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Gwen Gorzelsky's syllabus for ENG 3010 (to become ENG 3020 Writing and Community)

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English 3010: Intermediate Writing

Course Syllabus, Fall 2009

Prof. Gwen Gorzelsky 9405.4 Maccabees, 5057 Woodward

g.gorzelsky@wayne.edu Office hours by appointment

313/577-2965 Email replies within 48 hours, Mon. – Fri.

T/Th 1:25 PM – 2:50 PM 327 State CRN: 13751 Section 501

Course Description

In this course, you’ll do a semester-long service-learning project, which will be the focus of your reading, writing, and other assignments. Here’s what you need to know:

What is service-learning? Service-learning combines hands-on experience in a community setting with academic work related to the community site. Unlike volunteers, service-learners are getting as much you give: you offer something of value to the community site where you participate, and in return, you get the chance to develop several kinds of skills, including academic skills like researching, analyzing scholarly texts, and writing, as well as practical skills like understanding and negotiating with people from different backgrounds and working effectively with organizations.

Why service-learning? Because it combines doing with critical analysis of what you’re doing, service-learning is one of the most effective ways to promote long-term learning. Learning research shows that people grasp and retain new knowledge to some extent when they see or hear it, more when they write about it, even more when they apply it, and most of all when they teach it to someone else. You’ll get the chance to do all of these kinds of learning in your service project for the course. Research on service-learning shows that taking a service-learning course is linked to a slight increase in grades in all courses, more involvement with academics, and more interaction with instructors. Service-learning is also a good basis for doing research and research writing for both academic and public audiences. This term, we’ll focus especially on academic writing across disciplines, but we’ll also do some writing for public audiences.

Learning Objectives

· To develop and practice analytical strategies for reading academic texts across a range of disciplines

· To develop and practice strategies for describing and evaluating such texts’ claims, evidence, and rhetorical design

· To recognize and use key conventions of academic writing employed across disciplines

· To extend and practice skills in using such texts to support the writer’s own argument

· To develop primary and secondary research skills needed to produce an academic argument

· To write an extended academic argument by drawing effectively on different types of sources, both primary and secondary

· To draw on primary and secondary academic sources to draft texts for public audiences (e.g., white papers, program announcements)

· To extend knowledge of writing process strategies and how to adapt them to different disciplinary and public writing contexts

Service-Learning Projects

For your service hours, you’ll choose one of several different kinds of projects. You’ll work with Harms Elementary School, Maybury Elementary School, Golightly Educational Center, Hannan House, or the Ministry to Youth in Detention Program of the Archdiocese of Detroit. Harms and Maybury are located in southwest Detroit about ten minutes drive from campus. Golightly is near I-75 about five minutes drive from campus. Hannan House is a few minutes walk from campus. The Ministry to Youth in Detention Program has several sites in Detroit, all within fifteen to twenty minutes’ drive of campus. It also has sites in Macomb, Oakland, and St. Clair Counties.

Harms is a Detroit Public School that serves a student body roughly 85% Latino, 10% Caucasian, 3% African American, and 2% other races/ethnicities. Maybury is also a Detroit Public School that serves a primarily Latino student body. Golightly is a K-8 Detroit Public School that serves a primarily African American student body. Hannan House is a senior center that provides a wide range of programs ranging from educational to environmental to recreational. The Ministry to Youth in Detention is a non-denominational program that offers Lifecoach mentoring to youth in juvenile detention facilities. Although it is operated by a Christian organization, the program offers services to youth of all religions, or none, and welcomes mentors of all religions, or none.

Representatives from each community site will visit our class to discuss the different service project options. At Harms and Maybury, you’ll have the option to do literacy mentoring with K-5 students and possibly to work in an after-school program (at Harms). At Golightly, you’ll have the chance to work with first graders or sixth graders on reading and writing. At Hannan, you’ll have the opportunity to help with environmental projects; a Web site for an oral history project done with seniors; and/or a research project designed to generate knowledge about, and services for, urban seniors. At the Ministry to Youth program, you’ll have the chance to act as a Lifecoach mentor to a youth in a juvenile detention facility.

Whichever option you choose, you’ll need to complete 20 hours of service work at your community site. For most of you, the 20 hours should probably work out to about two to three hours of service work per week, beginning in the last week of September and finishing in the third week of November, but you’ll work out individual schedules with your community site contact person. You’ll be graded on this portion of the course based on demonstrated completion of your service hours and an evaluation you’ll ask your community site staff person to complete.

Below is contact information for each community site:

Dr. Karen White, Principal karen.white@detroitk12.org

Harms Elementary School 313/849-3492 (Harms main office)

2400 Central Ave.

Detroit, MI 48209

Ms. Carol Jones carriecoo@ameritech.net

First-grade teacher

Ms. Nesha McDougle neshamcdougle@yahoo.com

Sixth-grade teacher

Golightly Educational Center 313/494-2538 (Golightly main

5536 St. Antoine St. office)

Detroit, MI 48202

Ms. Rachel Hewitt, MSW rhewitt@hannan.org

Community Social Worker 313/833-1300, ext. 24

The Luella Hannan Memorial Fdtn. FAX: 313/833-1710

(Hannan House)

4750 Woodward Ave.

Detroit, MI 48201

Ms. Denise Fielder denise.fielder@detroitk12.org

Reading Coordinator 313/849-2014 (Maybury

Maybury Elementary main office)

4410 Porter St.

Detroit, MI 48209

Ms. Ida Johns, MA LLPC Johns.idamarie@aod.org

Coordinator of Ministry to Youth Office: 313-237-6056

in Detention FAX: 313-237-5752

Archdioceses of Detroit

305 Michigan Avenue

Detroit, MI 48226

Directions to Harms Elementary School

From campus, take I-10 south to I-75 south. You’ll have the option to follow I-96 or I-75: stay on I-75 south toward Toledo. You’ll pass the exit for the bridge to Canada. A few miles after that, you’ll take exit #45 to Springwells Ave./Fort St. Make a right onto Springwells Ave. (going north). Then make the immediate right onto Lafayette, and then an immediate left onto Central Ave. Follow Central Ave. for almost a mile, and you’ll see Harms Elementary on your right hand side. Park anywhere on the street or in the parking lot of the grocery store across the street from Harms.

Directions to Maybury Elementary School

From campus, take I-10 south to I-75 south. You’ll have the option to follow I-96 or I-75: stay on I-75 south toward Toledo. You’ll pass the exit for the bridge to Canada. A mile after that, you’ll take exit #43 to Clark Ave. At the bottom of the exit ramp, make a right onto Clark Ave. (going north). Follow Clark for about a block, until you see Porter St., a side street that will be on your left (or west), while Clark Park is on your right. Maybury is on the left (or west) side of Clark, just north of Porter. Park on Clark or Porter.

Directions to Golightly Educational Center

From campus, take Woodward Ave. north (going away from town and the Renaissance Center and toward the New Center Area and the Fisher Building). Make a right (going east) onto Ferry St. E. After several blocks, Ferry will cross St. Antoine St., which is the street Golightly faces. Golightly is at the corner of Ferry and St. Antoine. You can either make a left onto St. Antoine and park on the street, in front of the school, or you can cross St. Antoine and make a left into the school parking lot and park there. Either way, go into the doors behind the parking lot, directly across from the playground.

Directions to Hannan House

Hannan House is within walking distance of campus. Walk to the intersection of Woodward and Warren, and follow Woodward south (toward downtown and the Renaissance Center). Hannan House is on the east side of Woodward (your left as you’re walking south on Woodward), halfway between Hancock St. and Forest Ave.

Directions to Ministry to Youth in Detention

Projects are held at various sites in Detroit and in Macomb, Oakland, and St. Clair Counties. Talk with Ms. Ida Johns to learn about locations available and to get directions. You can also look at the organization’s brochure on locations by going to the link to Ministry to Youth in Detention on the left side of the home page in the course Blackboard site. Once you get to the Ministry’s Web site, scroll down to the pdf files near the bottom left side of the page. Open the second file, “Print Opportunities for Ministry to Youth in Detention,” for a list of the locations of detention facilities the program serves.

Texts, Supplies, and Other Expenses

The course texts are available on E-Reserves through the WSU Library Web site. Please print all texts and bring them to class. I may provide some other texts as handouts. Also, please set aside $35 - $40 for printing and photocopying your drafts, academic sources for your papers, etc.

How to Access Electronic Reserves Site through Blackboard:

Go to http://www.blackboard.wayne.edu/wsuauth/, log in using your WSU access ID and password, and choose the Blackboard site for this course. Once you’ve entered the Blackboard site for the course, click on Content, and then click on the link to Electronic Reserves.

How to Access Electronic Reserves (ERes) Website:

Option 1:

· Go directly to the website http://reserves.lib.wayne.edu

Option 2:

· Start with the Library System Homepage http://www.lib.wayne.edu/.

· Click on Services then click on Course Reserves OR below Can't find it? Ask-A-Librarian click on Course Reserves.

· This will send you to the ERes Homepage then click on Search for Electronic Reserves and ELectures.

How to access course site on Electronic Reserves:

· Click on Search for Electronic Reserves and ELectures

· Select by course number, course name, instructor, or department of your class.

· Click on your course.

· Use the password < gorz178> (case sensitive) above in the space provided (password should be in all lowercase letters with no spaces).

· Press the Accept button.

· Click on the title of the reading you want.

· Another window will open.

· Click the file under File Name or Web/OPAC Link Click here for more information to view the document.

If you need assistance with ERes call the Electronic Reserves Department

313-577-3384 (voice)

If you are having computer problems call Computing and Information Technology (C&IT) 313-577-4778

Here’s a list of the texts on E-Reserves:

Brennan, Teresa. “The Education of the Senses.” The Transmission of Affect. Ithaca, NY: Cornell UP, 2004. 116-138.

Doidge, Norman. Appendix I “The Culturally Modified Brain.” The Brain that Changes Itself: Stories of Personal Triumph from the Frontiers of Brain Science. London: Penguin, 2007. 287-311.

Eom, Tae Ho and Kieran Killeen. “Reconciling State Aid and Property Tax Relief for Urban Schools.” Education and Urban Society. Vol. 40 (2007): 31-61.

Huang, Grace Hui-Chen and Kimberly L. Mason. “Motivations of Parental Involvement in Children’s Learning: Voices from Urban African American Families of Preschoolers.” Multicultural Education. Vol. 15 (Spring 2008): 20.

Schwartz, Jeffrey M. and Sharon Begley. “Network Remodeling.” The Mind and the Brain: Neuroplasticity and the Power of Mental Force. New York: HarperCollins, 2002. 225-254.

Uhlenberg, Jeffrey and Kathleen. Brown. “Racial Gap in Teachers’ Perceptions of the Achievement Gap.” Education and Urban Society. Vol. 34 (2002): 493.

Assignments

Summary Papers: 2 typed, double-spaced pgs. (one will be written in class on Tues. 9.10.09; the other two are due Tues. 9.15.09 and Tues. 9.22.09)

Summarize the assigned article’s overall argument and list its key points. Describe important evidence and/or points used to make the article’s argument.

Focused Summary Papers: 3 typed, double-spaced pgs. (due Tues. 10.6.09, Tues. 10.13.09, and Tues. 10.29.09)

Focus your summary of the assigned article on the questions for that article listed below. Describe important evidence and/or points used to make the article’s argument.

Schwartz and Begley, due 10.6.09

What kinds of personal changes are described? How do they happen? How do they relate to social change? What kinds of social changes are described? How do they happen? How do they relate to personal changes?

Brennan, due 10.13.09

What kinds of personal changes are recommended? How do they happen? How do they relate to social change?

Doidge, due 10.20.09

What’s the relationship between culture and the development of the brain, as well as cognitive and other related abilities? How do different cultures’ modes of perceiving and of socializing people affect individuals and societies?

Self-Assessments for Summary Papers and Focused Summary Papers (to be completed in class on 9.22.09, 10.6.09, 1013.09, and 10.20.09)

Complete all instructions on the self-assessment scoring sheets in class and submit the sheets with your marked paper before leaving class that day.

Two Required Conferences: one on your final project, by Thurs. 11.5.09, and one on a presentation, paper, or revision

Schedule two conferences with me during the semester. In one conference, discuss your plan for Final Project. Be sure to get my approval on your topic and plans before you do extensive work on this assignment. Use your other conference to discuss your plans for a presentation, paper, or revision. You’re also welcome to discuss ideas and plans for other assignments, difficulties you’re encountering with any aspect of the course and/or your service project, and other relevant issues. Conferences usually take 15 – 20 minutes but can take up to 30 minutes. You’re welcome to schedule more than two conferences if desired.

Urban Education Paper: 8 – 10 typed, double-spaced pages (due Tues. 9.29.09)

The big picture: Your goal in this paper is to analyze two issues. First, examine the role of each group involved in urban education, both in terms of how that group contributes to the problems in urban education and how it contributes—or could contribute—to solving those problems. Second, decide what group most fits you, for instance, taxpayers, voters, graduates of an urban or suburban school system, college students, or some other group. Once you’ve decided what your group is, examine its role in urban education. Your group might be directly connected to urban education, or it might be indirectly connected. Either way, analyze its role. For example, consider how your group affects urban education by voting, paying taxes, benefiting from schools with high graduation and college-placement rates, benefiting from a home environment that supported you to succeed in school, or graduating from an urban school system and pursuing a college education.

Your analysis of each group should be both sympathetic and probing. That is, you should look deeply at each group’s possible role in creating problems and just as deeply at the challenges and stresses that group faces. Overall, your paper should make an argument about what you think each group’s role is in creating the existing problems and in contributing (now or in the future) to solving those problems.

How to get started: After reading the articles by Huang and Mason, Uhlenberg and Brown, and Eom and Killeen, consider what groups are involved and how, according to each article. Make notes on where you agree and where you disagree about each group’s role, and why. Then discuss what you think about the different groups’ roles with other people (classmates, friends, family, coworkers, and anyone else you think can help you develop your ideas). Use your conversations and some brainstorming to develop your own ideas about how different groups help create the problems in urban education and how they do, or could, help solve these problems. Be sure to draw substantially on all three of the assigned texts in developing your argument.

Self-Assessment for Urban Education Paper (to be completed in class on Tues. 9.29.09)

Complete all instructions on the self-assessment scoring sheets in class and submit the sheets with your marked paper before leaving class that day.

Evidence and Methods Presentation: 10 minutes per group (due Tues. 10.27.09)

Work in your assigned group of three or four people to complete either an evidence presentation or a methods presentation on your assigned article (Schwartz and Begley; Brennan; Doidge). Use the instructions below to prepare your group’s presentation and to coordinate with the other group presenting on your article.

Evidence Presentations

Describe and give examples of the types of evidence used in your assigned article. Choose four to six strong examples of evidence from the article. Read your examples to the class and analyze them to explain three key points we can learn from your article about how writing in its discipline makes a successful argument. Use these questions to develop your analysis:

1. What counts as evidence? What different types appear in the article?

2. How is each type presented and explained?

3. What makes the examples you chose persuasive or not persuasive?

Methods Presentations

Describe the methods of argument used in your assigned article. For instance, does the article propose large points and then consider how they apply to specific situations? Does it present many specific examples and draw larger conclusions from those examples? Does it work out a chain of reasoning, and if so, how? Choose four to six strong examples of the methods of argument your article uses. Read your examples to the class and analyze them to explain three key points we can learn from your article about how writing in its discipline makes a successful argument. Use these questions to develop your analysis:

1. How is the evidence used to develop key ideas or points?

2. How are key ideas, points, and pieces of evidence tied together?

3. What makes the examples you present persuasive or not persuasive?

Coordinating With the Other Group Presenting on Your Article

Compare the examples you’ve chosen. If you find overlap, determine what different points each group is making about the shared example. It’s fine to use the same text for your examples as long as you make clear the differences between the points each group is making about that example.

Community Challenge Paper: 10 - 12 typed, double-spaced pages (due

Tues. 11.17.09)

The big picture: You have three goals in this paper. The first is to identify a specific challenge you’ve seen in your service project, for instance, how to increase the number of effective adult mentors in urban schools. Your second goal is to explain what researchers say about the best ways to help meet this challenge. Your third goal is to design a project that you’ll do as your Final Project for this course to help address the challenge you identified. You’re welcome, but not required, to draw on work you did for your Urban Education Paper and/or your Service Project Presentation to write this paper.

How to get started: Write your paper in five separate sections and use titles to name each section: I. Introduction, II. Background on the Challenge, III. Solutions Recommended by Researchers, IV. The Challenge in Your Service Project, and V. Your Final Project Design and Intended Contribution. In your introduction, explain why the challenge you’re addressing is important and why your readers (the rest of us in class) should care about it. In section II, show readers the big picture: the problems created when this challenge isn’t met and how those problems affect people involved. In section III, present an overview of the solutions recommended by at least three academic articles and focus in depth on at least one article that you’re using to help develop your Final Project. Be sure to draw on a total of at least five academic sources in sections II, III, IV, and V. In section IV, explain how the challenge appears and affects specific people in your service project. Draw on observations, interviews with people at your service project site, and any other relevant materials (for instance, students’ homework or brochures about services offered or community problems addressed by the organization where you’re doing your service project). In section V, describe your Final Project’s design, outlining specifically what your project will do and how. Link your description to key ideas from sections III and IV. That is, explain how your Final Project is drawing from the solutions recommended by researchers and how it’s addressing key issues in your service project site.

Self-Assessment for Community Challenge Paper (to be completed in class on Tues. 11.17.09)

Complete all instructions on the self-assessment scoring sheets in class and submit the sheets with your marked paper before leaving class that day.

Final Project (due Thurs. 12.10.09, at the beginning of class)

Provide me with a copy of your final project in a format we’ve discussed in advance.

Final Project Presentation: 15 minutes per person (on your scheduled date)

Show the class either your plan for your final project or work you’ve done on the project so far. Explain what you’re doing, how, and why. Present two or three substantial questions for the class to discuss. Develop your questions from challenges you encountered, experiences you had, or something you learned while doing your final project. Or ask for feedback on some aspect of the project, for instance, businesses or groups to target for donations or other assistance. Your goal is to lead a discussion that will help us to think about what we can take from both the service projects and our reading, writing, and discussions over this semester. Forty percent of your grade is based on your explanations of your final project, and sixty percent is based on the quality of your questions and discussion leadership.

Grading

You may revise and resubmit the urban education paper and the community challenge paper once each to raise your grade. To receive credit, all revisions must include highlighting, comments, and the earlier draft(s) per the instructions in the “Project Formats” section of the syllabus. Revisions must be submitted by the due dates in the provisional calendar (urban education paper by Tues. 11.3.09 and community challenge paper by Tues. 12.1.09). The grade on your revised draft will replace your earlier grade. Each assignment counts toward your course grade as follows:

Summary Papers @ 2% each = 6%

Focused Summary Papers @ 3% each = 9%

Summary Paper Self-Assessments @ 1% each = 4%

Required Conferences @ 2% each = 4%

Urban Education Paper 15%

Urban Education Paper Self-Assessment 3%

Evidence and Methods Presentation 3%

Community Challenge Paper 20%

Community Challenge Paper Self-Assessment 4%

Final Project Presentation 3%

Goodbye/Thank-you Letter 2%

Final Project 10%

Class Participation 7%

(including in-class writing,

homework, etc.)

Service Project Participation 10%

Total 100%

Writing Assistance

I’ll comment on the first draft of each paper you submit, and I’ll be glad to talk with you about revising during that process. I also encourage you to seek feedback from other people in class, a Writing Center tutor (2310 UGL, 313/577-2544), or strong writers you know from outside class.

The Writing Center (2^nd floor, UGL) provides individual tutoring consultations free of charge for students at Wayne State University. Undergraduate students in General Education courses, including composition courses, receive priority for tutoring appointments. The Writing Center serves as a resource for writers, providing tutoring sessions on the range of activities in the writing process – considering the audience, analyzing the assignment or genre, brainstorming, researching, writing drafts, revising, editing, and preparing documentation. The Writing Center is not an editing or proofreading service; rather, students are guided as they engage collaboratively in the process of academic writing, from developing an idea to correctly citing sources. To make an appointment, consult the Writing Center website:

http://www.clas.wayne.edu/writing/.

To submit material for online tutoring, consult the Writing Center HOOT website (Hypertext One-on-One Tutoring)

http://www.clas.wayne.edu/unit-inner.asp?WebPageID=1330.

Project Formats

· Typed, double-spaced, 11- or 12-point type, with one-inch margins, paper clipped or stapled.

· Please don’t use plastic covers – Thanks!

· Please use MLA format for citations.

· Revisions: please include earlier draft with comments and highlight all changes. (Required for credit.)

Course Policies

· Attendance and participation count: after 3 missed classes, your grade will drop 1/2 mark for each additional missed class. If you miss five classes, fall too far behind, come unprepared, disrupt class, or repeatedly arrive late or leave early, I’ll ask you to drop the course. Please arrive on time, with all your materials, and stay for the full class. Repeated late arrivals, early departures, unpreparedness, or lack of participation will reduce your class participation grade. I’ll determine specific grade reductions based on the extent of tardiness, early departures, and/or unpreparedness.

You may add the course if you attend one of the first two class meetings and add by Thursday, Sept. 10, 2009. The last day to drop a course without having it appear on your academic record is Oct. 1, 2009. You may withdraw from a course with instructor approval between Oct. 2 and Dec. 15, 20009. The university does not permit withdrawals after Dec. 15, 2009.

· Be ready to share your writing and make photocopies for other people in class.

· Make sure all pagers, cell phones, watches, etc., won’t sound during class time (please don’t take or make calls, text message, or otherwise use electronic devices during class!)

· If you need to submit work late, check with me in advance. I don’t comment on late work. I’ll determine specific grade reductions based on timely prior notification, whether revised deadlines are met, and similar factors.I will not accepted late focused summary papers or self-assessments, and I will accept and grade other late work only if you arrange a new deadline with me in advance.

If you miss the first two class sessions, I’ll ask you to drop. You may add the course during the first week of classes but not after that.

· This course satisfies the general education requirement for intermediate composition. To meet university criteria for fulfilling this requirement, the course includes writing assignments totaling at least 32 pages/8,000 or more words. There is no final exam.

· You can get a grade of Incomplete only if you’ve attended nearly all of the class sessions and if you submit an Incomplete Contract (using the English Department’s recommended form) that you and I both approve and sign.

· If you feel that you may need an accommodation based on the impact of a disability, please feel free to contact me privately to discuss your specific needs. Additionally, the Student Disabilities Services Office coordinates reasonable accommodations for students with documented disabilities. The Office is located in 1600 David Adamany Undergraduate Library, phone: 313-577-1851/577-3335 (TTD).http://studentdisability.wayne.edu

WSU Resources for Students

Adamany Undergraduate Library http://www.lib.wayne.edu/info/maps/ugl.php
Educational Accessibility Services (EAS) http://www.eas.wayne.edu/
Academic Success Center http://www.success.wayne.edu/
Counseling and Psychological Services (CAPS) http://www.caps.wayne.edu

Grammar Help

Go to <http://owl.english.purdue.edu/>, which is the Purdue Online Writing Lab’s Web site. Look for the link to “The Purdue Online Writing Lab.” Click it and then follow the link on the right side of the page to “Grammar and Mechanics.”

Plagiarism

It’s important to understand what plagiarism is and the penalties for it because in the worst-case scenario, you can be expelled from WSU. Here’s what it is:

· You submit someone else’s work as your own – this could be a paper you buy from the internet, another student’s work, a journal article, etc.;

· You pick and choose pieces from various sources without crediting those sources – for instance, you cut and paste language from several Web sites into your paper without using quotation marks and/or explaining which language came from which sources;

· You paraphrase someone else’s work without crediting the author.

Here’s what to do to avoid plagiarism:

· Always use quotation marks and fully identify your source when using someone else’s exact words, whether those words come from a printed source, a Web site, another student’s paper, etc.

· When paraphrasing someone else’s language, be sure to indicate all language you’ve borrowed and identify the source fully.

· Remember that when you’re including facts or ideas in your writing, only common knowledge doesn’t require you to cite a source. An example of “common knowledge” is that George Washington was the first president of the U.S.

· When in doubt, ask your instructor!

These are the policies and penalties related to plagiarism:

· You’ll receive no credit for work that appears to include plagiarized sections.

· We’ll discuss what you did to compose the paper and how you were thinking about it. Then we’ll consider what next step is appropriate. This could range from arranging for you to correct or make up the work, to earn a substantially lower course grade, or to drop the class.

Reading Due: X

Assignment Due: Final project due at the beginning of class; final project presentations

In Class: Final project presentations

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wsucompositionfacultyhandbook

Gwen Gorzelsky's syllabus for ENG 3010 (to become ENG 3020 Writing and Community)

Course Description

Service-Learning Projects

Texts, Supplies, and Other Expenses

Assignments

Grading

Writing Assistance

Project Formats

Course Policies

Grammar Help

Provisional Calendar

Thurs. 9.3.09

Tues. 9.8.09

Thurs. 9.10.09

Tues. 9.15.09

Thurs. 9.17.09

Tues. 9.22.09

Service projects begin this week

Thurs. 9.24.09

Tues. 9.29.09

Thurs. 10.1.09

Tues. 10.6.09

Thurs. 10.8.09

Tues. 10.13.09

Thurs. 10.15.09

Tues. 10.20.09

Thurs. 10.22.09

Tues. 10.27.09

Thurs. 10.29.09

Tues. 11.3.09

Thurs. 11.5.09

Tues. 11.10.09

Thurs. 11.12.09

Tues. 11.17.09

Thurs. 11.19.09

Tues. 11.24.09

Thurs. 11.26.09

Tues. 12.1.09

Thurs. 12.3.09

Tues. 12.8.09

Thurs. 12.10.09

Gwen Gorzelsky's syllabus for ENG 3010 (to become ENG 3020 Writing and Community)

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