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English 1301 Final Exam Essay

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Exam - Essay by Bhp0527

Exam Essay




Comprehensive Essay Question. Answer ONE of the following questions in a well- organized essay using facts to illustrate your points and prove your conclusions.
(10 points)

1. The quest for land by moving west has been a theme of this semester. Beginning with the founding of the English colonies, explore how this quest changed America for good and bad. Be sure to show how specific events made an impact on the country’s development.

2. We have discussed 4 major pivot points or watershed occurrences in American history prior to 1877: Revolution/Constitution, Jeffersonian Democracy, Jacksonian Democracy and the Civil War/Reconstruction. Which one do you believe had the greatest impact on making the country what it is today? Why? Be sure to explain how your choice had a greater impact than the other periods citing specific historical events as proof of your conclusion.


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1301 Final Exam Tips

Final Exam Times:
  • 81008 @ 10-11:50 Dec. 13
  • 81012 @ 11-12:50 Dec. 15

  • 81014 @ 12-1:50 Dec. 13

  • NOTE: a major change has been made to the syllabus calendar—you no longer will turn in Part 1 of the final on Dec. 10. Instead, bring it to the final exam on the day listed above.

    Big picture idea:
    • At the beginning of the semester, I explained this course would follow the med school model of learning:
    • Watch a surgery (read example essays)
  • Do a surgery (write essays)

  • Teach a surgery (peer edit)

  • This exam will bring us full circle and cover the major skills of the semester—reading and analysis

    Skills that will be tested:
    • Your ability to read an article and analyze it in writing, looking for:
    • Logos (rhetorical devices & evidence)
  • English 1301 Department Syllabus

    Note: This is the standard departmental classroom syllabus for English 1301 at ACC. You may notice some differences between this general syllabus and other specific course documents for your section of English 1301 ONL. In all cases, follow the guidelines, assignments, quizzes, and other activities that are provided by your instructor for your section of English 1301 ONL.


    ENGL 1301 - English Composition I (3-3-0)
    A study of the principles of composition with emphasis on language, the mechanics of writing, the types of discourse, and research and documentation.

    English Composition I: ESL - English 1301 ESL is a study of the principles of composition with emphasis on language, the mechanics of writing, documentation and research, and the types of discourse. ENGL 1301 ESL is the equivalent of ENGL 1301 and is designed to help students who are non-native speakers of English develop the skills they will need to succeed academically.

    English Composition I: Honors - Please contact the Honors Program at 223-6555 or honors@austincc.edu for additional information.

    English Composition I: Self Paced - This course is designed for students with strong writing skills who can complete the course assignments with only one class meeting per week.

    As well as classes offered on campus, English Composition I is offered via Distance Learning. Distance Learning gives ACC students the opportunity to earn credit through non-traditional courses such as online and hybrid classes. Course content and transferability is identical to classes offered on campus.

    TSI exempt or complete OR (on TSI Assessment test) 5 on writing exam OR 4 on writing exam AND 363 on objective exam AND 351 on reading exam OR C or better in Writing Skills 3 (DEVW 0130, 0230, 0330, or 0331) AND Reading Skills 3, (DEVR 0320) or ESOL 0384 or 0326.

    Summary of Student Expectations
    To successfully complete Composition I, students should enter with the following basic skills: critical reading; content development; organization of writing to include an introduction, appropriate thesis, coherent paragraphs, transitions, and a conclusion; grammar, mechanics, and sentence construction; and an initial understanding of documentation of sources.

    Here is a link to a list of expectations and skills for students who are enrolling in Composition I: http://www.austincc.edu/english/ExpectationsOfSkills.php

    Course Objectives/Rationale
    The goals of Composition I are to promote
      • critical thinking, reading, and writing;
      • clear, coherent, confident, and effective communication;
      • collaborative writing and learning.

    Student Learning Outcomes
    Upon completion of English 1301, students should be able to
      • identify rhetorical purposes and methods of organization appropriate to topic, thesis, and audience;
      • collect, read, analyze, and use information from a wide range of sources;
      • write a coherent essay observing appropriate grammatical, mechanical, and stylistic conventions;
      • write competently in the informative, analytical, and persuasive modes
      • evaluate, edit, and revise at all stages of the writing process.
    Discipline/Program Student Learning Outcomes
    The following outcomes are developed in all English Composition I students regardless of student age or course location:
      • expanded critical reading ability;
      • ability to write to the specifications of a writing assignment in terms of subject, rhetorical purpose, method(s) of organization and length;
      • ability to form a research question, develop a thesis, locate and select credible sources applicable to the thesis, and write an essay of the specified length that responds to the thesis;
      • ability to analyze a piece of writing to detail the elements identified in the writing assignment;
      • ability to evaluate a piece of writing using specified or developed criteria for evaluation;
      • expanded ability to develop content for an essay and organize writing to include an introduction, appropriate thesis, coherent paragraphs with transitions, and a conclusion;
      • expanded ability to use correct grammar and mechanics in every writing task.

    General Education Learning Outcomes
    Upon completion of the general education component of an associate's degree, students will demonstrate competence in:
    • Critical Thinking-- Gathering, analyzing, synthesizing, evaluating and applying information.
    • Interpersonal Skills-- Interacting collaboratively to achieve common goals.

    • Personal Responsibilities-- Demonstrating effective learning, creative thinking, and personal responsibility.

    • Technology Skills-- Using appropriate technology to retrieve, manage, analyze, and present information.

    • Written, Oral and Visual Communication-- Communicating effectively, adapting to purpose, structure, audience, and medium.

    Required Texts/Materials
    Instructors will assign required texts/materials for individual courses. It is the responsibility of the student to acquire required texts/materials.
    NOTE:Students must provide their instructor with a Composition I File Folder (available in the bookstores) for the essays submitted. Instructors will keep folders for one semester following enrollment. Students are responsible for making copies of any papers they want to keep for their files. Online students do not need to purchase folders.

    Instructional Methodology
    Individual faculty syllabi will indicate course methodology, which may include lectures, small group activities, use of electronic media, and in-class writing workshops.

    Core components to be covered in Composition I include
      • purpose
      • audience
      • language/diction/style
      • thesis statements
      • topic sentences
      • the writing process (invention, drafting, revision)
      • organization (including methods of development)
      • paragraph unity, development, and coherence
      • grammar and mechanics
      • the research process

    Essays and Assignments
    All students in all sections will write between five and nine essays over the course of the semester, including an essay, known as the Departmental Exam, which will be written under supervision in the Testing Center and must be passed to pass the course with a minimum grade of “C.”
    • At least one essay will be a research paper of at least 1000 words:
      • The research paper will use MLA style and will require a minimum of three sources, including at least two different types of sources.
    • At least one essay will be a textual analysis.

    • The remaining essays will achieve at least two of the following rhetorical purposes:
      • expressive
      • literary
      • referential
      • persuasive

    • Together, all papers will comprise a minimum of 4000 words.
  • In writing each essay, students will use one or more of the following methods of development:
    • cause and effect
    • comparison/contrast
    • classification
    • definition
    • description
    • illustration
    • narration
    • process analysis
    • evaluation

  • Students will also complete The Info Game. http://library.austincc.edu/help/infogamedevelopment. an online information literacy program.
  • Instructors may also assign:
    • readings
    • quizzes
    • multiple drafts
    • other activities that will affect final grades

  • Instructors will provide specific written guidelines for each assignment and may require part or all of at least one paper to be written under supervision.

    Your instructor will use one of two systems of grading, or a combination of the two systems.

    System 1: Accept/Edit/Revise/Rewrite
    All students in all sections must receive “Accepted” on the writing assignments to be eligible to receive a Test Permit for taking the Departmental Exam. Additional assignments are required for the grades of “B” and “A.”

    In System 1, the student's final grade will be determined by the number of essays marked “accepted” by the instructor.

    Each paper will be marked "ACCEPTED," "EDIT," "REVISE," or "REWRITE." Students are required to edit, revise, or rewrite their essays until they are accepted. (Students may submit only one essay at a time ; when one is ACCEPTED, the student may submit the next one.) In addition, compliance with the instructor's system of deadlines and activities may determine eligibility for a grade of "B" or "A."

    ACCEPTED : the paper fulfills the objectives of the assignment and is relatively free of grammatical, spelling, and punctuation errors.

    EDIT : the paper fulfills the objectives of the assignment but contains errors. Similar errors must be avoided in subsequent papers in order to progress in the course .

    REVISE : the paper needs improvement in style, organization, or development.

    REWRITE : the paper does not fulfill the objectives of the assignment.

    "B" Requirement: Complete a writing assignment according to guidelines provided by your instructor. Minimum length: 1000 words.

    "A" PAPER: Complete a writing assignment according to guidelines provided by your instructor. Use a minimum of two approved sources. Minimum length: 1000 words. MLA Documentation required.

    Learning Lab Policy for “B” and “A” Papers
    Departmental policy allows students to receive only very general assistance writing “B” and “A” papers in Composition I and II. Examples of such assistance include pre-writing activities and review of writing principles and of grammar and documentation conventions in response to student questions. In addition, individual faculty are free to prohibit students from seeking specific kinds of or any assistance on the “B” and “A” papers and may do so by sending a memo to the learning labs and by stipulating the restriction in class syllabi.

    System 2: Letter Grades
    Instructors will assign letter/number grades to some or all required essays. Students may be given the opportunity to draft and revise required essay assignments one or more times (instructors will determine how many times revision will be allowed/required and how final grade will be awarded). Students are required to pass the Departmental Exam (see description below) in the Testing Center to pass the course with a minimum grade of “C.” The instructor's grading system will be explained in detail in his or her individual course syllabus.

    The Departmental Exam
    The Departmental Exam is required of all students enrolled in English 1301 and must be taken under supervision in the Testing Center after required essays are completed. Given a selection to read, students will write an interpretive essay of at least 600 words analyzing the selection. The instructor will provide more detailed instructions about the test, which will be evaluated "ACCEPTED" or "RETEST" only. Students who do not pass on the first try may retest once . Essays must demonstrate the following:
    • Coherence, analytical thinking, and an understanding of the selection's thesis, purpose(s), and method(s) of development;
    • Adherence to stylistic, grammatical, and mechanical conventions of standard written English.

    Withdrawal Policy
    Individual professors will enforce their own withdrawal policies based on progress and attendance.
    However, it is important to know that The Texas State Legislature passed a bill stating that students who first enroll in public colleges and universities beginning in fall 2007 and thereafter may not withdraw from more than six classes during their undergraduate college career. See ACC Student Handbook for further information.

    The instructor may establish deadlines by which students must complete a specific number of assignments, amount of progress, or level of attendance in order to remain in a class. If students do not meet the instructor's requirements, they may be subject to WITHDRAWAL from the course. It is the student's responsibility to know an instructor's withdrawal policies.

    Awarding of “Incomplete” as a Final Grade
    Individual professors will have their own policies as to incompletes as a final grade. Students should be certain that they know what their professor's policy is.

    Scholastic Dishonesty
    Acts prohibited by the College for which discipline may be administered include scholastic dishonesty (e.g. cheating on an exam or quiz, plagiarizing, and unauthorized collaboration with another in preparing outside work). Academic work submitted by students shall be the result of their thought, research, or self-expression. Academic work is defined as (but not limited to) tests and quizzes, whether taken electronically or on paper; projects, either individual or group; classroom presentations; and homework.

    Student Freedom of Expression
    Each student is strongly encouraged to participate in class. In any classroom situation that includes discussion and critical thinking, there are bound to be many differing viewpoints. These differences enhance the learning experience and create an atmosphere where students and instructors alike will be encouraged to think and learn. On sensitive and volatile topics, students may sometimes disagree not only with each other but also with the instructor. It is expected that faculty and students will respect the views of others both when expressed in classroom discussions or class-related writing.

    Student Rights and Responsibilities
    Students at the college have the rights accorded by the U.S. Constitution to freedom of speech, peaceful assembly, petition, and association. These rights carry with them the responsibility to accord the same rights to others in the college community and not to interfere with or disrupt the educational process. Opportunity for students to examine and question pertinent data and assumptions of a given discipline, guided by the evidence of scholarly research, is appropriate in a learning environment. This concept is accompanied by an equally demanding concept of responsibility on the part of the student. As willing partners in learning, students must comply with college rules and procedures.
    Enrollment in the college indicates acceptance of the rules set forth in this policy, which is administered through the office of the campus dean of student services. Due process, through an investigation and appeal process, is assured to any student involved in disciplinary action.

    General Provisions:
    The purpose of this policy is to identify the rights and responsibilities of ACC students, to specify acts prohibited and standards of conduct required, and to set a range of appropriate penalties when rules are violated.

    Due Process:
    College disciplinary procedures respect the due process rights of students.

    Emergency Action:
    Provisions are included to protect the college and members of the college community in emergencies and other instances requiring immediate action. Even in such instances, the college will take reasonable steps to provide for due process.

    Administration of Discipline:
    The campus dean of student services or the appropriate facility administrator shall have primary responsibility for the administration of student discipline. The campus dean of student services works cooperatively with faculty members in the disposition of scholastic violations.

    Students with Disabilities
    Each ACC campus offers support services for students with documented physical or psychological disabilities. Students with disabilities must request reasonable accommodations through the Office for Students with Disabilities on the campus where they expect to take the majority of their classes. Students are encouraged to do this three weeks before the start of the semester.

    Safety Statement
    Austin Community College is committed to providing a safe and healthy environment for study and work. You are expected to learn and comply with ACC environmental, health and safety procedures and agree to follow ACC safety policies. Additional information on these can be found at http://www.austincc.edu/ehs .

    Because some health and safety circumstances are beyond our control, students should become familiar with the Emergency Procedures poster and Campus Safety Plan map in each classroom. Additional information about emergency procedures and how to sign up for ACC Emergency Alerts to be notified in the event of a serious emergency can be found at http://www.austincc.edu/emergency/ .

    Please note, students are expected to conduct themselves professionally with respect and courtesy to all. Anyone who thoughtlessly or intentionally jeopardizes the health or safety of another individual will be immediately dismissed from the day's activity, may be withdrawn from the class, and/or barred from attending future activities.

    Use of ACC Email
    All College e-mail communication to students will be sent solely to the student's ACCmail account, with the expectation that such communications will be read in a timely fashion. ACC will send important information and will notify you of any college related emergencies using this account. Students should only expect to receive email communication from their instructor using this account. Likewise, students should use their ACCmail account when communicating with instructors and staff. Instructions for activating an ACCmail account can be found at http://www.austincc.edu/accmail/index.php .

    Testing Center Policy
    Under certain circumstances, an instructor may have students take an examination in a testing center. Students using the Academic Testing Center must govern themselves according to the Student Guide: Use of ACC Testing Centers and should read the entire guide before going to take the exam.

    To request an exam, one must have:
    • ACC Photo ID
    • Course Abbreviation (e.g. ENGL)
    • Course Number (e.g.,1301)
    • Course Synonym (e.g. 10123)
    • Course Section (e.g. 005)
    • Instructor's Name
    Do NOT bring cell phones to the Testing Center. Having your cell phone in the testing room, regardless of whether it is on or off. will revoke your testing privileges for the remainder of the semester. ACC Testing Center policies can be found at http://www.austincc.edu/testctr/ .

    Student and Instructional Services
    ACC strives to provide exemplary support to its students and offers a broad variety of opportunities and services. Information on these services and support systems is available at: http://www.austincc.edu/s4/

    Links to many student services and other information can be found at: http://www.austincc.edu/current/

    ACC Learning Labs provide free tutoring services to all ACC students currently enrolled in the course to be tutored. The tutor schedule for each Learning Lab may be found at: http://www.austincc.edu/tutor/students/tutoring.php

    For help setting up ACCeID, ACC Gmail, or ACC Blackboard, see a Learning Lab Technician at any ACC Learning Lab.

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    ENGL 1301 Composition I

    Western Texas College
    Department of English

    1. Basic Course Information
      1. COURSE DESCRIPTION: ENGL 1301 is designed to provide instruction in reading, writing, and critical thinking skills. It emphasizes language study and the mechanics of writing. It meets three hours per week as a lecture class, and one hour per week as a lab class. The lab is determined by a departmental placement test administered at the start of the term to measure the student's grammatical skill level.
      2. Prerequisites: ENGL 1301 is a reading and writing intensive course. Students must exceed state and college requirements in reading and writing before enrolling in ENGL 1301.
    2. Student Learning Outcomes
      1. The student will demonstrate proficiency on a grammar post-test by selecting the most grammatically correct sentence of three choices. Results will be measured using the traditional 4.0 scale. A passing grade is deemed 70 or higher.
      2. The student will compose a valid argument for or against a current social issue within a thesis-driven essay. Grading will be based upon a rubric.
    3. Major Course Requirements
      1. Essay assignments will comprise the largest percentage of the final grade.
      2. Laboratory (Prescription and WYSIWYG) lessons may comprise a percentage of the final grade.
      3. The Exit Test (see SPECIAL REQUIREMENT above) will comprise a percentage of the final grade.
    4. Information on Books and Other Course Materials
      1. The Longman Writer’s Companion, Fourth Edition, by Chris Anson; ISBN 9780205562527
      2. Recommended: an English dictionary
    5. Other Policies: Please refer to the WTC Course Catalog for the following:
      1. Campus Calendar
      2. Final Exam schedule
      3. How to drop a class
      4. Withdrawal information
      5. Student Conduct/Academic Integrity
      6. Students with disabilities
      7. PLAGIARISM: Essays must be submitted electronically to the plagiarism-checking site Turnitin.com. Under WTC policy, plagiarism may result in the student being dropped from class. Students suspected of plagiarism will be consulted. Students found guilty of plagiarism will be dropped.
    1. Course Organization

    First day handouts
    Departmental Pre-Test (Grammar and Punctuation)
    First Writing Assignment (Essay Used as Diagnostic/1st Graded Writing Assignment)

    Pre-Tests Evaluated
    Lab Assignments Finalized
    Grammar, Punctuation, Sentence Basics
    Chapter 30, Longman’s (8-Parts of Speech)
    Chapter 31, Longman’s, Phrases/Clauses

    Instruction Emphasizing the Complete Sentence (Subject/Predicate)
    (Instructors may use WYSIWYG Lesson 1: Complete Sentences.)

    Chapter 6, Longman’s
    Writing Effective Paragraphs (Focus, Coherence, Development)
    Topic Sentence
    Paragraph Development Patterns
    Writing Diagnostic Essay Returned
    (2nd Graded Writing Assignment Related to Paragraph Development)

    Instruction Emphasizing the Compound Sentence
    (Instructors may use the departmental lab material outlined in WYSIWYG Lesson 2: Compound Sentences.)
    (Instructors may use the Prescription “5 Reasons for Using Commas”

    Instruction Emphasizing the Complex Sentences
    (Instructors may use WYSIWYG Lesson 3: Sentence Openers.)

    Essay Research/Part 5 Longman’s
    (3rd Graded Writing Assignment Related to Summarizing/Paraphrasing)

    Instruction Emphasizing Sentence Interrupters
    (Instructors may use WYSIWYG Lesson 4: Sentence Interrupters.)

    Essay Organization:
    (All Lab Material -- WYSIWYGs and Prescriptions -- Due)

    Essay Organization:
    Introductory Paragraph
    Thesis Sentence
    Body Paragraph
    Concluding Paragraph

    MLA style/Part 6 Longman’s
    Parenthetical Citations
    Works Cited Page
    (4th Graded Essay Assignment Related to Student Learning Outcome)

    Second Pre-Test
    Preparation Exit Test
    Grammar/Punctuation/Writing Instruction as Needed

    Preparation Exit Test
    Grammar/Punctuation/Writing Instruction as Needed

    Preparation Exit Test
    Grammar/Punctuation/Writing Instruction as Needed

    Preparation Exit Test

    Final Exit Test

    Disclaimer: “The above schedule, policies, procedures, and assignments in this course are subject to change in the event of extenuating circumstances.

    Last Modified: August 18, 2015

    English 1301 spring

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    Final_Exam_study_guide_Fall_12 - History 1301: Final Exam Study Guide for

    Final_Exam_study_guide_Fall_12 - History 1301: Final Exam.

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    History 1301: Final Exam Study Guide for Comprehensive Portion (Units 1-3) NOTE: The following questions are all based on lecture material from Units 1-3. In ALL of the questions below, be sure you also understand WHEN the subject of the question took place and WHO was involved. The Final Exam Comprehensive Portion will include 30 scantron-type questions based on the questions listed below. 1. Why were European monarchs interested in financing trade explorations? 2. What country gets the unfortunate credit of beginning the modern international slave trade during the 15 th century? 3. Christopher Columbus sailed in the service of what country? 4. Who was the New World named for? Why? 5. What enabled Cortez to conquer Mexico? 6. Who was Francisco Coronado and what did he do/not do? 7. Who was Juan de Onate? What happened when he settled in New Mexico? 8. What was the Pueblo Revolt? Why was the Pueblo Revolt significant? 9.

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