ENGL 2112 - SYLLABUS

BASIC INFORMATION

INSTRUCTOR & TA

ONLINE EXPECTATIONS

SCHEDULE / DUE DATES

COURSE STRUCTURE

WRITING PROFICIENCY

ACADEMIC INTEGRITY

COURSE WORK

RUBRICS

PAPER PROMPTS

EVALUATION

ACCOMMODATION

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Course Information

ENGL 2112 — World Literature II, Section M — CRN: 80761

Course Description

A survey of representative works of world literature from the mid-17th century to the present, with emphasis on critical reading and writing skills. Prerequisite(s): A minimum grade of "C" in ENGL 1102.

Course Dates

• Start date: 17 August 2020
• End date: 4 December 2020
• Drop/Add: 17-20 August 2020
• Last day to withdraw without academic penalty: 12 October 2020

Holidays

• 7 September — Labor Day
• 23-27 November — Thanksgiving Holiday

Learning Outcomes for the Course

Upon successful completion of this course, a student will be able to:

• Demonstrate familiarity with literary language, periods, and genres.
• Construct informed and unbiased arguments about historical or contemporary works of literature that consider the historical and cultural contexts of those works.

Required Textbooks

The Norton Anthology of World Literature, Volumes D, E, and F (Package 2), 4th edition. Martin Puchner, et. al., editors, W.W. Norton, 2019. ISBN: 9780393265910

Other material will be available on the D2L site

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Instructor and Teaching Assistant

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Online Learning Commitment Expectations

The "Carnegie Unit" is how universities define credit hours and categorize the amount of work students do for each credit hour. Each credit requires three "contact hours," which are essentially the hours you spend in class. And each contact hour requires two hours of outside work, or time devoted to the class that doesn't happen in the class. This is a three-credit course, with 45 contact hours. Those 45 contact hours necessitate at least 90 hours of out-of-class work on your part. That's at least 135 hours committed for each three-credit class that you take.

If you're not a self-starter, or you have problems with deadlines, or you just don't think you can commit to this level of work, you should probably look for another section of this class.

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Course Schedule with Activity Due Dates

A detailed course schedule is located at this URL: http://jpellegrino.com/teaching/ENGL2112/003-Schedule.html.

This schedule details the material we are covering, and the exam dates, and the due dates for your discussion posts and papers.

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Course Structure

The course has 24 modules that present information on historical and literary periods, the authors we're covering, and the texts we're reading. Each module contains links to web pages and sites, a podcast about the text or period, and a quiz.

Course Modules

Course modules are located within Folio/D2L. You should begin your work on each module there. These will then bounce you out to external sites for background information and podcasts about the historical, cultural, and biographical information behind each text, and literary and thematic interpretations of each text.

The numbered modules all address texts and authors. The lettered modules are discussion prompts.

Each numbered module contains links to the background and interpretive material, a podcast on the text we're addressing, a quiz, and one or more discussion questions. You won't be answering these questions for each module; you'll eventually choose four of these questions in the lettered modules, one question for each of the big periods we're covering.

Discussion Forums

Throughout the course, you'll be responding to four discussion questions in the discussion forums, and then offering secondary responses to four initial posts done by other students. The forums themselves are arranged so that you have to post your own response first in order to see what others have said.

Podcasts

A page with links to all the podcasts is located at this URL: http://jpellegrino.com/teaching/ENGL2112/000-Podcasts.html.

Exams

We'll have two multiple-choice exams, one halfway through the course and one at the end of the course. These will be 33 questions each, with roughly 1/3 of the questions in these three areas: identification of a text, historical and cultural contexts for a text, and thematic concerns within a text.

Exams are available from midnight to midnight on the dates noted in the schedule. You may take the exam at any time on the day that is it available. Once you open the exam, you'll have one hour to complete and submit it.

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CLASS POLICIES

Writing Proficiency

If you need additional work on the surface features of your writing I will require you to schedule sessions at the Writing Center in order to pass the course. If you're unable to get to campus in order to meet with the Writing Center staff, you'll have to provide documentation that you availed yourself of some other tutoring, editing, or proofreading service.

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Academic Integrity

I expect that you will conduct yourself within the guidelines of the Honor System. All academic work should be completed with the high level of honesty and integrity that this University demands.

I do not tolerate academic dishonesty. Beyond the moral implications, I find it insulting. All instances of plagiarism will be reported to the Office of Student Conduct. Any instance will result in an F in the course and possibly further sanctions. Plagiarism is presenting someone else's work as your own without giving them credit. "Someone else" is defined as anyone other than you: another student, a friend, relative, a source on the Internet, articles or books. And “work” is defined as ideas as well as language. So taking someone else's ideas and putting them in your own words—or using someone else's words to express your ideas—is plagiarism. And, in the case of friends and family, it doesn't matter if they give you permission.

A note about group work: I encourage you to read and discuss these texts together outside of class. It is, in fact, the core of our endeavor, to hone our own ideas on these texts through discussions with others. You should also discuss your writing with your classmates, as hearing a number of ideas will help you create your own. However, this does not mean that you should write your papers as a group. While discussion is obviously a group activity, writing is a solitary one, and should be treated as such. Any attempt to subvert this will be an instance of academic dishonesty.

Here is how the University defines Academic Dishonesty (from the Student Conduct Code):

CHEATING

1. submitting material that is not yours as part of your course performance;
2. using information or devices that are not allowed by the faculty;
3. obtaining and/or using unauthorized materials;
4. fabricating information, research, and/or results;
5. violating procedures prescribed to protect the integrity of an assignment, test, or other evaluation;
6. collaborating with others on assignments without the faculty's consent;
7. cooperating with and/or helping another student to cheat;
8. demonstrating any other forms of dishonest behavior.

PLAGIARISM

1. directly quoting the words of others without using quotation marks or indented format to identify them;
2. using sources of information (published or unpublished) without identifying them;
3. paraphrasing materials or ideas without identifying the source;
4. Self-plagiarism: re-submitting work previously submitted without explicit approval from the instructor;
5. unacknowledged use of materials prepared by another person or agency engaged in the selling of term papers or other academic material.

Should you wish to pursue a case of academic dishonesty through the Office of Student Conduct, I will speak at your hearing and send a copy of this syllabus along with the documents in question to the Hearing Officer, so a plea of ignorance or non-malicious intent on your part will not be valid.

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Course Work

All electronically-submitted assignments will be placed in the appropriate dropbox section or discussion forum of the Learning Management System (Folio).

I DO NOT ACCEPT LATE ASSIGNMENTS. NO EXCEPTIONS, NO EXCUSES. A late assignment is any work that is not turned in during the class period in which it is due. This means that you must anticipate any problems that will occur. In other words, a computer / printer / drive / car / arm being broken at the last minute is not an excuse. To avoid last-minute catastrophes (which always occur) DO NOT WAIT UNTIL THE LAST MINUTE TO DO YOUR WORK.

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Rubrics

     Discussion Post Rubric
Your contributions to the class discussions will be graded according to this rubric:

Very Good 10 Points	Satisfactory 8 Points	Needs Work 6 Points	Unsatisfactory 0 Points
Entries are in complete sentences or paragraphs.	Entries are in complete sentences or paragraphs.	Entries are in complete sentences or paragraphs.	Entries are not in complete sentences or paragraphs.
Entry distinguishes between your thoughts and the thoughts of others,	Entry distinguishes between your thoughts and the thoughts of others,	Entry distinguishes between your thoughts and the thoughts of others,	Entry does not distinguish between your thoughts and the thoughts of others.
AND	AND	BUT
is predominantly made up of your own thoughts,	is predominantly made up of your own thoughts.	is predominantly made up of the thoughts of others.
WHILE
the thoughts of others are used to support your ideas.
3 entries (primary and two secondary) are posted in the discussion board area,	2 entries (primary and secondary) are posted in the discussion board area,	2 entries (primary and secondary) are posted in the discussion board area,	Fewer than 2 entries are posted in the discussion board area.
AND	AND	HOWEVER
750 or more words total are posted (500+ for primary, 250+ for secondary).	500-750 words total are posted (500+ for primary).	Each entry is posted but is brief (less than three sentences).
PLUS (a or b)	PLUS (a or b)	OR
(a) Each entry contains thoughtful, substantive ideas concerning the assignment or content related to it.	(a) Each entry contains thoughtful, substantive ideas concerning the assignment or content related to it.	(a) Each entry has little in the way of thoughtful, substantive ideas concerning the assignment or content related to it.
OR	OR	OR
(b) Your entries are responsive to two peers, with detailed remarks about their writing or discussion response.	(b) Your entries are responsive to one peer, with detailed remarks about his or her writing or discussion response.	(b) No entries respond to your peers, or your response to a peer is just a personal remark, not a substantive reply (e.g., "Good. I really liked your comment.").
PLUS (c or d)
(c) Your primary entry includes an outside resource, or a relevant, specific real-life application.
OR
(d) Your responses to your peers clearly indicate your position on what they posted (e.g., agreeing, disagreeing, adding to, modifying, extending or questioning), all while explaining yourself thoroughly.

You need to write in complete sentences and paragraphs, with a level of care for the academic code so that your groupmates will not be puzzled by your post.

Plagiarism in the Forums

The material from the Student Code of Conduct outlined above applies also to your work in the discussion forums. Don't cut and paste from another site. Don't alter every fifth or sixth word from another site and claim the work as your own. Don't attempt to hide the fact that you're using someone else's ideas. There's nothing wrong with using other sites, other critics, or other commentaries on the texts, as long as you give them credit.

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     Essay Rubric
Your papers for this class will be evaluated according to this rubric:

ENGL 2112 ESSAY RUBRIC
GRADE	CONTENT	FORM
A	All elements of the paper clearly contribute to the writer’s purpose, which is maintained throughout the paper and appropriate for the assignment. The writer addresses the appropriate topic and goes beyond the assignment by significantly developing each aspect of the requirements. Collectively, the ¶ topics offer compelling support which clearly advances the argument of the paper. Compelling details provide supporting statements, credible evidence, or the examples necessary to explain or persuade effectively. All points are supported by a sufficient number of details.	Level of discourse is consistent and addresses the appropriate audience; the paper keenly and accurately anticipates the audience’s needs and expectations. All sentences are grammatically and mechanically correct. Each ¶ is unified around an idea that relates to the main idea of the paper. All ¶s support the main idea, are thoroughly developed, and are ordered logically. Sentences vary in complexity, length, and variety when appropriate, with an appropriate degree of complexity for the audience and purpose. Word choice is consistently varied, accurate, and rich, and reflects a nuanced grasp of the language appropriate to the audience. Transitional words, phrases, sentences and ¶s smoothly connect the paper’s elements, ideas and/or details, allowing the reader to follow the writer’s points effortlessly. MLA 8 format is used consistently and accurately throughout the paper.
B	The writer’s purpose is present, appropriate for the assignment, and maintained throughout the paper. The writer addresses the appropriate topic and clearly fulfills each aspect of the assignment requirements. Collectively, the ¶ topics offer relevant support which clearly advances the argument of the paper. Details provide supporting statements, credible evidence, or the examples necessary to explain or persuade adequately. All points are developed, but some may need additional details.	Level of discourse is appropriate, but the paper has rare lapses in anticipating the needs of its audience. Rare grammatical and mechanical errors exist but do not affect clarity or readability. ¶s support the main idea of the paper and are ordered logically. ¶s are thoroughly developed, but an occasional ¶ may not be unified around a single idea. Variances in sentence complexity, length, and variety are successfully achieved, although these may be limited. Degree of complexity is appropriate for the audience and purpose. Word choice is consistently varied and accurate, and reflects a strong grasp of the language appropriate to the audience. Transitional words, phrases, sentences and ¶s are effective and rarely missing. MLA 8 format is used throughout the paper, with few exceptions.
C	The writer’s purpose is present and appropriate for the assignment, but not all elements clearly contribute to the purpose. The writer addresses the appropriate topic and meets the assignment requirements. Collectively, the ¶ topics offer adequate support for the argument of the paper, but the argument remains unclear or incomplete. Details are related to the elements of the text but inconsistently provide supporting statements, credible evidence, or the examples necessary to explain or persuade adequately. Additional details are needed to develop some points.	Level of discourse is appropriate, but the paper has lapses in anticipating the needs of its audience. A limited variety of grammatical errors exists, and may occasionally affect clarity and readability. ¶s are related to the main idea of the paper, but a limited number may be misplaced or include more than one idea. ¶s are adequately developed. Sentence length and variety is limited, but complex structures are attempted with some success. Any fragments are used intentionally for effect. Word choice is generally accurate, but reflects a partial or inconsistent grasp of the language appropriate to the audience. Transitional words, phrases, sentences and ¶s appear throughout the paper, but additional and appropriate connectors would enhance the flow. MLA 8 format is used, with multiple lapses.
D	The writer presents multiple conflicting purposes, or the purpose is inappropriate for the assignment / prompt. The writer addresses the appropriate topic but only superficially addresses the assignment requirements. Collectively, the ¶ topics offer apparent support for the argument of the paper, but the argument is weak. Details are loosely related to the elements of the text. Many do not provide supporting statements, credible evidence, or the examples necessary to explain or persuade adequately. Additional details are needed to develop most points.	Level of discourse is confused, or the paper addresses the audience on an inappropriate level. A variety of grammatical errors appears throughout the paper, possibly affecting clarity and readability. ¶s are attempted, but breaks or ¶s may be misplaced. Several ¶s are not adequately developed, include multiple ideas, or ideas that are unrelated to the main idea of the ¶. Sentence structure is typically simplistic, and complex structures are attempted with little success. Several sentences are unintentionally fused, run-ons, or fragments. Word choice is vague, limited, or repetitive, reflecting a weak grasp of the language appropriate to the audience. Transitional words, phrases, sentences and ¶s are attempted, but are often ineffective. MLA 8 format is attempted but inaccurate, or multiple style guidelines are mixed.
F	The writer’s purpose is not evident in the paper. The writer is off topic and/or omits most or all of the assignment requirements. The connection of the ¶ topics to the main idea of the paper is weak, leaving the argument unclear. Details are superficial or do not develop the elements of the text. Virtually no details are present.	Level of discourse is inappropriate for the audience, or the intended audience is unclear. Most sentences exhibit multiple grammatical and mechanical errors, negatively affecting clarity and readability. There are no ¶ breaks, or ¶s are not adequately developed. Ideas presented may be unrelated to the main idea of the paper and/or be presented illogically. Sentence structure is simple and repetitive. Complex structures are uniformly unsuccessful. Many sentences are unintentionally fused, run-ons, or fragments. Word choice is consistently inaccurate or inappropriate to the audience; many words are notably misused. Transitional words, phrases, sentences and ¶s are absent, or, if attempted, are ineffective. MLA 8 format is not attempted.

Questions I ask while grading

For each sentence in your paper, I ask the following questions:

1. What are you saying? At a basic level, I’m trying to decode their meaning. If I cannot understand what you’re trying to say, everything that follows after this is problematic. If your sentence is confused, convoluted, or contradictory, you make it difficult, or even impossible, for me to answer this basic question.
2. Is what you’re saying accurate? Does this sentence demonstrate that you understand the text or the critic you’re addressing? For instance, if you’re summarizing someone else’s argument, I need to assess if you’re being true to the original author's intent. In your response, I’m assessing your evidence and examples.
3. Is what you’re saying well-expressed grammatically and mechanically? This assumes that your grammar and mechanics aren’t so bad that I’ve been stopped back up at Question #1.
4. Does the writing have appropriate flow, in that each idea links up with the one previously and the one to follow in a way that meets audience needs, attitudes, and knowledge?

If I can answer all four of these questions positively for every sentence, you’re doing well. But when the answer is no, complications ensue. If I can’t understand what you’re saying, I have no way to engage with your ideas, and so I have additional questions.:

• Do you not understand the original text you’re addressing?
• Do you understand the original text, but your writing leaves a gap between that understanding and what is written on the page?

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Prompts for Your Papers

You'll write two short papers for this class, both tied to the course learning outcomes. For these, you'll produce a multi-paragraph document of between 500 and 600 words which addresses the prompt thoroughly and demonstrates your knowledge. These essays should be typed and double-spaced, with a 12-point font, and your name in the upper left corner of the first page. You'll submit them to the appropriate dropboxes in Folio, where they will go through the TurnItIn check for academic honesty.

You may use external sources in your essays, and if you do you will need to acknowledge where you got your information from. And if you use the source's language, put it in quotation marks.

The prompts for each of these essays will be almost exactly the same, and they will directly address the Learning Outcomes for this course.

So you'll look at one of the big period introductions (Enlightenment, Romanticism, or Modernism) or one of the smaller movement introductions (Yoshiwara, Negritude, Existentialism) and use the material there to demonstrate how a particular text (or texts, in the case of shorter poems) of your choosing illustrates the values of the intellectual, historical, and cultural situation in which it was written. You'll need to refer to specific points in the introductions and align them with specific points in the text you choose.

My comments on your papers will be available to you through the Grademark view in the TurnItIn section (click on your TurnItIn score to access this).

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Extended Prompt - Paper 1

In this essay, you will demonstrate how one of the works we have covered so far (either Candide, Life of a Sensuous Woman, the Blake poems, the Keats poems, the Whitman poems, Narrative of the Life of Frederick Douglass, an American Slave, "Punishment," or the Yeats poems) interacts with the intellectual or cultural forces at work during its creation.

1. Choose one of the texts above. You may be able to choose more than one text, if you're writing about two or more poems by the same author.
2. Critically examine at least one value expressed within it, analyzing how it reflects and/or criticizes the dominant values of the historical or cultural milieu in which it was created.
3. Refer specifically to the background information we covered on the Enlightenment and Romanticism, especially the the social and intellectual forces at work, when considering the dominant values of the time.
4. Use appropriate literary terminology when discussing the text, its genre, and the literary period or movement to which it belongs.

You should produce a multi-paragraph document of between 500 and 600 words which addresses the prompt thoroughly and demonstrates your knowledge. This essay should be typed and double-spaced, with a 12-point font, and your name in the upper left corner of the first page. You'll submit it to the “Paper #1” dropbox, where it will go through the TurnItIn check for academic honesty.

You may use external sources in your essay, and if you do you will need to acknowledge where you got your information from. If you use the source’s language, put it in quotation marks. If you’re quoting prose from the textbook, just cite the page number. If you’re quoting poetry from the textbook, just use the line numbers.

What this means is that you'll look at the periods/movements introductions—in this case, either Introduction to The Enlightenment, Yoshiwara - The Floating World, or Introduction to Romanticism—and use the material there to demonstrate how a particular text we've studied illustrates the values of the intellectual, historical, and cultural situation in which it was written. You'll need to refer to specific points in the introduction and align them with specific points in the text you choose.

So you’ll pick a text that we have covered by any of the authors we’ve addressed since the beginning of the course, then show how it expresses the values of its particular historical or cultural context by pointing out the pieces of that text that demonstrate the qualities that are covered in either the Introduction to The Enlightenment, or Introduction to Romanticism pages on the course site.

This assignment directly addresses the Learning Outcomes for this course, because it asks you to do three things:

• Analyze a work of literature in its historical and cultural contexts.
• Critically examine the values of the context and of the work.
• Demonstrate familiarity with literary language, periods, and genres.

In case all of the above isn’t clear enough, here’s a paragraph-by-paragraph breakdown of what your paper should look like:

1. Paragraph 1: Introduce the text and explain the values of the period or movement that you’ll be addressing. Do not just list those values or characteristics; explain what they mean.
2. Paragraph 2: Demonstrate how and where the first value or characteristic of the period can be seen in the text you have chosen. Quote the text at the appropriate spots and explain how those quotations illustrate the value or characteristic.
3. Paragraph 3: Demonstrate how and where the second value or characteristic can be seen in the text you have chosen. Quote the text at the appropriate spots and explain how those quotations illustrate the value or characteristic.
4. Paragraph 4: Demonstrate how and where the third value or characteristic can be seen in the text you have chosen. Quote the text at the appropriate spots and explain how those quotations illustrate the value or characteristic.
5. Paragraph 5: Wrap it up.

Comments on your papers and your grade on the paper will be available to you through the Grademark view in the TurnItIn section (click on your TurnItIn score to access this).

Your TurnItIn Score

After you submit your paper and TurnItIn has completed its analysis, you are able to see your TurnItIn Originality Score. In general, lower numbers are better here, unless you're quoting a lot of material from the text. Your score will also have a color attached to it. If the color you see is anything other than green, check your paper again to see that you have cited all your sources corretly. If you have, then you're good. If you haven't, then you can revise your paper and resubmit it. I will evaluate only the most recent version of your paper in the dropbox, but you can submit as many versions of it as you feel necessary.

How to view your marked papers in the Grademark View:

1. Click on the colored section that has a percentage within it next to your paper title under the "TurnItIn Score" heading. This will take you to the TurnItIn suite.
2. Once your paper loads, click on the icon at the top of the array of icons to the right of your paper. This will allow you to view multiple layers with your paper.
3. In the list that flies out from the right, click on all three layers: Grading, Similarity, and e-rater.
4. Double-click on any blue box in your paper to see my comment attached to that box.
5. Double-click on any number in your paper to see the match that TurnItIn connected with the passage it highlighted.
6. Double-click on any purple comment in your paper to see the machine-scored grammar corrections and access the handbook available to you.

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Extended Prompt - Paper 2

In this essay, you will demonstrate how one of the works we have covered since the last paper (either "The Love Song of J. Alfred Prufrock," "Requiem," the Senghor poems, "This Way for the Gas, Ladies and Gentlemen," "Death Constant Beyond Love," "Zaabalawi," Death and the King's Horseman, or the Heaney poems) interacts with the intellectual or cultural forces at work during its creation.

1. Choose one of the texts above. You may be able to choose more than one text, if you're writing about two or more poems by the same author.
2. Critically examine at least one value expressed within it, analyzing how it reflects and/or criticizes the dominant values of the historical or cultural milieu in which it was created.
3. Refer specifically to the background information we covered on Modernism, Négritude, and Existentialism, especially the the social and intellectual forces at work, when considering the dominant values of the time.
4. Use appropriate literary terminology when discussing the text, its genre, and the literary period or movement to which it belongs.

You should produce a multi-paragraph document of between 500 and 600 words which addresses the prompt thoroughly and demonstrates your knowledge. This essay should be typed and double-spaced, with a 12-point font, and your name in the upper left corner of the first page. You'll submit it to the “Paper #2” dropbox, where it will go through the TurnItIn check for academic honesty.

 

You may use external sources in your essay, and if you do you will need to acknowledge where you got your information from. If you use the source’s language, put it in quotation marks. If you’re quoting prose from the textbook, just cite the page number. If you’re quoting poetry from the textbook, just use the line numbers.

What this means is that you'll look at the periods/movements introductions—in this case, either Introduction to Modernism, Négritude, or Introduction to Existentialism—and use the material there to demonstrate how a particular text we've studied illustrates the values of the intellectual, historical, and cultural situation in which it was written. You'll need to refer to specific points in the introduction and align them with specific points in the text you choose.

So you’ll pick a text that we have covered by any of the authors we’ve addressed since the last paper (Eliot, Akhmatova, Senghor, Borowski, Marquez, Mahfouz, Walcott, Soyinka, or Heaney), then show how it expresses the values of its particular historical or cultural context by pointing out the pieces of that text that demonstrate the qualities that are covered in either the Introduction to Modernism, Négritude, or Existentialism pages on the course site.

This assignment directly addresses the Learning Outcomes for this course, because it asks you to do three things:

• Analyze a work of literature in its historical and cultural contexts.
• Critically examine the values of the context and of the work.
• Demonstrate familiarity with literary language, periods, and genres.

In case all of the above isn’t clear enough, here’s a paragraph-by-paragraph breakdown of what your paper should look like:

1. Paragraph 1: Introduce the text and explain the values of the period or movement that you’ll be addressing. Do not just list those characteristics; explain what they mean.
2. Paragraph 2: Demonstrate how and where the first value or characteristic of the period can be seen in the text you have chosen. Quote the text at the appropriate spots and explain how those quotations illustrate the value or characteristic.
3. Paragraph 3: Demonstrate how and where the second value or characteristic can be seen in the text you have chosen. Quote the text at the appropriate spots and explain how those quotations illustrate the value or characteristic.
4. Paragraph 4: Demonstrate how and where the third value or characteristic can be seen in the text you have chosen. Quote the text at the appropriate spots and explain how those quotations illustrate the value or characteristic.
5. Paragraph 5: Wrap it up.

Comments on your papers and your grade on the paper will be available to you through the Grademark view in the TurnItIn section (click on your TurnItIn score to access this).

Your TurnItIn Score

After you submit your paper and TurnItIn has completed its analysis, you are able to see your TurnItIn Originality Score. In general, lower numbers are better here, unless you're quoting a lot of material from the text. Your score will also have a color attached to it. If the color you see is anything other than green, check your paper again to see that you have cited all your sources corretly. If you have, then you're good. If you haven't, then you can revise your paper and resubmit it. I will evaluate only the most recent version of your paper in the dropbox, but you can submit as many versions of it as you feel necessary.

How to view your marked papers in the Grademark View:

1. Click on the colored section that has a percentage within it next to your paper title under the "TurnItIn Score" heading. This will take you to the TurnItIn suite.
2. Once your paper loads, click on the icon at the top of the array of icons to the right of your paper. This will allow you to view multiple layers with your paper.
3. In the list that flies out from the right, click on all three layers: Grading, Similarity, and e-rater.
4. Double-click on any blue box in your paper to see my comment attached to that box.
5. Double-click on any number in your paper to see the match that TurnItIn connected with the passage it highlighted.
6. Double-click on any purple comment in your paper to see the machine-scored grammar corrections and access the handbook available to you.

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Evaluation

ASSIGNMENT	WEIGHT
Discussion Posts	20%
Quizzes	20%
Paper 1	15%
Paper 2	15%
Exam 1	15%
Exam 2	15%
TOTAL	100%

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Accessibility Accommodation

This class complies with the Americans with Disabilities Act (ADA). Students with disabilities needing academic accommodations must:

• Register with and provide documentation to the Student Accessibility Resource Center (SARC), and,
• Provide a letter to the instructor from the SDRC indicating what your need may be for academic accommodation.

This should be done within the first week of class.
Students with these particular needs should contact the Student Accessibility Resource Center, Cone Hall, 912.478.1419.