course policies & guidelines

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GENERAL COURSE INFORMATION

3 units, 3 hours lecture. Prerequisite: ENGL 120.  (Recommended preparation:  English 122:

Introduction to Literature.)  American Literature I is recommended for English Majors.

English 231, American Literature, is a survey course designed to introduce and critically discuss

American writers from the inception of the country to 1865. (The term “American” is used here, with

some apologies, to describe writers who have contributed to the canon literature of the United States.)

Rather than review all of American literature from this period in U.S. history, we will analyze those

writers whose work is of historical and canonical significance to the formation of

tradition that may be called “American Literature.”

REQUIRED TEXT

Baym, Nina, Robert S. Levine, Wayne Franklin, et al.  Norton Anthology of American

Literature: Volumes A and B (Pre-Colonial to 1865).  8th ed. Boston: W.W. Norton

& Co., 2012.  ISBN:  9780393913095

WHAT "REQUIRED" MEANS

It is your responsibility to obtain the required textbooks for this class within the first

thirty days.

The primary textbooks for the course are currently available in the Grossmont College campus

bookstore.  However, if you order any of the books on-line, please select a reputable bookseller and

arrange for the books to arrive no later than by the end of Week 2.  You must bring the texts to class

in order to participate in the classroom activities and discussions. For some the assigned

readings, especially those written prior to 1800, electronic versions of are available on-line from

credible academic sources; some of these are, in fact, recommended or even required as part of your

reading, and links to them are available under the "Reading" section of this website.   If you use this

option, be prepared to come to class with printouts or xerox copies of the readings to be discussed in

class.  (This is essential!)  If you use on-line editions or versions of texts other than those requested

for this class, discrepancies in pagination and content are inevitable.  Syllabus assignments and page

references during classroom discussions will correspond only to the official edition of the Norton

Anthology ordered for this course.

The following point is reiterated under "Classroom Behavior" (see below), but it is important enough to

merit comment here:  coming to class without the required text and materials is considered

"unprepared" and treated as a classroom behavior problem.

RECOMMENDED TEXTS

Barnet, Sylvan and William E. Cain.  A Short Guide to Writing About Literature.  12th ed.  New

York:  Longman Publishers, 2011.  ISBN 9780205118458.

If you haven't written a term paper in a while, or you're not confident about how you should start an

essay for a literature class, this guide is arguably the best resource available.

Gibaldi, Joseph. M.L.A. Handbook for Writers of Research Papers. 7th edition. New York, NY:

Modern Language Association of America, 2009. ISBN 9781603290241.

Most, if not all, English instructors require that writing be submitted in MLA

format, but the conventions of MLA style don't start and end with where to

put the page numbers of your essay.  This is the comprehensive "bible of

style" from the Modern Language Association, itself.

Sherlock, Karl. A Handbook of Usage and Academic Tone. 2nd edition.

El Cajon, CA:  Karl J. Sherlock/Grossmont College, 2014. on-line / PDF

download (request password from instructor)

If you write like you talk, or you're confused about how writing sounds

"academic," this handbook navigates you through the major perils of tone and

the sometimes hilarious errors of usage that can happen along the way.  It's

written by your instructor, it's free, and it's available on-line: a no-brainer.

MATERIALS, RESOURCES

loose leaf paper (for in-class exercises and exams); notebook; a competent

college-level dictionary; typewriter or word processor; access to the course

website.

GRADING

The following percentages comprise your final course grade:

20%  Involvement

Involvement is defined as attendance distinguished by class time preparation,

organization, willingness to contribute to discussions, use of office hours and

conferences, and intellectual involvement in classroom activities; please be mindful that students who

have more than two non-emergency absences will be dropped from the course.

20%  Quizzes

Quizzes will cover assigned readings and pose questions about key features of literary periods, literary

terms, the background and contributions of the writers we're discussing, as well as details about their

writing.

15%  Monthly Projects

Monthly Projects will be collaborative presentations about selected authors.

25%  Term Paper

Term Paper will be an ongoing project developed over the course of the semester.

20%  Final Exam

The Final Examination will be a sit-down, comprehensive examination (covering all the course material)

on the scheduled examination date; it will offer a selection of complex questions, two of which you will

lead to your fully developed, essay-style responses.

Note:  Plus/Minus [+/-] grading will not be used for the final grades in this course.

PREPARATION and STUDENT LEARNING OUTCOMES (SLOs)

This course carries of a pre-requisite of “C” or better in English 120 or its equivalent.  Preparation in

English 122: Introduction To Literature is recommended.  After completing English 231, students will:

1.  Use literary terminology and basic critical theory to discuss, analyze, synthesize, and interpret

the major writers from Pre-Colonial America to the Civil War.

2.  Write evidence-based literary analyses of American literature demonstrating close reading and

interpretive skills, logical reasoning, and argumentative strategies.

3.  Identify relationships between the literature and the linguistic, literary, religious, political,

philosophical, and social developments in America from the Pre-Colonial period to the Civil War.

ADDING AND DROPPING

This course may added or dropped without incurring a “W” on your record up until the official deadline at

the end of the semester’s second week. (Further information, including important holidays, and

deadlines for Credit/No Credit application and final Withdrawal, consult the Academic Calendar.) In

order to remain in the class, students must pay their course fees and process add codes within the

first two weeks of the course.  Please see "Absence During the First Two Weeks" (below) for additional

important information about being added or dropped from the class.

Registered Students

During this all-important first week, the college does not consider registration alone sufficient to "hold

your seat";  you must attend.  Most classes have a sizable Wait List.  If you are absent at all during

the first two weeks, you will be dropped.  If you intend to drop the class, I'd appreciate the courtesy of

being notified so that I can make the process of adding the class smoother for those waiting to enroll in

it.  Thanks.

Priority Wait Listed Students

If your name is on a Priority Wait List, contingent upon vacancies (up until the end of the second

week), you will be issued an Add Code for immediate use. The order of names appearing on the Priority

Wait List will be given the strictest adherence.  If your attendance during the first week is irregular, you

will be passed over for consideration to the course altogether.

Crashers

In the unlikely event openings become available in this course during the first two weeks, priority will

be given to those on the Wait List first, and then to Crashers.   If your attendance during the first two

weeks is irregular, you will be passed over for consideration to the course altogether. After the first two

weeks, if you have not successfully enrolled in the class, processed your Add Code (which expires by

the end of Week 2), or paid your course fees, you may not remain in the classroom.  Unfortunately,

these rules are district mandated and I have no authority to bend them.

DUE DATES, LATE WORK, AND PREPAREDNESS

All assignments must be completed by the due date and submitted by the beginning of the class

period.  Except with proof of medical emergencies and serious crises, late assignments will not be

accepted.  Furthermore, students must come to class with the assigned reading in hand and be

prepared to discuss it knowledgeably.  This should be achieved by bringing the required textbook;

however, students may also bring Xeroxed facsimiles, printouts of non-copyright protected e-texts, and

copies of archived texts downloaded from the Internet.  Be advised, however, that any differences in

pagination, editing or translation are the responsibility of the student and may pose a liability in, both,

the classroom and the examinations.

ABSENCE DURING THE FIRST TWO WEEKS

Attendance during the first two weeks is crucial to your registration status in the class and determines

your continued enrollment or your chance for obtaining an Add Code.

REGISTERED STUDENTS:

If you've been lucky or prudent enough to register early, your enrollment does not guarantee your

secure place in the class will be held if you do not attend.  It is every registered student's responsibility

to see that he or she can attend every session, including the first.  No special consideration will be

made for prior commitments or schedule conflicts, including work schedules, sporting events or training

schedules, vacations and travel arrangements, transportation problems, child care, healthcare

appointments, or any similar excuse short of a documented medical emergency or bereavement.

Registered students with recorded absence during the first two weeks of the course will be dropped to

make room for Wait-Listed students.  No exceptions.

WAIT-LISTED STUDENTS:

As seats become available during the first two weeks, Wait-Listed students will be given a chance to

receive a non-transferrable "Add" Code.  Wait-Listed students will be given priority over dropped,

deleted, and ad hoc students (crashers), and Wait-List priority rank will be honored at all times.  The

same criteria for attendance and commitment as Registered students will apply: Wait-Listed students

who miss one ore more classes during the first two weeks will be stripped of rank, deleted from the

Wait-List, and not reconsidered.

CRASHERS:

Crashing is, unfortunately, the least dependable method of registering for a class, regardless of

whether you have good reason to do so.  All students who submit their names to a "Crash List" and

who subsequently fail to attend the class during the first two weeks will be deleted from the Crash List

without reconsideration.  Crashers cannot be assured a seat in this course, nor can they negotiate to

take the place of a Registered or Wait-Listed student who may be planning to drop.  No transaction can

occur without receipt of a unique "Add" Code from the instructor.  For these reasons, Crashers are

strongly advised to be flexible by enrolling in any open section of a comparable course that will take

them, regardless of day or time, and to adjust their work and/or social schedules to accommodate their

academic schedule.

ABSENCE AND TARDINESS DURING THE SEMESTER

Assuming you have dutifully attended all sessions during the first two weeks, you are expected to

attend all remaining scheduled sessions of this course, and to be on time.  Tardy arrival and premature

departure are noted, and two incidences of these are equivalent to one absence. Excessive unexcused

absences (three) are sufficient grounds to be dropped from the course, after which time re-admittance

will not be considered.

EXCUSED ABSENCE

Excusable absences are determined as unavoidable and serious, and which are chiefly owed to

documented emergencies (such as hospital visits or court appearances and subpoenas), funerals, jury

duty, and federal holidays.

UNEXCUSED ABSENCE

All other types of absence are not considered excusable.  Unexcused absence falls into two types:

random and pattern.

Examples of random absence:

you're too tired or blue to attend; you have to collect someone at the airport; you forgot to bring your

books so you felt too unprepared; that movie you wanted to see in 3D opens today; you couldn't afford

your trolley fare; you scheduled a dental appointment; your cousin is marrying in Toledo and you have

to fly out because you're in the wedding party; your sister's in labor; you've got a test or a project for

another class scheduled during the same time as this one; you weren't feeling well at school so you

left; you just need a personal day so you played hookie.  In naming these "unexcused absences," I am

not suggesting that these examples aren't perhaps good personal reasons to miss class.  However,

they are nonetheless personal reasons.

Examples of pattern absence and tardiness:

your boss keeps scheduling you during the class time; you cannot find childcare during the hours of

the class; you schedule routine appointments during class time; your obligations to another class at

this or another college interfere; your ride to school is guilty of any of the above; your bus doesn't get

you to campus until ten minutes after class has begun; you can't find parking on campus.  In these

examples, either a pattern of behavior is responsible or a conflict of interest interferes; either way, it is

completely up to a student to resolve these issues so that a proper commitment to the class can be

made.

Exam conflicts:

Please note that, since no Grossmont College instructors are permitted to schedule lectures or exams

outside the officially scheduled time period and day(s) for their courses, no such conflict should occur

with your English 231 course unless you are taking two Grossmont College classes at the same time.

If you are taking courses at another campus, look ahead to the final examination schedule to check

whether there may be some conflict.

If you expect to be absent or you realize you will be tardy, it is in your best interest to contact me

using the voice-mail number or the e-mail address I've made available on the course syllabus and the

course website.  Documenting your own absence in this way demonstrates you are trying to be

responsible and committed to the course.  If you didn't expect to be late to class (because, for

instance, a traffic jam occurred), you should always come to class anyway.  It's better to come in late

than not attend at all.  As a courtesy to me, and any other instructor placed in the same position,

please do not e-mail a request to write you with a summary of everything you missed on a day you

were absent.  I provide all of my resources and a detailed course outline on the course website that

describes what you will have missed if you are absent.  Please use your syllabus in the spirit with

which it is intended.  You are always welcome, however, to come see me during my office hours and

review this material together.

INSTRUCTOR ABSENCE

Whenever possible, if I must cancel class or change the scheduled class content, I try to alert

students in advance by e-mail.  For that reason, you should make sure that my e-mail address,

karl.sherlock@gcccd.edu, is put in your address book and, at the very least, made immune somehow

to your spam filters.  Important announcements have gone unheeded in the past because students

didn't check their bulk mail folders!  However, should I not arrive to class within fifteen minutes after its

start time and you do not see a sign-in sheet posted on the door, then I would be obliged if someone

volunteered to pass around a sign-up sheet, then submit it to my mailbox at the Switchboard in the

Admissions and Records Building. This scenario would happen only in extreme circumstances.  Thank

you.

WRITING STANDARDS

The entrance skills for this course specifically require proficiency in writing at an English 110 level or

above.  Your writing for this course, therefore, should reflect that competency, whether it is writing for

in-class exercises and exams or for outside projects.  Your success in this course will be measured in part

by the level of writing and research competency you demonstrate in the course's primary assignments and

projects.  The following is additional advice to help you meet those goals:

Submitting Essays

The semester term paper must be submitted unstapled, in the right side of a plain two-pocket folder,

complete with the following in the left side of the folder: all previous drafts, outline (required), pre-

writing, and (if used) note cards and library call numbers.  If you are using a computer, please be sure

to produce at least two hard copies of previous drafts along with the final draft.  In addition to

demonstrating to me your process of revision and redrafting, such a habit will safeguard you against

the loss of your work should a computer failure occur.

“Readability” and Standards

Because this course focuses, not only on developing content worthy of college-level writing, but

document style and citation methods required in college essays, I do not accept handwritten work.  All

writing (except for in-class writing) must, therefore, BE TYPED OR PRINTED on plain 81/2 x 11"

printer paper (white only), and conform to M.L.A. style rules for essays and research papers (spacing,

margins, pagination, title pages, etc).  Choose a clear, readable and appropriately sized font in black

ink.

Furthermore, a computer may be very helpful because you will be expected to do revisions of your

essays.  If you do not have access to word processing, investigate those that the college may make

available to you.  In any event, the same standards of style apply for any draft produced by word

processor.  Please, no poorly aligned tractor–fed text, no carelessly ripped edges, no barely–readable

print (letter quality would be best), no runaway margins, and so on.  Remember, word processing is

designed to help you construct a letter–perfect text before you print it! Submit each document, draft or

otherwise, as though you were proud of its polished form.

PLAGIARISM

The college's official statement on Academic Dishonesty on page 19 of the Course Catalog, "Academic

Integrity," is as follows:

The faculty, administration, and staff of Grossmont College, in creating a culture of academic excellence,

value honesty and integrity in all aspects of learning, working, and participating in the college

community. Moreover, we believe that those who value learning would never view cheating (copying or

otherwise presenting work that is not one's own) and plagiarism (presenting another writer's ideas,

materials, images, or words as one's own without proper citation) as viable choices within an academic

environment. It is incumbent on faculty, in particular, to communicate expectations to students with

regard to academic honesty in each class, and it is the responsibility of each student to understand the

actions and behaviors that constitute cheating or academic dishonesty within each class as well as in other

venues on campus. Students are encouraged to ask questions of their instructors and are expected to read

the college's statement on Academic Fraud (located in the class schedule). Penalties for actions

inconsistent with classroom, library, and college expectations for academic integrity range from a failing

grade on an assignment, exam, or project (which may lead to a failing grade in the course) to, under

certain conditions, suspension, or expulsion from a class, program, or the college. For more information,

please consult with your instructor or contact the office of the Associate Dean of Student Affairs.

By definition, plagiarism is considered to be an ethical issue—a matter of dishonesty that diminishes

the integrity and value as Grossmont College as an accredited institution.  It can, however, develop

into a legal issue when fraud and copyright infringement are involved.  This poses a considerably risk

for the student, the instructor, and even the college.  If you are caught in the willful act of plagiarizing

other people’s writing or research, this will be "consequenced" with suspension and placed permanently

on the student’s official academic records, which will be made available to any institution of higher

learning to which the student later transfers.   Additionally, I personally consider it an insult to anyone

who has ever struggled to produce an original idea.  (I’ll be happy to discuss and define academic

dishonesty with you privately, and I’ll be more than pleased to help you with source citation.)

Furthermore, submitting essays which have been written for previous courses or which are being

written for other courses you are taking this semester will be reviewed as unoriginal work and returned

with a failing grade.

Please make sure you understand the aforementioned and respect it.  Thank you.

CLASSROOM BEHAVIOR

Smoking and chewing of tobacco are prohibited on the Grossmont College campus.  Violent or

aggressive behavior, including harassment, is also cause for intervention from campus police.  Though

I encourage a more informal, freely discursive environment in the classroom during the scheduled

class time, suffice it to say that I frown upon any activity distracting or inconsiderate to your

colleagues and teacher. Your undivided attention and total involvement in the activities related to the

course are a must.  (Disruptive classroom behavior is outlined on page 4 of the Grossmont-Cuyamaca

Community College District Student Discipline Procedure Handbook (PDF).  I trust you to exercise

good judgment in this matter, but the following are what I consider to be serious behavioral issues that,

if they persist after the first friendly warning, could lead to a two-day suspension from the class, during

which time attendance or completion of required work would be forbidden.  Please take these seriously!

1

Unpreparedness: Your preparedness is measured not only in having completed the assigned

readings, but in attending class with the proper textbooks, a notebook and a writing instrument.  You will

be expected to take notes.  Coming to class without textbooks or completed homework will be

“consequenced” with dismissal from the class for that day only because this behavior is disruptive to

prepared students and the class agenda, particularly when it forces students to double- or triple-up to

examine passages from the textbook.  Something to bear in mind:  In a college classroom where your

peers are paying their own way for their education and every dollar represents life energies expended for

it, it's not fair to exploit their diligence.  Occasionally, everyone leaves a book behind by mistake, but if

a student habitually attends class without the assigned readings, this will be treated as a problem

behavior.

2

Lack of Involvement: Your full attention is requested while sitting in the classroom.  I realize that

things happen in our daily life that cause our attention to wander and make it difficult to stay in the spirit

of our activities.  These are not behavioral problems.  Rather, behaving intentionally in a way that

ignores the demands of the class can be passively disruptive.  Sitting in class and doing nothing is a

typical example of this problem.  You're expected to keep an open notebook and take notes.

Additionally, because the failure to obtain the required texts for the course often leads to a lack of

involvement, this too could merit your dismissal from the course.  Furthermore, please do not bring any

other reading materials and activities than those assigned for any given class day.  For example, do not

engage in homework for other classes or any other activity that doesn't relate to the class topic at hand.

(Please review further guidelines under "TEXTS" concerning the purchase and bringing of required texts

to the class.)

3

Unrelated Activities:  campus policies forbid "romantic interludes" in the classroom.  We have

nothing against simple displays of affection between people, but sexually motivated behavior--especially

if it takes the place of proper attention during the class time--is not permitted. Other activities not

permitted during class time:  sleeping; reading; doing homework; any activity unrelated to the course and

its immediate classroom topics.  When the computer-assisted instruction is utilized, students should not

engage in personal activities, such as internet surfing and e-mail; computers accessed during class time

must at all times be used for academic purposes relevant to the course agendas.

4

Eating:  You may bring bottled water to class, but any other beverages, particularly hot beverages

in tipsy cups, should be finished before entering the classroom.  Food, likewise, should not be brought

into the classroom.  Throat lozenges and breath mints are fine, but candy and chewing gum--the

destination of which is so often the underside of a desk or chair--are definitely a no-go.  Be sure to check

below your seats before adjourning, to look for any forgotten water bottles (or textbooks and

notebooks!).

5

Immature Behavior:  I am more than delighted to hear anything you have to say which is pertinent

to the class discussion, and I invite you to ask any and all questions you need answered; however, use of

class time for private conversations, especially disruptive ones, cannot be tolerated, whether or not they

are openly spoken, involve lip reading or sign language, or are conducted through the exchange of notes

or texting.  (See also "8. Electronic devices.")  I have notable difficulty hearing what students are saying

to me from the back of the room if there other ambient voices competing with them (even if they're loud

whispers), and I ask as favor and a courtesy that you avoid this behavior.  Thanks.

6

Disruptive Movements:  Tardiness and early departure (see "Absence and Tardiness"), and random

stepping in and out of the classroom throughout the period is frowned upon.  I prefer no tardiness if

possible, but I also no that delays sometimes happen outside of our control.  If you must enter the

classroom a little bit late (five or ten minutes), this is preferred over not coming at all.  Simply find a

seat nearest the door instead of crossing in front of me; if you plan to exit the classroom during the class

time, likewise, seat yourself near the door, and inform me of this at the start of the class so that I do not

think you are leaving suddenly due to illness or offense.  Sometimes classroom doors bang loudly when

students let them slam behind them.  It's hard to know when that will happen, but just try to be

considerately aware of that possibility.  We try to take a break about midway through the class period.

Please make every effort to limit your snacks and restroom visits to the break, or wait until before or

after the class, but raise your hand or approach me privately if you need to leave the classroom briefly--

just so that I understand your intentions.  If you excuse yourself from the classroom, please make sure

your departure is brief and that you make every reasonable attempt to return to the class immediately

afterward.  Leaving the classroom to eat, go the bookstore, chat with friends, or to take a stroll is not

appropriate, and unduly long absences from the classroom will be treated like any other behavioral

problem.

7

Lurking: Persons not enrolled in this course may not be allowed to visit the class unless they are

college employees or receive permission from me to sit in the class.

8

Holding Court: This describes anyone monopolizing class discussions or assuming a dictatorial

stance. Nothing pleases me more than to hear enthusiastic responses and impassioned discussion in the

classroom; for the sake of courtesy to other students, however, and to allow everyone an equitable chance

to share in that enthusiasm, try not to interrupt or drown out other students while they are speaking.

Exercise self-restraint and prudence, or simply raise your hand.

9

Insensitivity: Since effective writing often is accomplished through an understanding of one's

audience, try to acquire some practice at it here. This course contains reading and raises topics that might

be of a sensitive nature to some students. However, the classroom environment keeps sacred the discourse

community among students-this is paramount to your college experience. Therefore, try to show some

degree of comity and sensitivity to other students, and keep an open mind to the free exchange of ideas

when sensitive or controversial topics are discussed. Rude, insensitive, or bigoted behavior directed at me

or other students will also not be tolerated in the classroom.  Pejorative comments about any individual

or any classification of people, whether or not such comments are intended to offend, will not be

permitted and may result in ejection of the student(s) from the class.  Examples include misogyny

(promoting hatred or violence against women), racial and cultural slurs, insults against LGBT groups or

individuals (remarks, off-handed or deliberate against lesbian, gay, bisexual or transgendered people),

and disparaging comments about body shape. weight, or other matters of physical appearance. Also, If

you feel you have been treated inconsiderately by another student (or, god forbid, by me!), please talk to

me.  Your good opinion is important, and any misunderstandings affecting your participation in the class

should always be discussed.

10

Cell Phone Protocols:  Unless you are an established medical caregiver, or you have discussed in

advance the necessity for an active cellular device during class time, you must turn off your cell phone

before entering the class and not make, send or receive calls and transmissions during classroom

activities.  If you must take a call because of an emergency to which you have alerted me at the

beginning of the class, please step outside to take the call in privacy and return within two minutes.

TEXTING OF ANY KIND IS EXPRESSLY FORBIDDEN.  (No, seriously.  It's REALLY, REALLY

forbidden!)  If you are caught texting and you persist after I have asked you to stop, you will likely be

dismissed from the class and lose attendance credit for that day.  If you need to use your phone to access

the internet for purposes relating to this class (accessing the course website or assignments; looking up a

definition; researching a topic relevant to the classroom discussion; etc.), please raise your hand and

request this privilege first.  Under no circumstances will cell phones or other electronic devices be

permitted during examinations and quizzes.

11

Other Electronic devices:  Laptop computers and other portable electronic devices, such as iPads,

iPods, and Blackberries, have an ambivalent place in today's classroom setting.  These devices serve,

both, an instructional purpose and an entertainment purpose.  Guess which one is acceptable in the

classroom?  If you are using an electronic device to take notes, record class lectures, or otherwise

augment your learning experience, I will do no less than encourage you to continue.  However, if you are

trying to distract me, yourself, or classmates from the instructional activities--watching videos, listening

to music, playing games, surfing the internet, logging into Facebook, MySpace, etc,--you will be given

one warning; if your behavior persists after I have asked you to stop, you will likely be dismissed from

the class and lose attendance credit for that day.  As with cell phones, it would be a simple and easy

matter of raising your hand and politely requesting to use your electronic device for a purpose relevant to

our classroom activities and instructions.  Anything else will be treated with the same sanctions as other

behavioral problems in the classroom.

SPECIAL ACCOMMODATIONS

Students with disabilities of any kind, and who may need accommodations in the class are encouraged

to notify the instructor and contact Disabled Students Programs and Services (DSP&S) early in the

semester so that reasonable accommodations may be implemented as soon as possible.  Students

may contact DSP&S in person in Room 110 or by phone at 619-644-7112 (voice) or 619-644-7119 (TTY

for deaf).

TUTORING

All formal writing should be submitted with M.L.A. citation and document style, as is required by most

courses within the humanities.  No handwritten work, except where it is requested during class or

during examination, will be accepted.  Bibliographic instruction tailored to the demands of this course

has been scheduled to help with your end-of-term writing project.  Admission to this course requires a

passing or satisfactory grade in English 120 or an equivalent, so, unless you tell me otherwise, I will

assume you have the requisite writing skills to complete a competently written term paper by the end

of the semester.  If you are not as confident in your writing skills, or if the writing on your Monthly

Project precis demonstrates a need for help, I may refer you to the  Grossmont College Writing Center.

Campus writing counselors will gladly give you personal attention and computer assisted instruction to

help with your thesis, paragraphing, sentence mechanics, and other problems of grammar. However,

under no circumstances should tutoring and Writing Center services be used to take the place of my

counsel on such matters as assignment interpretation and content development.  Furthermore, don't

enlist tutorial assistance for mere proofreading or ESL corrections.  To use Supervised Tutoring

services, students must obtain Add Codes at the Information/Registration Desk in the Tech Mall.  All

Supervised Tutoring courses are non-credit/non-fee. However, when a student registers for a

supervised tutoring course, and has no other classes, the student will be charged the usual health fee.

English Writing Center (EWC)

Monday through Thursday, 9 a.m. - 8 p.m.; Friday 9 a.m. - 12 noon; Rooms 70-119 & 70-122

(Tech Mall/LRC); (619) 644-7516

Reading Center

Room 545; (619) 644-7464

Tutoring Services

Room 70-229 (Tech Mall/LRC); (619) 644-7387

ONE FINAL DESPERATE PLEA

To do well in this course, keep an open mind to our discussions and apply them to your writing and

your way of thinking about American literature and your research topics.  Most of all, keep up with your

assignments and your reading, and participate.  Most students find it useful to start working on their

projects early, to write more than one draft of an essay before the due dates, and to talk with me for

individual advice if they're really stuck on a problem.  If there is anything keeping you from learning or

enjoying this course, please don't hesitate to come and talk to me or to set up a meeting if possible.  I

want only you're success, your prosperity, and your happiness.

To an end, welcome to the class. It will really be a pleasure teaching you this semester.

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