Professional Documents
Culture Documents
FTLA 2017 - Day 3
FTLA 2017 - Day 3
FTLA 2017 - Day 3
WELCOME BACK
GRUMPY CATS
WHAT WORKED?
Learning and discussing Connectivisn
Enjoyed creating the videos and looking forward to
creating welcome videos
Forced to think about teaching philosophy. Pseudo
philosophy on my resume was not thoughtful. Got
to reflect today
How the Golden Circle relates to the teaching
philosophy
Understanding that teaching philosophy may be
adjusted based on the audience
Facilitators are so intelligent, qualified and super
nice. There peers are also
The many creative and visual activities were very
helpful
Focusing on the why helped to clarify our motivation for why we have chosen
this field what gives us the passion to teach and how translates to our
students
You mean everything!
Ted talk video and how to do the teaching philosophy.
Feedback on our process
Videos for the class
Visuals, discussions and writing info on large sheets to facilitate learning
process
GRUMPY CATS
WHAT QUESTIONS REMAIN?
None
Manymoretech/videosharingquestionsbutwillneedtotryathomefirst.Class
wasgreat.
Ongoing,notnonepresent
Imconcernedhowthiswilleffectmylecturinginclass
Howtoaddressindividualstudentswhenyouhavesomany
Moreclarificationonwhatcompriseswhy,how,whatofteachingphilosophy
TeachingphilosophyremainsincompleteandIhopetogetdeeperintoitaswellas
contrastviewintermsofthecollege,districtandcollegephilosophy
Nonefornow
TED ED
http://ed.ted.com/on/CAYQHCjK
http://ed.ted.com/on/DvuRF16k
BRAINOLOGY
WHY?
COMPONENTS
Content
Language
Visual
Syllabus Redesign!
Learning-Centered Syllabus
A learning centered syllabus requires that you shift from
what you, The instructor, are going to cover in your course to
a concern for what information and tools can provide for your
students to promote learning and intellectual development
(Diamond, p. xi).
An effective learning-centered syllabus should accomplish
certain basic goals (Diamond, p. ix):
1. define students' responsibilities;
2. define instructor's role and responsibility to students;
3. provide a clear statement of intended goals and student
outcomes;
4. establish standards and procedures for evaluation;
5. acquaint students with course logistics;
6. establish a pattern of communication between instructor
and students; and
7. include difficult-to-obtain materials such as readings,
complex charts, and graphs.
Content
Office hours
Contact information
Approved Course SLOs
Basis of Grading
Work Product
Grading Criteria
Accommodation Statement for Students with Disabilities
Reference to the student code of conduct as it applies to
academic dishonesty
You can not count attendance as part of the grade or take off
points for lack of attendance
Teaching Philosophy
Purpose of the course
Course Objectives
Other student resources on campus (labs/ counseling / financial aid )
Textbook ISBN number
Study skill suggestions
Online resources & difficult-to-obtain materials like videos, readings, charts and
graphs.
Establish a pattern of communications between instructor and student
Course title, number, credits
Time, Dates & Location
List Important Campus dates (drop dates, registration dates, etc.)
Prerequisites to the course
SYLLABUS LANGUAGE
The deadline for completing the homework is the day and time of the applicable Midterm. NO LATE
WORK WILL BE ACCEPTED. Failure to do the homework (that is, failure to practice/rehearse/prepare
for tests) is a sure way to fail any College course. This syllabus is based on the expectation that the
student will put in at least two hours of homework for every hour in class. All students are expected to
arrive on time and stay for the entire class. Late arrivals are disruptive to both the lecturer and
students. Once you are seated, do not leave the room, as such comings and goings are disruptive.
Students must turn off all pagers and cell phones while in class. Students are encouraged to ask
questions and make comments on the lecture material. This should be done in a courteous manner by
raising ones hand and being recognized. Side conversations between students that disrupt the flow of
the lecture will not be tolerated as they are a distraction to other students. It is the students
responsibility to manage his or her academic workload.
It is the students responsibility to know all Add and Drop dates and procedures, and to follow
procedures by the deadlines. Also, please be aware of Financial Aid opportunities, and special
programs such as EOPS, MESA, and Internship possibilities. DSPS students should inform me ASAP
in order to make any applicable arrangements. Except for bottled water, no food or drink in the
classroom.
SYLLABUS REDESIGN
EXAMPLESYAY!
LosAngelesSouthwestCollege
CHILD DEVELOPMENT 30
Infant andToddler Studies
Syllabus Fall 2015
Instructor:
Dawn Robinson
Office:
OfficeHours:
CDC 206
Mon, Wed 9:00 am 9:30 am
Mon, Tue5:00 pm 6:00 pm
Tue, Thur 9:45 am - 10:45 am
Saturday 11:15 am 12:15 pm
Orby appointment!
OfficeTelephone: (323) 241-5021
Email:
1monalisan97@gmail.com
CourseTitle:
Infant and Toddler Studies
CourseNumber#: CD 30
Section #:
438
Units:
3
Class Schedule:
Monday & Wednesday 11:10 am 12:35 pm
Class Location:
CDC 217
Course
Description:
Prerequisite:
Required Texts:
This course providesprinciples of inclusive, respectful caregivingfor infantsand toddlers with avarietyof
programdesigns. Topicscover typical and atypical development appropriate environments, curriculum,
health, safety, and licensingissuesaswell asobservations, assessments, familycommunications, home
visiting, resources, and current research on brain development.
CD 8
Monday Wednesday
9:35 am 11: 00 am
Section # 0426
I nstructor: Dawn Robinson
Spring 2016
Course Description
Contact Me:
OFFICE:
HOURS:
CDC 206
M, W
12:45 -1:30 PM
T, TH
10:30-11:30 AM
5:30 6: 00 PM
S
PHONE:
EMAIL:
Course
Materials:
11 AM -12 PM
323. 241.5021
robinsdl@lasc.edu
Follow me to Page
Sed
Ipsum Augue?
Course Schedule
Week
1
2
3
4
Note: Schedule may be revised as some topics may require more or less discussion time.
Date Tasks
Date Tasks
2/8
Introduction & Course Overview
2/10
Chapter 1 DAP, TB Skin Test Due
2/15 No Class Presidents Day
2/17
Chapter 1
2/22 Chapter 3 Assessment
2/24
Chapter 3 Assessment Observe at CDC
2/29 Chapter 4
3/1
Chapter 4
Planning the Curriculum-Webbing
Planning the CurriculumAssessment & Observation Due
Curriculum Web Due
3/7
Chapter 7 & 8
3/9
Chapter 7 & 8
Language and Literacy
Language and Literacy
L esson Plan Draft in Class
Schedule to I mplement Next Week
3/14 Implement #1 this Week
3/16
Implement #1 this Week
Chapter 12 Problem Solving &
Chapter 12 - Problem Solving &
Mathematics
Mathematics
3/21 #1 Language and Literacy Lesson
3/23
Math Lesson Plan Due
Plan, Self Evaluation and Peer
In-Class Implementation
Review Due
Math L esson Plan I n-Class
3/28 Chapter 5
3/30
Chapter 6
Appreciating Differences
Physical Motor/Social Emotional
Chapter 6
Schedule to I mplement After Break
Myself & Others/Physical Motor
Spring Break
Implement #2 this Week
Physical Motor or Social Emotional In
Class
Lesson Plan Draft Due
Chapter 9 Physical Science
#2 Physical Motor or Social Emotional
Self Refection, Peer Evaluation, &
Lesson Plan Due
Chapter 11 Life Science
4/6
4/13
CDC
5/2
5/4
13
5/9
5/11
14
5/16
5/18
15
16
5/23
5/30
5/25
6/1
Final
4/4
4/11
10
4/18
11
4/25
12
4/20
4/27
Spring Break
Implement #2 this Week
Physical Motor or Social Emotional Lesson
Plan at Center
ECERS 1
Chapter 9 Physical Science
COURSE OBJECTIVES:
Examine and discuss the development of the theater by comparing and contrasting different movements
and styles throughout the history of Western theater, its traditions from ancient origin to modern day.
Examine and analyze theatrical history and dramatic literature in the context of its time through the works
of various playwrights, and how these works reflect upon the cultural, economical, social and political
issues of the period and time.
Assess the different genres of plays, how they reflect upon the writers style and politics of the period.
Analyze a plays structure, the beginning, middle and end, and determine how these elements of structure
has changed over time; Comprehend how and why great dramatic literature continues to resonate through
the ages a result of the topics, characters, situations and philosophies which they cover.
Examine various cultures, identifying and understanding why periods and civilizations develop various
kinds of art forms and the relationship between art and the particular cultural needs of that society.
STUDENT LEARNING OUTCOMES:
Evaluate the relationship of theatre to its art and culture through its writing styles.
Identify and analyze the major playwrights, innovators and practitioners, and plays of Western theater.
METHOD OF INSTRUCTION: Lecture, video or video clips pertaining to subject theatrical culture and
time period, including plays or scenes from plays, in-class discussion of the material we read and view,
and weekly tests.
READING, ORAL PRESENTATION, WRITING, and LIVE THEATER ASSIGNMENT (EXTRA
CREDIT): Students will read 3 chapters per week. Readings include the primary text, plays and
playwright
Pg 2
bios and any additional helpful reference or resource materials. All assigned reading must be completed
prior to the class meeting. You are expected to come to class prepared to engage in discussions.
Thepaper is exemplary if it is well organized and the content includes a listing and differentiation of
the various periods of Western theatre; an analysis of theatrical history and dramatic literature in the
context of its time, including the relationship of the theatre art form to other art forms and historical,
cultural sociological and economic influences; an explanation on how and why great dramatic literature
continues to resonate through ages as a result of the topics, characters, situations and philosophies which
they cover; and, an identification and explanation why periods and civilizations develop various kinds of
art forms and the relationship between art and the particular cultural needs of that society. The writing
will be clearly written utilizing college-level writing techniques and spelling, with supportive illustrations
and examples. Further, the paper will include thoughts regarding how the content may be applicable to
one's life.
Acceptable: The paper is acceptable if it is organized and the content includes a general listing and
differentiation of most of the periods of Western theatre; a brief analysis of theatrical history and
dramatic literature in the context of its time, including the relationship of the theatre art form to other art
forms and historical, cultural sociological and economic influences; a brief, yet general explanation on
how and why great dramatic literature continues to resonate through the ages as a result of the topics,
characters, situations and philosophies which they cover; and, a general identification and explanation
why periods and civilizations develop various kinds of art forms and the relationship between art and the
particular cultural needs of that society. The paper will be written, utilizing acceptable college-level
writing techniques and have several grammatical errors and misspellings, with few supportive
illustrations and examples. Further, the paper will indicate how the content may be applicable to one's life.
Unacceptable: The paper is unacceptable if it lacks organization and the content is unsupported by
examples and illustrations that are either not included or are too general, brief and vague. Aside from
being a paper that lacks demonstration of critical thinking skills at the college level, the style of writing
lacks appropriate sentence structure, grammar, spelling and clarity. Further, there is little or no response
to ways in which the material taught in the class can be applied to one's life.
NOTE: All written assignments are to be typed, double-spaced, font size 12, MLA style. Type your full
name, section of this class, current semester and date in the upper right-hand corner of your papers.
Students will attend a livetheater performance, during the semester and write a one-two page review of
the production. The goal is for student to experience and relate the performance to our class discussions.
Guidelines for this Theater Performance Review will be handed out in class. The report will be typed,
double spaced as directed in the above paragraph, and is due the week before the final exam. Attach
ticket stub or program for proof of attendance.
TESTS:
Weekly quizzes will evaluate your understanding of the assigned readings, lectures and class discussions
as well as serve as a review for the final exam. Tests cannot be made up under any circumstances.
bulloccm@lasc.edu
THEATER 110
HISTORY
WORLD
THEATER
OF THE
bulloccm@lasc.edu
COURSE DESCRIPTION:
Study of the development of the theaterIts playwrights and structure,
from primitive origins to the present day.
COURSE OBJECTIVES:
and discuss how theater has developed and evolved,
by
comparing and contrasting different movements and styles
throughout the history of Western theater (its traditions from ancient
origin to modern day).
SECTION
0273
M/W 9:30AM-11:00AM COX 535
INSTRUCTOR: CONNIE BULLOCK - bulloccm@lasc.edu
OFFICE HOURS BY APPOINTMENT IN CLASSROOM
9:00AM-9:30AM
WELCOME TO THE HISTORY AND STORY OF THEATER
CLASS TEXTS (In book store):
Edwin Wilson, THEATRE the lively art: 9th Edition, McGraw-Hill
Education, ISBN 978-0- 07- 351430-7. Available in the campus bookstore,
on reserve in the library, and can be purchased at amazon.com. You may
also purchase electronic copies at
www.courseSmart.com.
bulloccm@lasc.edu
bulloccm@lasc.edu
Gather information for showing the properties to prospective clients and write a
presentation that reflects your assessment of the properties and the culturally diverse
neighborhoods. Your presentation should reflect and document the following:
Research and analyze the neighborhood where the property is located, the
property (or site) itself, and the improvements on the property.
Preview the homes and assess the design, layout and design deficiencies of the
structures and landscape.
Research the neighborhoods origin and history.
Research the local streets, nearby freeways, public transportation information,
school districts, neighborhood shopping and recreational facilities.
Visit business establishments unique to that neighborhoods culture (i.e.
restaurants, cultural centers, etc.)
4. CourseMaterials & Methods: This is a hybrid course that will betaught online using ETUDES
(Easy To Use Distance Education Software) and on campus in CE 205, Tuesdays from 5:45 9:50pm.
All assignments, quizzes, tests, and other materials will be posted in ETUDES. This course is
supported by MAC and PC. Access to a computer with a reliable, stable Internet connection is required.
5. Accessing Your Course: Your course will not be accessible before August 29th. Please review the
information on West Los Angeles Colleges (WLAC) Distance Learning website at
http://www.wlac.edu/online where you will find links to course information including required materials,
login instructions, Technical Requirements and videos on How to Login, Navigate within Etudes, Read &
Post in the Discussion area.
6. Assignments, Quizzes and Exams: Real Estate Finance includes 15 chapters, 15 quizzes, 3 exams and
a written assignment. There may also be assignments for extra credit. Written assignments and Quizzes
are located in Etudes under the Assignments, Tests and Surveys tab. ALL WRITTEN
ASSIGNMENTS, QUIZZES AND EXAMS ARE TIME-SENSITIVE AND WILL NOT BE
ACCEPTED BY THE ETUDES SYSTEM AFTER THE DUE DATE. Make-up exams are not
allowed. You should completetwo chapters per week in Etudes. This leaves sufficient time to
complete your coursework and take your final exam.
ALL COURSE WORK (QUIZZES AND WRITTEN ASSIGNMENTS) MUST BE COMPLETED
AND SUBMITTED BY FRIDAY, OCTOBER 21st , 2011, 11:00PM. COURSE WORK
SUBMITTED AFTER THIS TIME WILL NOT BE ACCEPTED.
7. Attendance: Students are expected to login consistently throughout thesemester and attend scheduled
classes on campus. All students must be logged in by Monday, September 6th. Students not logged in
by Friday, September 16th will beexcluded from thecourse and might not bereinstated. A student
who does not regularly login and does not complete the coursework is subject to being dropped from the
course or receiving an F.
8. CourseWithdrawal Procedure: Any student intending to withdraw from thecoursemust follow
the proper procedure, in accordancewith the college catalogue. Theproper form must be fled with
the Office of Admissions and Records, and theinstructor must be notifed in writing to avoid
receiving an F as thefinal grade. If you fail to officially drop theclass and do not completethe
course you will receivean F on your permanent records.
9. Grading: Grading will be on the point system and students may earn up to a total of 500 points. The
fnal grade will bebased upon thetotal number of points (out of 500) received during the course
from exams, quizzes, and written assignments. Additional points may be earned from class
participation, and other possible items as determined by the instructor.
;
West L os Angeles College
www.wlac.edu
Online Access
Course Overview,
Requirements, and
Expectations
Page 3
Pages 4 & 5
Describeandexplain
theroleandfunction
of theFederal Reserve
System
Interpret andanalyzea
UniformStandard
Residential Application
(1003)
List, compareand
contrast conventional
andgovernment loan
programs
STUDENT SUCCESS
ASSISTANCE:
For CourseContent Issues:
Please contact me via the ETUDES
site or at: PorterAE@wlac.edu.
For Technical Support Issues:
visit the Online Student Help Desk
at
http://www.wlac.edu/online/helpdesk.asp.
ACCOMODATIONS:
West DSPS Program
If you have a documented
disability and believe you may
need accommodations with this
class, please contact
Supportive Services
Located in HRLC 119
Ph: (310) 287-4450
DSPS will better ensure the
accommodations you need are
implemented in a timely fashion.
2
2
;
WL AC Real Estate Finance, RE 007, Section 8167
Attendance
Students'are'expected'to'
login'consistently'throughout'
the'semester.''(
All(students(must(be(logged(
in(by(Friday,(February(14th.(
Students(not(logged(in(by(
th
Monday,(February(17 (will(
be(excluded(from(the(course(
and(might(not(be(reinstated.''''
A(student(who(does(not(
regularly(login(and(does(not(
complete(the(coursework(is(
subject(to(being(dropped(
from(the(course(or(receiving(
an(F.(((
If(you(are(having(problems(
with(the(course(material(or(
class(participation,(please(
contact(me(at(the(outset,(
rather(than(waiting(until(an(
assignment(is(due.((
Course Withdrawal
Course'work'is'located'in'Etudes'
under'the'Assignments,(Tests(
and(Surveys'tab.(
15'chapters'(one'chapter'per'
week);'15'quizzes;'3'exams;'1'
written'assignment.(
Course'work'is''time'sensitive.''
The'Etudes'system'does'not'
accept'submissions'after'the'due'
date.''MakeHup'exams'are'not'
allowed.(
All(course(work(must(be(
completed(and(submitted(by(
Monday,(June(2,(2014.(
Grading
Students may earn up to a total of
500 points. The final grade will be
based upon the total number of
points (out of 500) from exams,
quizzes, and the written
assignment. Additional points
may be earned from class
participation, and extra credit.
Fri, Jan 31
Online:
Feb 9
In-person: Feb 21
Feb 21
Feb 21
Drop w/ a W
File Pass / No Pass
GRADUATION PETITION ACCEPTED
May 9
Feb 21
Nov 18 - April 25
GRADUATION CEREMONY
CAMPUS CLOSED
Presidents' Day: Feb 14-17
Cesar Chavez Day: Mar 31
J une 10
Spring Break: Apr 7 - April 13
Memorial Day: May 26 Non-Instruction Day: May 27
C o u r s e O b je c t iv e s
D.
E.
F.
G.
H.
I.
Define mortgage terms and explain the history of real estate finance.
Employ vocabulary and terminology specific to the field of Real
Estate Finance
Identify financing terms, documents, forms and sources for financing
property
Identify and articulate distinctions between FHA, Cal Vet, VA loans ,
primary and secondary markets, and mortgage products.
Identify procedures for securing financing for home, commercial and
investment properties.
Utilize computers, the internet and social media to for research,
marketing and expanding clientele.
Demonstrate knowledge of leasehold estates
Identify federal and state laws that influence and impact the market.
Identify ethical laws, policies, guidelines and standards adhered to
within the industry
4
3
WEEK
1
CLASS ACTI VI TI ES
ASSI GNMENTS
- READ CHAPTER 1
QUIZ AND DISCUSSION QUESTION DUE BY
FEB 14TH
- READ CHAPTER 2
QUIZ AND DISCUSSION QUESTION DUE BY
FEB 21ST
- READ CHAPTER 3
QUIZ AND DISCUSSION QUESTION DUE BY
FEB 28TH
-READ CHAPTER 4
QUIZ AND DISCUSSION QUESTION DUE BY
MARCH 6TH
- READ CHAPTER 5
QUIZ AND DISCUSSION QUESTION DUE BY
MARCH 13TH
- READ CHAPTER 6.
QUIZ, DISCUSSION QUESTION DUE BY
MARCH 20TH. EXAM 1DUE BY MARCH 28TH
- READ CHAPTER 9
QUIZ AND DISCUSSION QUESTION DUE BY
APRIL 17TH
10
10
- READ CHAPTER 10
QUIZ AND DISCUSSION QUESTION DUE BY
APRIL 24TH
11
11
- READ CHAPTER 11
QUIZ AND DISCUSSION QUESTION DUE BY
MAY 1ST
12
12
- READ CHAPTER 12
QUIZ AND DISCUSSION QUESTION DUE BY
MAY 8TH
REVIEW FOR EXAM 2
EXAM 2DUE BY MAY 13TH
1
2
English: 101
CollegeReading and Composition I
!
!
!
Course Objectives
(learning outcomes)
By the end of the semester students will be
able to:
!
!
!
Course Description
English Department: This is a college-level freshman
composition course which focuses on expository writing and
argumentation and requires the writing of a minimum of 6000 words
in essays and a research paper. Students study a variety of texts
written at the college level, including literature, that reflect current
academic concerns relating to issues of language, ethnicity, class,
gender, identity, psychology, and cultural studies. The course is
intended for students who plan to transfer to a four-year college or
university.
Required Textbooks
The Tattooed Soldier, By Hector Tobar
Under the Feet of Jesus, By Helena Maria Viramontes
Translation Nation, By Hector Tobar
*Instructor will provide supplemental reading materials
!
!
issue, date
!Lorem!Ipsum!Dolor!
Issue!#,!Date!
Introduction to the
course
Themes in Education
Reviewing course
materials
Week 3: Introduction to
Mindset
Introduction to Mindset.
Review of in-class note
taking
Watch interview(s) with
Carl Dweck, Ph. D. and
related video(s).
Students will take inclass notes and pose
discussion questions.
Discuss chapter 1 & 2 of
Mindset
Review Essay#1promt
Review grading rubric
Essay Mapping
The Death and Life of the Great American School System: How Testing and Choice Are Undermining
Education Diane Ravitch
9/ 23/ 13
Discuss chapter 5 of
Mindset
Discuss Essay #2 prompt
Writing Introduction &
Thesis statements
The Shame of the Nation: The Restoration of Apartheid Schooling in America J onathan Kozal
9/ 16/ 2013
Introduction to Key
Terms
Discussion on
Educational
Experiences
Computer Lab
Read College
Pressures, How to
mark a book.
Watch how to mark a
book, video clip of
Reading Between the
Lives (in class)
Answer discussion
Week 5: Mindset
Week 4: Mindset
9/ 9/ 2013
The Flat World and Education: How America's Commitment to Equity Will Determine Our Future
(Multicultural Education)-Linda Darling Hammond
to class, 2 copies.
Review grading
rubric
Essay Mapping
Discuss Chapter 3
and 4 of Mindset
Peer review of
Essay#1
Week 6: Mindset
Resources:)
9/ 30/ 13
http://dictionary.reference.com/)
!
2!
!
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ipsum dolor
issue, date
Assignments:
You will be responsible for writing approximately 3 formal essays, annotated
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L
Issue!#,!Date!
bibliography and 2 in-class essays (at midterm and final). Keep in mind that missing even one
essay puts you at risk for failure. You will also keep a writing journal (notebook or composition
book) and a portfolio that will be turned in at then of the semester. There will be short writing
assignments for your journal and you will keep all feedback on assignments , including rough
drafts and final drafts in your portfolio (folder).
Grade Scale/Evaluation
Writing Assignments: 85%
Homework (forums): 10%
Double Space
Writing Assignments
Essay 1
Essay 2
Essay 3 (midterm)
Midterm Revisions
Annotated Bibliography
Essay 4
Essay 5 (final)
Total
%
5%
10%
5%
15%
10%
20%
20%
85%
We#
will#
be#
using#
tech#
devices#
in#
and#
outside#
of#
the#
classroom.#
#
Please#
bring#
a#
device#
that#
you#
are#
comfortable#
with;#
cell#
phone,#
#
laptop,#
ipad,#
tablet,#
etc.#
Bring#
textbooks,#
pdfs,#
notebook.
Attendance: Promptness and good attendance are required. When you are absent are tardy you miss vital
information that diminishes your understanding of concepts taught in this course. More than 3 absences may lead the
instructor to drop you from this class, especially if they are consecutive absences. You are expected to arrive at class
on time. Every 3 tardy arrivals equal 1 absence. In order to be excused from an absence or tardy, you MUST get
permission from the instructor at least 24 hours BEFORE miss class or part of a class. If you need to miss because of an
illness, you should provide a doctors note or a note from a nurse at the student Heath Center. Overall, you need to
communicate with the instructor regarding missing classes.
Academic Dishonesty: Please review carefully the following policy from the college catalog:
Students, you are expected to refrain fromengaging in the following behaviors: 1. Using, receiving, or providing unauthorized information during tests or on
any written assignments. 2. Changing answers on assignments after work has been graded. 3. Using unauthorized electronic devices, such as cell phones,
PDAs, electronic dictionaries, IPODs, etc. 4. Having another student take an examination for you or taking an examination for another student. Photo
identification may be required at the first examination. 5. Plagiarizing or presenting someone elses work as your own. 6. Forging or altering registration
documents, grades, or add permits. 7. Bribing or attempting to bribe an instructor or other college official for grade consideration or other special favors. 8.
Violating any other standard that an instructor identifies as cheating in that particular course or subject area. When there is evidence of academic
dishonesty, the instructor may issue the student a zero or Fon that particular assignment or test. The instructor may also initiate student discipline under
LACCD Board Rule 91101, which may include the issuance of a verbal or written warning. Pursuant to LACCD Board Rule 91101.11 (a), the Vice President
of Student Services will place documentation of such warnings in the students file. Any student concerned about the implementation of this policy should
reviewthe College Catalog Student Information, where he/she will find references to the Student Grievance Procedure and the relevant Board Rules.
He/she might also contact the VP of Student Services
!Essay!1!(10%);!Midterm!(15%),!Essay!
3!(20%),!Annotated!Bibliography!(25%)!Final!
Project!(30%).!Percentage!points!for!extra!credit!
may!be!assigned!throughout!the!course.!As!a!class,!
we!will!decide!the!grading!for!late!papers.!
Grading: Essays are graded based on three basic criteria: mechanics, organization (including MLA style) and
content.
When looking at mechanics, your writing is judged on how well you can implement the basic grammar rules of
English. In the early party of the semester, your individualized errors will be identified, but by the end of the
semester, you will be expected to identify and correct all grammar errors in your essays before you hand them in. the
instructor may only mark the first two or three paragraphs for grammar errors; you will be expected to notice your
patters of errors in the reminder of the paper. Please refer to your writing handbook and ask the instructor if there are
any editing marks/ corrections you do not understand.
When looking at organization, your essay is evaluated on how well you format your essay in accordance with
academic standards and logic, and the structural balance of paragraphs within the essay as a whole. You will apply the
paragraph structure youve learned in class, including proper placement of thesis statements, body paragraphs, topic
sentences, quotes, etc.
When looking at content, your essay is evaluated on how well you present a well-reasoned argument of your own that
3!