ENGL 1301.

90L: Rhetoric and Composition I

SYLLABUS
Fall 2021
Subject to any new Texas legislative mandate changes.

COURSE INFORMATION:
Meeting times: Mondays from 1:00 pm - 2:15 pm
Meeting location: Online | Zoom link: hypotheticalzoomlink.com/asdfghjkl

Course Modality: Online Synchronous Course (OSYNC) & Online Asynchronous Course (OASYNC)

INSTRUCTOR INFORMATION:
Instructor Name: Jasmine Hinojosa
Phone: (956) 123-4567
E-Mail: jasmine.hinojosa01@utrgv.edu
Office location: Zoom meeting ID: 123 456 789
Office hours: M/W 10:00 am – 12:30 pm & by appointment

*** Page 7 of this syllabus is where you can find information about Student Accessibilty Services (SAS). Also, if there is
anything I can do to make this course more accessbile/comfortable, please let me know.***

COVID-19 RESOURCES:
Please visit the UTRGV COVID-19 protocols web page for the most up-to-date COVID-19 campus information and
resources. The COVID-19 Frequently Asked Questions (FAQs) web page offers additional guidance to specific questions.
To submit a question for the FAQ, please email WelcomeBack@utrgv.edu.

UTRGV VACCINE PORTAL

UTRGV Students are eligible to receive the COVID-19 Vaccine. Students may access and complete their vaccine profile
via the UTRGV Vaccine Portal. For additional information on the COVID-19 Vaccine, please visit the UTRGV Vaccine web
page.

COURSE DESCRIPTION, PREREQUISITES & MODE OF LEARNING

Course Description: English 1301 is designed to help students become more effective and confident writers as well
as more active and engaged readers of complex texts. To do this, students will engage in a variety of writing
projects which will help them become more reflective writers who are better able to revise their work to meet
the needs of a given writing situation. (Credit for this course may be obtained by qualified students through
advanced placement or advanced standing examinations.)

That’s the standard description of this course^ Don’t get me wrong, it’s alright, just a little vague. Well, what is writing?
Is it something that some of us are just naturally good or bad at? Of course not. At UTRGV, we believe that writing is a
skill that can be learned. Like when learning any other skill or subject, it takes time, practice, and effort. That brings us
to the first rule about this course: you are all writers.

In this course, all ideas, questions, comments, thoughts, etc. (preferably pertaining to the study of writing) are
welcomed and encouraged to be brought up for discussion. We are all allowed to think and write outside the box that
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you were most likely taught to write in. We will read a good amount of information weekly and discuss every Monday;
we will write (obviously); we will conduct writing workshops where we will share our writing; we will revise consistently,
and finally, we’ll edit.

This course isn’t going to make you an expert writer, sorry, but no single class will. Instead, it’s designed to introduce
you to some fundamental ideas, concepts, and skills that will be useful as you develop as a writer. Starting this now, and
continuing to work on your writing throughout your school, work, and personal lives, will help you become a more
rhetorical and reflective reader, writer, and student.

I am excited to work with you this semester, to learn with you, to create a unique ENGL 1301 space where inquiry and
good writing can happen.

Prerequisites: Satisfactory scores on English portion of ACT test and TSI examination or ENGL 0301.

Mode of Learning: Class will meet via Zoom on Mondays from 1:00 pm to 2:15pm for lecture and discussion, unless
stated otherwise. The rest of the week will be asynchronous with appropriate due dates for weekly works, again, unless
stated otherwise.

TEACHING PHILOSOPHY
By communicating with, motivating, and inspiring students to learn in a way that best suits their individual needs, I
believe teaching and conducting learning alongside students is the right way to encourage and guide them to effectively
learn. We are all constantly learning and all of our voices are valid, regardless of language and modality. I strive to create
a safe, respectful, and welcoming environment where all voices, opinions, and thoughts are worthy of being heard,
considered, and/or understood.

STATEMENT ON TRANSLINGUALISM:
Our ability to speak, read, and write in more than one language and/or dialect is a strength both in our personal and
professional lives. As we are a part of a University that aims to become bilingual, bicultural, and bilterate, I encourage
you to engage in conversation, conduct research, and write in any language and/or dialect that fit your goals and
expectations. As rhetorical users of language, we also want to ensure we are mindful and aware of who is our intended
audience and what is our intended purpose as we make language and rhetorical choices. Drawing on multiple languages
and/or dialects as we conduct research, engage in conversation, and write not only increases our access to existing
knowledge but also increases our ability to make new knowledge. I look forward to learning from you and your use of
diverse languages/dialects.

La habilidad de poder hablar, leer y escribir en más de un lenguaje o dialecto es una ventaja en nuestras vidas
personales y profesionales. Somos parte de una Universidad que tiene como meta el bilingüismo, biculturalismo, y
biletrado, por lo tanto, yo los invito a escribir, leer y desarrollar investigaciones en cualquier lenguaje o dialecto que este
alineado a sus metas y expectativas. Como usuarios retóricos del lenguaje, también tenemos que asegurarnos de ser
consientes sobre nuestra audiencia y propósito para que así podamos tomar decisiones sobre cómo usar el lenguaje.
Usar diferentes lenguajes o dialectos mientras hacemos investigaciones, conversamos, y escribimos no solo incrementa
nuestro acceso a conocimientos diversos, pero también incrementa nuestra habilidad de crear nuevos conocimientos.
Así que me entusiasma el poder aprender con ustedes y de sus habilidades con diversos lenguajes.

STUDENT LEARNING OUTCOMES & CORE OBJECTIVES

BACKGROUND
To ensure consistency in instructional approaches throughout Texas public institutions, the Texas Higher Education Coordinating
Board devised objectives for all courses required in universities’ core curricula. In addition, all UTRGV major programs of study now
have Student Learning Outcomes (SLOs) which promote consistency and accountability in preparation of majors. Finally, within each
program, individual courses have objectives that reflect accepted theories, content, and practice in that discipline. This section of

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your syllabus also demonstrates how these various sets of goals are implemented in your specific English 1301 course through your
instructor’s course objectives.

THECB / UNIVERSITY CORE LEARNING OBJECTIVES

1. CRITICAL THINKING. The students will demonstrate comprehension of a variety of written texts and other information sources by
analyzing and evaluating the logic, validity, and relevance of the information in them to solve challenging problems to arrive at
well-reasoned conclusions, and to develop and explore new questions.
2. COMMUNICATION SKILLS. Students will demonstrate the ability to adapt their communications to a particular context, audience,
and purpose using language genre conventions, and sources appropriate to a specific discipline and/or communication task.
3. EMPIRICAL & QUANTITATIVE SKILLS. Students will be able to make and communicate informed conclusions and predictions based
on the interpretation, manipulation, and analysis of empirical and quantitative data.
4. TEAMWORK. Students will collaborate effectively with others to solve problems and complete projects while demonstrating
respect for a diversity of perspectives.
5. SOCIAL RESPONSIBILITY. Students will recognize and describe cultural diversity, the role of civic engagement in society, and the
link between ethics and behavior.
6. PERSONAL RESPONSIBILITY. Students will demonstrate an awareness of the range of human values and beliefs that they draw
upon to connect choices, actions, and consequences to ethical decision-making.
7. CRITICAL AWARENESS: Students will acknowledge, consider, and try to understand different views/values/beliefs to create a
respectful and open environment with an open mind.
8. LANGUAGE DIVERSITY: Students will articulate their ideas in any language or mode that helps them act their true authentic voice
and identity.
9. TRANSFERING SKILLS: Students will identify how skills and newfound knowledge in this course are transferable to other disciplines
other than writing for a writing course.

STUDENT LEARNING OUTCOMES FOR THE WRITING PROGRAM

The following statements describe what we want our students to know, think, value, and do when they finish the First-Year Writing Program
complete 1302 with a C or better.

1. Students use the writing process to compose with purpose, creating multimodal texts for various audiences. (corresponds with
THECB Communication Objectives #1, 2, 3)
2. Students productively interact with their peers, often in small groups, in the reiterative processes of feedback, revision, and
editing. (corresponds with THECB Communication Objectives #1, 4)
3. Students think critically about their position in the context of a larger ongoing conversation about the issues they are investigating.
(corresponds with THECB Communication Objectives #4 and 5)
4. Students find, evaluate, meaningfully integrate, and correctly document appropriate sources for research. (corresponds with
THECB Communication Objectives #5 and 6)
5. Students are aware of the choices writers make and gain confidence in their ability to employ that awareness for a variety of
future writing tasks. (corresponds with THECB Communication Objectives #1-6)

English 1301 and 1302 are designed to help students:

• See that writing is an opportunity for learning;

• Develop an understanding of writing as an interactive and recursive process;
• Become reflective writers, aware of the rhetorical choices writers make;
• Identify their own purposes for writing;
• Develop their abilities to write in a variety of genres appropriate for their audience and purpose;
• Become actively engaged readers, able to use multiple reading strategies for a variety of complex texts, including their own;
• Learn how to interact productively with their peers throughout the writing process;
• Know how to use various types of feedback (teacher, peer, self-assessment) to revise their texts effectively;
• Gain more confidence in their abilities to engage in future writing tasks successfully;
• Use technology in their writing in rhetorically effective ways;
• Learn about and effectively use the conventions of writing that govern a given writing situation; and
Understand the rhetorical implications of writing style and grammatical conventions for a given writing situation.

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LEARNING OBJECTIVES FOR CORE CURRICULUM REQUIREMENTS

Core Objectives UTRGV Student Learning Outcome Statement Core Area Requiring this SLO
Critical Thinking Students will demonstrate comprehension of a variety of All Core Areas
written texts and other information sources by analyzing and
evaluating the logic, validity, and relevance of the information
in them to solve challenging problems, to arrive at well-
reasoned conclusions, and to develop and explore new
questions.
Communication Students will demonstrate the ability to adapt their All Core Areas
Skills communications to a particular context, audience, and
purpose using language, genre conventions, and sources
appropriate to a specific discipline and/or communication
task.

Teamwork Students will collaborate effectively with others to solve Communication, Life & Physical
problems and complete projects while demonstrating Sciences, Creative Arts
respect for a diversity of perspectives.

Social Students will recognize and describe cultural Language, Philosophy, &
Responsibility diversity, the role of civic engagement in society, Culture; Creative Arts;
and the link between ethics and behavior. American History;
Government & Political
Science; Social & Behavioral
Sciences
Personal Students will demonstrate an awareness of the range of Communication; Language,
Responsibility human values and beliefs that they draw upon to connect Philosophy, & Culture; American
choices, actions, and consequences to ethical decision- History; Government & Political
making. Science

Critical Awareness Students will acknowledge, consider, and try to understand All Core Areas
different views/values/beliefs to create a respectful and open
environment with an open mind.

Language Students will articulate their ideas in any language or mode that Language, Philosophy, & Culture;
Diveristy helps them act their true authentic voice and identity. Creative Arts; Communication

Transferring Students will identify how skills and newfound knowledge in All Core Areas
Skills this course are transferable to other disciplines other than a
writing course.

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MATERIALS

Make sure you have access to the materials you need to complete this course successfully.

An online course has a few different material requirements than a F2F course.

1. Regular access to a computer. There are some elements of Blackboard (Bb) that do not run well on mobile
devices (including submitting assignments). You need to be able to access a computer.
2. Texts: all texts will be provided as PDFs or links through the Bb course shell. You don’t need to buy any books for
this class.
3. Webcam/headphones. This course may incorporate video conferences. To participate, you’ll need to be able to
speak to your classmates/instructor. The webcam just makes it nice to see who is talking :)
4. STUDENT EMAIL: email will be our standard method of communication — you MUST check your UTRGV email
REGULARLY.

PROJECTS, in brief

As the semester progresses, I will formally introduce each project and assignment. Here, though, is a summary of what
we will be doing. You will collect your work in an online portfolio (more details on that during class).

MULTIMODAL LITERACY NARRATIVE (portfolio: 15%)

How do you feel about writing? Reading? Learning? What ideas do you have about your own literacy? Where did those
feelings and ideas come from? In this assignment, you will present a critical moment in your development as
writers/readers/learners.

THEORY OF WRITING (portfolio: 15%)

This is an extended writing assignment (it will feel like the kind of writing tasks you’ve encountered before). Here, you’ll
develop your own theory of writing. (The texts we’ll read in class are good examples of the kind of writing you will
create.)

ARTIFACT (portfolio: 15%)

Take your theory of writing and “translate” it for another audience into another form/genre. If your paper is for an
academic audience (me), what would your project look like if you made it for middle schoolers or working moms or state
senators? You’ll develop a multimodal “thing” that communicates your theory of writing to a new audience.

REFLECTION (portfolio: 15%)

What did you learn? How did you learn it? What was important and what proved difficult? What can you take from this
class and use later? This brief assignment helps us slow down and reflect on our semester.

DAILY EFFORT/PARTICIPATION (40%)

Class discussion, doing the activities, bringing your work for peer review and feedback days, attending conferences,
doing the reading, putting in the effort to do good work.

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GRADING POLICIES
Everyone usually wants to attain an A grade, but what does that mean? Should one only do the work to get an A, or
should one actually reflect on, learn, and understand the material that is taught? Reflect on what grades mean to you
and why, and whether that’s the best view of grades. Are you checking your grade to track your progress? Or “to see if I
have an A, yet”?

FINAL PORTFOLIO: 60%

Your portfolio is a collection of your best work from the semester. It is also our version of the final exam.

DAILY EFFORT/PARTICIPATION: 40%

Anything we do in class, participation-wise, which may include reading responses, workshops, discussions, drafts, notes,
self-assessment and practice. And, of course, attendance.

ATTENDANCE:
Students are expected to attend all scheduled classes and may be dropped from the course for excessive absences.
UTRGV’s attendance policy excuses students from attending class if they are participating in officially sponsored
university activities, such as athletics; for observance of religious holy days; or for military service. Students should
contact the instructor in advance of the excused absence and arrange to make up missed work or examinations.

*Note on Attendance: I understand my course isn’t the only one you may be taking this semsester, and you have other
responsibilities to attend to in/outside the university. I know; I was an undergrad once as well. Thus, communication is
key when you miss any class day. Whether it’s a planned absence or an abrupt personal emergency, please contact me
whenever you get the chance so I can help catch you up on what you missed and understand why you missed class.
We’re all human, have responsibilities, and life happens. It’s ok. Nonetheless, please make the effort to attend class as
scheduled (unless stated otherwise), as we have so much to learn! ☺

ACADEMIC INTEGRITY:
Members of the UTRGV community uphold the Vaquero Honor Code’s shared values of honesty, integrity and mutual
respect in our interactions and relationships. In this regard, academic integrity is fundamental in our actions, as any act
of dishonesty conflicts as much with academic achievement as with the values of honesty and integrity. Violations of
academic integrity include, but are not limited to: cheating, plagiarism (including self-plagiarism), and collusion;
submission for credit of any work or materials that are attributable in whole or in part to another person; taking an
examination for another person; any act designed to give unfair advantage to a student; or the attempt to commit such
acts (Board of Regents Rules and Regulations, STU 02-100, and UTRGV Academic Integrity Guidelines). All violations of
Academic Integrity will be reported to Student Rights and Responsibilities through Vaqueros Report It.

*Note on Academic Integrity: Please do not plagiarize your work, not just in my class but, in any class. You’re paying for
your education and should make the effort to learn. What’s the point of getting a degree if you don’t personally acquire
the necessary skills and are asked to perform them in your career? Imagine commissioning a technical, business, or
creative writer to complete a job and they do horribly because they cheated in school. The same thing goes for a
healthcare worker, engineer, lawyer, or any other worker in any career position. So, please make the effort to learn and
create your work in your words. ☺

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BLACKBOARD SUPPORT
If you need assistance with course technology at any time, please contact the Center for Online Learning and Teaching
Technology (COLTT).
Campus: Brownsville Edinburg

Location: Casa Bella (BCASA) 613 Education Complex (EEDUC) 2.202

Phone: 956-882-6792 956-665-5327

Toll Free: 1-866-654-4555

Office Hours: Monday - Friday, 7:30 a.m. - 6:00 p.m.
Support Tickets Submit a Support Case via our Ask COLTT Portal

24/7 Blackboard Support

Need Blackboard assistance after hours? You can call our main office numbers, 956-882-6792 or 956-665-5327, to speak
with a support representative.

UTRGV POLICY STATEMENTS

STUDENTS WITH DISABILITIES:

Students with a documented disability (physical, psychological, learning, or other disability which affects academic
performance) who would like to receive reasonable academic accommodations should contact Student Accessibility
Services (SAS) for additional information. In order for accommodation requests to be considered for approval, the
student must apply using the mySAS portal. and is responsible for providing sufficient documentation of the disability to
SAS. Students are required to participate in an interactive discussion, or an intake appointment, with SAS staff.
Accommodations may be requested at any time but are not retroactive, meaning they are valid once approved by SAS.
Please contact SAS early in the semester/module for guidance. Students who experience a broken bone, severe injury,
or undergo surgery may also be eligible for temporary accommodations.

Pregnancy, Pregnancy-related, and Parenting Accommodations

Title IX of the Education Amendments of 1972 prohibits sex discrimination, which includes discrimination based on
pregnancy, marital status, or parental status. Students seeking accommodations related to pregnancy, pregnancy-
related condition, or parenting (reasonably immediate postpartum period) should submit the request using the form
found at https://www.utrgv.edu/pregnancyandparenting for review by Student Accessibility Services.

Student Accessibility Services:

Brownsville Campus: Student Accessibility Services is located in 1.107 in the Music and Learning Center building
(BMSLC) and can be contacted by phone at (956) 882-7374 or via email at ability@utrgv.edu.

Edinburg Campus: Student Accessibility Services is located in 108 University Center (EUCTR) and can be contacted by
phone at (956) 665-7005 or via email at ability@utrgv.edu.

MANDATORY COURSE EVALUATION PERIOD:

Students are encouraged to complete an ONLINE evaluation of this course, accessed through your UTRGV account
(http://my.utrgv.edu); you will be contacted through email with further instructions. Students who complete their
evaluations will have priority access to their grades. Online evaluations will be available on or about:

Fall Module 1 (7 weeks) October 6-12, 2021

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Fall Regular Term 2021 November 12- December 1, 2021
Fall Module 2 (7 weeks) December 1-7, 2021

SEXUAL MISCONDUCT and MANDATORY REPORTING:

In accordance with UT System regulations, your instructor is a “Responsible Employee” for reporting purposes under
Title IX regulations and so must report to the Office of Institutional Equity & Diversity (OIED@utrgv.edu) any instance,
occurring during a student’s time in college, of sexual misconduct, which includes sexual assault, stalking, dating
violence, domestic violence, and sexual harassment, about which she/he becomes aware during this course through
writing, discussion, or personal disclosure. More information can be found at www.utrgv.edu/equity, including
confidential resources available on campus. The faculty and staff of UTRGV actively strive to provide a learning, working,
and living environment that promotes personal integrity, civility, and mutual respect that is free from sexual misconduct,
discrimination, and all forms of violence. If students, faculty, or staff would like confidential assistance, or have
questions, they can contact OVAVP (Office for Victim Advocacy & Violence Prevention) at (956) 665-8287, (956) 882-
8282, or OVAVP@utrgv.edu.

COURSE DROPS:
According to UTRGV policy, students may drop any class without penalty earning a grade of DR (drop) until the official
drop date. Following that date, students must be assigned a letter grade and can no longer drop the class. Students
considering dropping the class should be aware of the “3-peat rule” and the “6-drop” rule so they can recognize how
dropped classes may affect their academic success. The 6-drop rule refers to Texas law that dictates that undergraduate
students may not drop more than six courses during their undergraduate career. Courses dropped at other Texas public
higher education institutions will count toward the six-course drop limit. The 3-peat rule refers to additional fees
charged to students who take the same class for the third time.

STUDENT SERVICES:
Students who demonstrate financial need have a variety of options when it comes to paying for college costs, such as
scholarships, grants, loans and work-study. Students should visit the Student Services Center (U Central) for additional
information. U Central is located in BMAIN 1.100 (Brownsville) or ESSBL 1.145 (Edinburg) or can be reached by email
(ucentral@utrgv.edu) or telephone: (956) 882-4026. In addition to financial aid, U Central can assist students with
registration and admissions.

Students seeking academic help in their studies can use university resources in addition to an instructor’s office hours.
University Resources include the Advising Center, Career Center, Counseling Center, Learning Center, and Writing
Center. The centers provide services such as tutoring, writing help, counseling services, critical thinking, study skills,
degree planning, and student employment. In addition, services such as the Food Pantry are also provided. Locations are
listed below.

Center Name Brownsville Campus Edinburg Campus

Advising Center BMAIN 1.400 EITTB 1.000
AcademicAdvising@utrgv.edu (956) 665-7120 (956) 665-7120
Career Center BINAB 1.105 ESTAC 2.101
CareerCenter@utrgv.edu (956) 882-5627 (956) 665-2243
Counseling Center BSTUN 2.10 EUCTR 109
Counseling@utrgv.edu (956) 882-3897 (956) 665-2574
Mental Health Counseling and
Related Services List
Food Pantry BCAVL 101 & 102 EUCTR 114
FoodPantry@utrgv.edu (956) 882-7126 (956) 665-3663
Learning Center BMSLC 2.118 ELCTR 100
LearningCenter@utrgv.edu (956) 882-8208 (956) 665-2585
Writing Center BLIBR 3.206 ESTAC 3.119
WC@utrgv.edu (956) 882-7065 (956) 665-2538

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Some important dates for Fall 2021 include:

Fall Regular Term

August 23 First day of classes.
August 26 Last day to add a class or register for Fall 2021 classes.
November 10 Last day to drop a class or withdraw.
December 2 Study Day – NO classes
December 3-9 Final Exams
December 13 Grades Due at 3 p.m.

DEAN OF STUDENTS RESOURCES:

The Dean of Students office assists students when they experience a challenge with an administrative process,
unexpected situation such as an illness, accident, or family situation, and aids in resolving complaints. Additionally, the
office facilitates student academic related requests for religious accommodations, support students formerly in foster
care, helps to advocate on behalf of students and inform them about their rights and responsibilities, and serves as a
resource and support for faculty and campus departments.

Vaqueros Report It allows students, staff and faculty a way to report concern about the well-being of a student, seek
assistance in resolving a complaint, or report allegations of behaviors contrary to community standards or campus
policies.

The Dean of Students can be reached by emailing dos@utrgv.edu, by logging into Virtual Office hours in which a
representative is available Monday-Friday 9:00-11:00 a.m. and 1:00-4:00 p.m, or by visiting one of the following office
locations: Cavalry (BCAVL) 204 or University Center (EUCTR 323). Phone: 956-665-2260.

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 CALENDAR OF ACTIVITIES
Please note that the calendar on the syllabus can be fluid. For the most accurate details, pay attention to the weekly Email
Updates or Blackboard announcements.

Module & Dates Concepts Comprehensive Schedule & Work (Subject

to Change)
1: Aug. 23rd – Course Overview & Introductions Week 1 (Aug 23rd – 29th):
• Read and Review Syllabus
Aug. 29th • Complete Syllabus Quiz By Aug. 29th at
11:59pm
• Complete Blackboard Disscussion Post:
Introduction By Aug. 25th at 11:59pm
o Respond to at least 2 peers By
Aug 29th at 11:59pm

2: Aug. 30th – Exploring and Understanding Our Week 2 (Aug 30th – Sept. 5th):
Individual Writing and Learning • Read Assigned Reading(s) Posted on
Sept. 19th Experiences Blackboard
• Attend Lecture & Complete In-Class
Activities
• Complete Blackboard Discussion Post By
Sept. 1st at 11:59pm
o Respond to at least 2 peers By
Sept. 5th at 11:59pm

Week 3 (Sept. 6th – 12th):

• Read Assigned Reading(s) Posted on
Blackboard
• Read Lecture Notes (NO CLASS; Labor
Day)
• Complete Blackboard Discussion Post By
Sept. 8th at 11:59pm
o Respond to at least 2 peers By
Sept. 12th at 11:59pm
• Begin Drafting Multimodal Literacy
Narrative Project for Peer and Instructor
Feedback during Week 4

Week 4 (Sept. 13th – 19th):

• Attend Lecture & Complete In-Class
Activities
• Upload Multimodal Literacy Narrative
Project Draft On Blackboard Discussion
Board By Sept. 15th at 11:59pm For Peer
and Instructor Feedback
o Respond to at least 2 peers By
Sept. 19th at 11:59pm

3: Sept. 20th – Writing Theory(/ies) Week 5 (Sept. 20th – 26th):

• Read Assigned Reading(s) Posted on
Oct. 17th Blackboard

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Module & Dates Concepts Comprehensive Schedule & Work (Subject
to Change)
• Attend Lecture & Complete In-Class
Activities
• Complete Blackboard Discussion Post By
Sept. 22nd at 11:59pm
o Respond to at least 2 peers By
Sept. 26th at 11:59pm

Week 6 (Sept. 27th – Oct. 3rd):

• Read Assigned Reading(s) Posted on
Blackboard
• Attend Lecture & Complete In-Class
Activities
• Complete Blackboard Discussion Post By
Sept. 29th at 11:59pm
o Respond to at least 2 peers By
Oct. 3rd at 11:59pm

Week 7 (Oct. 4th – 10th):

• Read Assigned Reading(s) Posted on
Blackboard
• Attend Lecture & Complete In-Class
Activities
• Complete Blackboard Discussion Post By
Oct. 6th at 11:59pm
o Respond to at least 2 peers By
Oct. 10th at 11:59pm
• Begin Drafting Theory of Writing Project
Draft for Peer and Instructor Feedback
during Week 8

Week 8 (Oct. 11th – 17th):

• Attend Lecture & Complete In-Class
Activities
• Upload Theory of Writing Project Draft
On Blackboard Discussion Board By Oct.
13th at 11:59pm For Peer and Instructor
Feedback
o Respond to at least 2 peers By
Oct. 17th at 11:59pm

4: Oct. 18th – Artifacts, Audience, and Multimodality Week 9 (Oct. 18th – 24th):
• Read Assigned Reading(s) Posted on
Nov. 7th Blackboard
• Attend Lecture & Complete In-Class
Activities
• Complete Blackboard Discussion Post By
Oct. 20th at 11:59pm
o Respond to at least 2 peers By
Oct. 24th at 11:59pm

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Module & Dates Concepts Comprehensive Schedule & Work (Subject
to Change)
Week 10 (Oct. 25th – 31st):
• Read Assigned Reading(s) Posted on
Blackboard
• Attend Lecture & Complete In-Class
Activities
• Complete Blackboard Discussion Post By
Oct. 27th at 11:59pm
o Respond to at least 2 peers By
Oct. 31st at 11:59pm
• Begin Drafting Artifact Project Draft for
Peer and Instructor Feedback during
Week 11

Week 11 (Nov. 1st – 7th):

• Attend Lecture & Complete In-Class
Activities
• Upload Artifact Project Draft On
Blackboard Discussion Board By Nov. 3rd
at 11:59pm For Peer and Instructor
Feedback
o Respond to at least 2 peers By
Nov. 7th at 11:59pm

5: Nov. 8th – Reflecting on What We’ve Learned Week 12 (Nov. 8th – 14th):
• Read Assigned Reading(s) Posted on
Nov. 21st Blackboard
• Attend Lecture & Complete In-Class
Activities
• Complete Blackboard Discussion Post By
Nov. 10th at 11:59pm
o Respond to at least 2 peers By
Nov. 14th at 11:59pm
• Begin Drafting Reflection Project Draft
for Peer and Instructor Feedback during
Week 13
•
Week 13 (Nov. 15th – 21st):
• Attend Lecture & Complete In-Class
Activities
• Upload Reflection Project Draft On
Blackboard Discussion Board By Nov.
17th at 11:59pm For Peer and Instructor
Feedback
o Respond to at least 2 peers By
Nov. 21st at 11:59pm

Thanksgiving Break!!!
No class Mon Nov. 22nd
Have a great and safe one!

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Module & Dates Concepts Comprehensive Schedule & Work (Subject
to Change)
6: Nov. 22nd – Revising, Editing, & One-on-One Weeks 14, 15, & 16 (Nov. 22nd – Dec. 3rd):
Consultations • During this time, you will revise and edit
Dec. 3rd all four of your project drafts as
needed.
• From Nov. 29th to Dec. 3rd, One-on-One
Consultations will be held via Zoom to
see where you’re at and where we can
go from there.

7: Dec. 4th – Final Portfolio Week 16 (remainder) & 17 (Dec. 4th – 8th):
• Upload Final Portfolio To Submission
Dec. 8 Link By Dec. 8th at 11:59pm

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