Prompt, Composition 3: Easy Rawlins

English 21

Tompkins

Composition 3

Critical Reading

E 21

We have spent a number of classes discussing the forces that shape the actions and imaginations of the characters in Devil In A Blue Dress. For this assignment you will choose one of the prompts below, and respond to it. You are not being asked to summarize what happened in the book. Instead you are being asked to dig below the surface to consider why these characters act as they do. You must back up your thoughts with specific examples from the text. Your grade will how clearly and persuasively you explain your ideas.

1. Easy Rawlins tried to treat others with respect and he expected respect in return. In spite of that, he had to go to work with DeWitt Albright in order to save his house. Once he took Albright’s money, he was committed to finishing the job. Unfortunately for Easy, some of his friends were pieces of the puzzle he had to solve. Examine the forces that put the squeeze on Easy and his friends, and see if they could have done things another way. Find several places in the book where Easy’s values - his principles - were tested. Then examine what he did, and how he justified what he did. .

2. Easy and Mouse had a relationship that long and complicated. When they were young men, Mouse made Easy an accomplice in a double-murder. Even though Easy ran from Mouse after that, In Devil In A Blue Dress he reached out his dangerous friend in order to survive. Examine and write about why Easy felt he had to call on Mouse for help, and what Mouse did when he showed up in Los Angeles. Explain whether or not Easy was justified in calling on Mouse, and whether or not Easy was more like Mouse that he wanted to admit.

Your paper will be at least 300 words long. It must be typed and double-spaced.

Due Dates
April 30: Discuss prompt, freewrite
May 5: Outline
May 7: Begin rough draft
May 12: Rough draft due
May 14: Final draft due

Reading Analysis Guide for Devil...

Guidelines for Reading Analysis Presentation

Sign-up on the presentation calendar on my desk. Make a note of the chapters and presentation date that you sign up for below.

Reading analysis chapter: __________________________  Presentation date: _______________

You will be presenting your analysis in class along with two to five of your classmates. The class will be counting on you to be on top of the article you are covering, so please be prepared!

This assignment is worth 40 points – to receive credit, you must participate in the presentation of your analysis. You will be graded primarily on your written analysis (breakdown of scoring below), but outstanding presentations will be rewarded.

Read the chapters that you will be analyzing carefully. If possible, read them twice. On your first reading, just try to identify the main idea(s) and get a feel for the writer’s approach and the flow of the chapter. On your second reading, go over the text more carefully; notice how the writer creates characters and tells the story.

To prepare your written analysis:

Identify the author’s name and the title of the chapter(s) you are covering. Answer the following questions, numbering each answer in the way the questions are numbered.

1.     What is the central theme of the selection? Your answer should be a complete sentence in your own words (not a quote!). Be as specific as possible, but remember that your claim should cover the whole chapter(s).

2.     What are the concerns of the characters in the chapter(s) you have read? This book is fiction. Do you think the events in the books could happen in real life? Do you think the way the characters act is believable. If the events in the book are exaggerated by the author, does it make the book less effective? If the behavior of the characters are exaggerated, does it make the book less believable or effective?

3.     Is the central theme expressed explicitly or implicitly? The claim is explicit if the writer spells out what it is. The claim is implicit if the writer only implies the claim but does not state it outright.

4.   Did the events and actions in your chapter(s) surprise you or change your mind about the characters in the book?

4.     What is the tone – the feel – of the chapter(s) you read?

5.     What things in the story give the most insight into human nature?

6.     Does the writer leave the opinions and feelings to the readers? If so, why? Is this approach effective?

Agenda and Quiz for Tues. March 24

March 21

Quiz

Quiz

1. what does the first sentence of the book tell you

a. that easy is black

b. the easy drinks

c. that the bar is in an integrated neighborhood

d. that easy is not white

2. why  did ww2 make easy used to white men

a. the german army was mainly white

b. because the us army was intgrated

c. because easy had white girlfriends in paris

d. all of the above

3. What did Joppy’s reaction to albright tell you about joppy

a. he wasn’t as tough as he looked

b. he was afarid of albright

c. he believed that albright was dangerous

d. all of the above

4. aright said “call me dewitt” to easy. how did easy react

a. he thought the familiarity wasn’t to be trusted

b. he relaxed and was glad to meet albright

c. he figured he’s met a nice white guy for a change

d. he was hoping he’d catch a break and be albright make some $$

5. What was important to easy about champion aircraft

a. easy wanted to get a job there

b. Albright had connections there

c. easy had just been fired there

2 Announcements

3. Devil In a Blue Dress 

-video background

4. Reading Presentations

5. Critical Reading

-Questions about first couple of pages

Short Quiz for March 19

Quiz for March 19

Each of the following sentences have comma splices or are run-ons. Please fix each sentence. You don’t have to copy down the uncorrected versions. Just write down your corrected version.

1. Kendrick Lamar is my favorite artist that is why I paid for his new album.

2. My dog Frenzy is my best friend she sleeps with her head on my pillow.

3. Smoggy days make my asthma worse, Saturday and Sunday were so bad that I couldn’t get out of bed.

4. I like reading books, on the other hand, I love to see a great movie.

Fix the sentence below by adding conjunctions where necessary.

5. Frenzy likes to eat stuffed rabbits, she’d never harm a living thing.

Quiz 3/10

Eng 21, Section 0914

Mr. Amano-Tompkins

Class: Today’s quiz is a test of your ability to follow directions correctly. I have emphasized in class that each student must go to the class website to find instructions regarding upcoming classes. Those who have followed those directions won’t have trouble with this quiz.

In the space provided, write the correct present tense form of the verb in parentheses. If the verb ends in “s”, circle the “s”.

1. Aliyah _____________(eat) like a bird.

2. We _______________(think) it’s time for a change.

3. The dog ____________(chase) me home from school everyday.

4. My mother ____________(work) two jobs and still makes time to help me with my homework.

5. My friends ______________ (be) always there when I need her.

Prompt: Composition #2

Assignment #2: Storytelling, Interviewing, & Writing Activity

1. Tell a story from your personal experience in response to one of the following prompts:

·      Tell a story about a time you learned something by helping someone.

·      Tell a story about a time you learned something when someone helped you.

·      Tell a story about a time you learned something by taking a risk.

·      Tell a story about a time you learned something by being careless.

·      Tell a story about a time you learned something when you did something difficult.

·      Tell a story about a time you learned something when you succeeded at something.

·      Tell a story about a time you learned something when you failed at something.

2. Write an essay that tells your story. Be sure (a) to describe the sequence of events that occurred in the story and (b) to explain what the story means to you.

3. Your essay may be one paragraph or a few paragraphs, but it must be at least eight sentences long.

4. Possible structure for a one-paragraph story:

1.   Topic sentence/ Introductory sentence

2.   First event / step of the story

3.   Explanation

4.   Second event / step of the story

5.   Explanation

6.   Third event / step of the story

7.   Explanation

8.   Conclusion – meaning of the story

Due Dates:

Freewrite: 3/12

Outline: 3/17

Rough Draft: 3/19

Final Draft: 3/26

Outline Outline

Outline Outline

Complete this form to create your outline for your essay

Tentative title for your essay: ________________________________

I. Introduction

Thesis statement: ______________________________________________________________

Your thesis statement should be a complete sentence that provides direction for the essay. Note: The thesis statement need not be the first sentence of your essay, but it should be part of your introductory paragraph.

II. Supporting point 1: _____________________________________________________

Try to express your point in a complete sentence that can serve as a topic sentence for the paragraph.

List specifics and details that you plan to use to develop your point.

A.    _______________________________________________________

B.    _______________________________________________________

C.   _______________________________________________________

D.   _______________________________________________________

III. Supporting point 2: _____________________________________________________

A.    _______________________________________________________

B.    _______________________________________________________

C.   _______________________________________________________

D.   _______________________________________________________

IV. Supporting point 3: _____________________________________________________

A.    _______________________________________________________

B.    _______________________________________________________

C.   _______________________________________________________

D.   _______________________________________________________

(Add more supporting points if necessary.)

Prompt: Composition #1

Composition #1 – Descriptive Paragraph

For this assignment, you will write a descriptive paragraph of a photograph of your choice. Your paragraph should be at least eight sentences long. 

Choosing your photo

To begin this assignment, you need to find a photograph you are interested in writing about. I recommend that you pick a color photo (unless black-and-white is part of the style of the photo). You can use a photo from a magazine or from the Internet. If you choose an online photo, you should print out a color copy that you can bring to class.

Please do not use personal photos that include people you know personally or celebrities with whom you have strong associations. 

Prewriting & Outline – worth 10 points – in-class Thursday, Feb. 26

Observe and brainstorm

1.     Look at your photo carefully. Make a list of everything you notice. Include small details, as well as your impressions and major features of your photo.

2.     Free-write for five minutes on your photo.

Create an outline

1.     What is your overall impression of your photo? What is the main point you want to make about it? Draft your topic sentence.

2.     Identify three to five points you want to make about your photo that support your topic sentence. (Remember, the final draft of your paragraph must be at least eight sentences long!)

3.     Organize your points in the order you will discuss them in your paragraph. 

To get credit for your prewriting & outline, you must show it to your instructor before the end of the class period. 

Outline of descriptive paragraph – worth 10 points – due in class Tuesday, March 3

Write a draft of your descriptive paragraph and bring it to class. Your draft should follow your outline and include a topic sentence that expresses your main idea, as well as supporting sentences that develop your supporting points with specifics and details. You may type your draft or neatly handwrite it. Please double-space!

To get credit for draft, you must bring it to class on the day it is due and participate in the in-class draft workshop.

Rough draft – worth 80 points – due in class Monday, Thursday, March 5

Final Draft - worth 80 points - due in class, Tues. March 10

Revise your essay based on the feedback you receive during the in-class draft workshop. Type and double-space your paragraph. 

Syllabus English 21

English 21

Los Angeles Southwest College

Instructor: Tommy Amano-Tompkins                                                                    Spring 2015

Section 0912: Tues-Thurs 8:00-9:25 am                                                     Location: SSEC301B

Office Hours: Tues 9:30-10 am in SSEC121-H

Email: tomp99@earthlink.net

Website: http://caliteach21Sp15.blogspot.com

Introduction:  Welcome to English 21!  By enrolling in this course, you have committed to helping your instructor and classmates create an environment to improve reading and writing skills. You will participate in classroom discussions, do the reading and writing assignments, and attend a weekly session at the Writing Center.  Plan to visit your instructors during office hours, the Student Success Center located in SSEC 110 and 110-A, the Reading Center (SSEC 116A), and the English Writing Center SSEC116, and like or follow LASC on Facebook or Twitter to learn about all the resources and opportunities available in our learning community.  If anyone needs special accommodations to ensure success in this course, visit the Disabled Students Programs and Services (DSPS) located in the Student Services Building.

English 21 is an inquiry-based writing course.  We will use writing to investigate issues that influence our lives, and in so doing, develop habits of mind that are important not only for writers but for active participants in our community.  These habits include: distinguishing between facts and opinion, reading critically, engaging with diverse ideas, recognizing rhetorical styles, and understanding and applying the writing process.  In short, we will investigate not only how writing may be used to communicate ideas but also how we can use writing and reading to create and express our own ideas.

Course Description:  English 21 introduces the student to basic academic reading, writing, and thinking. Students develop reading comprehension by studying shorter published essay, which then provide models for their compositions. Basic grammar is covered as an essential component of the writing process.

Eighteen (18) lab hours are also required.  The focus of the class is compositions and essays (up to 500 words), including the research paper.

Prerequisite: Developmental Communications 21 and 23 OR ESL 6A and 6B with a grade of “C” or better OR appropriate placement recommendation based on assessment results and other multiple measures.

Student Learning Outcomes:

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

1.     Apply in writing rules for Standard English sentences, grammar, and word usage.

2.     Write a 300-500 word 3-paragraph essay that is unified, well-organized, coherent and adequately supported in facts, examples, and details.

Required Texts:

Stepping Stones: A Guided Approach to Writing Sentences and Paragraphs by Chris Juzwiak (ISBN 0312675992)

Devil in a Blue Dress by Walter Mosley (ISBN 0743451791)

Say The Word: An Anthology of LASC Student Writing, by The Students of Los Angeles Southwest College

Assignments:

Composition 1 (100 words)                                          5%                              50 points

Composition 2 (150 words)                                          7%                              70

Composition 3 (200 words)                                          10%                             100

Composition 4 (300 words)                                          15%                             150

Reading Analysis Presentation 1 (150-200 words)        4%                              40

Reading Analysis Presentation 2 (150-200 words)        4%                              40

In-Class Essay (200 words)                                           5%                              50

Final Exam (300 words)                                                           15%                             150

Homework                                                                   10%                             100

LAB Portfolio                                                             20%                             200

Participation                                                                  5%                             50

Total                                                                           100%                           1000 points

Note: English 21 is a pass/no pass class. To receive a passing grade in this course, you must turn in all coursework and pass the final exam.  In other words, grades in this class are dependent on successful performance in all areas of the class (participation, attendance, lab work, writing, and reading), not just one area.  All components must be successfully completed to receive a passing grade.

Written Compositions: All essays and written compositions written outside the classroom must be typed on a computer.  Please double-space your work. Writing on a word processor improves writing skills.  Because writing is a process of prewriting, organizing, composing, revising, and editing, traditional methods of typing or handwriting assignments are often time-consuming and ineffective.  Certainly, they discourage revision.  Computers, on the other hand, make revision and the writing process more manageable at every stage.  There are computer labs in several locations on campus, most noticeably in the Cox Library (3^rd floor) and in the TEC Building.

Planning / Discovery: When you turn in an essay, you must turn in all prewriting, drafts, and peer reviews as well as the final draft to receive credit on the essay. 

Peer Review: We will be peer reviewing rough drafts for all take-home essays.  In order to be eligible to be turned in for credit with the final version of the essay, the rough draft must be present in class on day that it is due and the author must participate in peer review.  Failure to attend class or failure to thoroughly complete the peer review will result in the reduction of your essay grade by 10%. 

Revisions: All take-home essays, except Essay 4, may be revised and resubmitted for re-evaluation.  Revisions must be turned in within two weeks of the original assignment due date.

Reading Assignments: Reading assignments should be completed prior to the due date on the syllabus.  Being prepared for class and earning full credit for participation includes keeping up with the reading assignments and coming to class prepared to discuss them. 

Late Work: Late work will not be accepted without emergency documentation.  Failure to turn in an assignment will result in a “0” for that assignment. 

Participation: Our classroom needs to be an optimal, positive environment for learning, so that you can focus on the course materials without disturbance; therefore, all cell phones, hands-free and other electronic devices must be turned off and put away before class.  No texting, no phones on vibrate since this is audible, and, of course, no answering phones.  If you have an emergency that requires you to be available by phone during class hours, please notify your instructor before class starts, and sit near the door with your phone on a silent setting.  It is never okay to disrupt the learning environment.

English Writing Center (Lab): The English Writing Center (SSEC 116) is located in the Social Sciences and English Complex (SSEC) in Room 116. The EWC is where English 21 and English 28 students fulfill the required lab component of these courses. We provide a friendly, comfortable atmosphere for these students to use online lab assignments to improve their reading and writing skills. We also help promote English Department events and publications. Our goal is to be a support system and encouraging environment for basic skills English students.

English Writing Center Hours:

Monday: 9:30 am – 2:30 pm

Tuesday: 9:30 am – 3:30 pm

Wednesday: 9:30 am – 2:30 pm

Thursday: 9:30 am – 7:30 pm

Friday: CLOSED

Saturday 9:30 am – 2:00 pm

Policies:

Attendance: Attendance is mandatory.  Attend each class and be on time.  To create a learning environment, we all must attend class on time.  Anyone who fails to follow the attendance policy may be dropped from the class at the instructor’s discretion.  Anyone who arrives late to class risks being counted as absent; anyone leaving early must notify the instructor of his/her obligation at the beginning of the period.  If there is a dispute over attendance, the attendance sheet will serve as proof of attendance.

Excused Absences: There are no excused absences.  Attendance is mandatory.  Each student is allowed only 3 absences (regardless of the reason), the Los Angeles Community College District limit.  Upon a student’s 4^th absence, the student may be dropped from the class unless there are dire extenuating circumstances that can be documented.

Partial Absences: Any student who arrives late or leaves early will receive an “L” on the roster.  A student who leaves class early or goes in and out of class excessively will receive a “P” for partial attendance for that class meeting. No student has the right to disrupt the learning environment for other students. 

Being Dropped from the Class:  Upon the 4^th absence created by missed classes, tardiness, partial absences, or a combination, the student may be dropped from the class. 

 Plagiarism:  Plagiarism is the act of presenting someone else’s words or ideas as your own (for example, checking the internet for a little information on a subject and then using that information as if it were something you thought of).  It also consists of cheating on quizzes or exams, or having someone else write your essays for you.  Any student who presents another’s work as his or her own will fail this course and risk further action taken by L.A. Southwest College and the L.A. Community College District, including expulsion from the college.

Classroom Conduct: College, and this classroom specifically, are places that ask for active participation in various activities in the process to being an informed and participating citizen.  Part of the process will include writing activities and discussions.  Sleeping, engaging in side conversations, doing other homework, playing with your cell phone or electronic devices, or other activities that are disruptive to the class will negatively affect the participation component of our class, may result in you being asked to leave (and thus being marked absent), and may warrant a referral to the Dean for further action.

Classroom Environment:  Our classroom needs to be an optimal, positive environment for learning, so that you can focus on the course materials without disturbance; therefore, all cell phones, hands-free and other electronic devices must be turned off and put away before class.  No texting, no phones on vibrate since this is audible, and, of course, no answering phones.  If you have an emergency that requires you to be available by phone during class hours, please notify your instructor before class starts, and sit near the door with your phone on a silent setting.  It is never okay to disrupt the learning environment.

Resources:

Student Success Center: LASC, like many other colleges, offers services and resources beyond the classroom and teachers to help students achieve academic goals.  The SSC offers tutoring, a study lab, workshops, as well as a computer lab open 8am-8pm Monday through Thursday.

English Writing Center Tutoring (SSEC 116): The English Writing Center also provides walk-in and by-appointment tutoring in writing for any student in any class, and offers numerous special workshops throughout the semester.  For tutoring help, it is best to go into a tutoring session with specific problems in mind.  Tutors do not edit but help revise. See hours of operation above.

Grievances: Anyone who believes a college decision has adversely affected status, rights, and/or privilege as a student should consult the instructor for resolution, and, if needed, confer with the English Department Chair, Darren Cifarelli as a second level of authority if no resolution is found.  Beyond that, the student can make an appointment with the Dean Stephanie Brasley if there is still no resolution.  Dean Brasley may refer the grievance to the Dean of Student Services.

Students with disabilities: Accommodations are provided to a student with a verified disability and are determined by the educational limitations the disability places on the student.  Any one in need of assistance or accommodations should contact the instructor by the end of the first day of class. FYI- DSPS office (323) 241-548

Schedule of Topics and Assignments (subject to change)

Date	Homework & class preparation to complete before class Unless otherwise noted, all assignments are from Stepping Stones ***IMPORTANT: For grammar activities from Stepping Stones, turn in answers to even numbered questions only. Answers to odd numbered questions are in the back of the book. ***	Quizzes, exams, and major assignments
Week 1
Tues. 2/10		Diagnostic writing
Thurs. 2/12	Read: TO BE ANNOUNCED Written homework: One paragraph summary + thesis In-class: Discuss purpose and audience
Week 2
Tues. 2/17	Read Chapter 2: Developing a Topic, pp. 20-37 Chapter 10: The Simple Sentence, pp. 225-234 Written homework: Chapter 10 - Activities 1-4 & 7-9 ***IMPORTANT: For grammar activities from Stepping Stones, turn in answers to even numbered questions only. Answers to odd numbered questions are in the back of the book. *** In-class: Writing process, Introduce Composition 1 assignment
Thurs. 2/19	Read Chapter 7: Developing Details, pp. 139-149 “A Duty to Heal” by Pius Kamau, pp. 449-450 Chapter 10: The Simple Sentence, pp. 234-239 Written homework: Chapter 10 - Activities 11, 12, 14, & 15 One-paragraph reaction to “A Duty to Heal” *** Last day to drop class with refund and no “W” is Feb. 22
Week 3
Tues. 2/24	Read Chapter 4: Outlining Your Paragraph, pp. 66-72 Patterns of Development; Description, pp. 172-3 Chapter 10: The Simple Sentence, pp. 239-245 “The Joy of Reading and Writing: Superman and Me” by Sherman Alexie, pp. 441-443 Written homework: Chapter 10 - Activities 17, 18, 21, & 25 One-paragraph reaction to “The Joy of Reading and Writing: Superman and Me”	Bring photo for Composition 1
Thurs. 2/26	Read Chapter 5: Composing the Paragraph, pp. 88-112 Chapter 10: The Simple Sentence, pp. 246-254 Written homework: Chapter 10 – Activities 27, 28, 30, 31, & 33	Ferret of Composition 1
Week 4
Tues. 3/3	Read Chapter 6: Revising, pp. 113-122            Chapter 15: Using Verbs Correctly, pp. 381-395 Written homework: Chapter 15 - Activities 1-4	Outline of Composition 1
Thurs. 3/5	Read Chapter 6: Revising, pp. 123-131 In class: Read and discuss “Caring Makes Us Human” by Troy Chapman, pp. 467-468; introduce Composition 2 assignment	Rough Draft of Comp 1 due
Week 5
Tues. 3/10	Read Exemplification; Narration, pp. 176-178 Chapter 7: Developing Details, pp. 152-163 Chapter 15: Using Verbs Correctly, pp. 395-401 Written homework: Chapter 15 - Activities 6-10	Final Draft Comp 1 due
Thurs. 3/12	Read Chapter 11: Compound Sentences, pp. 265-283 Written homework: Chapter 11 Activities 10, 12, 14, 16	Freewrite Comp 2
Week 6
Tues. 3/17	Read Chapter 11: Compound Sentences, pp. 283-301 Written homework: Chapter 11 Activities 23-24, 27-28 In class: Read and discuss “The Sanctuary of School” by Lynda Barry, pp. 445-447	Outline of Composition 2 due
Thurs. 3/19	Review simple and compound sentences (chapter 11)	Draft of Composition 2
Week 7
Tues. 3/24	Read Chapter 12: The Complex Sentence, pp. 302-315 Written homework: Chapter 12 Activities 1, 3, 5, 7, & 9 Read Devil in a Blue Dress, Ch. 1-3, pp. 45-68.	(Reading Analysis Presentation 1 – if you’re signed up)
Thurs. 3/26	Read Devil in a Blue Dress, Ch. 4-7, pp. 69-96. In class: Introduce Composition 3 assignment	Composition 2 due (Reading Analysis Presentation 1 – if you’re signed up)
Week 8
Tues. 3/31	CESAR CHAVEZ DAY HOLIDAY – NO CLASS

Thurs.  4/2	Read Chapter 9: Moving from Paragraphs to Essays, pp. 203-212 Chapter 12: The Complex Sentence, pp. 315-327 Written homework: Chapter 12 Activities 10, 13, & 15 Read Devil in a Blue Dress, Ch. 8-11, pp. 97-128.	(Reading Analysis Presentation 1 – if you’re signed up)
Spring Break
	NO CLASSES 4/4-4/10/15
Week 9
Tues. 4/14	Read Chapter 9: Moving from Paragraphs to Essays, pp. 213-221 Read Chapter 16: Using Pronouns Correctly, pp. 416-426 Written homework: Chapter 16 Activities 1, 4, 7-8 Read Devil in a Blue Dress, Ch. 12-16, pp. 129-154	(Reading Analysis Presentation 1 – if you’re signed up)
Thurs. 4/16	Read Chapter 16: Using Pronouns Correctly, pp. 427-438 Written homework: Chapter 16 Activities 10-11, 13, & 15 Read Devil in a Blue Dress, Ch. 17-19	(Reading Analysis Presentation 2 – if you’re signed up)
Week 10
Tues. 4/21	Read Appendix A: Punctuation and Capitalization, pp. 487-493 Written homework: Appendix A Activities 1 & 3 Read Devil in a Blue Dress, Ch. 20-22, pp. 183-209.	(Reading Analysis Presentation 2 – if you’re signed up)
Thurs. 4/23	Read Devil in a Blue Dress, Ch. 23-26, pp. 210-235.	(Reading Analysis Presentation 2 – if you’re signed up) Thesis statement for composition 3 due (in-class)
Week 11
Tues. 4/28	Read Appendix A: Puctuation and Capitalization, pp. 494-499 Written homework: Activities 4-6 Read Devil in a Blue Dress, Ch. 27-31, pp. 236-263.	Easy wheel due
Thurs. 4/30	Discuss DevilAZ	Discuss prompt for Composition 3 Freewrite Daphne wheel due
Week 12
Tues. 5/5	In-class: Introduce Essay  outline	Outline composition 3
Thurs. 5/7	workshop *** Last day to drop class with “W” is May 10	Work on rough draft composition 3

Week 13
Tues. 5/12	In-class: workshop	Rough draft due
Thurs. 5/14	In-class: TBA: Read handout	Composition 3 due
Week 14
Tues. 5/19	Re-read: Chapter 9 Stepping Stones Prepare for final exam	Draft of Essay review
Thurs. 5/21	Review essential steps in writing a good essay (re-read selected Stepping Stones material How to read and revise a rough draft	Draft of Essay review
Week 15
Tues. 5/26	Extra Credit volunteers: Read first paragraphs out loud in class	Final draft of Essay 4 due
Thurs. 5/28	In-class: Peer review of drafts of Essay 4
Finals Week
Tues. 6/2	Final Exam 8:00 am - 10:00 am period	Essay 4 due

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