance) Hozier. “Take Me to Church” Take Me to Church. (2014)

https://www.youtube.com/watch?v=sEhy-RXkNo0

Hudson, Jennifer. “Think Like a Man.” Think Like a Man Official Sound Track: (2012) http://www.youtube.com/watch?v=O52jAYa4Pm8&feature=related

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WEEK 8-9: THE HISTORY OF CONTROL: SEXUALITY, BIRTH, AND REBIRTH (FEBRUARY 29 – MARCH 20) Scholarly Reading: (Type of Citation: Website; Type of Source: Scholarly) Listen to online lecture

“The Pill.” PBS.org. 2002. Web. (Read Transcript and Examine Timeline, Gallery, and Primary Sources) http://www.pbs.org/wgbh/amex/pill/filmmore/pt.html http://www.pbs.org/wgbh/amex/pill/filmmore/fd.html

Literary Reading: (Type of Citation: Short Story in Book; Type of Source: Literature)

Vonnegut, Kurt. “Welcome to the Monkeyhouse” Welcome to the Monkey House. (1978) http://www.youtube.com/watch?v=OdFAAozfP5c

Huxley, Aldous. “Chapters 16 - 18” Brave New World.

http://www.huxley.net/bnw/sixteen.html

Film Clip Viewing (one of the two): (Type of Citation: Film; Type of Source: Literary)

Clockwork Orange. Dir. Stanley Kubric. Perf. Malcolm McDowell, Patrick Magee, and Michael Bates. Warner Bros., 1972. Children of Men. Dir. Alfonso Cuarón. Perf. Clive Owen, Julianne Moore, and Michael Caine. Universal Pictures, 2006.

Audio Listening (choose 2): (Type of Citation: Audio Sound Recording; Type of Source: Literary)

Blackstar. “Definition.” The New Danger (2004) http://www.youtube.com/watch?v=CZ7YLjyJkZg Smith, Elliot. “Needle in the Hay.” Elliot Smith. (2005)

Watch Royal Tenenbaum’s clip here: https://www.youtube.com/watch?v=9pyBB7y8fDU System of a Down. “Therapy.” Steal This Album. (2002)

http://www.youtube.com/watch?v=xYvtRBqNhXs&feature=fvwrel Modest Mouse. “Lampshades on Fire.”

http://www.youtube.com/watch?v=pfJE-WF_a1c

Built to Spill. “Carry the Zero” https://www.youtube.com/watch?v=3-f7zsW7EV4

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WEEKS 11-12: BRAVE NEW WORLD: THE ART OF REMEMBERING AND REENVISIONING THE FUTURE (MARCH 28 – APRIL10)

Scholarly Readings: (Type of Citation: Book; Type of Source: Scholarly)

Tatum, Beverly. “Talking about Race, Learning about Racism: The Application of Racial Identity Development Theory in the Classroom. Havard Educational Review. 61.1 (1992): 1-24.

Literary Readings: (Type of Citation: Speech; Type of Source: Speech)

Douglass, Frederick. “What to the Slave is the 4th?” (Independence Day Speech, Rochester, NY, 1852)

Dunbar, Paul Laurence. “We Wear the Mask.” We Wear the Mask. (1895) http://www.potw.org/archive/potw8.html

Hughes, Langston. “I, Too.” The Collected Poems of Langston Hughes. (2002) (Listen here: http://www.poetryarchive.org/poetryarchive/singlePoem.do?poemId=1552)

Marson, Una. “Kinky Hair Blues” & “Cinema Eyes.” Moth and the Star (1937)

Adams, Nordette. “Behind the Color Blind.” AuthorsDen.com. (2005) Alvarez, Julia: “Names/Nombres.”

http://www.humble.k12.tx.us/cms/lib2/TX01001414/Centricity/Domain/2400/Names%20Nombres.pdf

Kingston, Maxine Hong: “No Name Woman” https://docs.google.com/document/d/1YCpWdAG29ub0xMKHgRa3fYQuxpThVL9tG-u0Nl3Vp1A/edit?pli=1

Alexie, Sherman. “Evolution.” http://www.poemhunter.com/poem/evolution-4/ Alexie, Sherman. “What You Pawn I Will Redeem.” The New Yorker. http://www.newyorker.com/magazine/2003/04/21/what- you-pawn-i-will-redeem

Film Clips Viewing: (Type of Citation: Film; Type of Source: Literary/Scholarly)

Django Unchained. Dir. Quentin Tarrantino. Perf. Jamie Foxx, Christoph Waltz, Leonardo DiCaprio, Kerry Washington, and Samuel Jackson. The Weinstein Company, 2012.

Slavery by Another Name. PBS. 13 Feb 2012. SlaverybyAnotherName.com. Web. http://video.pbs.org/video/2176766758/

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Audio Listening: (Type of Citation: Audio Sound Recording; Type of Source: Literary)

Cohen, Leonard. “Everybody Knows.” I’m Your Man. (1988) http://www.youtube.com/watch?v=yG5e1oaen-M

Marley, Bob. “Redemption Song” Uprising. (1980) http://www.youtube.com/watch?v=OFGgbT_VasI

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WEEKS 13-14: MUSIC: TALES OF FORGETTING AND TALES OF HISTORY (APRIL 11 – APRIL 24) Scholarly Reading: (Type of Citation: Book; Type of Source: Scholarly)

Lowen, James W. “Handicapped by History: The Process of Hero-making.” Lies My Teacher Told Me. (1996) (read pages 1-16)

Literary Reading: (Type of Citation: Short Story in Book; Type of Source: Literature)

Baldwin, James. “Sonny’s Blues.” Going to Meet the Man (1965) Palahniuk, Chuck. “Zombie”: http://playboysfw.kinja.com/zombie-a-new-original-short-story-by-chuck-palahniuk-1465542446 Dahl, Roald. “Lamb to the Slaughter” http://gibil.univ-paris8.fr/sites_sat/depa/IMG/pdf/lamb_to_the_slaughter_by_roald_dahl-2.pdf

Film Clips Viewing (choose 1): (Type of Citation: Film; Type of Source: Literary)

Mystery Train. Dir. Jim Jarmusch. Perf. Youki Kudoh, Masatoshi Nagese, Screamin’ Jay Hawkins, Cinqué Lee, Nicoletta Braschi, Elizabeth Bracco, Rick Aviles, Joe Strummer, and Steve Buscemi. Orion Classics, 1989.

Do the Right Thing. Dir. Spike Lee. Per. Danny Aiello, Ossie Davis, Ruby Dee, Richard Edson, Giancarlo Esposito, Spike

Lee, Bill Nunn, John Turturro, and John Savage. Universal Pictures, 1989. Eternal Sunshine of the Spotless Mind. Dir. Michel Gondry. Perf. Jim Carrey, Kate Winslet, Kirsten Dunst, Mark Ruffalo,

and Elijah Wood. Focus Features, 2004. Audio Listening (choose 3: “Teardrop” can only be chosen once): (Type of Citation: Audio Sound Recording; Type of Source:

Literary)

West, Kanye. “Who Will Survive in America.” My Beautiful Dark Twisted Fantasy. (2010) http://www.youtube.com/watch?v=n2Wsy8jHPk4

Kweli, Talib. “More or Less.” Ear Drum. (2007)

http://www.youtube.com/watch?v=JHIGKOpefBw

Primus. “American Life.” Sailing the Sea of Cheese (1992) http://www.youtube.com/watch?v=Q1F_88UksxA

Gaye, Marvin. “Inner City Blues (Make Me Wanna Holler)” What’s Going On (1971)

http://www.youtube.com/watch?v=1tOpwgrqshU

Cash, Johnny. “Fulsom Prison Blues” With His Hot and Blue Guitar (1955) http://www.youtube.com/watch?v=lWsuVuw5JO4 Lamar, Kendrick. “HiiiPoWeR.” Section 80. (2011)

http://www.youtube.com/watch?v=ep0hay4Qw54

Shakur, Tupac. “Changes.” 2pacalypse. (1992) http://www.youtube.com/watch?v=eXvBjCO19QY&ob=av2n

The Beatles. “Come Together.” Abbey Road (1969)

http://www.youtube.com/watch?v=axb2sHpGwHQ

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Heron, Gil Scott. “The Revolution Will Not Be Televised” The Revolution Will Not Be Televised (1974) http://www.youtube.com/watch?v=BCzvlLlJo68&feature=related

Nas. “You Can’t Stop Us Now.” Untitled. (2008)

http://www.youtube.com/watch?v=GvhpGwDjct0 Difranco, Ani. “Fuel.” Little Plastic Castle. (1998)

http://www.youtube.com/watch?v=55AZRDkMZJs

Massive Attack. “Teardrop.” Mezzanine. (1998) http://www.youtube.com/watch?v=yftOy8kz7aE Gonzalez, Jose. “Teardrop.” In Our Nature. (2007) http://www.youtube.com/watch?v=oKo8Czj112I

Guided by Voices. “As We Go Up, We Go Down.” Alien Lanes. (1995) http://www.youtube.com/watch?v=uHwVnNBQaIg

WEEK 15: FINAL EXAM: THE FINAL EXAM WILL OPEN AT MIDNIGHT ON MONDAY, APRIL 25 AND CLOSE AT NOON ON APRIL 25. THE FINAL EXAM WILL TAKE PLACE IN THE OUR BLACKBOARD COURSE. WE WILL NOT HOLD A CLASS MEETING DURING WEEK 15.

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Essential Information You Need to Know about Formatting

Course Assignments &

Taking An Online/Hybrid

Course

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W h a t M a k e s a G o o d D i s c u s s i o n P o s t :

 Substantial: thoughtful, original, relevant ideas that are engaged with the films and scholarly articles

(demonstrating that you’ve completed assigned materials) and contribute to the overall learning of the group

 Thought-provoking: ideas stimulate thinking and reasoning in relation to the films and scholarly articles  Timely: you post early to give your peers time to respond, which contributes to a rich discussion board

setting  Logical: concise, grammatically correct, and without tending toward logical fallacies  Conveys “your presence”

Discussion Board (DB) posts should be respectful. While you may argue a classmate’s point of view, you should never “attack” a classmate personally. Write your discussion posts for an academic audience, and pay attention to the content, grammar, spelling, and punctuation in your post. Because DB posts are not informal emails or casual text messages, refrain from using abbreviations such as “LOL” and “BTW” or “i” for the pronoun “I” and “u” for the pronoun “you.”

Initial Posts

# Each discussion board will have its own set of directions to follow (along with the general guidelines outlined above).

# You are expected to refer to unit films in your discussion board post and the scholarly articles you choose to read throughout the unit, synthesizing information to prove your interpretations and analyses.

# You are also expected to use film terminology and concepts from both the Tim Corrigan textbook and the course lectures.

Response Posts: 4 responses to your peers are required. These responses have corresponding instructions found in Blackboard

# Follow the instructions in BB. You expect no points for this portion of the discussion if you don’t # Responses to classmates’ postings, when required, should do more than simply say, “I agree with what you

have said. I feel the same way” or just recite a classmate’s post. The response post must be substantive. Expand on the classmate’s post. Perhaps you have a slightly different perspective on the topic or can supply a different example. If the post provoked a question, ask it.

# Each of your response posts must be original. I expect you to read existing peer responses before posting your own and say something different. This should give you incentive to get your peer responses done as early as possible. Do not copy a response you made to one student and re-use it with slight modifications to respond to another student’s post. “Re-used” posts are not original and will receive no points.

# Your response posts should provide evidence that you have read and comprehended the assignments, readings, lectures, and film viewings. They should also provide evidence of critical thinking (Explanations of why you think what you think).

# They should be thought provoking. For example, I expect you to provide specific examples from the films of the class and explain how those examples demonstrate the point you are trying to make in relation to your peer’s post.

# I also expect you to provide outside examples, state clear opinions and explain how the opinion is derived from the films (i.e. show your work), consider alternate perspectives and interpretations, and highlight inconsistencies and/or consistencies present between different perspectives and interpretations.

MLA

For discussion board posts, cite all paraphrases, summaries, and direct quotations from outside sources, including the reading assignments, according to current Modern Language Association(MLA) guidelines. Failing to do so will cause your posting to receive a zero. If the instructions require that you provide a Works Cited page, include one with your post.

Attachments

Do not attach documents to your posts, unless I specifically request it. Attachments will not be read, and you will not receive any credit for your post.

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F O R M A T T I N G O F A S S I G N M E N T S A N D E S S A Y S : REVIEW THIS BEFORE SUBMITTING ANY OUTSIDE WORK

All assignments completed outside of class should formatted according to MLA Guidelines! Your work needs to be spell-checked and free from typographical and grammatical errors.

For the final essay: Put header information in the upper left hand corner of the first page (and not in the header). All work must be double-spaced with 1-inch margins and a standard 12-inch, Times New Roman font. Page numbers are placed in the right hand side - in the header, along with your last name before the page number, continuing consecutively into the last page of your essay – your works cited page. Included your works cited page in your essay document as you will not be allowed to submit two files to SafeAssign.

Spacing: An essay is double spaced with ZERO extra spaces. The indentation of the works cited page is opposite of the first part of the essay. For paragraphs, indent first line by ½ inch. For works cited citations, indent every line but the first by ½ inch using the “hanging indent” option for paragraph formatting.

“Bold, Italics, and Quotes”: No part of your paper should be in bold. The title of your paper is in regular, unbolded, unitalized font and is not placed in quotation marks. The only reason you would ever use italics or quotes in your title is if you are including a title of another work in its proper MLA formatted style, for example: Conformity to and Reversing of Stereotypes in Paul Haggis’ Crash and Junot Diaz’s “How to Date a Brown Girl” Generally, italics are used to denote a complete whole, something that is not part of something else. For example, books, music albums, DVDs, pieces of art, scholarly journals, websites, and television series go in italics. Quotation marks, on the other hand, denote that something is part of a larger whole. For example, chapters of books, tracks on a music album, chapters of DVDs, scholarly journal articles, pages on a website, and episodes of a television series go within quotation marks. Another helpful rule: If you have something in your works cited page citation that is in quotation marks, you ALWAYS need something else in italics. And just in case you are ever tempted, never, ever, ever, ever put a title in both italics and quotation marks :) No really, never, ever! After use of another’s thoughts, paraphrase of a quote, or quote, use an in-text citation. Do not put a period before your in-text citation. Put the period after your in-text citation, like this (Grajeda 21).See the following Purdue OWL resource for formatting in- text citations: https://owl.english.purdue.edu/owl/resource/747/2/ Block Quote: Generally, any quote that is longer than four lines gets “block indented.” This means that you will usually put a colon where you would normally begin the quote and then return the next line and indent the entire quote by one inch from the margin (2 inches from the side of the page after printing).Put a period after your quote and then put your in-text citation. You do not use quotes when you block indent as the block indent insinuates that quoting is taking place. To format page numbers, go to “insert” and then “page numbers” and choose to put them on the top right side of the page. Once you have done this, you can click on the space before the number and type in your last name. It will then appear on every page with your page number. Double click within your essay to get back out of the header, which is where your page numbers are located.

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Your Name(s) and group number if applicable My Name (spelled correctly)

ENG2100.#####

Due Date

Assignment Title

Creative Title Centered: Subtitle Referencing Thesis Statement

(no underline, italics, or quotes unless specifying the title of another text)

[Your introductory paragraph goes here. Introductory paragraphs begin broad and narrow down to a specific

idea. Don’t forget to include your thesis statement – which always includes an observation plus and opinion. Always

review your introduction after you have composed your body paragraphs to make sure you deliver on the promises you

make in the introduction and most importantly in your thesis.]

[Your first body paragraph goes here. Don’t forget to include the transitional topic sentence. The Topic

sentence gives a broad overview of the contents of the paragraph. Always review your body paragraphs after you’ve

written them to verify that they don’t veer off topic. If your paragraph has gone off topic, you will need to either

revise it or revise your topic sentence. Use details, interpretations of details, synthesis, and analysis in each

body paragraph.End with a sentence that explains how the information contained directly backs up or supports your

thesis.]

__________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

Last Name 2

[Your next body paragraph goes here. All subsequent paragraphs follow this format. Don’t forget to include

the topic sentence. Always review your body paragraphs after you’ve written them to verify that they don’t veer off

topic. End with a sentence that explains how the information contained directly relates to your thesis.]

[Your next body paragraph goes here. All subsequent paragraphs follow this format. Don’t forget to include

the topic sentence. Always review your body paragraphs after you’ve written them to verify that they don’t veer off

topic. End with a sentence that explains how the information contained directly relates to your thesis.]

[Your concluding paragraph goes here. Your conclusion should explain how what you have chosen to discuss in

the body paragraphs comes together to prove your thesis (or demonstrates the point you are making). This should

occur through the process of synthesis – pulling the details of your essay together to explain the way they form a

complete whole. Finally, always answer the questions “so what” and “who cares” in relation to your thesis/topic.

24

Don’t forget to put your Works Cited page on it’s own page. You can do this by going to “Insert” and

choosing “break” and “page break”

(page break/hold “control/enter” simultaneously)

___________________________________________________________________________________________________________________________________

Last Name 3

Works Cited

All of your works cited page citations should be alphabetized and placed in hanging indent. All major words should

be capitalized. Non-major words include prepositions and articles (a, an, the). When in doubt, capitalize.

To achieve hanging indent, select all the citations by holding down the shift key while arrowing across and

down the necessary text. Open the paragraph formatting option. Under special, choose “hanging indent.”

Works cited page citations are placed in hanging indent. To format hanging indent, select your citations by

highlighting them. On the menu bar, choose “Format” and then “paragraph.” Within the box that pops up, look

for the tab that says “special” and choose “hanging.” This will automatically format your citations on your

works cited page in hanging indent.

All citations should be checked with the corresponding citation type on the Purdue OWL website to ensure that the

correct information is included in the correct order with the correct punctuation. This is especially

important when using a citation generator.

Please do not create your works cited page in a separate document or leave it without a page number.

………………………………………………………………………………………………………………………………… Adherence to these format requirements will affect the grade. All sources must be documented according to MLA standards (http://owl.english.purdue.edu/owl/resource/747/01/)

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TAKING A HYBRID OR ONLINE COURSE: A MUST READ (YO U W I L L B E T E S T E D O N T H I S I N F O R M A T I O N I N Y O U R S Y L L A B U S Q U I Z)

If you are not familiar with Valencia's online course components, you may want to complete the online course designed for training students to navigate this environment. If you are uneasy about completing work in an online environment, you would be strongly encouraged to take a non-hybrid, non-online section of ENC 1102. You may also want to consider that completing work online is generally an option that best serves students who need the convenience of working off-campus on their own schedule. However, in spite of its convenience, a hybrid or online course generally requires more work-time than a regular face-to-face course and more time management skills. Please be prepared for these two elements of learning before committing to the course.

W h a t Y o u W i l l N e e d t o B e S u c c e s s f u l (From: The Virtual Student by Palloff and Pratt):

 Access to a computer with a high-speed connection.  Basic computer skills, such as navigating the course management system. There is a slight learning

curve, so be sure to budget time in the first week of class to familiarize yourself with the class environment and learn how to navigate around it.

 A preference for visual or kinesthetic learning because online learning is very visual and very “hands on the keyboard.” (If you don’t know your preference take the online version of the Barsh Invetory to find out: http://faculty.valenciacollege.edu/koverhiser/Learningstyles.htm )

 An open-minded attitude, personal honesty, and a willingness to share your knowledge and ideas with others in respectful ways.

 The belief that online learning is more convenient, but not easier or faster than face-to-face learning.  The belief that quality learning can happen anytime and anywhere.  An interest in self-reflection.

How an Online or Hybrid Course Is Different from a Face-to- Face Course:

 It can feel overwhelming—especially in the first week. You’ve probably forgotten how ill-at-ease you felt when you first went to high school, but taking a hybrid class for the first time is very similar. It takes a while to learn your way around the “virtual campus”.

 It fits more easily into your schedule. However, since you will do most of your work at home, it requires more self-discipline in setting aside time to study and participate in the course’s learning activities and generally takes more time than a Face-to-Face course.

 As in any course in which you want to do well, this course will take more time than you expect.  All reminders of when things are due are electronic. If you don’t access the course regularly, you

may miss key assignments and due dates.  You will collect, reflect on, and respond to information that you have gathered. In a hybrid course,

responsibility for learning rests equally on students and facilitators.  It works best when you enjoy using technology and interacting with others online.

O n l i n e a n d H y b r i d C o u r s e C o m p o n e n t s :

 Syllabus including a description of course, requirements, and expectations of participants, posted on course website.

 Introduction discussion focusing on getting to know one another  Course Units (your learning materials).  Homework: Readings, Viewings, & Lectures  Quizzes  Threaded Discussions with 4 Required Peer-Response  Post Course Survey (SFI: Student Feedback on Instruction).

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M y E x p e c t a t i o n s o f Y o u :

 Have access to computer equipment necessary to run course delivery platform (Blackboard).  Forward your Atlas Email to a regularly checked email account.  Connect by Facebook for ease of communication and chatting when you need help.  Active engagement in all course activities, readings and discussions.  Complete all learning activities on time.  Provide substantive feedback to peers  Develop and refine your writing style, flow, diction, organization, documentation, critical thinking,

sentence structure, and knowledge of grammar rules in relation to film analysis.  Practice professional ethics.  Observe the Rules of Netiquette.  Provide feedback- Complete an online survey of this course.

W h a t Y o u c a n E x p e c t f r o m M e :

 Prompt responses to your questions and emails (usually within 48 hours).  Prompt grading of your discussions (usually within a week of submission for on-time assignments. If you

submit an assignment late, it may not be graded until the end of the semester!)  Thoughtful discussion facilitation (although I may limit my involvement so you spend more time in

discussion with peers).  Prompt action on technical problems within my control, such as broken links, discussion settings, etc.  Respect for your ideas and opinions.

N e t i q u e t t e

Brave New Electronic World Welcome to the world of online, Web-based courses. If you're like many people, this is your first experience. You may have taken some courses before, and you may also have had experience with some form of electronic communication, but an online-Web-based course is a new area of social interaction, and as such it has its own rules for interacting with others. This guide is intended to be an overview of appropriate etiquette for interaction in this new environment.

Disembodied Discussions A key distinguishing feature of a hybrid course is that communication occurs solely via the written word. Because of this, the body language, voice tone, and instantaneous listener feedback of the traditional classroom are all absent. These facts need to be taken into account both when contributing messages to a discussion and when reading them. Keep in mind the following points:

Tone Down Your Language Given the absence of face-to-face clues, written text can easily be misinterpreted. Avoid the use of strong or offensive language and the excessive use of exclamation points. If you feel particularly strongly about a point, it may be best to write it first as a draft and then to review it, before posting it, in order to remove any strong language.

Keep A Straight Face In general, avoid humor and sarcasm. These frequently depend either on facial or tone of voice cues absent in text communication or on familiarity with the reader.

Be Forgiving If someone states something that you find offensive, mention this directly to the instructor. Remember that the person contributing to the discussion is also new to this form of communication. What you find offensive may quite possibly have been unintended and can best be cleared up by the instructor.

The Recorder Is On Think carefully about the content of your message before contributing it. Once sent to the group, there is no taking it back. Also, although the grammar and spelling of a message typically are not graded, they do reflect on you, and your audience might not be able to decode misspelled words or poorly constructed sentences. It is a good practice to compose and check your comments in a word-processor before posting them.

Test For Clarity Messages may often appear perfectly clear to you as you compose them, but turn out to be perfectly obtuse to your reader. One way to test for clarity is to read your message aloud to see if it flows smoothly. If you can read it to another person before posting it, even better.

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Netspeak Although electronic communication is still young, many conventions have already been established. DO NOT TYPE IN ALL CAPS. This is regarded as shouting and is out of place in a classroom. Acronyms and emoticons (arrangements of symbols to express emotions) are popular, but excessive use of them can make your message difficult to read. Some common ones include:

Acronyms Emoticons FYI = for your information :-) = smiley face: happiness, pleasure B/C = because :-( = frowning face: displeasure W/ = with ;-) = wink BTW = by the way :-0 = shock, surprise F2F = face to face :-/ = skepticism, unease, apologetic FAQ = frequently asked questions

Citations and Other Etiquette Sources Many of the points made here were taken from The Core Rules of Netiquette, excerpted from the book Netiquette, by Virginia Shea. The Core Rules of Netiquette can be accessed at http://www.albion.com/netiquette/corerules.html.

Further information was taken from Arlene H. Rinaldi's The Net: User Guidelines and Netiquette, which can be found at http://courses.cs.vt.edu/~cs3604/lib/Netiquette/Rinaldi/. This information was taken from the UWC Online Website:http://online.uwc.edu/technology/onletiquette.asp

M i n i m u m T e c h n o l o g y R e q u i r e m e n t s : What Your Computer Needs: Required / Not Optional!

Internet Access This course a reliable connection to the Internet. You are responsible for setting up your own connection to the Internet. A broadband connection of 384 Kbps or higher is strongly recommended.

Hardware and Software To ensure compatibility with the various software technologies used in online courses, we suggest performing a System Check on your computer. Click Here to check your technologies.

Supported Hardware/Operating Systems • Click Here to see Supported Operating System/Hardware

Supported Browsers • Windows/Mac OS X: Google Chrome A note about pop-up blockers: If you use a pop-up blocker in your browser, for example what is included with Internet Explorer, Mozilla Firefox, or the Google toolbar, please ensure that you check to see if your computer is blocking a pop-up when you encounter a blank window or screen or when a file fails to download or open. You may consider disabling your pop-up blocker for the browser. Also, remember all Valencia College computers' browsers have pop-up blockers and you will need to allow for the pop-up each time one is encountered within the Blackboard component of this course.

Software required: Each Program Name is also a hyperlink! • Microsoft Office Suite 2010 You can get a free copy from Valencia! Send me an email for more

information/ • Adobe Acrobat Reader 8 or higher • Adobe Flash Player • Apple QuickTime Player • Windows Media Player • VLC PLayer

Using a Mac: If you are using a Mac, please note that Safari is not Blackboard compatible. Instead, use Google Chrome or Firefox. You will not be able to submit your assignments properly and some audiovisual content will not display properly in SAFARI AND INTERNET EXPLORER! ** Please Note: Smoking is not permitted on any Valencia Campus