English Introduction Quiz

Orientation Letter

Dear Prospective Student: You have received this communication because you have registered for an online class, ENGL 215: Introduction to Fiction (short stories and novels). Sign onto your Moodle account and explore the ENGL 215 site beginning Sunday, March 17, 2019. You will have multiple assignments and multiple deadlines EVERY week of class. In order to prepare for this class, you should read the following information carefully to see if an online class is right for you. Are You Ready to Take an Online Class? According to Dr. Donna Austin, Professor Emeritus, former Dean of Continuing Education at LSUS, and an expert on online instruction, a successful online student will possess a number of important qualities: Be open-minded about sharing life, work, and educational experiences as part of the learning process. Be able to communicate through writing. Be willing to speak up [contact ME] if problems arise. Be willing to commit to 10-12 hours per week per course. Be able [and willing] to meet the minimum requirements for the program. Apply critical thinking and decision making in the learning process. Be able to think ideas through before responding. Feel that high quality learning can take place without going to a traditional classroom. So are you still interested in tackling an online class? Then let's look at how an online class is quite different from one conducted in the more traditional face-to-face mode in several key areas: 1. The online learning environment requires the student to be very self-disciplined. To be successful, you should be reading and taking notes over the assigned reading material as well as any lecture notes and forum wrap ups I will post. Also, it's extremely important to generate and participate in class discussion, both student-to-student and student-to-instructor. The best way to understand and apply the concepts taught in this class is to interact with one another, to share what you have learned. The courses at LSUS are not online independent studies or correspondence courses. You should be logging onto Moodle 5-6 times a week in order to check for announcements, updates, and/or changes; to read and post to the discussion forums and respond to your classmates' posts as needed/instructed; and to complete and submit your various assignments by the posted deadlines. You don't get to dump and run in this class. You can't check in once a week and hastily run through everything and hope to get full credit for participation. Nor can you slack off two or three weeks and hope to catch up with the rest of the class. Once we've finished with an assignment, we move on. A colleague of mine, Dr. Merrell Knighten, is fond of saying, "I wouldn't give credit to a student who lurks out in the hallway instead of coming to class." On a similar note, if you missed several days in a face-to-face class, the rest of us would still be working on assignments. When you were able to rejoin the class, I wouldn't allow you to stand up and discuss things that we'd finished days/weeks ago, and you wouldn't get credit for trying at that point. The same goes for online participation. You MUST be diligent about attending this class the same way you would one taught in a traditional classroom. The consequences are the same: Moodle allows me to track your activities, so I know where, how often, and how long you work online. If you don't regularly check in and participate on time via assignments, group work, and discussion forums, I will have no choice but to submit your name for excessive absences to your Dean and the Director of Financial Aid; and, you will receive no credit for those days/weeks when you are absent. You must also be self-disciplined enough to submit your assignments by the published due date and time. 2. The online learning environment requires the student to be highly self-motivated. Ideally, you are enrolled in this university not just to acquire job skills but also to learn about those subjects that will enrich your quality of life in some capacity. An online class at LSUS is a good place to show your commitment to higher education because your learning experience will be self-directed. Here, the instructor acts as a facilitator, someone who guides you toward self-discovery of the course content through a series readings, writings, and evaluative measures. YOU will be expected to be innovative, to dig, to think, to reason, to synthesize, to master the material. 3. The online learning environment requires the student to be flexible enough to work both independently and with others in a cooperative and timely manner to achieve the course objectives. You should get to know your classmates well enough that you feel comfortable with working together on group projects. One way you can achieve that is to interact by posting in the "Virtual Coffee Shop" discussion forum. Another way: when you work in groups, everyone should participate fully to the best of your abilities and in a timely manner. 4. The online learning environment requires the student to be flexible AND patient. At certain times I will be readily available to you; conversely, at others, I will not be monitoring the class or answering phone calls or emails. To expect me to be available 24/7 is not realistic. In addition to my teaching duties, I serve on a number of committees across the campus. Know that I will acknowledge receiving your work as soon as I can, and I will answer your emails (well, those with proper subject lines) and forum posts within 24 hours Monday through Friday unless I have posted an announcement on Moodle to the contrary. On weekends, it will take me a bit longer because I need some down time just like you do. 5. The online learning environment requires the student to have regular access to a computer and specific software. Ideally, you should own a computer with speakers; but, if you do not have your own computer, you can still participate in an online class. The LSUS campus-wide computer lab (located in UC 109) is open ample hours every day but national holidays and those times when the entire LSUS campus is closed. You will need to have Internet access and the following software installed on your computer: ●MS Word or word processing software that will allow you to save your work in .RTF, or Open Office -- NOT Works, .PDF, .XPS, .IWA, WordPerfect, or any document sharing site/software (like Google Docs or Dropbox), however. Also, I cannot grade assignments created on Macs. You must convert your document to something I CAN access and grade. Do a quick Google search to learn how to convert your file to Word, .RTF, or Open Office. Know that I have Word 2010 on both work and personal computers, so if you have anything newer than that, you must save your work in a version that I can download, open, read, and grade. ●Google Chrome or Firefox (latest version) -- Note that students who have either Internet Explorer/Edge or AOL have discovered that they DO NOT WORK WELL with several applications or websites that you will visit, INCLUDING Moodle. ●PowerPoint or the PowerPoint viewer (download the free viewer on your Moodle home page -- Technical Resources/Software Viewers) ●Adobe Acrobat Reader that will allow you to view handouts/documents I post for the class (download the free viewer at: http://www.adobe.com or on your Moodle home page -- Technical Resources/Software Viewers) ●Javascript that will allow you to read certain documents on Moodle and on the World Wide Web 6. The online learning environment requires the student to be able to perform the following tasks with some measure of competency: ●type and save a document in MS Word (compatible with 2010), .RTF, or Open Office ●cut and paste portions of an electronic document ●change font size and type as needed ●bold, underline, and/or italicize as needed ●change margins as needed ●log onto the Internet ●use a search engine ●send email ●attach a file in an email ●navigate Moodle, the LSUS course management system Letter adapted from Dr. Donna Austin's "Letter to ISDS 250 Students" (2002) What You Should Do Now Still interested in taking this course? Read "Welcome to ENGL 215" and "Your Syllabus." Then look at the bottom of the center column for "March 17-20" and get started with your first set of assignments. You will have MULTIPLE assignments due every week. Remember, this is a seven week term, so we will be working very quickly. I suggest getting a head start on your reading list (found on the last three pages of your syllabus). The summer semester moves lightning fast!

Syllabus (part 3)

HOW TO ADDRESS YOUR EMAILS TO ME: If you have a routine inquiry about the class, something that would certainly benefit everyone else (something to do with the study guide, an assignment, etc.), then post it on the discussion forum titled "My Digital Office." I will check the board routinely and post in a timely manner (usually within 24 hours during the standard work week, a little longer on the weekends). If you need to communicate with me about a personal matter (like an absence), email me at the address at the top of the syllabus. Remember that your classmates are reading the digital forums, so anything personal shouldn't be put online. Again, I will make every effort to answer your email within 24 hours during the traditional work week. Or, you are welcome to drop by my office during my posted office hours or call me. Check your official LSUS email on a regular basis. Note that I receive a large number of emails every day (including junk mail and the occasional malicious content like viruses, malware, spyware, and worms). If I can't recognize immediately that the email is a legitimate message from a student, I might, in my caution and/or haste, delete the message, especially if I can't recognize the name. Also, for whatever reason, LSUS' email system often puts emails from students' personal accounts in our Junk folder. So, use your LSUS email; and, to make sure I know who you are and what you need, when you email me about questions or to alert me to something important, use the following information in the Subject Line: • Your first AND last name • Your class number • A reference to the content of your email Example: Morris, Cleatta ENGL 215 RE: I have a question about our paper topic. If the subject line doesn't include this information, it is not professional and it is rude. And I will not bother to read it. No, really, I won't bother to read it. • Many students sign on to Moodle and send me a message through the Quick Mail function. Moodle does NOT tag the email with your name or course/class name. So put your identification information in the subject line! • Sign your whole name after your message--always. • Use correct grammar. Although email is a quick and convenient form of communication, bad grammar creates a poor impression and can also lead to unclear communication. If you consistently send me emails that use poor grammar, I will at first send you a note letting you know to correct the problem. If the problem continues, I will refuse to respond to emails that are replete with grammar errors. • Messages that are demanding, rude, or inappropriate will not receive a response. If you are angry or frustrated, please choose to have that conversation face-to-face, not in a flaming email. Always try my primary email address ([email protected]) first. However, if AND ONLY IF the LSUS server experiences technical difficulty for more than 24 hours, you can reach me at this alternative email address: [email protected]. Beware, though, I will only check this second email address when we have an emergency with the LSUS email server. DISCUSSION FORUM RUBRIC: Almost weekly during the semester, your assignment will involve posting to a discussion forum. Not just anything will earn you credit for an assignment, however. *Visit the discussion forums often to read, post, respond to other students' posts, and to answer follow-up questions from the instructor and/or other students. DO NOT do a dump and run (posting everything on the same day/date). You will not receive full credit for your forums if you post everything on the same day. *Check for grammatical and mechanical errors and make corrections BEFORE you post. Correct grammar and mechanics are important in any college course, but especially in an English course. They WILL impact your grade. Use the spell check! I WILL count off substantial points if your work contains gross errors. *Read the document on good netiquette (week 1) so you will know why you should avoid typing your message in ALL CAPS and why you should exercise caution, diplomacy, and tact in your posts. Violators of good netiquette will find themselves banned from the discussion forums, which will do irreparable damage to your grade. *Give me thoughtful posts, critical thinking, a synthesis of ideas, and in-depth responses to others. Something like "I agree with you, John" or "I never thought of it that way but I see what you mean" won't get you many points (if any at all). So what that you agree? Elaborate on the topic of the post, flesh out the argument, even raise another point that the first writer might have overlooked. Two or three short sentences won't suffice for any of your posts. Here's an example of an acceptable post, followed by a decent response from another student: Initial Post: The role of women in America during the Gilded Age was little improved over that of women as far back as Ancient Greece. Women were supposed to stay at home, cook and clean, and take care of the husband and children. So-called normal women didn't work outside of the home. Few of them had any political power. Expressing their emotions and/or their opinions was at the very least distasteful to society. They were little more than ornaments for their husbands. So it is little wonder that in "The Story of an Hour," Mrs. Mallard experiences an overpowering joy at the prospect of being free from an obviously stifling marriage. Here's a woman who cannot complain to her husband—it would be rude, to say the least, to tell one's caretaker that she wants the freedom to finally make decisions for herself, to express herself, to "live for herself" (Chopin 24). This would be unheard of in Mrs. Mallard's world. I think her "heart trouble" (23) is symbolic of her passionless life. Acceptable Response: All that may be true, Mary, especially your observation about the symbolism about her physical condition; but I think Mrs. Mallard is cold hearted, that her response to the news of her husband's death really is a "monstrous joy" (24). There's no evidence in the story to suggest that Brently Mallard is anything but a kind, loving, and attentive husband. Mrs. Mallard admits that "she loved him sometime" (24). I have to disagree that the marriage is necessarily "stifling," as you put it. After all, someone with a heart condition in the late 19th century would have been coddled and treated with great care. Mr. Mallard is simply acting the way any good husband would have back then. If his wife can't love him, she should at least appreciate him. Mrs. Mallard is, after all, a semi-invalid, and her husband makes sure she has the necessities of life and that she is cared for as well as possible. Unacceptable Response: I agree with your post! That was great! I thought the same thing! I never would have thought of that. I answered the same question. Great post. I agree. You nailed it. I love what you said about . . . (These kinds of responses add nothing to the discussion are worth NO points.) *If I pose a question in the course of responding to your post, I expect you to return to the discussion board and answer the question.

Syllabus (part 6)

THE COLLEGE OF ARTS AND SCIENCES has asked that we convey the following information to students this semester: *LSUS will make reasonable accommodations for persons with documented disabilities. Students must notify the Coordinator of Services for Students with Disabilities located in the Student Development and Counseling Center (Administration Building, Room 229, 797-5365) and the instructor of any special needs. No accommodations can be made unless/until students have complied with these regulations. *All instances of academic misconduct (e.g., cheating, plagiarism) must be reported to the Office of Student Affairs. If a student is found guilty of academic misconduct, he or she could face loss of credit for the work and/or the course involved, probation, and/or separation from the university as determined by the Student Conduct Board. It is your responsibility to familiarize yourself with the Code of Conduct, which you can find here: http://www.lsus.edu/current/. *Students must purchase a copy of Understanding Plagiarism (available in the bookstore), thereby gaining a complete understanding of what it [plagiarism] is and how to avoid it. *Students must to conduct themselves according to the standards set by their instructors. [For face-to-face classes] Please turn off pagers, cell phones, MP3 players, etc. As stated in the catalog, the university reserves the right to "deny admission, readmission, or continued enrollment to any student whose behavior is or may be disruptive, dangerous, or abusive." Advising Corner: Your transactions on myLSUS can be hindered in certain situations. The system requires you to be advised—every semester—by the advisor officially assigned to you. Know who this person is and stay in touch with him/her. TIP: After completing a transaction, wait to view the next screen to see if you receive any error messages. If you do, note their code numbers and then contact your advisor. Some of these "blocks" can be overridden by a department chair, some only by your Dean, and some only in Admissions. The university places much importance on effective advising, and you will have the opportunity every semester to evaluate your advisor and yourself, as an advisee. This assessment will be available to you at certain times when you log on to Compass. Please complete the evaluation—we want to reward effective advisors, and also make improvements where needed. Unless you request a change, you will continue to work with the same academic advisor for as long as you are at LSUS. Our hope is that you develop a meaningful relationship with this person, and that you see this person as someone you can talk to about any of the issues that affect your studies. The person who assigns you to an advisor is your department chair. To learn who your advisor is go to your departmental office. Do you know what department you "belong to"? TIP: Get a copy of your curriculum sheet from your advisor, update it yourself every semester, and bring it with you to every advising session. FAQS: How does the university, for financial aid purposes, monitor my progress? We use two measures: qualitative and quantitative. The qualitative measure is your GPA. If you don't maintain certain minimums there will be restrictions placed on your enrollment until you raise your GPA. The quantitative measure is the percentage of courses you enroll in that you actually pass. This percentage increases as you earn more hours: 1-12 hours: 50% (freshman) 13-60 hours: 70% (sophomore) 61-90 hours: 75% (junior) 91+ hours: 80% (senior) Be aware that courses for which you have a "W" count against this percentage. How many science classes must I REALLY take? This is dictated by the Board of Regents, who established this requirement, and by the faculty in the College of Sciences, who have determined which courses can fulfill this requirement. You must take at least one course in both areas of scientific study—the physical and the biological. In one of these areas (your choice) you must take two courses; in the other, just a single course. However, you can use only certain courses. If you are NOT a science major, see the current catalog. Sciences majors, see your advisor! What is "general education"? The Louisiana Board of Regents oversees all policies and procedures related to higher education in the state. One policy reflects their belief that all college students, regardless of major, need a broad foundation to be considered educated citizens. These courses provide fundamental skills and knowledge, and serve as a base upon which you develop the more specialized skills and knowledge in your major. This foundation is provided by courses in the Humanities, Social Sciences, Natural Sciences, and Fine Arts. Only those courses designated as "Gen Ed" will count. Ask your advisor to help you identify these courses. What happens when my department, or college, or the university changes some requirements? The LSUS catalog states: "A student must meet all the requirements for a degree outlined in an issue of the catalog in effect during the student's continuous residence at the University." What does that mean? Let's say you started at LSUS in Fall 2004 and took classes most of the semesters from then until now. Unless you were absent for a full 12 months, you could choose to meet the requirements in any of five catalogs: 04-05, 05-06, 06-07, 07-08, 08-09. For example, in 2004-2005, History majors needed 36 hours of History courses; in 2008-2009 they need 42 hours. You can graduate under an earlier catalog if you choose—see your advisor for details. What does my "academic status" mean? The university does not give degrees away, or sell them—students must earn their degrees. Therefore, we keep track of your progress toward your degree. Students who take care of business and get decent (if not better) grades are allowed to take 19 hours without any special permission. However, sometimes students struggle and your grades slip. While we need your tuition money to help pay the bills, we will not allow you to return semester after semester if you cannot carry at least a "C" average. The longer this goes on, the more restricted you are. First we limit you to just 12 hours. Then we make you take a break from school, first for one semester, then for one year. All of these restrictions appear on your transcript. What is a "Minor" and should I consider one? Think of a Minor as a "mini-major" consisting of at least 18 hours of specified courses in a single area of study. For example, you can get a Minor in Spanish by taking 21 hours of specified Spanish courses. You can get a Minor in Public Relations by taking 18 hours of specified Mass Communication courses. The reason to earn a Minor would be to add a second skill set you think will make you more marketable when entering the job market. Check with individual departments to see if they offer a Minor. What is a GPA? According to the LSUS Catalog: "Grade Point Average (GPA): A mathematical measurement of academic performance, computed by multiplying quality points by credit hours for courses in a semester, a major, or a total program; adding them; and dividing the sum by semester hours attempted." How many GPAs do I have? Your grade point average is how we measure your performance. A baseball pitcher has an ERA, a basketball player has PPG, a running back has yards per carry and per game. A college student has a GPA. However, we keep track of at least two GPAs for every student, one for the courses in your major and one for all the courses you take. If you are a Math major with 30 hours of Math courses and 70 hours of other courses, you have a GPA for the Math courses, and another for all 100 hours. If you've taken courses at another college, you have four GPAs: one for the Total Hours, one for Total LSUS Hours, one for Total Hours in Major, and one for LSUS Hours in Major. Each one of these GPAs must be at least 2.0 to be eligible to earn a bachelor's degree. What are quality points? According to the LSUS Catalog: "Quality Point: Numerical value assigned to each letter grade when given as the final grade in a course, which provides a basis for determination of a grade point average. At LSUS, A=4, B=3, C=2, D=1, and F=0. In a 3 credit hour course, a B, or 3, is multiplied by 3; a C, or 2, is multiplied by 3; etc." How do I compute my GPA? Say a student attempts 12 hours (in this case four course at 3 hours per course) in a semester and earns three As and an F. Each A is worth 4 points X 3 hours to equal 12 quality points for a three-hour course. The F is worth nothing. The student has earned 36 quality points for the semester. Divide that by 12 (the number of hours attempted) to get 3.0 for the semester GPA. How do probation and suspension work? Because you need at least a "C" average to graduate, we track your grades every semester. If your overall cumulative GPA ever falls below 2.0 you will be placed on probation, as a warning to pay attention to your grades. While you are on probation, if you ever have a semester in which your semester GPA is below 2.0, you will be suspended. For your first suspension, you may appeal to your Dean to be allowed to take classes. If you should be suspended a second time you will need to appeal to the Admissions and Standards committee in order to be allowed to resume taking classes. You can avoid GPA problems by making informed decisions about the courses you take each semester. How do I drop or resign if I have financial aid? A financial aid recipient who wants to drop below the minimum credit hours required for the type of aid received should contact the Financial Aid Office, AD 202, prior to dropping the course. A student who has paid tuition and fees and is attempting to drop his or her last class must resign from the university. Students can resign by dropping all classes on the web and completing the web resignation survey. Which is the best basketball team in the region? The LSUS Pilots Which is the best baseball team in the region? The LSUS Pilots Who is the best mascot of all the colleges in the region? The River Monster IMPORTANT DATES FOR SPRING 2019: March 17 Class available on Moodle 18 Classes begin Last day to add courses for credit 20 Last day to change from audit to credit Last day for 100% refund 22 Last day for 60% refund 26 Last day to drop or resign without a "W" Last day for 40% refund Last day to change from credit to audit April 17 Last day to drop or resign with a "W" May 2 Classes end 3-4 Final exam TENTATIVE SCHEDULE: Remember, changes WILL BE posted on Moodle. *Reading assignments should be completed by the dates listed on the schedule. *All references to time (deadlines for assignments) for this class are Central Standard Time (CST). This list gives you an idea about how to plan for readings, tests, and papers. Each Sunday and Wednesday after 2 p.m. CST, log onto Moodle and click on the appropriate overview link to learn the specifics of assigned work.

Syllabus (part 1)

Introduction to Fiction PREREQUISITE: Credit for ENGL 115. STUDENT LEARNING OUTCOMES FOR ENGL 215: • Students will be able to compose a written analysis that follows the appropriate rules of grammar and composition. • Students will be able to examine a literary text in its national or global or cultural context. GOALS: ENGL 215 is designed to give you a comprehensive introduction to the short story and the short novel. It will also let you build on the reading, writing, research, and critical/analytical thinking skills you acquired in ENGL 115. The LSUS Freshman-Sophomore Handbook has this to say about goals for sophomore-level literature classes: Since literature engages both intellect and emotion, both understanding and feeling, the primary goals of the sophomore literature courses are these: • to make you aware of the nature of imaginative literature • to make you aware of cultural roots • to make you aware of major ideas, authors, works, and the facts of history as they affect literature • to make you value-conscious • to provide you with opportunities to respond to literature orally and in writing • to reinforce appropriate specific objectives of the freshman sequence All sophomore courses in literature share the goal of helping you become a mature reader of imaginative literature. Biographical details, historical facts, and technical literary matters have their importance first of all in the degrees to which they help us read better and respond more fully. In this respect, the sophomore courses in literature are a further development of the earlier attention to reading expository literature (in English 105) and reading imaginative literature (in English 115). Sophomore courses in literature, however, do not cease to pay heed to the writing and thinking components already addressed in the freshman sequence. The continued attention to these elements is necessary because your critical abilities in writing and thinking need constant reinforcement; and because a truly mature response to literature can be achieved only to the extent that you can articulate that response in discussion and in writing. Accordingly, sophomore courses in literature have a writing component, with emphasis being placed on critical interpretation and on personal essays directly correlated to the literature (so that the literature is clearly in evidence within the essay). Research is not inappropriate, but research is a means to fuller interpretation, not an end in itself (3-4). We study literature for a number of reasons. First, we like to be entertained, even challenged by what we read. Second, literature can teach us a great deal about ourselves (our motives, emotions, biases, etc.), other people (their motives, emotions, biases, etc.), the author, the culture in which the work was written, and history. Third, writing about literature can help us develop our writing skills; and, like it or not, we are judged by how well or how poorly we write. Fourth, learning to analyze literature, given a set of rules by which to judge it, helps us develop critical thinking skills. Good writing and well-developed critical thinking skills are highly prized in the workplace. REQUIRED TEXTS: You are expected to have these texts to complete an assignment. I would advise against waiting for several weeks to buy all the texts because the book store will, at some point, pull unsold books from the shelf and ship them back to the publisher. YOU CANNOT PASS THIS CLASS IF YOU DO NOT HAVE THE TEXTS. • Fiction 100: An Anthology of Short Fiction, 13th edition. James H. Pickering • The Hobbit, J.R.R. Tolkien • The Prentice-Hall Guide to Understanding Plagiarism, Thomas Jewell • The LSUS Freshman-Sophomore English Manual available on Moodle • A GOOD COLLEGE LEVEL DICTIONARY - recommended: Merriam-Webster • Any comprehensive writing handbook with up-to-date MLA style sheet and rules on citation (The one you used in your freshman composition courses will be sufficient.) WORK REQUIREMENTS: Major Writing Assignment: Analytical paper: 2000+ words 100 points Tests: Plagiarism quiz 50 points Midterm exam 100 points Final exam 100 points Weekly Assignments: Discussion forums/paragraph-length responses/reading quizzes 175 points Total possible points 525 GRADING SCALE: 470-525 = A 418-469 = B 364-417 = C 313-363 = D 0-312 = F Note: I know most of you are anxious to get your work graded and returned as promptly as possible, and I try to do so whenever I can. However, please realize that yours is not the only paper/paragraph/quiz/forum submitted on a given date. I typically have all of my classes turning in work on the same schedule. I wait until after the due date to begin grading. I submit all work to a plagiarism site (including forums—yes, I have caught some people submitting plagiarized work in forums!), I grade one class's work before I move on to the next class's work, and I grade alphabetically in each class. As for forums, I grade and give feedback after week two or three; for the rest of the semester, I wait until I have four or five forums before I grade them. I try to keep each class updated on my progress. Please be patient. I will post a notice in the "Breaking News" forum when I've finished grading everyone's assignment. Also note that it's up to you to check your grade book in a timely fashion after I've made that announcement (on the "Breaking News" forum about graded work). This is not a correspondence course or an independent study. You cannot wait until I've submitted grades at the end of the semester and decide to call something to my attention at that point. If you're having issues with your work, contact me IMMEDIATELY, not weeks or even months after the fact. I have NO alternate assignments/makeup work/extra credit work available. If you miss something important (for example, a comment from me that says, "I've had trouble opening your document" or "THERE'S NO DOCUMENT FOR ME TO GRADE"), you don't get a pass until the last week of classes to make it right. After I've posted grades for a weekly assignment and notified the class via the "Breaking News" forum, you have two (2) days to contact me over any discrepancy/issue.

Contact Information

Facilitator: C. Morris Office: BH 217 Phone: 318-797-5304 E-mail: [email protected] (alt. address: [email protected]; use only when LSUS email is down for 24+ hours for technical problems because I will check it only under those circumstances) Office Hours: 8:30 a.m.-1:30 p.m. Mondays and Wednesdays NOTE: Unless I am called away for a meeting, I will be available during posted office hours to take phone calls and answer emails. You are always welcome to drop by my office during these times if you prefer to meet face-to-face. On Tuesdays, Thursdays, and Fridays, I will check my email and voice mail multiple times throughout the work day and return any messages you've left me. Email is the best and fastest way to reach me during the summer because I'm on campus only on Mondays.

The Rules of Netiquette

Over time rules (conventions) have emerged that make online communication more pleasant and effective. Here are some of the most important ones: Keep it Brief. Keep messages short and focus on a single topic. It is difficult to process and remember information that is more than a couple of display screens long -- so keep all messages as brief as possible. When there are multiple topics to be discussed, use a separate message for each. Similarly, use separate files for different kinds of information instead of using one large file. Be Careful with Formatting. Don't use fancy formatting (e.g., tabs, tables, fonts) unless you are sure that all users can read this (as in the case of WWW documents). On the other hand, make messages/files more readable by using spacing, subheads, and lines. Similarly, don't include graphics, images or multimedia components (audio/video clips) in messages or files unless you are fairly sure that the intended audience can view them. When including multimedia components in web documents, identify the format used (e.g., mpeg, wav, etc.) so people can determine what "plug-ins" (helper applications) are needed to run them. If you are using a specialized plug-in, provide a source location (ideally via a direct link) where people can obtain the plug-in. Provide Structure via the Subject Line. Take the time to create meaningful subject headings or descriptors for messages to help people orient to the purpose of the information. Also, begin email messages with a summary, recap, or excerpt of an ongoing discussion to provide context. When people are reading dozens of messages or files, they need as much help as possible deciphering them. When organizing a real-time conference, distribute an outline or agenda beforehand to help keep the discussion focused and provide some structure. Manage Participation. Participation in a real-time conference (aka "chat") involves some special considerations. (We won't be requiring any chats in this course, but participants may wish to use the chat feature on their own, or may want to experiment with it among themselves to see how it works.) More than anything, "chat"-ting requires a lot of patience; think of an online chat as a group conversation in slow motion. (Think of the lag time when you IM, or instant message, someone.) Each person must be allowed to finish a comment before someone else types a comment. In a highly structured conference, the moderator may require that participants request permission to talk by sending a sign (e.g., typing a "!" or "?" for comment or question). This is like asking for the "floor" in a formal meeting. Even if this practice is not used, the moderator must play a strong role in managing the discussion or chaos will result. In particular, the moderator needs to ensure that the discussion stays focused and that participants do not stray off on individual discussions or tangential topics. The larger the number of participants, the more formal procedures will be needed. Remember that the Internet is Public Domain. Think carefully about what you write on a discussion forum, a blog, or an email. First of all, it is very easy for people to forward some or all of such messages/files to others ... so always assume that anything you post could be made quite public. Also your message may be read by a wide variety of people (particularly if it is posted to a public forum on the Internet/web); hence, be respectful of diversity. All you have to do is read/watch the news to hear of example after example of embarrassing and damaging private emails or MySpace/Face Book pages made public. How often do you hear of people who lose their jobs because emails or blogs come back to haunt them years later? While it isn't exactly true that emails hang around in cyberspace forever, they are accessible for many, many, many years. Use the telephone or fax for confidential conversations. Be Kind and Gentle. There is no need to make cyberspace a nasty place. Avoid sarcasm and mean-spiritedness. And if you read something that upsets you, don't flame (lash out at someone); either ignore it or wait a day and send a rational response. The online environment is a wonderful place for debate and discussion, but remember to be civil and considerate. Remember, too, that typing in all caps is equivalent to SHOUTING in the online environment. It is rude, so avoid it. (You will note that I use upper-case sometimes, but it's always for emphasis.) In this class, flaming and virtual shouting will get you at the least a reprimand, at the most an ejection from the discussion forums. Appear to be Intelligent. By that I mean be careful what you post. Double check, proof, edit, etc. before you post to a forum or send out an email. Society tends to judge people three ways: by how they look (well you don't have to worry about that online), by how they speak (again, something that doesn't concern us), and by how they write. You DO have to worry about that last one in an online class. If you tend to text message, you probably write in abbreviations, acronyms, or emoticons (those cute little smiley faces that we all use to let the reader know our mood). None of those practices is acceptable in this class. Remember, too, that in this class poor grammar and mechanics will impact your discussion forum grade. If you type the way you speak or if you get in a hurry, your work can be full of errors, which is difficult for the rest of us to read. Your message will likely get lost in all those errors, and others will tend to judge you more harshly than they should. Get in the habit of reading your posts out loud, editing the posts, and checking them for spelling via Moodle before you commit them permanently to the discussion forum. Oh, and when it comes to those emoticons, keep them to a minimum. They get annoying very quickly. This document is an adaptation of one provided by Greg Kersley at http://home.sprynet.com/~gkearsley/online.htm. I have modified it to make it more grammatically correct and to elaborate on some points. The last one is entirely my cautionary tale.

Syllabus (part 2)

PLAGIARISM QUIZ: The quiz comes directly from the Jewell booklet, Understanding Plagiarism, so study it well. You cannot pass this quiz without carefully studying the content of this booklet. NOVEL PAPER: You can find complete instructions for the topic/content of your novel paper on Moodle in the section devoted entirely to the paper. Paper grades are based on your overall effectiveness in applying the principles of good writing stated in The Freshman-Sophomore Manual. Please read the manual at the link found on Moodle under Basic Writing Tips. There, you will see a list of errors and the entire grading rubric. Successful papers must: • respond to the assignment • present a significant thesis • follow a logical plan • argue the thesis in unified, well developed paragraphs that contain an adequate amount of relevant evidence • conform to the conventions of standard edited English (So, yes, I WILL be grading your grammar and mechanics!) Really strong papers usually go well beyond the word count generally required to merely fulfill the assignment. Very short papers will not succeed. If you need help with MLA format or with writing your paper, visit a peer writing counselor in the Student Success Center (located on the first floor of the Noel Memorial Library). The Student Success Center: It is in every student's best interest to utilize the Student Success Center and its various services. One-on-one tutoring, both online and in-person, is available for many subjects including Math, English, and Science. Academic coaching is also available to help students achieve their higher education goals through the development of research-based learning skills and increased competency through a metacognitive approach. These services can be accessed via Moodle by enrolling in the Student Success Center (one of the tabs at the top of your Moodle page). From here, students can make appointments and receive important updates. Hours of operation are as follows: The Student Success Director's office: Monday through Friday from 8 a.m. to 4:30 p.m. Note that these hours of operation are subject to change. Also, these hours are valid during the semester, not during semester breaks or during any university holidays. If you have any questions, please feel free to contact the SSC at [email protected] or call 318-795-2486. LSUS Tutoring: Contact the Student Success Center for up-to-date hours of operation. TutorMe online tutoring: Live, on demand and 24/7: accessible through your Moodle account Format: Write your paper using the MLA format: both style sheet and citation/documentation. Simply because you may not have written a paper in MLA format in several years (or ever) is not an acceptable excuse for ignoring this edict. Visit the Student Success Center, consult an up-to-date handbook, or check out an up-to-date scholarly website that features information on MLA documentation. Failure to follow instructions about paper formation, citation, and/or documentation will cost you AT LEAST one letter grade. It COULD result in a failing grade for the assignment and/or going before the Student Conduct Board if the violation is egregious enough. You should: • type your paper using Times New Roman 12 pitch font • use one inch margins • use double-spacing • retain a copy of all assignments to protect us both in the rare case of loss • submit your paper through Moodle in one of the following formats: MS Word .RTF Open Office Remember, I have Word 2010 on my computers, so if you use a newer version, you must save your work in a format compatible with my version; if I can't open it/read it, I can't grade it! *Do NOT submit an assignment in MS Works, .PDF, .XPS, or WordPerfect. Do not submit a paper through Google Docs, Dropbox, or any other file sharing service. Do not submit something in MAC format. I do not have these programs on my computer(s), and I will not be clicking on any web links to get to your work. *Do NOT submit an assignment as a draft because I may have trouble opening the work to read/grade it. If your assignment doesn't show up because you haven't completed the submission process, you will miss your grade. If you submit your paper in draft mode, Moodle marks it as late. If you try to complete the submission process after the deadline, Moodle marks it as late. *IMPORTANT! In support of academic integrity at LSUS, I will use Turnitin to review all the work (including forum posts) that you submit in this class. Turnitin does not determine whether plagiarism has taken place or not. Rather, I will use the reports that Turnitin generates as a basis for the thorough evaluation of the authenticity and originality of your work. LATE WORK POLICY: Most weeks you will be required to complete reading comprehension quizzes and post several times on discussion forums or submit multiple-paragraph responses, and you will have distinct deadlines for each part of the weekly assignments. discussion forums: I can forgive a few minutes to half an hour without penalty if you just forgot to post or if an emergency creeps up. (Let me know ASAP if something's up!) But don't make a habit of it. For example, don't email me every week with an excuse for missing the deadline. As one of my colleagues, Kathleen Smith, is fond of saying, "That's your monkey!" If you're having trouble meeting the deadlines for the assignments, you should rethink your decision to enroll or stay enrolled in this course. More than a half hour late: you will be penalized. If your post is more than 8 hours past the due date for any reason, you will receive no credit for that particular post. Discussion forum work is interactive and requires the participation of the entire class on a fixed schedule. DO NOT ask me to make an exception to this rule. In addition, you must post on at least two separate dates for each forum assignment. quizzes and multiple-paragraph responses: Beware of these deadlines, too, because I can't reactivate them for individual students. NOTE: I DO NOT give make up work or alternate assignments for missed/late assignments. If you didn't log on and read the weekly objectives/assignments or the syllabus or didn't have time or weren't inclined to do the work when it was assigned, you must accept the consequences: no credit. Let me repeat something I've already said on page 3: It's up to you to check your grade book and email in a timely fashion after I've made that announcement (on the "Breaking News" forum about graded work). This is not a correspondence course or an independent study. You cannot wait until I've submitted grades at the end of the semester and decide to call something to my attention at that point. If you're having issues with your work, contact me IMMEDIATELY, not weeks or even months after the fact. I have NO alternate assignments/makeup work/extra credit work available. If you miss something important in your grade book or in an email from me (for example, "I've had trouble opening your document" or "THERE'S NO DOCUMENT FOR ME TO GRADE"), you don't get a pass until the last week of classes or finals week to make it right. After I've posted grades for a weekly assignment and notified the class via the "Breaking News" forum, you have two (2) days to contact me over any discrepancy/issue. paper: You may submit your analytical paper late; but because the extra time gives you an advantage over other students, you will receive a late penalty. A late paper will be penalized by 5 points per calendar day. If you know your paper will be late, inform me and present your valid reason(s) as quickly as possible. Papers late by more than five days will not be accepted unless accompanied by a valid doctor's excuse to cover the date from the due date to the actual date of submission. After seven days, I will not accept the paper even with a doctor's excuse. By now in your academic career, you should realize that you must turn in all assignments if you hope to succeed in a course. midterm and final exams: You may NOT submit this work late. ATTENDANCE POLICY: You are required to attend class regularly. In an online class, that means logging on regularly (5-6 times a week), reading and completing assignments, generating and participating in class discussion, responding to others, etc., in a timely manner. I take attendance regularly via the Moodle tracking software and via your actual posted work. In addition: *Excessive absences lessen your chances of successfully completing this course. You cannot hope to miss several weeks of class and then play catch-up in just a few days. Work assigned for this class cannot be made up if you are repeatedly absent from the course. *If you repeatedly miss working in the class (interacting), YOUR GRADE WILL BE GREATLY IMPACTED BY SEMESTER'S END. Forums and quizzes equal points. No discussion/quiz equals no points. You cannot make up discussion forums, quizzes, or weekly written work. Even under emergency circumstances, I cannot open forums or quizzes for individual students, either early or late. For quizzes, it's as simple as Moodle doesn't give me any way to do that. For discussion forums, let me give you an analogy. Let's suppose you were enrolled in my face-to-face ENGL 215. For whatever reason, you missed a number of classes. When you were able to/decided to return to class, you wanted to make up all the in-class work you missed (class discussion would be the equivalent to our discussion forums). Under no circumstances would I allow you to do that. The rest of the class and I already discussed whatever was assigned while you were gone, and we moved on to the next assignment. We wouldn't go back to rehash that material. The same goes for our discussion forums. No one will read your very late posts. No one will respond to your posts. No one will benefit from your feedback. To cushion the blow for anyone who might miss a forum and/or a quiz, I have built in an extra forum and an extra quiz. If you don't miss any weekly work, these are converted to bonus points. If you miss more than a week, then you will have to absorb the loss. If you miss more than a couple of weeks, you should seriously consider your commitment to this course and think about dropping. Recognize I have not designated any particular forum or quiz as bonus. It's all about the points. Look back at the list of work requirements at the bottom of page 2 and the top of page 3. You'll notice I've listed the weekly work total as 175 and the total number of possible points as 525. Actually, the weekly work total is 195 and the total number of possible points is 545. When I figure your grade at the end of the semester, however, I use the 525 total. *Due to strictly enforced federal guidelines concerning student loan applicants, ALL instructors must report ALL habitual absences to your dean and to the Office of Financial Aid. IMPORTANT! The LSUS catalog states the following about attendance: Students at LSUS are expected to give their scholastic obligations first consideration. Students should not schedule classes that conflict with their employment and should come to class regularly and punctually. An absence, avoidable or unavoidable, does not relieve the student from responsibility for coursework. 1. Reporting of absences by faculty. An instructor will report excessive absences to a student's dean when the absences may cause failure in the course or lower the student's course grade. 2. Consequences of excessive absences. The student's dean will endeavor to determine the reasons for the student's absences. After consulting the instructor, the dean may advise the student to withdraw from the class or to attend class regularly. Continued nonattendance does not constitute a formal withdrawal from a class and will result in a non-rescindable "F" grade. 3. Absences for authorized events. An authorized event is a University sanctioned activity where the student is representing the University. A student who will miss class for an authorized event must arrange for missed assignments or exams with each instructor. If the instructor has concern about the event or questions make up work, the student must contact the university official in charge of the event, who will secure written approval from the student's dean. Students are permitted to make up exams or assignments missed for participating in authorized University events. Arrangements or make up work must be made with the instructor before the event. The bottom line from my perspective: YOU have to prioritize how you spend your time. Sometimes that means you won't or can't put school first. When that's the case, you MUST accept the consequences of your choices, even if those consequences result in less-than-stellar grades.

Welcome to ENGL215

Welcome to ENGL 215, an online version of Introduction to Fiction (short stories and novels). This semester we will explore the depths and breadths of these two rich genres of literature. Short stories and novels have a number of things in common: while they are not as old as poetry or drama, they employ some of the same literary elements to entertain you, challenge you (your beliefs, your views, etc.), even inform you about humanity, culture, and history on many levels. The skills you learned in your freshman English classes are invaluable to you here because you will continue to critically analyze texts and develop your thinking skills, organize and synthesize information, and write sustained, effective arguments. Let me tell you a bit about how this Moodle site is organized. Here is a list of what you will find under each section or topic: Orientation Letter: Read This First where you will learn about the class and my expectations of students Sign on to this site beginning Sunday, March 17, 2019, and begin work on your first set of assignments; you will have multiple deadlines throughout the week. This is a seven-week term, so we move at a fast pace. Welcome to ENGL 215: Read This Second where you learn how the course is set up Syllabus: Read This Third where I list your tentative class schedule, information about your textbooks, various class policies, etc. Read this section thoroughly and refer to often. How to Address Your Emails to Me where to find detailed instructions on how to contact me via email so that I will read your message Permanent Forums Breaking News About This Course: where you will read about changes in the syllabus and find reminders about readings and/or assignments, information of general interest, and the occasional chance for extra credit My Digital Office: where you can ask general questions about the course (personal questions should be addressed to me via email) Technology Hotline: where you can get help with technical issues Virtual Coffee Shop: where you can get to know your classmates FAQs About This Course and About LSUS Student Services: frequently asked questions about the class and about available LSUS student services Permanent Documents and Web Links The Rules of Netiquette: where you will learn how to comport yourself correctly and politely online Be Sure You are Submitting Your Assignments Correctly: where you will learn how to upload your documents to Moodle correctly General Websites of Interest: where you can access some general education sites on art and literature LSUS Safety Poster: where you can learn safety procedures while on the LSUS campus Assorted short stories and articles that you will need for the semester Study Guides for Major Exams Midterm Exam Study Guide: details about your midterm exam, including the dates and times when you can take it Final Exam Study Guide: details about your final exam, including the dates and times when you can take it Complete Instructions and Support Documents for Your Paper Instructions for Paper: instructions for your analytical paper Basic Writing Tips: Read all the documents in this section to help you complete this assignment. Activities (designated by dates) Overview: where you will see the objectives, readings, and assignments. When applicable, you will also find lecturettes, forums, quizzes, and upload links for assignments. You will have numerous assignments each week, so sign in every Sunday and every Wednesday after 2 p.m. Central Standard Time (CST) to get complete details of the activities.