Harford Community College				TurnItIn.com Class ID:   6047103
English 101 Hybrid 						TurnItIn.com Password: harford
Spring 2013

Instructor:	Rob Frank
		Assistant Professor of English
		Humanities Division
Email:		rfrank@harford.edu
Website:	RobJohnFrank.com
Phone:		(443) 412-2296
Office:		HdG 224
Office Hours:	See last page
		
Course Description (3 credits):
This writing course is designed to develop mature writing skills in the essay form, including the documented essay. Through writing a series of essays in a variety of modes, students achieve proficiency in presenting and supporting their own ideas and incorporating the ideas of others into their essays. Prerequisite: ENG 012, ENG 018, or a qualifying score on the writing assessment.

Required Text:
None

United States Department of Education (USDE) Federal Credit Hour Definition 
For a 15-week semester, each credit hour represents one hour of classroom or direct faculty instruction per week and a minimum of two hours of out-of-class student work per week. Therefore, for a 3-credit course, the amount of out-of-class student work expected is approximately 5.5 hours per week. In addition, for a hybrid course, approximately half of the in-class instruction, or 1.5 hours per week, will be online. Therefore, a student should expect to spend at least a total of 7 hours per week on work outside of the class. 

Student Learning Objectives & Academic Outcomes  
The student will demonstrate, in a series of at least six 500-800 word themes including one compare/contrast essay, one summary/response essay, one research essay, and one final in-class theme, competency in writing effective prose.  Upon completion of this course, the student will be able to:
1. Write unified papers.  This objective involves the development of an outline based on a clearly stated, well-focused, and worthwhile thesis statement, which is firmly adhered to in the resulting essay (Academic Outcomes: communication, critical thinking).
2. Write coherent papers.  This skill involves providing transitions between ideas and in other ways showing relationships between parts of the essay (Academic Outcomes: communication, critical thinking).
3. Provide support.  This objective involves giving sufficient specific evidence to convince the reader of the validity of the thesis statement (Academic Outcomes: communication, critical thinking, information literacy).
4. Communicate rationally.  This objective involves the use of basic principles of logic (Academic Outcomes: communication, critical thinking).
5. Construct sentences that are grammatically and mechanically correct (Academic Outcomes: communication, critical thinking).
6. Use language accurately and concisely (Academic Outcomes: communication, critical thinking).
7. Collect, use, and document evidence from sources other than personal experience, including written sources (Academic Outcomes: communication, critical thinking, information literacy).
NOTE:  See the current Harford Community College Catalog for a complete description of the Academic Outcomes.

Course Policies:
HCC students are bound by the academic policies outlined in the most current HCC catalog (http://www.harford.edu/Catalog/).  It is the student’s responsibility to review these policies prior to the start of each semester.

Disability Support Services:
HCC is committed to serving students who have documented physical, learning, psychological, or other disabilities (http://www.harford.edu/DSS/). Students who have a disability are responsible for contacting Disability Support Services at (443) 412-2402 to discuss their needs for accommodations. All information shared with Disability Support Services will be held in confidence. 
PLEASE NOTE: If you have documentation from Disability Support Services and need accommodations, please contact me as soon as possible, especially if you have any kind of auditory or visual impairment.  

Communications Skills Center:
Tutoring support services are available (http://www.harford.edu/Tutoring/).

More Student Services:
More information about student services can be found through OwlNet (under the My Academic Life tab > Quick Links > Student Services) or at http://www.harford.edu/StudentServices/.

Technical Skills Requirements:
For more information about what minimum computer skills are recommended for online students, please see the following link: http://www.harford.edu/Online/.

Student Conduct: 
Students will be familiar with and adhere to the policies and sanctions governing student conduct as written in the HCC Catalog.  Please at all times be respectful of each other’s feelings and differing points of view.  

Netiquette:
Netiquette, or network etiquette, is a set of rules for interacting online, and you will be expected to communicate online as part of this course. In the online classroom, and in the online world in general, there is a netiquette that should be followed. All students are expected to abide by these rules in order to maintain a safe and productive online environment. These rules include:
* Be respectful of each other at all times.
* Do not use sexist, racist, or otherwise objectionable language.
* Do not curse.
* Avoid making hostile or dismissive comments.
* Be considerate of each other's feelings.
* Make positive and productive comments.
* Be helpful, encouraging, and cooperative.
* When using humor, you may want to add an emoticon like :) in order to prevent misunderstandings.
* You are allowed disagree with each other, but be polite and considerate while doing so.
* When in doubt, remember the Golden Rule: treat others as you want to be treated.

American Beauty: 
In this course, we will be watching the film, American Beauty, which is an R-rated film. 

Academic Dishonesty:
Students will be familiar with and adhere to the policy governing academic dishonesty and its sanctions as written in the HCC Catalog. Plagiarism will not be tolerated. Any plagiarized paper will receive a failing grade, and the student may receive a failing grade for the course. 
Please do your best to put everything in your own words, unless, of course, you use a quote. In either case, whether you paraphrase or quote, you should be sure to cite the source where the information came from. 
The best way to paraphrase the material in a source is to briefly read through it until you feel that you understand it fairly well, though you don't need to understand everything. Then, put the source aside and do your best to discuss it without having it there. You can always go back later and fill in the details, for example, the number of subjects. The practice of using the original sentence and then changing some of the wording is not acceptable. If you are having trouble with this course, please come see me before you look for “easy answers” by copying something word-for-word. 

Email Response Time:
I will do my best to respond to all emails within 48 hours, though usually it will be much quicker than that. Also, before you walk into class and ask, "Did you get my email?" you should first check your email.     

Attendance Policy:
- Absence: Students are expected to attend all class meetings.  Absence for any reason does not excuse you from responsibility for class work or assignments missed.  
- Arriving late / leaving early: Students are expected to be in attendance during all class meetings. 
- Penalty: Students are allowed three times to be absent, or arrive late, or late early, but then each infraction after those will result in a one point deduction from the final grade. 

Electronic Devices Policy:
All electronic devices are to be turned off before entering the classroom.  If there is a need for one to remain on, please leave it on vibrate and leave the room before answering it.  The use of electronic devices in the classroom is prohibited.  If I catch you using an electronic device during the class period, you will lose one point per infraction off of your final grade.  Consider this your warning.  

Departmental Course Requirements:
1. Complete three out-of-class writing assignments.
2. Attend class and scheduled conferences regularly.
3. Complete assignments for classes and scheduled conferences.
4. Complete three in-class writing assignments, including a sample, mid-term, and final essay.  
5. Complete library instruction and related assignments.
6. Prepare all out-of-class essays using appropriate word-processing programs for editing and revising. 
7. Receive a passing grade on the research essay.
8. Fulfill the requirement that the student’s final in-class essay must merit at least a “C” grade, with one retake possible for students not achieving this grade, in order for the student to get any grade higher than a “D” for the course.
9. Fulfill the requirement that one-third to one-half of the final grade is based on in-class writing.  

Course Requirements & Assessment Methods
Students will receive a final grade based on their performance on examinations, in-class assignments, out-of-class essays (process analysis, summary/response, research), prewriting assignments and activities and collaborative learning activities.

Assessment Methods & Grading:
Cause/Effect Essay (500-800 words)								10%
Comma Quiz											  5%
In-Text Citation Quiz										  5%
In-Test-Center Midterm: Summary/Response Essay (1 source, 500-800 words)		15%
Argumentative Research Essay (12+ sources, 1250-1750 words)				25%
Illustration Essay (2+ sources, 500-800 words)						15%
Discussion Participation Grade 								  5%
In-Class Final: Compare/Contrast (3+ sources, 500-800 words)				20%
Total 		 						          	           		          100%

Point System: 
Each paper will be graded according to a rubric that has five rows (Content, Organization, Style, Grammar/Mechanics, and Timeliness), and each row will be counted as follows:
“Satisfactory” = 20 points
“Needs Improvement” = 10 points
“Unsatisfactory” = 0 points

Hand-Written "In-Class" Essays:
You will be expected to go to the test center twice: first in the beginning in the semester to write the diagnostic essay, and then in the middle of the semester to write the Summary/Response midterm essay. The final will take place in the classroom during the final period. All three of these "in-class" essays will be written by hand, on special paper, in order to ensure that the person who is going to class is the same person writing the out-of-class essays.  

Receiving Feedback: 
Feedback will be provided in the form of an mp3 file - please let me know if this is going to be a problem for you. If you are not sure, please give it a try. If you want to get the most out of the feedback, you should have your paper pulled up while listening to the feedback, which will be sent to your Harford.edu email address. First drafts will arrive quickly, while final drafts will come later because there is less urgency.  
	
Missing Papers
Papers that are not turned in will receive 0 points. In addition, first drafts cannot be skipped, and the last day to turn in a first draft is 5/1. The last day to turn in a final draft is the last day of class, before the final period. 

Point System for the Final Grades:
Final Grade	Range	
A 	90-100	
B	80-89	
C	70-79	
D	60-69	
F	0-59	

Incomplete Grade:
The ‘I’ grade is rarely used in English 101. It is to be used only when a student is doing satisfactory work, has a minimum of work remaining to be completed (e.g., the final exam only or one paper only), has conferred in advance with the instructor who agrees that the ‘I’ is appropriate, and has devised a plan with the instructor for completing the work before the deadline for removal of Incompletes. Together the student and instructor will prepare and sign the plan using the Faculty/Student Contract for ‘I’ Grade. (Copies of this contract are available in the divisional office.) When an ‘I’ is given, the instructor and the student have made a commitment to continue working together for that defined length of time unless the necessary work is completed prior to that deadline. The College Catalog should be consulted for further information about HCC’s grading policy.

Grading Standards:
The student will receive a passing grade (A, B, C, or D) upon demonstrating competence in writing essays. This competence will be demonstrated in both in-class and out-of-class writing assignments. Each writing assignment will be graded on how well it meets the course objectives listed in this syllabus as well as the stated specifications of the particular writing assignment. The following grade descriptions for student papers have been endorsed by the department:

A paper: An excellent paper that gives a strong sense of the writer's voice and holds the reader's interest. The writer seems always to keep in mind the audience and purpose. The commitment is clear and fully met. The paper is well organized with good transitions, and the writer supports generalizations effectively, using vivid details and vivid examples. The writer keeps the scope of the paper narrow enough to handle. Language is vigorous. The writer has taken some risks, gotten away from formulas.

B paper: A good paper that more than meets the assignment. It shows a strong sense of audience and purpose. The writer makes a clear commitment to the reader. The scope of the paper is narrow enough to be treated adequately. Generalizations are supported and specific examples are used. Language is sometimes used colorfully or imaginatively. The writer's voice or personality comes through. It has very few errors.

C paper: A satisfactory paper that makes a routine response to the assignment and meets all specified requirements. It shows some sense of audience and purpose. It makes a commitment to the reader and attempts to meet that commitment. It is adequately organized so that the reader can follow it. Generalizations are adequately supported with specifics. Source information is correctly presented and documented. There are few distracting errors in usage, punctuation, or spelling. Language is used correctly.

D paper: A below-standard paper. It shows a poor sense of audience and purpose. The commitment to the reader is vague or buried; the content is largely unsupported generalities. Points are inadequately developed, and there are few specifics or concrete examples. It is poorly organized and difficult to follow. There are enough errors in usage and punctuation to distract the reader seriously. Language is used inaccurately.

F paper: Unsatisfactory. It has three or more of these characteristics: It shows no sense of audience or purpose. It does not make a commitment to the reader early in the paper. It is poorly organized with ideas jumbled together so that it is difficult to follow. The points it makes are primarily generalizations, not adequately supported with specific examples or details. It is marred by serious errors in punctuation or usage. Language is used inaccurately. It does not meet the requirements stipulated for the paper and/or the student has submitted another person's words or ideas as if they are his/her own (plagiarism).

Syllabus Modification: 
The instructor reserves the right to modify and/or change the course syllabus with reasonable notification to students.  In addition, the following is only an outline of the course, and minor revisions are likely to occur throughout the semester when necessary. 

Please Note: the following is only an outline and is subject to change
		In-Class				Due for Next Time 
Week 1 - W 1/30	* Syllabus

* English 101 learning objectives

* Introduce: Cause/Effect paper	* Watch this video on "Time Management," by Randy Pausch

* Bring in at least three time management ideas from the video that you want to try

* Go to the test center to write the first day essay (you only need to bring your ID and something to write with)	
Week 2 - W 2/6	* Dos/Don'ts List

* Commonly misused words	* Comma Guide

* Formatting Guide

* Cause/Effect first

* The email from your HCC account to my HCC account (see Cause/Effect assignment description)

* TurnItIn.com instructions (the info is on the cover of the syllabus)	
Week 3 - W 2/13	* Comma quiz

* Introduce: Summary/Response paper

* Ethos/Pathos/Logos	* Searching the online databases

* Read the assigned article (EBSCO search = Lozier and Sasquatch)	
Week 4 - W 2/20	* Group activity using the article 

* Evaluating websites	* Cause/Effect final

* Summary/Response Outline (fewer than 250 words, with no full sentences)	
Week 5 - W 2/27	* Introduce: Research paper

* Research paper topics

* Share Summary/Response outlines	* Argumentative research paper thesis statements (at least 2), with 3 supporting studies from EBSCO for each thesis (you should only print the citation page and the first page of the article) 	
Week 6 - W 3/6	* Pick research paper topic	* In-text citation FAQ

* Full citation guide

* Summary/Response paper in Test Center (you can bring the article and your outline)	
Week 7 - W 3/13	* In-text citation quiz

* Outlining the research paper

* Writing the research paper	* Research paper first	
Week 8 - W 3/20	* Conferences	* Film analysis ideas	
Week 9 - W 4/3	* Introduce: Illustration paper

* Watch American Beauty

* Conferences		
Week 10 - W 4/10 	* Watch American Beauty

* Conferences	* Research paper final	
Week 11 - W 4/17	* Introduce: Compare/Contrast final

* A Current Affair	* Illustration outline	
Week 12 - W 4/24	* Share illustration outlines

* Resume and cover letter tips	* Resume, cover letter, and job post (all optional)	
Week 13 - W 5/1	* Google 101

* Peer-edit resumes	* Illustration paper

* Notes for the final (fewer than 250 words, with no full sentences), and a works cited page (you are not allowed to use printed out copies of the actual sources) 	
Week 14 - W 5/8	* TBA	* Notes for the final (fewer than 250 words, with no full sentences), and a works cited page (you are not allowed to use printed out copies of the actual sources) 	
FINAL	* Compare/Contrast final

Cause/Effect Paper 

Please describe a specific time when you learned a lesson as a result of one of your actions. The paper should be properly formatted and between 500 to 800 words. 
When you are finished and have turned in the paper to TurnItIn.com, please send me an email from your HCC email account to my HCC email account (Harford.edu) and answer the following questions:
1) What do you think of your paper overall?
2) Did you proofread it? 
3) What are its strengths? Please include at least three
4) What are its weaknesses? Please include at least three
5) Do you have any further questions or comments for me? 

Rubric – ENG 101 – Cause/Effect					
Rob Frank

Student:	

   	Satisfactory
(20 points)	Needs Improvement
(10 points)	Unsatisfactory
(0 points)	
Content
	Fits the requirements of the assignment, using specifics to show the action	Relies too often on providing commentary, or strays away from the specific incident	Covers a period of months or even years, or focuses on the action of another person
	
Organization
	The paper is properly formatted (MLA), with only one or two errors and no extra space between paragraphs	A few errors in formatting, but the paper still resembles MLA format
 	Many errors, especially missing page numbers 	
Style
	Uses a variety of sentences, both in length and structure

	Uses language that is difficult to read due to repetition, run-ons, or short, choppy sentences	Contains a lot of generalizations, clichés, padding, repetition, run-ons, or short, choppy sentences 	
Grammar/Mechanics	A minimum of errors, and the writing is understandable throughout, with a focus on commas 	Some errors in places, but overall the communication is clear 	Perhaps not proofread, with so many errors that it is difficult to read	
Timeliness
	The paper is on time

	The paper is late
	The paper is missing	

Total Points: 

Summary/Response Paper

This paper (500 to 800 words) will be written in the test center. You will have two hours and are allowed to bring with you:
- a printed copy of the article by Baer, "Toward a critical anthropology on the impact of global warming on health and human societies," which is available through EBSCOHost
- an outline that is fewer than 250 words and contains no full sentences 

Tips: 
Write a clear thesis that includes the phrase "Baer argues that"
Be sure to pick a side and agree or disagree with the article 
Focus more on how Baer argues and less on what he argues
Examine the author's points and explain whether or not they are effective
Go beyond a simple summary, and do not go through the article chronologically
Look for examples of persuasive techniques, such as ethos, pathos, and logos, but you should avoid using the terms ethos, pathos, and logos (instead, put it in your own words) 
If you want to criticize the article, you can point out why the author's points aren't effective. Likewise, if you want to praise the article, you can focus on why the points are effective.
If you are unsure whether or not you agree with the argument, you can ask yourself the following questions: 
Is the ethos (appeal to authority) reliable or is it unreliable (or missing)? 
Is the pathos (appeal to emotion) justified or is it exploitative and without relevance? 
Is the logos (appeal to logic) reasonable or is it logically unsound? 

Rubric – ENG 101 – Summary/Response				

Student:		

   	Satisfactory
(20 points)	Needs Improvement
(10 points)	Unsatisfactory
(0 points)	
Content
	Evaluates the article's overall argument, with an emphasis on how the author argues, and including a response	Focuses a little too much at what the author argues and not enough on how the author argues	Brings in outside research and does not focus on the author’s points, or missing a response	
Organization
	Has a clear structure and flows well throughout, including a thesis, topic sentences, and transitions 	The groups of examples are appropriate, though there could be more of an emphasis on tying them together	The author's points are mentioned before the explanation of how they relate to the overall thesis or topic sentence	
Style
	Paraphrases the author’s points without using the author’s words
	Contains phrases that seem to be from the article but are not in quotes	Parts of the article have been copied word-for-word 	
Grammar/Mechanics	A minimum of errors, with an emphasis on commonly misused words
	Some errors, but overall the errors are not too distracting	Perhaps not proofread, with so many errors that it is difficult to read in places	
Timeliness
	The paper is on time

	The paper is late
	The paper is missing	

Total Points: 

Argumentative Research Paper 

Your argumentative research paper should be between 1250 and 1750 words, not including the works cited section, and it must be formatted in MLA style. 
You should include at least 12 sources, with at least five sources from the library's online databases (EBSCO, Gale, or Proquest). 
Remember, when using a study as support, it's helpful to include the following information: 
1) the credentials of the author or authors 
2) the number of subjects and who they are 
3) a brief overview of the method 
4) one or two specific results, preferably with numbers 
Without all of this information, the conclusions of a study aren't very convincing.

Rubric – ENG 101 – Research Paper 					
Rob Frank

Student:		

   	Satisfactory
(10 points)	Needs Improvement
(5 points)	Unsatisfactory
(“F” overall)	
Argument 
	A focused argument is evident throughout, from the thesis statement to the rebuttal of the opposite side of the argument	The argument could be more specific, or the paper does not adequately address and rebut the counter-argument 	The overall argument is unclear
	
Research
	The research comes from academic articles and other reliable sources	Some of the research is questionable, but the research requirements are met 	A lot of unreliable research, or a lot of missing research 	
Evidence
	Strong specific evidence from reliable research is used as support throughout, including credentials, subjects, and results 	The specific evidence used from the research does not fully support the claims made, but there is still evidence present 	The conclusions of the research are used as evidence, but there is no explanation of why the authors made the conclusion	
Writing Clarity	A minimum of errors, and the writing is clear and understandable throughout
 	Some distracting errors or areas where the point is unclear	Perhaps not proofread, with so many errors that the paper is difficult to read	
Paraphrasing 	The paraphrasing of the research does not use the language of the article, and quotes are used as necessary	An over-reliance on the language of the article, whether quotes are used or not
	Phrases (or more) are copied from the research word-for-word	
In-Text Citations	Research is properly cited in MLA format, including page numbers, with a minimum of errors 	Some citation formatting issues, but the source is still clear 
	A few of the in-text citations (or more) are missing, even though the sentence uses research 	
Works Cited Page

	It’s clear where the research came from, with proper MLA format throughout 	Some errors, or some of the information is missing, especially the author	A few of the in-text citations (or more) do not match up to the Works Cited page 	
MLA Paper Format	One or two minor formatting issues are allowed	A few formatting mistakes

	The format does not resemble MLA format	
Timeliness
	The paper is on time 
(20 points)	The paper is late 
(10 points)

	The paper is missing	

Total Points:		

Illustration Paper (How to Analyze Films)

We will work with the film, American Beauty, as a class, but for your paper, you can use any film you choose. 

Basically, the idea is to first look for anything that is repeated (the first 10 minutes are the most important):
- Images or symbols
- Colors
- Words or phrases
- Entire lines of dialogue
- Camera angles or movement
- Lighting
- Props or items of clothing
- Posture, gestures, or movement

No matter how bad the movie is, there are repeated items that can be found, and once these repeated items are discovered, the key is to ask what their meaning is. Overall, the question to ask at the end is, “What is this film really about?” There are no wrong interpretations, though some interpretations have stronger support than others.

Instead of writing a first draft, you only need to write an outline that organizes the repeated items that you found. Also, the outline should begin with your thesis statement, which is your interpretation of the film.  

Please do not use the Internet for this assignment at first. You will need to use three outside sources for the paper itself, but at first, you should avoid others' opinions and instead focus on analyzing the film yourself. 

In your paper (500-800 words), you should not describe the plot of the film or simply recount the film chronologically. Instead, keep your focus on the message of the film and how the repeated items illustrate the overall message. 

I have created a couple of YouTube videos that analyze the film, American Beauty, but you should not watch these videos until after we have watched the film and analyzed it in class. 

Rubric – ENG 101 – Illustration				

Student:		

   	Satisfactory
(20 points)	Needs Improvement
(10 points)	Unsatisfactory
(“F” overall)	
Content
	The paper contains many specific examples of repeated symbols, words, images, camera angles, music, etc. 	Some examples of repeated items, but also an over-emphasis on plot	The paper is mostly a plot summary
	
Organization
	The organization of the paper stems from the specific interpretation, which is found within the thesis statement 	The interpretation and the examples are not clearly tied together, but the film is covered in non-chronological order	The film is covered in chronological order	
Style
	Uses research in an effective manner, including proper in-text citations, a works cited page	Some citation or format errors, but it’s clear where the research came from	Some places where it is not clear where the research came from, or missing research	
Grammar/Mechanics	A minimum of errors, with a focus on cutting any kind of padding, repetition, or extra information	Some errors in places, but overall the communication is clear 	Perhaps not proofread, with so many errors that it is difficult to read	
Timeliness
	The paper is on time

	The paper is late
	The paper is missing	

Total Points: 

Compare/Contrast Final Paper 

For your final, I would like you to choose two colleges and persuade your audience (possibly yourself, a friend, or a family member) to pick one over the other, based on three points of support. I highly recommend that you pick two colleges that are similar; otherwise, your final recommendation may seem obvious if one school is a much more reasonable choice than the other (for example, if there is huge difference in tuition). I also encourage you to look beyond the cost and academics, and instead focus on aspects of student life that interest you. You can examine the food options, the housing, athletics, clubs, other extra-curricular activities, Greek life, safety, health services, community service, convenience of campus design, convenience of location, support services, diversity of student population, or anything else that you might consider. If you do decide to take the cost or academics into account, try to use two schools that are only slightly different in this area. 

You are required to cite at least three sources in MLA format, and two of the sources can be the websites of the colleges that you choose

The following websites may also be helpful in developing your paper: 
www.studentadvisor.com
www.marylandmentor.org 
www.collegeboard.com 
www.princetonreview.com 
www.collegeview.com 
www.petersons.com 
www.usnews.com/sections/education

You are allowed to bring notes (fewer than 250 words, with no full sentences), and a works cited page (you are not allowed to use the actual sources). 
Your essay should be between 500 and 800 words and must include in-text citations in MLA format. You will have two hours to write it. 

You must receive at least a "C" grade on the final exam in order to receive a "C" or above for the class. 

Standards for a "C"paper (as stated by the Statewide English Composition Committee, March 3, 1998): 

A. Content 
The "C" paper fulfills the assignment, meeting all specified requirements, such as subject, organization, and length, and reflects the author's awareness of audience and purpose. The paper presents a central idea supported by relevant material (facts, figures, examples, quotations, or other details). The reasoning is sound; arguments are supported with adequate evidence; and the paper makes appropriate use of specific, concrete. and relevant information. Other points of view are acknowledged and responded to as appropriate. Sources of information are accurately presented and fully attributed. 

B. Organization 
The "C" paper has a discernible and logical plan. It has a focus, and the writer maintains the focus throughout the essay. The writer has unified the entire essay in support of the central idea, or thesis, and individual paragraphs in support of subordinate points. Some individual paragraphs, however, may be weak. The writer promotes coherence through the logical order of paragraphs and the use of some or all of the following devices: thesis statement, topic sentences, opening and closing paragraphs, and transitions. The use of these devices may lack smoothness, but the writer has achieved an acceptable level of organization. 

C. Style/Expression 
The "C" paper uses reasonable stylistic options (tone, word choice, sentence patterns) for its audience and purpose. The writing is clear. As a rule, the paper has smooth transitions between paragraphs, although some transitions may be missing or ineffective. The meaning of sentences is clear, although some sentences may be awkward or there may be a lack of variety in sentence patterns. Nonetheless, sentence structure is generally correct, although it may show limited mastery of such elements as subordination, emphasis, sentence variety and length, and modifiers. The paper reflects current academic practices of language use established by professional associations such as the Modern Language Association and the American Psychological Association. 

D. Grammar/Mechanics 
The "C" paper follows the conventions of standard written U.S. English; thus, it is substantially free of errors in grammar, spelling, punctuation, and mechanics. What errors are present must not impede meaning nor overly distract the reader. 

Rob Frank's Spring 2013 Schedule

	Monday	Tuesday	Wednesday	Thursday	Friday	
12:00-12:30					Meetings & Conferences by Appointment

2nd Fri: 
Division Meetings

3rd Fri:
Curriculum Work Group 
 
Learning Assessment Committee

OwlNet Oversight Committee	
12:30-1:00						
1:00 - 1:30	Office Hours		Office Hours			
1:30 - 2:00	ENG 109 Hyb
HdG 206
1:40-3:00	Office Hours	ENG 101 Hyb
Bel 103
1:40-3:00	Office Hours		
2:00 - 2:30		ENG 109 Hy
Bel 241
2:10-3:30		ENG 109 Hyb
Bel 227
2:10-3:30		
2:30 - 3:00						
3:00 - 3:30	Office Hours		Office Hours			
3:30 - 4:00		Office Hours		Office Hours		
4:00 - 4:30						
4:30 - 5:00						
5:00 - 5:30						
5:30 - 6:00						
6:00 - 6:30	Office Hours		Office Hours			
6:30 - 7:00	ENG 109 Hyb
HdG 206
6:25-7:45	Office Hours	ENG 101 Hyb
HdG 207
6:25-7:45	Office Hours		
7:00 - 7:30		ENG 209
HdG 206
7:00-8:20		ENG 209
HdG 206
7:00-8:20		
7:30 - 8:00						
8:00 - 8:30	Office Hours					
8:30 - 9:00		Office Hours				
9:00-9:30						
9:30-10:00						

If you would like to make other arrangements to meet with me, please send an email to rfrank@harford.edu

RobJohnFrank.com