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TAKE HOME ESSAY
DUE TUESDAY DECEMBER 6
AT THE BEGINNING OF THE CLASS PERIOD
• WORD PROCESS AND DOUBLE SPACE YOUR ANSWERS AND STAPLE THE PAGES TOGETHER
• YOU MAY USE RESEARCH RESOURCES BUT MUST CITE ANY SOURCES USED IN YOUR RESPONSE IN THE BODY OF THE PAPER.
• BE SURE YOUR NAME IS ON YOUR PAPER
Comprehensive Essay Question. Answer ONE of the following questions in a well- organized essay using facts to illustrate your points and prove your conclusions.
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.
YOUR ESSAY IS DUE ON DECEMBER 6 AT THE BEGINNING OF CLASS. IF YOU ARE NOT IN CLASS THAT DAY, YOU MUST STILL SUBMIT YOUR ESSAY BY THE TIME CLASS BEGINS T0 firstname.lastname@example.org. BEGINNING 15 MINUTES AFTER CLASS BEGINS, 10 POINTS WILL BE DEDUCTED FROM YOUR GRADE FOR EVERY 24 HOURS YOUR PAPER IS LATE.
1301 Final Exam Tips
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1301 Final Exam Tips
Final Exam Times:
Big picture idea:
Skills that will be tested:
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.
COMPOSITION I COURSE SYLLABUS
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 email@example.com 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
Individual faculty syllabi will indicate course methodology, which may include lectures, small group activities, use of electronic media, and in-class writing workshops.
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.
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.
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.
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.
College disciplinary procedures respect the due process rights of students.
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.
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 .
To request an exam, one must have:
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.
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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Western Texas College
Department of English
First day handouts
Departmental Pre-Test (Grammar and Punctuation)
First Writing Assignment (Essay Used as Diagnostic/1st Graded Writing Assignment)
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)
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.)
(All Lab Material -- WYSIWYGs and Prescriptions -- Due)
MLA style/Part 6 Longman’s
Works Cited Page
(4th Graded Essay Assignment Related to Student Learning Outcome)
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
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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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