WOODBURY UNIVERSITY

WRIT 111 Academic Writing I (3 credit units)

WRIT 111 F3, Fall 2016
Teachers Name
E-Mail: matthew.bridgewater@woodbury.edu
Phone: (818) 252-5269
Office: Whitten Student Center, w126
Office Hours: 3:00 p.m. 5:00 p.m. Mondays, 3:00 p.m. 4:30 p.m. Wednesdays, or by appointment
CLASS MEETINGS
Days: Mondays and Wednesdays
Time: 1:30 p.m. 2:45 p.m.
Room: Faculty Center, F104
COURSE DESCRIPTION
WRIT 111 is an intensive writing course that introduces students to university standards for academic
writing and teaches students how to use the writing process and social processes to write for various
audiences. WRIT 111 students improve their prewriting and revision abilities and learn to modify the
essay form, integrate their opinions and experiences into essays, and create multiple-source papers in
the APA format. WRIT 111 also includes learning to coordinating first- and third-person narration and
critiquing readings for bias and for other logical fallacies. (Pre-requisite: WRIT 100 Bridge to Academic
Writing or appropriate placement score)
LEARNING OUTCOMES
By the end of the semester, a WRIT 111 student writer learns to:
Think critically and cultivate the ability to analyze a situation or text and make thoughtful decisions
based on that analysis, through writing, reading, and research. Level: Intermediate; Pillar Alignment:
Civic Engagement
Facilitate all social and technical aspects of the writing processes when undertaking writing and
research. Level: Intermediate; Pillar Alignment: Civic Engagement, Design Thinking
Compose in multiple environments and use the electronic technologies to enhance the graphic design
elements of the print, screen, or web pages. Level: Intermediate; Pillar Alignment: Design Thinking
Demonstrate rhetorical knowledge by acting on understandings of audiences, purposes, and contexts
when creating texts. Level: Beginning; Pillar Alignment: Transdisciplinarity
Acquire knowledge of genre conventions that define informal and formal texts in terms of
applicability and appropriateness for specific rhetorical situations. Level: Beginning; Pillar Alignment:
Design Thinking
These learning outcomes are evident in each students portfolio at the end of the course and are a part
of the C/C- Portfolio Review. The Writing Program will periodically access student work and teachers
pedagogy to guarantee that curriculum designs support these learning outcomes. To achieve the WRIT

111 learning outcomes, students complete writing activities like these: peer review, impromptu essay
writing, purposeful journal/discussion board writing, and source material critiques.
REQUIRED TEXTS
None.
COURSE COST
$0.
CLASS ATTENDANCE POLICY
Attendance for this class is extremely important. Here are my policies on attendance:
1) Attendance is taken every day.
2) There are in-class activities every day that will contribute to your Homework part of your grade.
These activities cannot be made up out of class. Missing them will hurt your grade. In addition, if you are
late or need to leave early and miss a class activity, this will hurt your grade because you will not be able
to complete that assignment.
3) In addition, there is a strong correlation between missing class and your grade falling. Because of the
nature of the course, there are peer revision activities, workshop days, and other in-class activities that
are important to achieving success in the course. When you miss these, it generally affects the quality of
your papers.
4) If a student misses more than 6 classes over the course of the semester, I reserve the right to drop
the students course grade by one full grade.
5) I do understand that sickness and other emergencies do occur. Please contact me ahead of time,
either in person or by email, if you expect to miss class. If you do this, I will help you get back on track in
the course.
TECHNOLOGY
Please bring your own technology devices (e.g., laptop, tablet) to participate in class activities. Students
must remain on task throughout the class and avoid using class time to catch up on social media, do
work for other classes, or for other activities not related to our class.
PORTFOLIO: WRIT 111 PAPERS
An ePortfolio is a collection of your writing, meant to help you collect and reflect on your progress
towards the course learning outcomes. So, during this course, you will upload your rough and final
drafts of all writing assignments to our ePortfolio platform, Digication.
In addition, your last or final project is a reflective review of your previous projects. At the final period,
this reflective review is submitted with the other major assignments for this course course.
A quick note on Digication. Woodbury University provides free to WRIT students a Digication account to
create an ePortfolio to more easily view, share, and reflect on course assignments. Students will have
indefinite access to their Digication accounts and can make multiple ePortfolios for academic and
professional purposes after completing a WRIT course. Students are encouraged to make an
appointment at the Writing Center to help them put together and submit their portfolios. You can call
818-252-5232 to make an appointment and work face-to-face with a consultant.

Here is a list of the papers (or assignments) that are due in this course:
Paper #1 (2-3 pages, 100 points)
Explaining a Topic (no sources)
Write an essay explaining an important or interesting topic or concept, one you know well or are just
learning about. Consider what your readers are likely to know and think about the concept, what you
might want them to learn about it, and whether you can research it sufficiently in the time you have.
Learning Outcomes: 1, 2, 6, 7
Paper #2 (4-5 pages, 100 points)
Arguing a Position
Write an essay on a controversial issue. Learn more about the issue, and take a position on it. Present
the issue to readers, and develop a well-supported argument for the purpose of confirming, challenging,
or changing your readers views on the issue.
Learning Outcomes: 1, 2, 3, 4, 5, 6, 7
Paper #3 (4-5 pages, 100 points)
Proposing a Solution
Write an essay proposing a solution to a problem. Choose a problem faced by a community or group to
which you belong, and address your proposal to one or more members of the group or to outsiders who
might help solve the problem.
Learning Outcomes: 1, 2, 3, 4, 5, 6, 7
Paper #4 (4-5 pages, 100 points)
Analyzing a Visual
Write an essay analyzing visuals in terms of their key components and context(s). Provide readers with
background on your visuals. Then, using specific examples from the visuals, you are argue for an
interpretation, discuss similarities, and draw attention to key differences among the visuals.
Learning Outcomes: 1, 2, 3, 4, 5, 6, 7
Paper #5 (4-5 pages, 100 points)
Justifying an Evaluation
Write an essay evaluating a specific subject. Examine your subject closely, and make a judgment about
it. Give reasons for your judgment that are based on widely recognized criteria or standards for
evaluating a subject like yours. Support your reasons with examples and other details primarily from
your subject.
Learning Outcomes: 1, 2, 3, 4, 5, 6, 7

Paper #6 (2 pages, 100 points)

Reflective Essay
Write a reflective essay where you discuss your strengths and weaknesses as a writer and how you have
improved or struggled with these characteristics of your writing throughout the semester. Some topics
to consider are: how you considered audience and purpose, how youve worked on organizing your
essay and paragraphs, how youve improved your thesis and topic sentence development, how youve
improved your essay development, and how youve improved your grammar/spelling/word
choice/formatting.
Learning Outcomes: 2, 6, 7
COURSE GRADE
A student accumulates points during the course, and 90% of your final grade will be determined by
writing assignments.
Specifically, teachers must include the points or percentage that each assigned paper is worth.
For example, the following table may be used:
Papers
Percentage of Final Grade
Paper One
15%
Paper Two
25%
Paper Three
25%
Paper Four
25%
Reflective Essay
5%
In-class work/homework
5%
Total
100%
In general, this is the scale that determines all grades in the course:
A Grades
A
3.85-4
A3.63-3.84

B+
B
B-

B Grades
3.25-3.62
2.85-3.24
2.63-2.84

Total

C+
C
C-

C Grades
2.25-2.62
1.85-2.24
1.63-1.84

D+
D

D Grades
1.25-1.62
0.85-1.24

100%

ASSESSMENT
Quality Criteria
A focused, welldefined topic,
issue,
phenomenon,
and/or problem

No/Limited Proficiency
(1)
Thesis is missing.
Reader cannot
determine thesis and
purpose or thesis has no
relation to the writing
task. Topic, issue,
phenomenon, and/or
problem is not
explained.

Minimal Proficiency (2)

Proficiency (3)

High Proficiency (4)

Thesis may be obvious or

unimaginative. Thesis
and topic are somewhat
vague or only loosely
related to the writing
task. Topic, issue,
phenomenon, and/or
problem is not welldeveloped.

Thesis is somewhat
original. Thesis and
purpose are fairly clear
and match the writing
task. The Topic, issue,
phenomenon, and/or
problem is competently
developed, but still has
some weaknesses.

Thesis is clear and specific.

Develops fresh insight that
challenges the readers
thinking.
Substantial, logical, and
concrete developments of
topic, issue, phenomenon,
and/or problem. Details are
germane, original, and
convincingly interpreted.

A well-argued
position, cause,
and/or solution

Offers simplistic,
undeveloped, or cryptic
support for the position,
cause, and/or solution.
Inappropriate or off
topic generalizations,
irrelevant to thesis,
faulty assumptions,
errors of fact.
Fails to include a
response to readers
objections.

Offers somewhat obvious

support that may be too
broad. Details are too
general, not interpreted,
or inappropriately
repetitive.

Offers solid but less

original reasoning.
Assumptions are not
always recognized or
made explicit. Contains
mostly appropriate details
or examples.

Develops fresh insight that

challenges the readers
thinking.
Substantial, logical, and
concrete developments of
solution. Details are germane,
original, and convincingly
interpreted.

Responses to readers
objections are
underdeveloped or
vague.

Effectively anticipates and

appropriately responds to
readers' likely objections in a
detailed manner.

A clear, logical
organization

Unclear organization.
No or very few
transitions. No or very
few topic sentences.

Use of
sources/APA
format and
English grammar
and vocabulary

Neglects important
sources. No or little
connection between
sources and the
students ideas.
Overuse of quotations
or paraphrase to
substitute writers own
ideas. Possibly uses
sources without
attribution. Doesnt
demonstrate proficiency
in grammar, vocabulary,
and sentence structure.
No or little
understanding of APA.

Some signs of logical

organization. May have
abrupt or illogical shifts
and ineffective flow or
ideas. Weak topic
sentences. Paragraph
structure could be
improved.
Synthesizes somewhat
relevant sources but
lacks variety. Quotations
and paraphrases may be
too long and/or
inconsistently
referenced.
Demonstrates limited
proficiency in grammar,
vocabulary, and sentence
structure. Inconsistent
understanding of APA.

Offers solid but less

original responses to
objections Contains mostly
appropriate responses but
some might not be
germane or original.
Organization supports
thesis and purpose.
Transitions are mostly
appropriate. But sequence
of ideas or paragraph
structure could still be
improved.
Synthesizes sources to
support, extend, and
inform, but not substitute
writers own development
of ideas. Doesnt overuse
quotes, but may not
always conform to
required APA style.
Demonstrates proficiency
in grammar, vocabulary,
and sentence structure.
Demonstrates a good
understanding of APA.

Synthesizes a variety of
sources (scientific data,
authoritative testimony,
statistics, etc.) to support,
extend, and inform, but not
substitute writers own
development of idea. Doesnt
overuse quotes. Demonstrates
high proficiency in grammar,
vocabulary, and sentence
structure. A complete or near
complete understanding of
APA.

An effective
response to
objections

Fully and imaginatively

supports thesis and purpose.
Sequence of ideas is effective.
Transitions, topic sentences,
and paragraph structure are
effective.

OTHER GRADING POLICIES

If no rough draft is turned in, your grade on that essay will drop 1 step, from an A to an A-, A- to B+, B+
to B, B to B-, B- to C+, C+ to C, C to C-, C- to D+, and D+ to D. D's won't drop to F's because F's are
reserved for work that isn't turned in, contains plagiarism, or suffers from a particularly serious problem.
Why are you penalized for not turning in a rough draft? This is because I value the course learning
outcomes 2 and 7, and you should as well.
If a paper veers too far from the assignment sheets purpose (e.g., ignores the source or page
requirement, or is an arguing a position paper instead of a speculating about causes paper), it can get no
higher than a C-. If a paper completely ignores an assignment sheet (e.g., turns in a movie review or a
personal narrative instead of a researched essay), the paper will receive an F. Why are you penalized for
straying too far from the assignment sheet? This is because I value rhetorical awareness and
understanding the rhetorical situation, program learning outcomes 4 and 5. Ignoring the assignment
sheet demonstrates you need to improve in this area. If a real estate developer hires an architecture
firm to build a strip mall and they build luxury apartments instead, that would be a very serious
problem.

While there is a due date grace period of 24 hours, final drafts submitted after the grace period
automatically lose up to one full grade, going from an A to a B, A- to B-, B+ to C+, B to C, B- to C-, C+ to
D+, C to D. Papers graded as a C- or D+ become D's. D's remain D's.
Any student not turning in 2 or more final drafts along with their respective rough drafts (if applicable)
will fail the course with an F. The Reflective Essay doesn't count for this rule.
Homework/class work: no extra credit is given. Out of class homework assignments generally receive full
credit if completed and turned in on time, half credit if turned in late (there is a 24 hour grace period for
turning in homework late), and no credit if the homework strays too far from the assignment, or is
incomplete.
I reserve the right to lessen grade drops for major assignments and homework under certain
circumstances.
Accommodations for Students with Disabilities
Woodbury University is committed to making reasonable accommodations to assist individuals with
disabilities in reaching their academic potential. Students desiring accommodations due to a physical,
learning or psychological disability must first complete an Accommodations Request Form, which can be
downloaded from http://go.woodbury.edu, and found under Academic Resources. Accommodations
cannot be granted prior to the instructors receipt of a Notification of Special Needs Release Form from
the Disabilities Coordinator. Accommodations are never provided retroactively. For more information,
contact the Disabilities Coordinator in the Whitten Center (818) 394-3345.
Writing Center
Because writing is such an important part of a college education, Woodbury provides FREE writing
center support to all Woodbury writers, at any stage of the process, from brainstorming to final editing,
and for any class. I encourage you to attend regularly on your own. However, if I find that you have
specific difficulties in writing that would benefit from additional input, I may require you to go the
Writing Center as part of this class. If this occurs, I will talk with you about the details of what I expect
and the consequences of not meeting this requirement.
Whitten Student Center Room W118: Mon-Thurs, 9am-4pm; Fri-Sat, 10am-3pm; Sun, 4pm-6pm.
You can also submit your paper online. Go to https://woodburywritingcenter.wufoo.com/forms/twconline-tutorials-summer-2014/ and follow the instructions to submit your paper. You will receive your
online tutorial within 24 hours.
You can call 818-252-5232 to make an appointment and work face-to-face with a consultant.
Assignment Calendar (subject to change at discretion of Dr. Matt)
Week 1
Monday, 8/22 Class introductions. Go over the syllabus, course website, focus and purpose of the class.
Go over assignment sheet rubric, cheat sheet, and a sample student paper for Essay 1: Explaining a Topic
(no sources). View Johnny Lees TED Talk Free or cheap Wii remote hacks and Anand Varmas The
first 21 days of a bees life. Go over how to set up Essay 1 and paper ideas.

Wednesday, 8/24 Watch Pamela Meyers How to spot a liar and Gill Hickss I survived a terrorist
attack. Heres what happened. Complete lesson on Introducing Your Topic and go over the articles for
the summary homework on Moodle. Due Sunday, 8/28, at 11:55 p.m.
HW: Complete homework assignment on Moodle by reading Searching the Internet for
evidence of time travelers and Michigan Techs write up of the article In search oftime
travelers and writing your own summary of this article. Complete homework on Introducing
Your Topic. Due Sunday, 8/28, at 11:55 p.m.

Week 2
Monday, 8/29 Continue to go over how to set up Essay 1 and paper ideas. Go over last weeks
homework. Go over any questions about Essay 1. Watch Elizabeth Levs Ted Talk The unheard story of
the Sistine Chapel and Blacks My journey to yo-yo mastery.
Wednesday, 8/31 Watch Adam Savages My love letter to cosplay and Latif Nassers You have no
idea where camels really come from. Complete lesson on Topic Sentences and Transitions and go over
the articles for the summary homework on Moodle. Due Sunday, 9/4, at 11:55 p.m.
HW: Complete homework assignment on Moodle by reading Sliding rocks on racetrack playa,
Death Valley National Park: First observation of rocks in motion and the LA Times write up of
the article Mystery of how rocks move across Death Valley lack bed solved and writing your
own summary of the situation. Complete homework on Topic Sentences and Transitions. Due
Sunday, 9/4, at 11:55 p.m.

Week 3
Monday, 9/5 No Class. Labor Day.
Wednesday, 9/7 Essay 1: Explaining a Topic (no sources) due today, Wednesday, September 7, at
11:55 p.m. Go over assignment sheet, rubric, cheat sheet, and student sample paper for Essay #2: Arguing
a Position. This units theme is Do or Dont Do What You Love. View Steve Jobs speech How to live
before you die and read Jeff Hadens Do what you love? Screw that. Go over how to set up Essay 2
and paper ideas. Complete lesson on Ordering Arguments and Thesis Statements and relevant
homework assignment on Moodle. Go over Essay 2 examples and go over the articles for the summary
homework on Moodle.. Due Sunday, 9/11, at 11:55 p.m.
HW: Complete homework assignment on Moodle by reading Female hurricanes are deadlier
than male hurricanes and CNNs Female hurricanes are deadlier than male hurricanes, study
says and writing your own summary of the article. Complete homework on Ordering
Arguments and Thesis Statements. Due Sunday, 9/11, at 11:55 p.m.

Week 4

Monday, 9/12 Watch Emilie Wapnicks Why some of us dont have one true calling and Scott
Dinsmores How to find work you love. Complete lesson on APA format.
Wednesday, 9/14 Rough draft of Essay 2: Arguing a Position due today, September 14, at 11:55 p.m.
Writing Center tutorial. Watch Dan Arielys What makes us feel good about our work? and read Miya
Tokumitsus In the name of love. Complete lesson on Titling Your Paper and Using Headings.
HW: Complete homework APA format and Titling Your Paper and Using Headings
assignment on Moodle. Due Sunday, 9/18, at 11:55 p.m.

Week 5
Monday, 9/19 Go over Essay 2 rough drafts. Strategize ways to improve Essay 2.
Wednesday, 9/21 Read Bouree Lams Why Do what you love is pernicious advice and Charlotte
Liebermans Dont do what you love, do what you do. Go over quoting. Do lesson on Sentence
Combining and go over the articles for the quoting homework on Moodle.
HW: Complete homework assignment on Moodle by reading Oxytocin enhances brain
reward system responses in men viewing the face of their female partner and Times
How Oxytocin Makes Men (Almost) Monogamous and selecting 2 important quotes
from either article and putting them in APA format with a signal phrase. Complete
homework on Sentence Combining. Due Sunday, 9/25, at 11:55 p.m.

Week 6
Monday, 9/26 Final draft of Essay 2 due today at 11:55 p.m. Go over assignment sheet, rubric, cheat
sheet, and student sample paper for Essay 3: Proposing a Solution. This units theme is Big Problems,
Small Solutions. Watch Ron Finleys A guerilla gardener in South Central LA and Topher Whites
What can save the rainforest? Your used cell phone. Go over how to set up Essay 3 and paper ideas.
Wednesday, 9/28 Watch Aziz Abu Sarahs For more tolerance, we need moretourism? and Peter
Singers The why and how of effective altruism. Look over Mejdi Tours, War Zone Tours, and
Climb Mount Everest. Complete lesson on Textanalyser and go over the articles for the quoting
homework on Moodle.
HW: Complete homework assignment on Moodle by reading Trolls just want to have fun and
Psych Centrals Trolls just want to have fun? and selecting 2 important quotes from either
article and putting them in APA format with a signal phrase. Complete Textanalyser
homework. Due Sunday, 10/2, at 11:55 p.m.

Week 7
Monday, 10/3 Watch McKenna Popes Want to be an activist? Start with your toys and Natalie
Warnes Being young and making an impact. Look over McKenna Popes petition and Natalie Warnes
Invisible Children. And go over the articles for the quoting homework on Moodle.

Wednesday, 10/5 Verna Myerss How to overcome out biases? Walk boldly towards them and Bruno
Torturras Got a smartphone? Start broadcasting. Complete lesson on I write like. Due Sunday, 10/9,
at 11:55 p.m.
HW: Complete homework assignment on Moodle by reading An Earth-sized planet in the
habitable zone of a cool star and BBCs Earth 2.0 found in Nasa Kepler telescope haul and
selecting 2 important quotes from either article and putting them in APA format with a signal
phrase. Complete I write like homework. Due Sunday, 10/9, at 11:55 p.m.

Week 8
Monday, 10/10 Faculty Development day. No Class.
Wednesday, 10/12 Watch Majora Carters Greening the ghetto and her talk 3 stories of local ecoentrepreneurship. Look over Friends of the LA River, LADOT Bike Program, and LA Metro.
Rough draft of Essay 3: Proposing a Solution due today, October 12, at 11:55 p.m. And go over the
articles for the paraphrasing homework on Moodle.
HW: Complete homework assignment on Moodle by reading Were James Bonds drinks shaken
because of alcohol induced tremor? and BBCs Scientific study of James Bond novels shows
Agent 007 was a drunk and paraphrasing 2 important sentences from either article and putting
them in APA format with a signal phrase. Due Sunday, 10/16, at 11:55 p.m.

Week 9
Monday, 10/17 Watch Mark Bezoss A life lesson from a volunteer firefighter, Joy Suns Should you
donate differently? and Bill and Melinda Gates interview with Chris Anderson. Look over the Bill and
Melinda Gates Foundation. Also look over Jamie Olivers Teach every child about food and look over
Jamie Oliver Food Foundation.
Wednesday, 10/19 Watch Jarret Krosoczkas Why lunch ladies are heroes, Sheryl Sandbergs Why
we have too few women leaders, and Ariana Huffingtons How to succeed? Get more sleep. Look
over Ariana Huffingtons Thrive Global. And go over the articles for the paraphrasing homework on
Moodle.
HW: Complete homework assignment on Moodle by reading A diamond is forever and other
fairy tales: The relationship between wedding expenses and marriage duration and PBSs Why
spending less on your wedding could save your marriage and paraphrasing 2 important
sentences from either article and putting them in APA format with a signal phrase. Due Sunday,
10/23, at 11:55 p.m.

Week 10
Monday, 10/24 Final draft of Essay #3: Proposing a Solution due Monday, 10/24, at 11:55 p.m. Go over
assignment sheet, rubric, cheat sheet, and student sample paper for Essay #4: Speculating about Causes.
This units theme is True Crime. Watch scene from JFK, JFK magic bullet computer recreation, and

Zapruder Film. Also watch DB Cooper: Case Closed? and The mysterious disappearance of Amelia
Earhart.
Wednesday, 10/26 Watch Trevor Aaronsons How this FBI strategy is actually creating US-based
terrorists, and Elizabeth Loftuss How reliable is your memory? Complete lesson Inserting Pictures,
Videos, and Footnotes. Complete lesson on Diigo. And go over the articles for the paraphrasing
homework on Moodle.
HW: Complete homework assignment on Moodle by reading Marine ice sheet collapse
potentially under way for the Thwaites Glacier Basin, West Antarctica and the University of
Washingtons press release West Antarctic ice sheet collapse is under way and selecting 2
important quotes from either article and putting them in APA format with a signal phrase.
Complete Diigo homework. Due Sunday, 10/30, at 11:55 p.m.

Week 11
Monday, 10/31 Go over Unsolved Mysteries Map. Watch Anne Milgrams Why smart statistics are the
key to fighting crime, Jamie Bartletts How the mysterious dark net is going mainstream,and Will
Potters The secret US prisons youve never heard of before.
Wednesday, 11/2 Watch Jim Fallons Exploring the mind of a killer, Apollo Robbinss The art of
misdirection, and James Lynes Everyday cybercrime and what you can do about it. Complete lesson
on logical fallacies, rhetoric, and logic in class (Part I).
HW: Complete homework on logical fallacies, rhetoric, and logic. Due Sunday, 11/6, at 11:55 p.m.

Week 12
Monday, 11/7 Watch Misha Glennys How global crime networks work, Mikko Hyponnens Three
types of online attack, and Noy Thrupkaews Human trafficking is all around you. This is how it
works.
Wednesday, 11/9 Rough draft of Essay 4 due Wednesday, 11/9, at 11:55 p.m. Complete lesson on
logical fallacies, rhetoric, and logic in class (Part II).
HW: Complete homework on logical fallacies, rhetoric, and logic. Continue to work on Rough
draft of Essay 4. . Due Sunday, 11/13, at 11:55 p.m.

Week 13
Monday, 11/14 Conferences. Meet with students individually to discuss their progress and performance
in the class.
Wednesday, 11/16 Workshop day. Make sure to bring your laptop. Go over Essay 4 rough drafts.
Strategize ways to improve Essay 4. Go over Digication. Put together your About Me page, color

scheme, and upload any photos.

HW: Work on Essay 4.

Week 14
Monday, 11/21 Dr. Matt is out of town. No Class.
Wednesday, 11/23 Thanksgiving. No Class.
HW: Students revise appropriate essays and Digication ePortfolio.

Week 15
Monday, 11/28 Workshop day. Make sure to bring your laptop. Go over assignment sheet, rubric,
cheat sheet, and student sample paper for Essay 5: Reflective Essay. Go over strategies to create a great
reflection. Work on Reflection, Revision, or Essay 5. Also, you may work on your Digication portfolio.
Wednesday, 11/30 Studio finals. No class. Final draft of Essay #5 due Wednesday, December 2, at
11:55 p.m.

Week 16 (Finals Week)

Monday, 12/5 FINAL PERIOD Reflective Essay due. Final Draft of Essay #4: Speculating about
Causes due Wednesday, 12/5, at 11:55 p.m. Revisions of previous essays due, if applicable. ePortfolios
finalized and ready to submit.