Syllabus for

Instructor: Dr. Anderson M. Rearick III
Dr. Rearick's Office: Founders Hall 214
(Within 219: Lit., Lang., & Comm. Dept.)

Fall 2002
Credit: 3 Hours

Sec. 5/CAMP 300/ 9:10 - 10:10
Sec. 6 / CAMP 300/ 12:40 -1:40

Office Hours: MWF: 3:00 - 4:00  Tues - Thurs:  2:00 - 4:00
or by appointment (but there's not much room left)

Office Phone 392- Ext. 3508
email: arearick@mvnu.edu (Checked Morning and Evening)

Home Phone 392-3738
(Please do not call after 8:00--Andy and Laura are hopefully in bed)

"Whatsoever Ye Do, Do All to the Glory of God"

1Corinthians 10:31
Be Aware that is the Secondary Web Home for this Class
Click on the Icon below to go to the primary web site
Please Note: What you hold is a hard copy of a web document presently accessible to any computer with internet access. The index units below, showing this document's contents, are links to the actual document.  While the basic plan of this class is established, fine tuning as well as added resources may not be included. I will announce additions in class.   Still, student are encouraged to check the actual web site regularly.

Course Index:

Course Description:

ENG. 1043G, Expository Writing [3 hours], emphasizes the study and practice of writing and editing the expository essay.  To understand this class, it is vital to understand the nature of text. The following is taken from the not yet published reader Composing Ourselves: Reading and Writing in the Age of Image:

Exposition or expository writing (that which explains or informs) is one major form of text.  Some others are description or descriptive writing (that which deals primarily with appearances of the world as we experience it through sensory details including touch, taste, smell, sound and sight), narrative or narrative writing (that which is concerned with action, with characters in action, and with the significance of that action), and argumentation or argumentative writing as a form or discourse that aims at convincing the reader of the truth of a proposal or claim.  . . .it should be noted that argumentation cannot be separated from exposition, description or narration (2).

This class aims to teach the skills and the art of presenting a point of view in writing either as commentary, argument or in the form of critical writing. Pre-requisite: ENG. 083 or ACTEnglish with a score of 19 or above. Typing skills are mandatory since all work handed in will by typed.

Power Point Presentations:

Power Point, the program, in the lab is up to speed.  However, if you are downloading from home or to your room computer you may need to download this free Power Point Viewer to view the above files:

http://students.mvnu.edu/lab/PPVIEW97.EXE

Texts:

Tools:


Class Procedure :

ENG. 1043G --made up of sections five and six (5 & 6) in the Fall 2002--meets three times a week during which sessions part of the time will be spent on mechanics and the techniques of writing found in The Scribner Handbook.  Within these portions of class special emphasis will be given to the writing process (pre-writing, drafting, proofreading, and revising).  Also covered will be the essay format, modes of exposition, argument and persuasion (MVNC 2002-20003 Catalogue).

Meanwhile the second part of the class will emphasize the topics found in American Lives American Issues and in Hot Potatoes Christians are Afraid to Touch. These texts will hopefully engender ideas in students worthy of textual treatment.  Of course since reading is vital for the process, students will be tested regularly on the readings and class discussions. These tests will be the foundation for the midterm and final.

Both parts of the class are meant to promote a series of essay assignments, some of which will require evidence of the process which led to the final copy.

Class Objectives:

Evaluation:

Each student must produce four essay packages made up of a first draft and revision. There will be four tests throughout the semester, a mid-term and a final. Students will maintain an on-going journal. Also evaluated are students' attendance and participation. The final will be an in-lab essay written on a computer

Final Grading Scale:

Please Note that in this class there will be NO plus (+) or minuses (-) in grades.

The Essays (30% of grade):

Each student will produce four (4) typed essays of a variety of topics and in a variety of forms. Each essay will go through a process of at least one revision. How specific essays are graded will be discussed in more detail at a future date. All essays must be handed in for a student to pass this class. Late work will be docked three points a day (that is per one calendar day after the stated due date). I do not accept piles of work at the end of the semester: there lays the road to madness.

Form:

All papers, both first draft and final, will be typed and done so in 14 font. They will also be in Modern Language Association (MLA) style.  MLA is the standard for both this class and most research writing classes.  For an full example look at The Scribner Handbook on page 745.

Electronic Submissions and email:

This semester I am going to experiment with submissions via email.  However, the student must be certain that he or she can do this task and do it well before handing in work to me.  Furthermore this is for the final copy not for peer evaluation.  Here are some guidelines


One final thought, when contacting me via e-mail for other purposes please be still certain to include your name, class, section number and class number right on the top. With two expository sections, one creative writing sections and one heavily web directed intro to literature class, I need this information to keep people straight.

The Web:

One major development entirely new to this year is the development of this class on Mount Vernon Nazarene University's Blackboard platform.   We will have the option to have email as well as threaded discussions as we work through several issues.  However, since Blackboard is not able to deal with short answers and grammar questions, the options of to have exams run through it will not be used.

 

PowerPoint Viewer software (free for Windows)

This link will allow you to download a program which will allow you to view power point presentations even if you do not own Microsoft Office or if your version is obsolete.

http://students.mvnu.edu/lab/PPVIEW97.EXE (2904240 Bytes )

Sample Blackboard instructions for students

This course will utilize the Blackboard 6 online course system. Important class information, including announcements, reading assignments, lecture outlines and study objectives, will be posted electronically.

Instructors’ expectations/requirements for using the Blackboard site:

  Of course the frequency of use and quizzes that you expect for your course may vary.  You are responsible for accessing the Introduction to Literature site at least once each weekday and at least once during each weekend. You may access using any available computer in a campus computer laboratory; using your personal computer if it is connected to the campus network in your residence hall; or via the World Wide Web from off-campus. Brief quizzes will also be administered electronically via Blackboard. Quizzes can only be taken online. Each quiz can only be taken once. A time limit (usually five minutes) is automatically enforced; and the quiz must be completed before the posted deadline to receive credit.

Access Instructions

     Open a web browser. Internet Explorer version 5 is preferred, but Netscape version 4.0 or newer should also work.

  Go to the MVNC students’ homepage: labs.mvnu.edu

  If you have not already visited your student information page since arriving for the fall semester, click on the link Access to my Personal Information. Then click on the button labeled Setup Access to set your password for both Blackboard and to access your personal information in the MVNC database. You only need to setup access once, even if you are taking multiple courses that use Blackboard. Your Blackboard user name should be the same as your network login and email name.

   From labs.mvnu.edu, click on one of the three links to Online Courses… in the middle of the page. Use the appropriate link depending on whether you are in a classroom (including campus labs), in the residence halls, or off-campus. From off campus, you may also go directly to courses.mvnc.edu, and bypass the labs page.

Click on the Blackboard Login button on the left side of the page.

If you are enrolled in more than one class that uses Blackboard, you will see a course menu from which you can choose .

 After finishing a Blackboard session, be sure to log off by closing your browser. If you do not log off, unauthorized persons could gain access to confidential information (including your grades and any currently-active quiz).

Online Documentation

A Blackboard user’s manual is available online. After you have logged in to any course, click on the Tools button along the left side, and then click on the link to Manual.

Computer System Requirements

Hardware: Your computer (Windows or Macintosh) must be connected to the campus network or internet.

Software: a web browser, either Internet Explorer 4.0, Netscape 4.0, or later versions.

Optional (if your course includes attached documents, such as PowerPoint): Microsoft PowerPoint 97 or newer, or Windows users can download a free PowerPoint viewer from http://www.mvnc.edu:443/labs/PPVIEW97.EXE

Technical Assistance

If you encounter problems with access to the Blackboard site, please contact the help desk at MVNU extension 4280 (Mon-Thu 7:30 AM -10 PM, Fri 7:30-8:30, Sat 11-10). At other times you may send email to bbadmin@courses.mvnu.edu. If you will be unable to complete course requirements on time due to technical difficulties, also send a copy of your email describing the problem to your instructor.

Navigating in the course web site

The Blackboard course environment is viewed by single clicking on any of the buttons, folder titles and underlined links. There are two types of navigation that you will need to be aware of:

1. Moving between content areas

2. Moving within a content area

To navigate between areas, click on the desired button on the navigation bar along the left side of the browser window.

To navigate within a content area, click on any underlined link to open a folder or document. You can move out of a folder by clicking on one of the underlined links that appear in brackets at the top of each page. The [Top] button will take you to the first or top page of the area you are currently viewing, such as Course Documents.


 

As we make our way through the readings you may wish to visit my web page,  Dr. Rearick's Reading Corner, located at. . . <http://nzr.mvnu.edu/faculty/trearick/english/rearick/readings/re_intro.htm>

This page is actually part of a larger project.  The Unofficial MVNU Division of Lit. Lang and Communication <http://nzr.mvnu.edu/faculty/trearick/index.html>  I have tried to place some ideas and even sometimes some test questions connected with our class readings within these files.

If you wish to make your way through the front door and see what other faculty are up to check out the MVNC Intranet Web page at <http://nzr.mvnu.edu/>

Also note that the Scribner Handbook now has web pages which make it interactive. Go to <http://www.ablongman.com/login>  After you get to the page

Peer Evaluation (20% of grade):

On primary due-dates (after being confirmed by the instructor) each student will exchange papers with a classmate, referred to from now on as a "peer." That peer will check the typed first draft for mechanical difficulties (comma use, fragments, etc.) and any other impediments which he or she may sense could increase the work's effectiveness.  The Peer will return the paper with corrections after signing the draft along with his or her class number on the lower left-hand side of the first page. The corrected manuscript is due by the following class. A standard list of revision symbols  taken from The Scribner Handbook, has been included in this syllabus. Also you will find a section on "Tad-bits", pet-peeves that I hate to find in student papers.

   Note: About "Tad Bits" In your future employment when a superior tells you typical errors which trouble him or her, it's wise to avoid such habits.  You will demonstrate to the employer that you are the kind of worker who excels and the same is true in this class.

When the final typed paper is handed in on the secondary due date, the first draft must be included. Thus, for each essay assignment, students will receive a grade on their creative as well as their editorial abilities. No student should edit more than one paper for an assignment, unless as a second or third reader for extra credit. (And that should be clearly marked)  However, peers may and should be different for different essays.

Class Wisdom:

The final point in the above paragraph may seem frightening to some since one's grade will at times hang on the maturity of a fellow student. This is why it is vital to cover oneself. Always make a back-up copy of one's work both on disk and on hard copy.  If in the shuffle of papers your work is mislaid by the instructor, it is your responsibility of have a backup copy.  MAKE A BACKUP OF ALL YOUR WORK! SAVE IT ON DIFFERENT DISKS! ALWAYS MAKE COPIES OF YOUR WORK!

Peer Editing :

Students will be also responsible for (and graded for) their peer editing.  Simply put, this means that each student will read a fellow student's paper and give encouragement and advice.  Comments must always be there and should be thoughtful.  Here is a link to a the Power Point presentation given in class containing some specific tools and suggestions.


Class Numbers:

Class numbers will be assigned to you by the middle of the second week of class. They are not your ID numbers but are instead created by numbering your alphabetical standing in this specific class. It's a "filing thing" which helps me quickly keep your grades in order.

Class Etiquette:

As a meeting of adults, the class is to be personified by respect for one another and for the instructor. Behavior which is excessively disruptive (private talking, passing notes, chewing gum, snickering while someone else is speaking etc.) will not be tolerated. All in all, the abandonment of what was sometimes "OK" in high school but not in college is described in Paul's conclusion: "When I was a child I thought as a child but when I became a man (or woman) I put away childish things."   Every minute you spend is class is costly to either yourself or your parents.  Individuals who are not able to abide by these guidelines will be asked to drop the class.

Class Attendance:  

You are expected to attend all classes scheduled.  If a student accumulates three (3) un-excused absences the final grade will be dropped half a grade. Seven un-excused absences will mean that the student will be asked to withdraw from the course.

Plagiarism:

One of the goals of this course is to determine that students know how to avoid plagiarism. Plagiarism is simply taking credit for work which is not yours. Sometimes a writer forgets to cite a source. This is poor scholarship. If a student draws from other writers, he or she must give those writers credit. At other times a writer will copy another person's work and place his or her name upon it. This is stealing and will result in the automatic failure of the student.

Tests (10% of grade):

There will be four tests given on covered mechanics, the reading, and on classroom discussion throughout semester. Usually these will be made up of 25 questions in either true or false or multiple choice type. A student will be allowed to make up an test for an excused absence. However, this make up must be achieved within two class days.  Please note the following dates ahead of time (1) Sept. 20 (2) Oct. 5 (3) Nov. 15 (4) Dec. 6

Midterm and Final (20% of grade /10% each):

The midterm  (Oct. 19) and the final (Dec. 14) will be similar in format to the tests. The Midterm will draw from the first half of the semester and the final will draw heavily from the second. However there may be some questions on the final taken from the first half of the semester. And because one can never repeat this kind of information too much, here are the dates again:

Journal (20% of grade):

Your journal is IMPORTANT!  You should write in it two times a week (including this first half week).  It is your personal repository for what you think about the works you are reading and about the material being covered in class.

I will be looking for the following in your journal and what I describe is my minimum expectation--it means you do all that I ask and get a "B+"  For an "A" the student must go beyond the instructor's expectations.

Monday Sept. 30 (9 entries)
Wednesday . Oct. 30 (17 entries)
Wednesday  Dec. 4 (26 entries)

 

1.  Two entries per week (totaling 26 by the end of the semester). Going beyond that 26 entries could indicate to the instructor the kind of student who will achieve a high grade.  Please note that writing in your journal is  not connected with days in class.  In fact to reach the required 38 entries  you may have to write on weekends.  Remember it is also allowable to write two entries on a day as long as both are adequately developed. Please note. . .

2. A table of contents made from the thesis sentence found in each entry.

3. Journal entries must be at least 2/3 of a page long.

4. All entries should be numbered and dated
 (For Example: Entry # 10; Sept. 21).

5. Although I will not be grading the journal harshly concerning mechanics and restarts of thought (which require a single line to cross out some    material), I do expect the final product to be neat and legible.  Also you  should write full sentences within paragraphs--no fragmented stream of  consciousness experiments.  "Split from society--bad."  To be specific, I will be especially looking in your journal for. . .

A Journal is NOT. . .

1. A diary. Your entries should be a mixture of commentary concerning what  you read and what you discuss in and out of class about literature.  I do  not want to read (as I have in the past) what you had for lunch or who is  presently percolating your hormones.

2. A place for notes.  Class notes belong in the section provided for them in your loose leaf.  I should not see your actually writing in your journal  during class.  This also means that a journal is not a re-hashing of what is  covered in class ("today in class we talked about. . .etc etc.").
To see an example of a possible journal entry see text included at syllabus' conclusion.

REMEMBER:  Your journal accounts for 20% of your grade.  That's the same as your final: DO NOT PUT OFF TO THE LAST MINUTE: DO NOT "BLOW IT OFF!"

Readings:

During the semester, readings will be assigned from either the Scribner Handbook, American Lives, American Issues, or 20 Hot Potatoes. Most of the questions on the tests and the exams will be based on those readings, so it is a good practice to record what I assign to you on your syllabus. The Scribner will be mostly practical advice about the art of writing. In American Lives American Issues however, the readings will be from a wide collection of perspectives belonging to people who live with us as fellow Americans.

Note the Work's Nature: Some of the readings are light in their touch (there are even a few cartoons), some of them are articles which might have appeared as short stories or as biographical essays in magazines.  These works exist to inform but also to entertain and while some are heavier in material they are still intended for a general audience.  However, some of these are examples of academic writing.  In works like these a specific audience with a specific vocabulary will be assumed.  Also the primary purpose will shift from entertaining to informing. As college students you will need to be able to digest all of these reading-types, but be aware that some of these will be easier reads than others.

Note the Work's Purpose: Writing elicits a wide variety of responses. Beyond the desire to entertain and / or inform, some writers will want you to agree with them, join them in their efforts, empathize with them, make you mad with them or even at them.  Be aware that besides just the facts, there are a whole range of tools that gifted authors can use to create these responses in you.  Be alert to them.

Note the Work's Orientation: Many of assigned readings will be different from you, some will be annoying, and some you will possibly find repugnant as a Christian. Because this instructor assigns a reading does not mean he agrees with it. He may feel, however, that it represents a voice which needs to be addressed. Often Campolo's essays help add a Christian perspective to the argument, but it should be noted that not all Christians agree with Tony, and you should not think your faith is being doubted if you are one of those individuals.  In fact, in past classes I have had students madder at Campolo than at secular authors.

Why read material foreign to my Christian Orientation? As Christians we are called into the ministry of healing the world. We can not heal the world by yelling at them while not listening to them, Christ preached, but he was also always in dialogue with those to whom he ministered. Look how he worked with Zaccheus or the woman at the well. If we are going to follow his command and preach the gospel, we need to be willing to listen to the perspectives of others with whom we do not agree. Only by understanding others can we demonstrate that Christianity is not the religion of a single race, class or gender. We must listen and then respond. It is only those who are afraid that they will be unable to reply adequately to the questioning of others who fear a dialogue--and as Christians we have nothing to fear.

Extra Credit:

A student who wishes to attain an "A" must be willing to do more than just good work, he or she must go beyond the instructor's expectations. One way to do this is to do extra credit. In the above section describing the journals, it has already been noted that extra journal entries which are also of good length will help improve the student's grade. Keeping an eye out for what can be gathered in the open media which applies to the different topics of discussion and bringing them to class will be considered helpful. Being a regular visitor at Academic Support, described below, is an indication. Also on the Friday before Halloween, a day I use to celebrate God's gift of the  imagination, extra credit will be given out for short stories concerning the fantastic. Remember, however, just doing the extra work is not a guarantee. There are no guarantees in life: the work itself will be weighed for its quality.

Extra Help:

Academic Support (Ext. 4536) located in a small building near the Den and the campus bookstore, has several tutors to assist students build their study skills. Also on staff is an English tutor, Rebekah Radcliff (Ext. 7427), who will be available for consultations and will be running workshops to aid in composition difficulties.

Remember!  There is absolutely no disgrace in seeking this kind of help and certainly none in getting still another reader for one's work. I always seek outside readers for my work and I am a published professional.  Another perspective is invaluable in this art form..

Finally, while it's impossible to promise that the student will receive an "A," putting in the time to gain extra help is an superb way to improve one's writing. And I will not the effort.

Problems to Avoid:

"Tad-Bits"
My Pet Peeves in Student Writing

1. There is no such word as "alot." It's a lot.

2. When describing the past avoid the overuse of "would."
 

Weak: We would often have lunch by the sea and would go swimming afterwards.

Stronger: We often had lunch by the sea and went swimming afterwards.


3. Avoid the "impersonal you." Not only often wordy but also often inexact.

"When you get pregnant your ankles sometimes swell as much as your breasts."

"Not me" says the male reader.

4 Similarly do not use the inclusive "we" In most essays the writer do not have the right to speak for anyone but him or herself.
"As Christians we know that whenever we go through hard times that God has a particular purpose for these experiences."

"Um, I'm not so certain " says the Process Theologian.

5 Avoid absolute phrases like "Everybody knew everybody else," or "Mom and Dad always argued about who was going to drive." Temper your writing:
Nearly everybody knew one another."

"Mom and Dad often argued about who was going to drive."

Save absolutes for absolutes. "Death comes to everyone.

Spring always returns."

6 Be as concrete as you can be before making general statements. Another problem with words like always is that it often introduces an example that is vague because there are no particulars. General points may begin a paragraph but use specific moments in time with details to prove that point.

7 "Awesome" is not a universal adjective. Mountains are awesome; the cosmos is awesome; God is awesome. A mechanical pencil, no matter its level of excellence, is not awesome.

8 "Totally" is intensely overused. Students should limit its appearance in an essay to about once or maybe twice and be certain that it really fits the use.

Weak:
  1. "I am totally bored."
  2. "Dave is totally bummed"
  3. "Leslie is totally overwhelmed by her schoolwork
Stronger:
  1. "I am intensely bored."
  2. "David is really bummed."
  3. "Leslie is utterly overwhelmed by her schoolwork."
9. Be aware that in most cases intensifiers are themselves unneeded.  Our language has words that describe intense conditions.
10 Avoid phrases like "I feel," "I think," "I believe." If an opinion is in a paper and is not credited to someone else, the reader assumes that the feeling experienced. the position held, or the belief described belong to the writer without being overtly told so.

11 "Being" is not the same as the verb "is."

Incorrect:
"Tom is going to lead the team today. Jack being sick."
Either make the last phrase independent by using the verb "to be" or connect the sentence to the first independent clause with a comma.
Correct:

"Jack being sick, Tom is going to lead the team today."

"Tom is going to lead the team today since Jack is sick."


12. When using "like" remember that this word is meant to compare two things that in most of their characteristics are unlike except for some specific qualities which the writer wants to emphasize.
 
 

Weak: One student of mine described his first days on campus this way:
He should have simply written this:
Strong: A correct use of like might be something like this


13. Be careful how you use comparatives like "more" or the "er" form of an adverb.

Weak:
14.  Form Matters!

As pretty as other styles may be, stay with "Times New Roman," and keep your font size at 14,

This is not the norm.  The computer will usually default to 12 or even 10, so you will have to alter it yourself.  However, your instructor has a visual handicap, and this small bit of magnification is a big help.  (Remember for every assignment I grade I am reading 64 essays)

Remember to use one inch margins on the top and bottom of your page and 1.25 for its left and right margins (MLA requires 1 inch but your computer defaults to the 1.25 so keep it), and don't forget to double space your text: I Repeat: Form matters! Save your creativity in a writing class for the writing.

Editing Shorthand:

Become acquainted with the following shorthand indications of problems within a text.  Learn to use them; learn to recognize them.  Do not be surprised if they appear on tests.

Taken from the rear of you Scribner Handbook

The above image contains all the traditional editorial markings used by critical readers.  Students should become comfortable with these not only for their own role as peer evaluators but also for future editing.


Mount Vernon Nazarene University Calendar
2002 Fall Class Schedule
Please Note this Schedule is Not Carved in Stone
Also because of the textual difficulties of this semester, the class schedule will be completed later.

Personal Narrative
Defining Events in A Story

Week One
Wed. Sept. 4- Friday Sept. 6

Wednesday: Sept. 4
Friday: Sept. 6

Week Two
Sept. 9-13

Monday: Sept. 9 First (1st) Essay Initial Draft Due: An Event Which Led to an "Ah-Hah" Moment

Wednesday: Sept. 11  Return Peer Corrections

Friday: Sept. 13

Week Five
Sept. 30- Oct. 4

Most of the Following Readings Come From the third Section: The American Dream: Class in America (starts on pg. 295)

Monday  Sept. 30
 
First Journal Check (At least 9 entries)

Wednesday Oct.. 2 Friday Oct.. 4

Week Six
Oct. 8-12

Monday Oct. 8    

Wednesday Oct.. 10     

Test # 2

Second (2nd) Essay Initial Draft Due: Your Culture and God's Kingdom (Give to Peers)

Religion in Multicultural America

Friday Oct.. 12  

Return Peer Evaluation of Draft

Week Seven
Oct. 14-18
(Midterm break begins Oct. 17 at 4:00)

Monday Oct. 14 Essay Package # 2 for those who can get it in early

Wednesday Oct. 16 Midterm EXAM AND Essay Package # 2.

Note: Best method of studying for Midterm is to review tests one and two

Midterm Break Begins at 4:00 Thursday Afternoon

Week Eight
Oct.. 22-26

Monday Oct. 22 

Wednesday Oct. 16 

Friday Oct.. 28

Film Dead Poets Society

Week Nine
Oct. 29 - Nov. 2

Monday . Oct. 29

Journal Check #2 (17 entries--please note that this 17 includes the first nine handed in on Oct. 1)

Wednesday Oct.. 31

 

Special Extra Credit Option: Hand In Creative Story for Halloween

Friday Nov. 2

 

Week Ten
Nov. 5-9

Monday Nov. 5

Wednesday Nov.7

Friday Nov. 9

Week Eleven
Nov. 12-16

American Culture, Gender Complexity 

and Our Faith 

Monday Nov. 12

Test # 3

( Please note that some questions from this reading may appear on the test scheduled for today)

Wednesday Nov. 14

Rough Draft of Paper #3 Due.--A conversation between you and the adults who are sponsoring your time here.  What are their hopes and plans for you at MVNU.  Is there any part of their vision which does not match your own?

Friday Nov. 16

Week Twelve
Nov. 19-23 Thanksgiving

Monday Nov. 19

Essay Package # 3 Due

Tuesday Nov. 20

Final copies with edited versions must be in my mailbox in Founders by 4:00

Wednesday Nov. 21

Reading and Editing Day

7th Day Adventists Reasons Why Women Should Not Be in the Ministry (Hand-Out)

 

Friday Nov. 23 No Class

 Thanksgiving Break

 

Week Thirteen
  Nov. 26-30

Nov.    26

Writing the Argumentative Essay (Power Point Pres. # 1)

20 Hot Potatoes "What About Women Preachers?" pp. 35-42.

Scribner Handbook "The Argumentative Essay Chapter 7 parts c-b  pp. 152-167

Nov.   28

Nov.   30

 

Week Fourteen
 Dec. 3 - 7

Monday  Dec. 3

Rough Draft of Paper #4 Due
 

·         Rereading America  "The Gender Wardens . . " by Christina Hoff Sommers  479-492 

·         Holiness Today God is Calling Women into the Ministry: Scriptural Support for Women as Ministers (Handout)

·         Film   A Christmas Story

 

Wednesday  Dec. 5

 

·         Hypertext Guidelines for MLA

·         Prof. Rearick's Power Point Presentation on MLA


Journal Check #3 (26 entries)
Third and Last Journal Check  

Return Peer Evaluation of Draft for Paper #4

Friday Dec.  7

·        Quiz # 5

·         Film    A Christmas Story


Clean UP and Review

Week Fifteen
: :Dec 11-15
EXAM Week

 

Essay Package # 4 Due Place in Dr. Rearick's Mailbox in Founders Hall

Final Exam:

Please note that these exams are set for the last day of the week of exams.  This was noted on the first day of class.  Make plans now.  Do not approach you professor about taking the exam early.

Have a Glorious Christmas. . .

and a Joyful New Year!

This page last updated on
Oct. 4, 2002

Other interesting readings:


 

Essay Package # 4 Due Place in Dr. Rearick's Mailbox in Founders Hall

Final Exam:

 

Please note that these exams are set for the last day of the week of exams.  This was noted on the first day of class.  Make plans now.  Do not approach you professor about taking the exam early.

Have a Glorious Christmas. . .
 

and a Joyful New Year!
This page last updated on
This page last updated on
August. 26, 2002
Other interesting readings: Other interesting readings:
20 Hot Potatoes "Should Preachers Start Preaching against Sports?"
20 Hot Potatoes "Is Hunting a Sin?"

 " Can a Mother of a Pre-School Child Have a Career? "