W15 - Mini Lecture: Paragraphs and Topic Sentences

Day 50
11/24/09 - Tuesday

Directive:
Read lecture in its entirety
Take notes of lecture - foll wing headings (bullet format)
Submit to instructor for check off
* Prior to revising writing proficiency papers review this document for advancing paragraphs and topic sentencing.

Paragraphs and Topic Sentences
A paragraph is a series of sentences that are organized and coherent, and are all related to a single topic. Almost every piece of writing you do that is longer than a few sentences should be organized into paragraphs. This is because paragraphs show a reader where the subdivisions of an essay begin and end, and thus help the reader see the organization of the essay and grasp its main points.
Paragraphs can contain many different kinds of information. A paragraph could contain a series of brief examples or a single long illustration of a general point. It might describe a place, character, or process; narrate a series of events; compare or contrast two or more things; classify items into categories; or describe causes and effects. Regardless of the kind of information they contain, all paragraphs share certain characteristics. One of the most important of these is a topic sentence.

TOPIC SENTENCES
A well-organized paragraph supports or develops a single controlling idea, which is expressed in a sentence called the topic sentence. A topic sentence has several important functions: it substantiates or supports an essay’s thesis statement; it unifies the content of a paragraph and directs the order of the sentences; and it advises the reader of the subject to be discussed and how the paragraph will discuss it. Readers generally look to the first few sentences in a paragraph to determine the subject and perspective of the paragraph. That’s why it’s often best to put the topic sentence at the very beginning of the paragraph. In some cases, however, it’s more effective to place another sentence before the topic sentence—for example, a sentence linking the current paragraph to the previous one, or one providing background information.
Although most paragraphs should have a topic sentence, there are a few situations when a paragraph might not need a topic sentence. For example, you might be able to omit a topic sentence in a paragraph that narrates a series of events, if a paragraph continues developing an idea that you introduced (with a topic sentence) in the previous paragraph, or if all the sentences and details in a paragraph clearly refer—perhaps indirectly—to a main point. The vast majority of your paragraphs, however, should have a topic sentence.

PARAGRAPH STRUCTURE
Most paragraphs in an essay have a three-part structure—introduction, body, and conclusion. You can see this structure in paragraphs whether they are narrating, describing, comparing, contrasting, or analyzing information. Each part of the paragraph plays an important role in communicating your meaning to your reader.

Introduction: the first section of a paragraph; should include the topic sentence and any other sentences at the beginning of the paragraph that give background information or provide a transition.

Body: follows the introduction; discusses the controlling idea, using facts, arguments, analysis, examples, and other information.

Conclusion: the final section; summarizes the connections between the information discussed in the body of the paragraph and the paragraph’s controlling idea.
The following paragraph illustrates this pattern of organization. In this paragraph the topic sentence and concluding sentence (CAPITALIZED) both help the reader keep the paragraph’s main point in mind.

SCIENTISTS HAVE LEARNED TO SUPPLEMENT THE SENSE OF SIGHT IN NUMEROUS WAYS. In front of the tiny pupil of the eye they put, on Mount Palomar, a great monocle 200 inches in diameter, and with it see 2000 times farther into the depths of space. Or they look through a small pair of lenses arranged as a microscope into a drop of water or blood, and magnify by as much as 2000 diameters the living creatures there, many of which are among man’s most dangerous enemies. Or, if we want to see distant happenings on earth, they use some of the previously wasted electromagnetic waves to carry television images which they re-create as light by whipping tiny crystals on a screen with electrons in a vacuum. Or they can bring happenings of long ago and far away as colored motion pictures, by arranging silver atoms and color-absorbing molecules to force light waves into the patterns of original reality. Or if we want to see into the center of a steel casting or the chest of an injured child, they send the information on a beam of penetrating short-wave X rays, and then convert it back into images we can see on a screen or photograph. THUS ALMOST EVERY TYPE OF ELECTROMAGNETIC RADIATION YET DISCOVERED HAS BEEN USED TO EXTEND OUR SENSE OF SIGHT IN SOME WAY. George Harrison, “Faith and the Scientist”

COHERENCE
In a coherent paragraph, each sentence relates clearly to the topic sentence or controlling idea, but there is more to coherence than this. If a paragraph is coherent, each sentence flows smoothly into the next without obvious shifts or jumps. A coherent paragraph also highlights the ties between old information and new information to make the structure of ideas or arguments clear to the reader.

Along with the smooth flow of sentences, a paragraph’s coherence may also be related to its length. If you have written a very long paragraph, one that fills a double-spaced typed page, for example, you should check it carefully to see if it should start a new paragraph where the original paragraph wanders from its controlling idea. On the other hand, if a paragraph is very short (only one or two sentences, perhaps), you may need to develop its controlling idea more thoroughly, or combine it with another paragraph.

A number of other techniques that you can use to establish coherence in paragraphs are described below.

Repeat key words or phrases. Particularly in paragraphs in which you define or identify an important idea or theory, be consistent in how you refer to it. This consistency and repetition will bind the paragraph together and help your reader understand your definition or description.

Create parallel structures. Parallel structures are created by constructing two or more phrases or sentences that have the same grammatical structure and use the same parts of speech. By creating parallel structures you make your sentences clearer and easier to read. In addition, repeating a pattern in a series of consecutive sentences helps your reader see the connections between ideas. In the paragraph above about scientists and the sense of sight, several sentences in the body of the paragraph have been constructed in a parallel way. The parallel structures (which have been emphasized) help the reader see that the paragraph is organized as a set of examples of a general statement.

Be consistent in point of view, verb tense, and number. Consistency in point of view, verb tense, and number is a subtle but important aspect of coherence. If you shift from the more personal "you" to the impersonal “one,” from past to present tense, or from “a man” to “they,” for example, you make your paragraph less coherent. Such inconsistencies can also confuse your reader and make your argument more difficult to follow.

Use transition words or phrases between sentences and between paragraphs. Transitional expressions emphasize the relationships between ideas, so they help readers follow your train of thought or see connections that they might otherwise miss or misunderstand. The following paragraph shows how carefully chosen transitions (CAPITALIZED) lead the reader smoothly from the introduction to the conclusion of the paragraph.

I don’t wish to deny that the flattened, minuscule head of the large-bodied "stegosaurus" houses little brain from our subjective, top-heavy perspective, BUT I do wish to assert that we should not expect more of the beast. FIRST OF ALL, large animals have relatively smaller brains than related, small animals. The correlation of brain size with body size among kindred animals (all reptiles, all mammals, FOR EXAMPLE) is remarkably regular. AS we move from small to large animals, from mice to elephants or small lizards to Komodo dragons, brain size increases, BUT not so fast as body size. IN OTHER WORDS, bodies grow faster than brains, AND large animals have low ratios of brain weight to body weight. IN FACT, brains grow only about two-thirds as fast as bodies. SINCE we have no reason to believe that large animals are consistently stupider than their smaller relatives, we must conclude that large animals require relatively less brain to do as well as smaller animals. IF we do not recognize this relationship, we are likely to underestimate the mental power of very large animals, dinosaurs in particular.
Stephen Jay Gould, “Were Dinosaurs Dumb?”

SOME USEFUL TRANSITIONS
(modified from Diana Hacker, A Writer’s Reference)

To show addition:
again, and, also, besides, equally important, first (second, etc.), further, furthermore, in addition, in the first place, moreover, next, too

To give examples:
for example, for instance, in fact, specifically, that is, to illustrate

To compare:
also, in the same manner, likewise, similarly

To contrast:
although, and yet, at the same time, but, despite, even though, however, in contrast, in spite of, nevertheless, on the contrary, on the other hand, still, though, yet

To summarize or conclude:
all in all, in conclusion, in other words, in short, in summary, on the whole, that is, therefore, to sum up

To show time:
after, afterward, as, as long as, as soon as, at last, before, during, earlier, finally, formerly, immediately, later, meanwhile, next, since, shortly, subsequently, then, thereafter, until, when, while

To show place or direction:
above, below, beyond, close, elsewhere, farther on, here, nearby, opposite, to the left (north, etc.)

To indicate logical relationship:
accordingly, as a result, because, consequently, for this reason, hence, if, otherwise, since, so, then, therefore, thus

Produced by Writing Tutorial Services, Indiana University, Bloomington, IN

http://www.indiana.edu/~wts/pamphlets/paragraphs.shtml

W15 - Mini Lecture - When to use 'I'

Monday, November 23, 2009

W15 - Mini Lecture - When to use 'I'
Assignment Directive:
Read article
Take notes of article in journal - follow every heading
Journal Entry date: 11/23/09 Monday
Submit to instructor for check off

Mini Lecture
Should I Use "I"?

What this lecture is is aboutThis mini lecture is about determining when to use first person pronouns ("I", "we," "me," "us," "my," and "our") and personal experience in academic writing. "First person" and "personal experience" might sound like two ways of saying the same thing, but first person and personal experience can work in very different ways in your writing. You might choose to use "I" but not make any reference to your individual experiences in a particular paper. Or you might include a brief description of an experience that could help illustrate a point you're making without ever using the word "I." So whether or not you should use first person and personal experience are really two separate questions, both of which this handout addresses. It also offers some alternatives if you decide that either "I" or personal experience isn't appropriate for your project. If you've decided that you do want to use one of them, this handout offers some ideas about how to do so effectively, because in many cases using one or the other might strengthen your writing.

Expectations about academic writingStudents often arrive at college with strict lists of writing rules in mind. Often these are rather strict lists of absolutes, including rules both stated and unstated:
Each essay should have exactly five paragraphs.
Don't begin a sentence with 'and' or 'because.
'Never include personal opinion.
Never use 'I' in essays.

We get these ideas primarily from teachers and other students. Often these ideas are derived from good advice but have been turned into unnecessarily strict rules in our minds. The problem is that overly strict rules about writing can prevent us, as writers, from being flexible enough to learn to adapt to the writing styles of different fields, ranging from the sciences to the humanities, and different kinds of writing projects, ranging from reviews to research.So when it suits your purpose as a scholar, you will probably need to break some of the old rules, particularly the rules that prohibit first person pronouns and personal experience. Although there are certainly some instructors who think that these rules should be followed (so it is a good idea to ask directly), many instructors in all kinds of fields are finding reason to depart from these rules. Avoiding "I" can lead to awkwardness and vagueness, whereas using it in your writing can improve style and clarity. Using personal experience, when relevant, can add concreteness and even authority to writing that might otherwise be vague and impersonal.

Because college writing situations vary widely in terms of stylistic conventions, tone, audience, and purpose, the trick is deciphering the conventions of your writing context and determining how your purpose and audience affect the way you write. The rest of this handout is devoted to strategies for figuring out when to use "I" and personal experience.

Effective uses of "I":In many cases, using the first person pronoun can improve your writing, by offering the following benefits:Assertiveness: In some cases you might wish to emphasize agency (who is doing what), as for instance if you need to point out how valuable your particular project is to an academic discipline or to claim your unique perspective or argument.

Clarity: Because trying to avoid the first person can lead to awkward constructions and vagueness, using the first person can improve your writing style. Positioning yourself in the essay: In some projects, you need to explain how your research or ideas build on or depart from the work of others, in which case you'll need to say "I," "we," "my," or "our"; if you wish to claim some kind of authority on the topic, first person may help you do so.Deciding whether "I" will help your styleHere is an example of how using the first person can make the writing clearer and more assertive:

Original example: In studying American popular culture of the 1980s, the question of to what degree materialism was a major characteristic of the cultural milieu was explored.Better example using first person: In our study of American popular culture of the 1980s, we explored the degree to which materialism characterized the cultural milieu.
The original example sounds less emphatic and direct than the revised version; using "I" allows the writers to avoid the convoluted construction of the original and clarifies who did what.
Here is an example in which alternatives to the first person would be more appropriate:

Original example: As I observed the communication styles of first-year Carolina women, I noticed frequent use of non-verbal cues.

Better example: A study of the communication styles of first-year Carolina women revealed frequent use of non-verbal cues.
In the original example, using the first person grounds the experience heavily in the writer's subjective, individual perspective, but the writer's purpose is to describe a phenomenon that is in fact objective or independent of that perspective. Avoiding the first person here creates the desired impression of an observed phenomenon that could be reproduced and also creates a stronger, clearer statement.

Here's another example in which an alternative to first person works better:
Original example:As I was reading this study of medieval village life, I noticed that social class tended to be clearly defined.
Better example: This study of medieval village life reveals that social class tended to be clearly defined.
Although you may run across instructors who find the casual style of the original example refreshing, they are probably rare. The revised version sounds more academic and renders the statement more assertive and direct.

Here's a final example:
Original example I think that Aristotle's ethical arguments are logical and readily applicable to contemporary cases, or at least it seems that way to me.
Better example: Aristotle's ethical arguments are logical and readily applicable to contemporary cases.
In this example, there is no real need to announce that that statement about Aristotle is your thought; this is your paper, so readers will assume that the ideas in it are yours.Determining whether to use "I" according to the conventions of the academic fieldWhich fields allow "I"?The rules for this are changing, so it's always best to ask your instructor if you're not sure about using first person. But here are some general guidelines:Sciences: In the past, scientific writers avoided the use of "I" because scientists often view the first person as interfering with the impression of objectivity and impersonality they are seeking to create. But conventions seem to be changing in some cases—for instance, when a scientific writer is describing a project she is working on or positioning that project within the existing research on the topic. Check with your science instructor to find out whether it's o.k. to use "I" in his/her class.

Social Sciences: Some social scientists try to avoid "I" for the same reasons that other scientists do. But first person is becoming more commonly accepted, especially when the writer is describing his/her project or perspective.

Humanities: Ask your instructor whether you should use "I." The purpose of writing in the humanities is generally to offer your own analysis of language, ideas, or a work of art. Writers in these fields tend to value assertiveness and to emphasize agency (who's doing what), so the first person is often—but not always—appropriate. Sometimes writers use the first person in a less effective way, preceding an assertion with "I think," "I feel," or "I believe" as if such a phrase could replace a real defense of an argument. While your audience is generally interested in your perspective in the humanities fields, readers do expect you to fully argue, support, and illustrate your assertions. Personal belief or opinion is generally not sufficient in itself; you will need evidence of some kind to convince your reader.

Other writing situations: If you're writing a speech, use of the first and even the second person ("you") is generally encouraged because these personal pronouns can create a desirable sense of connection between speaker and listener and can contribute to the sense that the speaker is sincere and involved in the issue. If you're writing a resume, though, avoid the first person; describe your experience, education, and skills without using a personal pronoun (for example, under "Experience" you might write "Volunteered as a peer counselor.").A note on the second person "you":In situations where your intention is to sound conversational and friendly because it suits your purpose, as it does in this handout intended to offer helpful advice, or in a letter or speech, "you" might help to create just the sense of familiarity you're after. But in most academic writing situations, "you" sounds overly conversational, as for instance in a claim like "when you read the poem 'The Wasteland,' you feel a sense of emptiness." In this case, the "you" sounds overly conversational. The statement would read better as "The poem 'The Wasteland' creates a sense of emptiness." Academic writers almost always use alternatives to the second person pronoun, such as "one," "the reader," or "people."

Personal experience in academic writing
The question of whether personal experience has a place in academic writing depends on context and purpose. In papers that seek to analyze an objective principle or data as in science papers, or in papers for a field that explicitly tries to minimize the effect of the researcher's presence such as anthropology, personal experience would probably distract from your purpose. But sometimes you might need to explicitly situate your position as researcher in relation to your subject of study. Or if your purpose is to present your individual response to a work of art, to offer examples of how an idea or theory might apply to life, or to use experience as evidence or a demonstration of an abstract principle, personal experience might have a legitimate role to play in your academic writing. Using personal experience effectively usually means keeping it in the service of your argument, as opposed to letting it become an end in itself or take over the paper.It's also usually best to keep your real or hypothetical stories brief, but they can strengthen arguments in need of concrete illustrations or even just a little more vitality.
Here are some examples of effective ways to incorporate personal experience in academic writing:
Anecdotes: In some cases, brief examples of experiences you've had or witnessed may serve as useful illustrations of a point you're arguing or a theory you're evaluating. For instance, in philosophical arguments, writers often use a real or hypothetical situation to illustrate abstract ideas and principles.References to your own experience can explain your interest in an issue or even help to establish your authority on a topic.Some specific writing situations, such as application essays, explicitly call for discussion of personal experience.

Here are some suggestions about including personal experience in writing for specific fields:

Philosophy: In philosophical writing, your purpose is generally to reconstruct or evaluate an existing argument, and/or to generate your own. Sometimes, doing this effectively may involve offering a hypothetical example or an illustration. In these cases, you might find that inventing or recounting a scenario that you've experienced or witnessed could help demonstrate your point. Personal experience can play a very useful role in your philosophy papers, as long as you always explain to the reader how the experience is related to your argument.

Religion: Religion courses might seem like a place where personal experience would be welcomed. But most religion courses take a cultural, historical, or textual approach, and these generally require objectivity and impersonality. So although you probably have very strong beliefs or powerful experiences in this area that might motivate your interest in the field, they shouldn't supplant scholarly analysis. But ask your instructor, as it is possible that he or she is interested in your personal experiences with religion, especially in less formal assignments such as response papers.

Literature, Music, Fine Arts, and Film: Writing projects in these fields can sometimes benefit from the inclusion of personal experience, as long as it isn't tangential. For instance, your annoyance over your roommate's habits might not add much to an analysis of "Citizen Kane." However, if you're writing about Ridley Scott's treatment of relationships between women in the movie "Thelma and Louise," some reference your own observations about these relationships might be relevant if it adds to your analysis of the film. Personal experience can be especially appropriate in a response paper, or in any kind of assignment that asks about your experience of the work as a reader or viewer. Some film and literature scholars are interested in how a film or literary text is received by different audiences, so a discussion of how a particular viewer or reader experiences or identifies with the piece would probably be appropriate.

Women's Studies: Women's Studies classes tend to be taught from a feminist perspective, a perspective which is generally interested in the ways in which individuals experience gender roles. So personal experience can often serve as evidence for your analytical and argumentative papers in this field. This field is also one in which you might be asked to keep a journal, a kind of writing that requires you to apply theoretical concepts to your experiences.

History: If you're analyzing a historical period or issue, personal experience is less likely to advance your purpose of objectivity. However, some kinds of historical scholarship do involve the exploration of personal histories. So although you might not be referencing your own experience, you might very well be discussing other people's experiences as illustrations of their historical contexts.
Sciences: Because the primary purpose is to study data and fixed principles in an objective way, personal experience is less likely to have a place in this kind of writing. Often, as in a lab report, your goal is to describe observations in such a way that a reader could duplicate the experiment, so the less extra information, the better. Of course, if you're working in the social sciences, case studies—accounts of the personal experiences of other people—are a crucial part of your scholarship.

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 2.5 License.You may reproduce it for non-commercial use if you use the entire handout (just click print) and attribute the source: The Writing Center, University of North Carolina at Chapel Hill
http://www.unc.edu/depts/wcweb/handouts/should_I_use_I.html

W14 - Online Classroom, Thursday 11/19/09

Assignment Directive:

Go to the academic websites below and take one test in the elementary category, one test in the intermediate and one in the advance.

Review your journal entries for test previously taken on this site and avoid repeat similar test.

Take test prior to looking at the answers. Write answers to test in your journal listed under week 14 - 11/19/09.

http://www.englishforjapanese.com/exercises/prepositions/06%20preps.html

Mock Writing Proficiency Drill Directive

Directive: After actual drill is preformed, students are approaching this project as an individual assignment. Please note which steps you have successfully accomplished and move to the next step (as guided by your instructor).

Position Paper

Drill - Taken during w11 - two course periods
Instructor review - W12
Student Revisions - W12 & 13
One on One - W13
Student Revisions - W 13
Posting of Final Draft - W14 to instructor at alorenzo@centralstate.edu by 11:00 AM, 11/19/09

W14 Preview

Monday - One on One Paper Reviews, Journal Slam , Literature Review

Tuesday - One on One Paper Reviews, Journal Slam

Movie Attendance: Black Indians: An American Story - presented by The Black Oak Project The relationship between Native Americans and African American has long been overlooked. This documentary takes a look at how the histories of the two groups have intertwined and met, and the challenges facing them today. Featuring historical anecdotes and unique family memories.

Time:6:00PM Tuesday, November 17th
Location:Wesley Hall. CSU Main Campus*

Journal Entry: Wednesday 11/18/09 Essay review of movie theme & social issue

Before writing essay, view The Black Oak Project facebook and visit the movie site posted on their wall . Become a fan of this facebook site:
http://www.facebook.com/home.php?#/pages/The-Black-Oak-Project/163116857227?ref=ts

Wednesday - Essay - Write a five paragraph essay (mind map/outline required) discussing, "Going Home for Thanksgiving." Essay is signed and dated by instructor after class.

Thursday - Online - Email Mock Proficiency Writing revision to alorenzo@centralstate.edu by 11:00AM.

Refer to blog post for complete test directive:
Take test prior to looking at the answers. Write answers to test in your journal listed under W14 - 11/19/09.
http://www.englishforjapanese.com/exercises/prepositions/06%20preps.html

Projects

1. Mock Writing Proficiency Drill Packet
2. Journal - organizing, studying
4. Revising written assignments
5. Preparing for final exam

Note: During online course period the following professor is available to assist you - Mr. J. DeMonte

Students who need to pick up their writing piece - can find documents in my mailbox located in the Humanities department.

W13 - Garmmar Drill

Directives:Date this as a journal entry, using the date you are beginning the assignment. Use three different sources to complete this drill. Identify which sources you use.

Terms

Provided definitions and examples for:

A;E;I;O;U; & Y
Acronym
Vowels
Phonetics
Sound
Language
English
Homographs

W13 Preview

Monday: Literature Review, One on One Meetings, Lab Exercise

Tuesday: Convocation - No Class (Online Blog Drill related to Convocation)

Wednesday: Holiday - College Closed

Thursday: Grammar Drills, Literature Review

Note: We will continue holding the class in two locations: classroom and Writing Lab . Students should review the last few weeks of the semester as independent study, while maintaining regularly scheduled classroom periods and attending campus directed activities and one on one meetings with the instructor(s).

Tools Needed:

Dictionary (classroom)
Journals
Flash drive

Homework Activities:

Finish reading literature book
Finish reading Jamaica Kincaid
Review WI content
Complete assignments not submitted
Fill in missing journal entries
Complete drills on course blog
Begin finding research sources for your mock proficiency drill essay development

Week 12- Literature Drill (classroom)

Directive:

Instructor will assign certain students throughout week 12 to complete this drill. Students will be sent to the lab to complete.

1. Write do the questions prior to answering drill - just in case the online system fails.
2. Paraphrase answers. Identify your sources.
3. Have instructor check of your work at the end of the class period.

Known Knowledge

It is assumed that the student has preexisting knowledge of literature and the design of literature either from their high school academic exigence or through reviewing Jamaica Kincaid's material, course discussions, student's literature book and homework activities.The following questions related to Literature:

1. What is a theme?
2. What is a motif?
3. What is a protagonist ?
4. What is a symbol?
5. What is literature?
6. What is non- fiction?
7. What is function?
8. What is a plot?
9. What is an antagonist?
10. What is literary genre?

W12 - Listing of Assignments (W's 9/10/11/12)

Assignment Check-off Listing

1. Literature review sheets (Journal entry)
2. Movie Night review assignment (Journal entry - blog driven)
3. Essay Paragraph revision (Journal entry/MLA paper)
4. Vocabulary Drill (classroom spelling) & Vocabulary word Definitions (Journal Entry)
5. Mock Proficiency Writing exam (classroom) & MLA typed paper upgrade

Week 12 - Literature Read

Weekend Homework


1. Read your book to completion this weekend.
2. As you read fill out the 4 x 2 = 8 pages in your journal that was assigned for this project.
3. Answer all ten questions assigned to the project during week 10 (classroom notes).
4. Be prepared to have instructor write off on this project.
5. Be prepared to discuss your book within a small group.

Week 11 - Copyright Criminals (questions - Online Classroom)

Friday, October 30, 2009




Tuesday - Movie Night - The Black Oak Project

Directive:
1. View material requested on this post.
2. If you attended event use recall to answer questions. If you did not attend the movie, review all the attachments offered within this post.
3. Put answers in your course journal under the title: "Copyright Criminals" - Week 11. 10/30/09 Online Classroom Drill.

View - Copyright Criminals Facebook page: http://www.facebook.com/pages/Copyright-Criminals/49437687171?ref=ts

View - Copyright Criminals video trailer:http://www.facebook.com/video/video.php?v=1078916056578

Read - Discussion guide: http://www.pbs.org/independentlens/copyright-criminals/resources/COPYRIGHTCRIMINALS_discussion.pdf

Questions:
1. Define the term "Copyright"
2. Define the term "plagiarism"
3. Define the term "Hip Hop"
4. Can you own a sound?
5. What is "sampling"
6. Provide your position on this issue within a three paragraph statement, adopting the terms of the topic as your cornerstone of knowledge.

Posted by Lorenzo's 1100 English Course at 12:02 PM

W10 - Literature & Mock Proficiency Drill

Monday - Online Classroom

Tuesday - Review of Literature

Wednesday - Literature min-lecture

Thursday - Writing Drill = Mock Proficiency Test (10 minute draft development) 35 minutes of writing topic.

Homework:
Type week Thursday writing drill essay and type into a MLA style document.
As you spell check the typed document, record the errors identified in spell check on to the hand written essay (Writing Drill).
Submit both documents and the draft pre-writing paper in a folder.

W 9 - Homework

Self Editing Drill

Directives:

1. Take one of your journal entries and redesign into a two page TYPED paper.
2. Run spell check for editing paper - have your course journal open to record all of the edits that appear.

Example: The word 'fragment' appears in the correction box. You write down the term fragment. You then proceed to click on the 'explain' message, and write down the explanation and correct suggested offered in the text book.

Notes:

If a edit correction appears twice - list the times it appears, but do not write the recommendation more then once in your journal.

Record all of the misspellings that you have. If you misspell the same word more then once, identify how many times it was misspelled.

Submit this on Tuesday of week 10.

African American World . Timeline | PBS

African American World . Timeline PBS

Week 9 Preview

Monday: HOLIDAY

Tuesday: Submit homework. Review S&S essays and WI chapters

Wednesday: Grammar Drills

Thursday: Grammar Drills

Week 8

Review of course text (WI)

Review of course literature (S&S)

Mini Lecture - Position Paper

W6- Well we kinda had a lost week

Students,

We will finish the movie on Monday. I regret that my illness kept us from completing our assignments.

Please contact me if you have questions/comments/concerns.

Respectfully,

Ms. Lorenzo

W6 - Thursday - Lorenzo will not be in

Students,

I will not be in today. Please begin prewriting activity related to your essay on race.

Hints:

1. When was the first time you realized race mattered.
2. Give a few examples of racial tension you have witnessed/experienced.
3. What did were your family messages about race?


Please no text/tweets/calls today. Must rest. See you Friday.

Thank you for understanding.

9/22/09 - Lorenzo will not be in - proceed with these assingments

Lorenzo's students -

Home today with cold/flu. Please excuse my absence and proceed with your existing assignments:

Reading:
WI 5&6,
S&S essay #2,

Prewriting:
Review Jungle Fever web site content:
http://www.imdb.com/title/tt0102175/

Ms. Lorenzo.

W6 Preview

Monday - Movie
Tuesday - Movie
Wednesday - Recap of weeks 1-5 - using tools/student papers/blog
Thursday - Writing and grammar assignment

Note: Evening movie night is cancelled for the week.

Online Requests
View my Twitter - see if you have missed any tweets.
Please be patient as I work out the glitch in posting comments on course blog.

Course Journal Directive (repeat)
Inside cover - put your full name and all course online information.
Put day and date at the top of every entry.
Write course lecture under the 'housekeeping' area.
Write in pen.Write neatly.
Only course topic in Journal.Put homework notes and group activity notes in journal.

Class Behavior
Do not visit other sites or with your phone, while professor is directing the course.
Do not come in after 10:05 - you will not be allowed to enter. Classroom clock rules.
Do bring documented support when asking for an excused absence.
Do participate in group activities.
READ - READ - READ your chapters.

W-5 Preview

Monday, September 14, 2009


Monday: Journal Review/Update (small group exercise) - Pre-exam drill,

Tuesday: Mini Lecture/Journal Essay

Wednesday: Text review (small group exercise)

Thursday: ENGLISH EXAM

Note: English Exam.Learning Tools: Refer to blog directives for assignment.

Notice:
Journals will be reviewed in week five.
First posting of students grades occur Week 5.Professor will send notices to Student Services, if student receives a D letter grade for the five weeks of academic study.

W5 - Self Directed Quiz drill

W5 - Quiz (first grade post to system exercise)


SELF DIRECTED - STUDY GUIDE

Note: Classroom quiz is to be completed to earn a passing grade for the first grade posting of the semester (9/19/09)

Directive:

• Students must comment to this post after reviewing content. Grade will not be earn without this step being completed. Comment post must read, 'I have reviewed this post prior to taking the classroom quiz."
• Professor reserves the right to hold the Quiz either Weds or Thursday of the 5th week. If an excused absence is not agreed to prior to Tuesday of the first week, the student will receive a falling quiz grade.
• Bring sheets of lined paper to class for exam answers
• This is a closed text/blog/google search/journal quiz.
• Students should have reviewed all of the learning tools identified in week 4 classroom.

Study Guide/Sample Questions (as directed by student input):

1. What is a thesis statement? Where is it most commonly found?
2. What are the steps of an outline?
3. Describe Primary Research & Secondary research
4. Name two research tools you will find at a library.
5. What is the objective of the course?
6. Provide a graphic of MLA format (first page)
7. When is Chicago style research used.
8. Provide the structure of a five paragraph Essay
9. Identify two essay types reviewed during weeks 1/2/3/4
10. What are the primary themes of the essay, "Stick and Stones"?
11. List three pre-writing activities
12. Recall three vocabulary terms from first vocabulary drill.
13. Tell me something not covered in these above questions that you know you know.
    

Note: Detailed questions requested. Sampling does not mean that all these questions will be on the quiz or that the question(s) will be 100% written as it is on this post.

Week Five Preview - as it relates to quiz -overall week 4 preview will be posted later:

Monday - Overview of journal entries.
Tuesday - No quiz work
Wednesday - No quiz work
Thursday - Quiz

Note: Quiz will be performed during normal classroom period. Quiz is submitted on the instructors desk at the end of the course - no leaving early.

W4 9/08/09 - 9/10/09

Monday - Holiday
Tuesday - Turn in homework assignments, Journal Essay #3
Wednesday - Chapter reviews
Thursday - Mini Lecture/Group Exercise

W3 - Library Visit & Online Classroom 9/4/09 Friday

Hello Fellow Learners,

As assigned, today (9/4/09) students of English 950 (9:00 am & 12:00 am) are scheduled to visit the library and be online to collect research/data (activity attached to course assignment: Journal Entry #2).


Note: For those students who have been assigned individual appointments with Lorenzo today - please be on time and recognize that visits are limited to 20 minutes.

9/1/09 - No Class

9/1/09 Tuesday

Ms. Lorenzo - No Classroom period. View blog for today's activity. Read your chapters...work on Journal Entry #2, catch up on your daily housekeeping material.

W3 - Preview (Days 11 - 15)

Monday: Check off of homework assignment, Journal Entry #2 (Informative Essay)
Tuesday: Drill on chapters 1&2, Continue - Jamica Kincaid
Wednesday: Verbal Presentation
Thursday: Writing Lab (pending)

W-2 Grammar Drill Site - Individual Lab Work

Directive:

This site will be used throughout the course as a self assessment tool. Add your answers to the journal under the title 'Grammar Drill'. List the drill number. If the questions are to easy - advance to a higher level by scrolling down the page.

http://www.englishforjapanese.com/exercises/prepositions/01%20preps.html

W2- Voc. Homework - Due W3 Monday

Vocabulary


Directives: Provide the definition of the following words/terms within your course journal - under the title: Weekend Two Homework Assignment. Each answer should be a minimum of one paragraph. Paraphrase answers when outside references are used.


1. Prepositions
2. Verbs
3. Paragraphs
4. Nouns
5. Subjects
6. Dependent Clause
7. Demonstrative Pronouns
8. Dialects
9. Conjunctions
10. Adjective

W-2 Overview

Daily

Monday: Emails submitted, Library findings reviewed, Review of W-1's journal entries/class discussion

Tuesday: Introduction of course text, "Writing Intensive - Essentials for College Writers." Student Handbook review.

Wednesday: Introduction to course literature & discussion of pre-reading activity, Vocabulary words

Thursday: Writing Lab (Blackboard Training or Online Research drills) =Wesley, Room 214




Expectations

a. Journals are up to date
b. Participate in group discussions
c. Cell phones are off
d. Twitter, Blog following
e. Timely arrivals

W1 - Mini Lecture - Five Paragraph Essay (class discussion & exercise: 8/18/20)

Lorenzo
ENG: 950

Topic: The Five-Paragraph Essay

Note: The Five-Paragraph Essay topic was first introduced Day 2 of course, and is associated with College Proficiency exam requirement and Journal entry

* (source and learning tool)
MLA Handbook for Writers of Research Papers (6th ed.) andthe MLA Style Manual and Guide to Scholarly Publishing (2nd ed.)D. http://owl.english.purdue.edu/owl/resource/557/01 (source and learning tool)

Assignment Directive:
1. Read Assignment (Homework)
2. Review your first journal entry, J-1 performing a self edit of content and form.
3. Be prepared to discuss mini lecture and your self-evaluation of first essay (week2).

The Five-Paragraph Essay

The five-paragraph essay is used in all areas of academia and throughout the business world as well. In addition to improving your skills in written communication, the five-paragraph essay also helps to develop a system of organized thought. This system not only assists in scoring well on academic tests, but also is an asset throughout an individual’s lifetime.

Note About Transitions
A transition is a word, a phrase or a sentence that helps your reader understand your thought process and maintains your reader’s interest from point to point in your essay.Transitions create a bridge from one paragraph to the next. In addition, effective use of transitions adds continuity to your writing and cohesion to your essay as a whole.
The five-paragraph essay is also called the “classic” essay and as such has a traditional structure. Although like other essays, the five-paragraph essay contains a title, introduction, body and conclusion, each paragraph also ends and/or begins with a transition that links one paragraph to the next.
The Introduction: The first paragraph introduces your thesis/topic to your readers and directs them to the points you’ll develop in the body of your essay. Carefully craft your first sentence to capture your reader’s attention. Introduce your thesis and, in sequence, list your three supporting points. Like all parts of a five-paragraph essay, the sequence of supporting points follows a particular format.
The Body: Each of the three paragraphs of the body of a five-paragraph essay is devoted to examining one of the three points that support your thesis. In addition, the paragraph that supports each of your points has a specific position within the body.In writing the body, begin each paragraph with a restatement of the supporting point and follow it with your evidence. Make sure your evidence is detailed and specific to the point it supports. Although each supporting point needs at least three pieces of evidentiary information to support it, use as much evidence as is necessary to make your viewpoint clear to your reader. The body of your five-paragraph essay is the “meat” of your essay. The first bite needs to be very tasty!

Body Paragraph #1: Begin your first paragraph with a “reverse hook”, a transition that alludes to your thesis as a whole. As in paragraph numbers two and three of the body, be sure to restate your point in the first or second sentence. Follow the restatement of your supporting point with your best evidence, your strongest point and/or most interesting example. End the first paragraph with a transitional word, phrase, or statement that progresses to your second paragraph.

Body Paragraph #2: Connect your bridge at both ends. Begin the second paragraph with a transition that alludes to the information in the first. State your second point in the first or second sentence of this paragraph. The supporting point and evidence presented in the second paragraph is the second most important evidence that supports your overall thesis. Conclude the second paragraph with a transition to the third.

Body Paragraph #3: The final paragraph of your essay body contains your weakest argument and evidence. Strengthen this paragraph by again beginning it with a transition that connects it the second paragraph and your thesis as a whole. Use a transition at the end of this paragraph to connect the three points of the body in leading to the conclusion of your essay.

The Conclusion: Your essay conclusion is the fifth and final paragraph of your essay. Use it to strongly restate your thesis, now backing it up with your three supporting points (again in sequence) and important evidence your essay brought to light. In writing your conclusion, try to grasp the feelings you have evoked in your reader and end your essay by using those feelings to add the final “sway” to your argument.In retrospect, this final part of your essay should restate both your thesis and the points that support it in a way that unmistakably shows the reader how your reached the conclusions you’ve drawn.

_____________________________________________________

W1 -NOTICE Computer Lab - Wesley #214

Students,


All CSU classes with Lorenzo are on 8/19/09 - don't let the rain stop you from this exciting day of learning. =) ENG950 -10:00 AM class meets in Wesley - room 214 for a computer text day.

W1 - Library Visit (Individual Assignment) 8/20/09

Individual Assignment
Library Visit8/20/09 - Thursday


Directive: Visit the CSU Library, answering questions 1-10. Record answers in your journal as: Day 4 -8/20/09.

1. What is the official name of the CSU Library?
2. Tell the story behind the CSU library name.
3. What year was the library erected ?
4. What building number (refer to the campus map) is the library?
5. How many floors are there?
6. What are the names of each room per floor - and what services are provided?
7. What are the operating hours of the library?
8. What is the process of taking out material (book, journal, DVD)?
9. Where can you find information concerning the library on CSU's official online site?
10. What is the name of the on-line site that the Library offers students? What services does it provide?

W1 - Course Syllabus

Central State University
English 0950: Basic Writing and Reading Enhancement
Course Syllabus


Course Information
Document Date: Fall2009
Course Number: 950
Course Prerequisites: N/A
Credit Hours: 4
Classroom Location: Wesley Hall 217
Class Time and Day: M/T/W/TH – 10:00 AM

Instructor Information
Name: Annette Lorenzo, MPA
Instructor’s Office Room Number: Wesley Hall #337
Instructor’s Office Telephone Number: 937-776-6410
Instructor’s e-mail address: alorenzo2@aol.com
Instructor’s Office Hours: 8:00/9:00 AM – M/T/W/TH/F, 1:00 – 2:00 M/T/W/TH/F
Biographical Statement:
Professor Lorenzo has a MPA and an undergraduate degree in Social Sciences. She has taught grades K-12, undergraduate and graduate level courses. With almost 15 years of higher educational experience in departments of Physical Education, Business, Sociology, Psychology and General Education she is well verse in classroom management and student relationship building.


Required Texts and Materials

- Stick and Stones
- Central State Universities Student Handbook
- A paperback dictionary, available at the bookstore.
- One 3-ring binders or folders (one for your portfolio, one for your journal).
- External Flash Drive
- Computer - Course Blog membership
- Journal/pen

Electronic Course Management Tool:

- Blackboard -Central State University Blackboard tool - http://centralstate.blackboard.com/webapps/blackboard/content/contentWrapper.jsp?content_id=_7306_1&displayName=Learning+Community+Course+Syllabuses&course_id=_677_1&navItem=content&href=http://centralstate.blackboard.com/webapps/portal/frameset.jsp
- Blackboard - Mandatory Student Training session attendance
- Course Face book
- Course Blog
- Student Email Address - One personal and One CSU student email address

- MyCSU account
- Power Point
- MS Word 2007 version


Catalog Description:
ENG. 0950 (4 credits, I, II) Basic Writing and Reading Enhancements: An integrated skills course designed to help students develop college-level proficiency in reading and writing. The reading component stresses enhancing vocabulary, building comprehension, and developing the interpretive and analytic skills required for college coursework. The writing component stresses the conventions of standard American English grammar and mechanics and basic essay writing skills using summary, narrative, and expository writing. Individualized and small group work on the writing process included. Instructors may require a weekly one-hour tutorial in addition to classroom hours. Mandatory placement based on admissions profile and/or the recommendation of the English faculty. Prerequisite: none. Credits do not count toward graduation or general education requirements.

Course Objectives

At the completion of the course the student will demonstrate knowledge, skills, and dispositions as follows:

Knowledge (what you can explain and/or teach to others):

- Know what the terms thesis and topic sentence mean;
- Know what active and passive reading are and how they differ;
- Understand how a dictionary is organized;
- Distinguish active reading from passive reading
- Explain the relationship between details and themes of texts;
- Use a dictionary and other reference tools to obtain information.
- Skills (tasks you can perform)
- Select and use appropriate strategies for reading a variety of materials
- Use a more extensive, sophisticated vocabulary (as appropriate for students preparing for college-level work);
- Demonstrate recall of facts by answering questions over reading selections;
- Make inferences from reading passages of varied length and difficult;
- Write effective summaries of readings;
- Develop and apply critical thinking to analyze, synthesize, and apply information contained in readings;
- Write effective topic sentences and thesis statements;
- Write effective paragraphs and short essays for a variety of purposes utilizing various modes of development;
- Use correct grammar, sentence structure, and punctuation (as appropriate for students preparing for college-level work);
- Utilize word processing, WebCT and/or other computer-based tools effectively.
- Dispositions (attitudes and patterns of behavior):
- Understand and appreciate a variety of literary and non-literary texts;
- Examine personal views in comparison/contrast with those explored in texts;
- Appreciate and explore a divers range of authors, cultures, and perspectives;
- Show interest in relationships between literature and life/universal truths’
- Appreciate and create effective written communication;
- Develop confidence in responding to oral/written prompts;
- Appreciate the importance of documentation.


Policies/ Requirements
1. Read materials as assigned;
2. Write minimum of three essays and other shorter compositions;
3. Complete all assignments according to scheduled due dates;
4. Participate in all class discussions, activities, and assignments;
5. Attend tutorial sessions and complete activities as assigned;
6. Take the departmental final examination at the prescribed time;
7. Avoid plagiarism, which is the submitting of another student’s work or material from other printed sources as one’s own work and which may result in the grade of “F” for the paper or for the course itself;
8. Attend class on a consistent basis. Students are responsible for obtaining materials, assignments, and information given on missed class days. The University attendance policy states that a student may fail a course for having more unexcused absences during the quarter than the number of ties the class meets per week.
9. Instructors may develop and enforce other policies consistent with the curr4ent CSU course Catalogue, departmental guidelines, and standard academic practices.

Criteria for Grading:

The grade for the class will be determined by the student’s level of competence in class assignments and activities, homework, test, quizzes, and essays. Instructors may develop and enforce attendance and other policies consistent with the current CSU course catalog and Departmental guidelines.
Each instructor will develop a course section syllabus discusses specific methods of delivery, topics, activities, and assignments. The final exam will count as a least 10% of the final grade.

Americans with Disabilities Compliance: If you have been documented as an individual with disabilities, please contact the Office of Disability Services at ext. 6387, so that reasonable accommodations can be made to assist you in your learning.

Calendar Weeks:

ASSIGNMENT SCHEDULE - Tentative Course Schedule (subject to change)

WEEK
Dates
General Topic/Reading/Assignment/Paper/Exam

W1 - 8/17
Ice-Breaker, Syllabus Review, Blog Following, Face book Fan, Text Review, Key Concept, Library Visit, Student Handbook Review, Office Visit, First entry into course journal, Read first few chapters of main text

W2 - 8/24
Blackboard Training, Office Visit, Student Bio, Review of writing skills, How to Read A Book – Lecture and Exercise, Syllabus Quiz, Voc Drills

W3 - 8/31
Role Playing Exercise, Grammar Drills, Study of: Themes, Writing and Reading tools, Vocabulary building, Sentence Structures, grammar, Critical Thinking, Documentation, Plagiarism

W4 - 9/07 Holiday (Four day week) 9/08 Tues
Review of MS/Power Point tool, Review of Journal, Paper Due

W5 - 9/14
First Interim Grades Due, Literature Review

W6 - 9/21
Essay Drills

W7 = 9/28
Paper Due

W8 - 10/05 (Four Day Week) Fall Break 10/9 Friday
Mid Term Exam, pre-exam drills, review of course journal,

W9 - 10/12 (Four Day Week. Holiday 10/12
How to develop Presentation Skills, Voc Drills

W10 - 10/19 (Four Day Week. Career Day off
Second Interim Grade Due, Career Day 10/21,

W11 - 10/26
Refresher Drills: Sentence Structure/Grammar, Begin Final project, Paper Due

W12 - 11/02

W13 - 11/09
Course topic review

W14 - 11/16
Final Paper =Oral Presentations

W15 - 11/23 (Two Day Week)
Final Paper = Oral Presentations
*11/25 – 11/29 = Thanksgiving Holiday Break

W16 - 11/30
Students Evaluation of Faculty,

W17 - 12/07
FINAL EXAM WEEK – Schedule to be announced


Assignment Points (Grading and Revisions)
In any skills course, what counts is improvement. Thus, the grades you earn on later papers count more than grades on earlier papers. The percentage of each contribution to your final grade is as follows:

1. In-class writing, homework, and class participation 15%
2. Essay 1: Essay 5%
3. Essay #2: Essay 10%
4. Essay #3:Essay 10%
5. Mid-Term Exam 15%
6. Power Presentation: Primary Skill Statements 15%
7. Final Portfolio (Revisions and Reflections) 20%
8. Final Exam 10%

Note: In-class participation is closely related to the successful development of your portfolio (Revision and Reflection) grade.

The final letter grade will be based on the following scales:

Points - Letter Grade Interpretation
90 – 100 A
Superior (Very High)
80 – 89 B
Above Average (High)
70 – 79 C
Average (Satisfactory)
60 – 69 D
Below Average (Low/Poor Work)
Below 60 F Failure


A represents a writing level of unusual polish and style, and often takes a surprising angle in developing a topic. A-level writing shows consistence excellence. A-level writing always surpasses assignment expectations.

B represents solid, readable writing that does what the assignment asks. B-level writing demonstrates concrete support for claims, fine organization, and substantive thoughtfulness, but it is not rich in specific details. B- Level writing is free of grammatical problems.

C represents writing which probably satisfies all the requirements of an assignment. However, such writing lacks sufficient, concrete support needed to illustrate its assertions or prove its point. C- Level writing also sows laps in editing proficiency and contains careless errors.

D represents that there is a poor sense of audience and a limited sense of purpose. The purpose or thesis cannot be discerned without significant work on the part of the reader. Necessary evidence is out of order and/or missing; irrelevant evidence may instead be present. The reasoning will necessarily be flawed. The organization of the students work is difficult to discern, with introduction being unclear or nonexistent, paragraphs are not well developed or arranged, and transitions are incorrect or missing.

F represents that the paper is off the assignment. The thesis is unclear; the paper moves confusedly in several directions. It may even fall seriously short of minimum length requirements. There is virtually no evidence, or the attribution of evidence is problematic or has been neglected and/or the organization seems to a significant degree haphazard or arbitrary.

Note:
· Late written assignments and revised written assignments will receive the high grade of 79% or C+.

· Make up quizzes and or essays will only be permitted in extreme and extenuating circumstances.


Tardiness/Lateness Policy:
Excusive tardiness will result in a 10% reduction in total accumulation of points. Professor reserves the right to prohibit any students from entering the classroom, five minutes after the assigned beginning time of class. Students will not attempt to justify their tardiness/lateness, and if said student attempt to do so, the Professor will view this as student misconduct.

Academic Integrity/Honesty Policy: Academic dishonesty in any shape or form will not be tolerated. Written or other work submitted by a student must be the product of his/her own efforts. Plagiarism, cheating and other forms of academic dishonesty, including dishonesty involving computer technology and cell phones, are prohibited. Students caught engaged in any form of academic dishonesty will automatically receive an F in the course.

ADA Policy:
CSU provides individuals with disabilities reasonable accommodations to participate in educational programs, activities and services. Students with disabilities requiring accommodations to participate in class activities or meet course requirements should contact the Office of Student Disability for their CSU accommodation letters. It is the student’s responsibility to obtain and present the accommodation letter to the instructor
at the beginning of the semester.

Instructional Methods:
This course will be a paperless course. Students are required to view the mastering of basic technological skills as mandatory core skill base to pass this course. Online classrooms will be conducted and should be viewed equal to the face-to-face class environment both in assignment weight and time frame to perform task. The professor will conduct an online evaluation drill two weeks in the course to secure students are not dysfunctional in this learning modality model. Study table attendance will be mandatory if student is found to be deficient in function within a ‘blended’ technical classroom.

Amendments to Syllabus:
This syllabus provides a general plan for the course. The instructor reserves the right to amend this syllabus at any time. Any such change will be announced, and if practical, distributed in class. As with all other class requirements, the student is responsible for being present to receive such changes.







I, _______________________________, certify that I have read and understand the policies and procedures for this 0950 English course. I agree to abide by these policies and contact a fellow student and instructor Annette Lorenzo ASAP if I have questions, comments or problems.



_________________________ Signature of Student

________ Date

Welcome and first week's agreement

Sunday, August 16, 2009

Welcome and First Week's agreements


Dear Students,

Ms.Lorenzo is thrilled to have you in her class!

We will have great success in English 1100, during the fall2009 semester.

If you are reading this blog - you are headed in the right direction.The first week of the course - all students must:

1. Become a member of this course blog and blackboard site.
2. Become a fan of the course's face book account.
3. Review the posted course syllabus. Class review will occur during the first day of class.4. Provide two email addresses for course communication purposes.
5. Obtain: a course journal, dictionary, course texts, portable flash drive and writing material.
6. Have working knowledge of basic computer systems: MS Word, Power Point, MLA & APA tools.
7. Obtain an MyCSU account.
8. Know and visit the instructors office.
9. Visit the CSU Library (individual activity)10. Complete all assignments
11. Find a CSU computer lab.
12. Review and be in compliance with the CSU Student Handbook. Class review will occur during the first week of class.