COURSE SYLLABUS

English 118 (Honors Composition):

Forbidden Knowledge
Fall 2013
Course Section:
Meeting Time and Place:
Course Credit Hours:

1
TR 8:10-9:25 AM, HSS 56
3

FACULTY CONTACT INFORMATION: Dr. R.M. Addicott

Office: McClung Tower 419
Office Hours: 1-3 PM on Mondays (McClung),
5:00-6:00 Thursdays (Virtual), & By Appointment
rsmit132@utk.edu
I.

COURSE DESCRIPTION: English 118 is an accelerated and interdisciplinary special topics

course that covers the same skill sets as English 101 and 102. To that end, we will begin the
semester with a focus on rhetorical and contextual analysis. Building from this base, we will
explore various aspects of the research process, culminating in an independent research project of
your own. The special topic for our class is Forbidden Knowledge. By exploring the ways that
society constrains and releases types of knowledge, we will be able to discuss ethical concerns,
the convergence of knowledge and power, social control, and other aspects of communal
construction. These discussions will facilitate a heightened awareness of the impact of society on
personal, professional, and social development, allowing you to identify these things throughout
your lives.

II.

VALUE STATEMENT: Students will develop writing and research skills applicable across a
wide range of majors and future careers while also gaining insight into the parameters of
knowledge, the ethics of acquiring or creating knowledge, and the changing mores of society.
These insights will enable evaluation of educational and business practices as well as fuller
participation in the communal discussions about knowledge at large.

III.

STUDENT LEARNING OUTCOMES: Over the course of the semester, we will:

a.

Read texts critically and analyze the varied situations that motivate writers, the choices that writers
make, and the effects of those choices on readers
b. Read texts critically to identify, define, and evaluate problems/complex issues, taking into account
multiple points of view and varying disciplinary and cultural contexts
c. Analyze how writers employ content, structure, style, tone, and conventions appropriate to a
particular audience, purpose, or context
d. Recognize the research methods and textual genres used by different disciplinary and expert
communities
e. Frame research questions that will guide formal inquiry, select appropriate research methods that
will lead to answers to those questions, and evaluate the usefulness and quality of sources
Revised as of __________.
Page 1 of 12

f.

g.
h.
i.
IV.

Construct effective arguments that participate in scholarly and intellectual conversations, answer
research questions, present evidence-based support for claims, and integrate information
effectively
Respond constructively to drafts-in-progress.
Enter and participate in different ongoing expert conversations using a range of texts, in order to
create new knowledge on the course topic
Participate in an on-going class conversation about writing and conveying ideas.

LEARNING ENVIRONMENT: This class will be a blended course utilizing both the traditional
classroom and collaborative online spaces like Blackboard Collaborate, Twitter, and Chat. In all
course spaces, students and the instructor will be courteous and respectful of each other,
recognizing that disagreements are not personal attacks but are instead cogent points of
discussion and possibility. While I as the instructor will give occasional lectures, the bulk of the
courses knowledge will be developed through collaborative discussions, group and individual
activities, reading and writing exercises, and thoughtful reflection.

STUDENT RESPONSIBILITIES

INSTRUCTOR RESPONSIBILITIES

To prepare for all class activities by reading, writing,

and completing all out-of-class responsibilities

To prepare for all classes thoroughly

To identify ideas or actions that he/she does not

understand and raise questions in a class forum

To answer questions in a timely fashion, and to address

answers (where appropriate) to the entire class

To bring all necessary materials to course meetings (i.e.

books, homework, notes) & to view any necessary
online work prior to meetings

To direct students to resources as needed (Bookstore,

Blackboard, Twitter)

To be familiar with the syllabus and refer to it in time

management for the course

To announce any changes to the syllabus well in

advance, and to make sure those changes are beneficial
to the learning environment

To attend all class sessions whether online or

traditional as per the course attendance policy (see
below)

To attend all class sessions or to provide alternate

methods of material coverage in the event an
emergencyeither in the form of a substitute or an
online, asynchronous activity

To submit work in a timely fashion by the date listed in

on the Assignment Sheets unless an approved
extension has been granted (see Extension Policy)

To return work in a timely fashion so that students can

apply feedback to the following assignments

To participate fully in class sessions by asking

questions and making comments in the class forums,
answering instructor questions, and engaging in group
and individual in class activities

To facilitate an open, engaging environment, answering

questions and helping students make connections
between ideas; demonstrating strategies for expressing
ideas clearly (particularly written expression) and for
researching ideas

To utilize office hours (both live and virtual),

discussion boards, class discussions, wikis, and twitter
to ask questions
To routinely check Blackboard and Volmail for
announcementsannouncements will not be sent to

To be available for office hours and keep track of

course methods of communication

Revised as of __________.

To respond to emails within twenty-four hours of

receiptprovided they are sent from UTK email

Page 2 of 12

non-UTK email addresses.

V.

addresses.

TEXTS/MATERIALS/RESOURCES FOR THE COURSE: You will need the following texts for
our class. You must use these texts; no other editions will be acceptable. This is because these not
have those materials. These books are available new from the UT Bookstore and used from
www.abe.com, www.amazon.com, and other websites. Do not wait until the night before a
reading is due to access ityou may find that no copies are available. That is not an excuse
for failing to be prepared for class.
a.

Shelley, Mary. Frankenstein. Ed. J. Paul Hunter. New York: Norton, 2011. ISBN: 978-0-39392793-1
b. The Writers Harbrace. 5th Edition. Eds. Cheryl Glenn and Lorretta Gray. New York: Wadsworth,
2013.
c. Additional Texts located in Blackboard folders in the HUB; indicated by HUB on reading list. You
must have access to these texts in class either through your laptop, tablet, e-reader, or by printing
them out.
d. If you purchased a NEW copy of The Writers Harbrace, 5th edition, which comes packaged
with Enhanced InSite, please activate your code now, even though our class is not be using this
program. If you lose the code now without activating it, you will not be able to get another code
for free next semester if your next composition instructor requires InSite. So, please activate
your InSite code NOW. (InSite gives you access to an e-book version of Harbrace, plus other
writing resources, for at least four semesters. If desired, you may buy an access code separately, if
you bought a used Harbrace.)
VI.

INFORMATION LITERACY/TECHNOLOGICAL RESOURCES: For this class, you will need

access to the following things:
a.
b.
c.
d.
e.

A computer (Desktop or Laptop) with word processing and internet capabilities; the library is able
to check out laptops to you for 4 hours.
Internet Access (Always available on campus)
OIT@UT--online.utk.edu (Class Blackboard site)
Blackboard Chat (See BB document for enabling this function)
Volmail (Class Emails will direct here)

PLEASE NOTE: You are welcome to bring your laptop, e-reader, or tablet to class to take notes or view
readings. However, you may not access social media sites except as directed in classto do is disrespectful
to your classmates and diminishes your engagement in class. I will issue a warning for a first offense, but
on the second, you will lose in class computing privileges.
VII.

COURSE REQUIREMENTS, ASSESSMENT AND EVALUATION METHODS:

a.

ATTENDANCE POLICY: This is an interactive, collaborative learning class; absences will affect
your learning environment.
You will have three free absences wherein there will be no penalty for missing beyond your need
to make up the work. Starting with the fourth absence, you will lose a letter grade per absence. At
the sixth absence, you will automatically receive an NC (no credit) score for the course.
Absences for school-related events (sports, conferences, and so forth) will be excused with
appropriate documentation. Absences for religious events will be excused as long as they are

Revised as of __________.

Page 3 of 12

cleared prior to the holiday or event; students may only have one religion per semester. In either of
these cases, you must complete any work prior to the absences and arrange to get notes from a
colleague for the material missed.
For short illnesses, use your free absences. If you have an extended illness, get in touch with me as
soon as possible about making up work; you will need to sign a contract indicating dates by which
work will be made up. You will need proper documentation for this type of illness.
b.

EXTENSION POLICY: Assignments are due by the dates listed on the syllabus; I do not accept late
assignments.
Extensions are available for the major papers/ projects if you ask by email twenty-four hours in
advance. The standard extension is forty-eight hours, and there is no penalty if you have gotten
permission to take the extension.

c.

APPOINTMENT POLICY: I am happy to make appointments either in McClung or virtually outside

of office hours, but you need to email me twenty-four hours in advance to set up such an
appointment.

d.

EMAIL POLICY: I will respond to emails within twenty-four hours of receipt. If you have not
heard back within twenty-four hours, please send your email again. Use your official UTK email
account; otherwise, your emails may not get through.

e.

ANNOUNCEMENT POLICY- Announcements about changes to the course will be posted to

Blackboard and sent to your official school email accounts.

F.

WEIGHTED ASSIGNMENT LIST: More details about each assignment will be given in the
associated Learning Module in the BB HUB as well as the Assignment Section below.

ASSIGNMENT
Unit 1

WEIGHT
20%

Analytical Report 5%

DUE DATE
Report: Tues., Sept. 10 @
11:59 PM
Email Conference: Sept. 12Sept. 30

Position Paper- 15%

Peer Review: Tues., Oct. 1

Unit 2

25%

Final Draft: Thurs., Oct. 3@

11:59 PM
Survey Peer Review: Thurs.
Oct. 22

Survey- 5%
Survey Data Due: Fri. Nov.
1

Position Paper (General

Audience) -20%

Paper Peer Review: Tues.,

Nov. 5
Final Draft: Fri., Nov. 8
@11:59 PM

Unit 3

Revised as of __________.

30%

Proposal & Annotated

Page 4 of 12

Bibliography: Sun., Nov. 18

Proposal & Annotated
Bibliography- 10%

Paper Peer Review: Tues.,

Dec. 3

Research Paper Academic

Audience- 20%

Final Draft: Thurs., Dec. 12

@ Noon

Written Homework
(VariousSee Learning
Modules in BB HUB)
In Class Activities and
Discussion

15%

Most Class Days

10%

Most Class Days

(This includes both traditional

and online meetings)

g.

ASSIGNMENT FOLDERS: Each major project/ paper will have a folder under the Assignments
section on BB. These folders will contain copies of the assignment sheet, grade rubric, example
assignments where available, and submission guidelines and spaces.

H.

GRADE SCALE:
A
AB+
B
BC+

4.0
3.67
3.33
3.0
2.67
2.33

93-100
90-92
87-89
83-86
80-82
77-79

C
CNC

2.0
1.67
70-0

73-76
70-72

i.

ROUNDING: I will only round grades that are .99 from the next grade up. There are no exceptions.

j.

GRADES FOR WRITTEN WORK WILL BE DETERMINED AS FOLLOWS:

A
The grade of A indicates work of exceptional quality. Papers which receive As address
the assignment throughout, appropriately, and insightfully; are sophisticated in structure, syntax,
and diction; and conform to appropriate conventions of organization, grammar, mechanics, and
usage. A papers fully address all of the elements of the topic prompt and make concrete
connections between texts and concepts identified in the prompt. They also focus predominantly
on your ideas rather than merely rehashing class discussion or excessively summarizing the class
texts. An A paper will also use correct MLA style citation.
B
The grade of B indicates work of above average quality. Papers which receive Bs
address the assignment thoroughly and appropriately; are clearly focused; demonstrate sound
structure, appropriately varied syntax, and diction suitable for the assignment; and conform to
appropriate conventions of organization, grammar, mechanics, and usage. B papers address all of
the elements of the topic prompt and make good connections between texts and concepts
identified in the prompt. They also present your ideas and analysis rather than merely rehashing
class discussion or excessively summarizing class texts. A B paper will also use correct MLA style
citation with very few errors.

Revised as of __________.

Page 5 of 12

C
The grade of C indicates satisfactory completion of the assignment. Papers which
receive Cs meet the goals of the assignment adequately; have an identifiable and appropriate
focus; are clearly structured and written; and are relatively free of errors in grammar, mechanics,
and usage. C papers touch on all of the elements of the essay prompt and make basic connections
between texts and concepts identified in the prompt. There will be limited summary of class
discussion. A grade of C indicates a few errors in MLA citation.
D
The grade of D indicates unsatisfactory, yet passing work. Papers which receive Ds may
be successful in some areas, but are weakened in one or more way, including a failure to address
the assignment; unclear focus; confusing structure/organization; simplistic or flawed syntax and
diction; and/or a number of errors in grammar, mechanics, and usage. D papers fail to address one
or more of the concepts presented in the essay prompt. They also lack solid connections between
texts and concepts identified in the prompt. This grade indicates less than moderate accuracy in
MLA citation.
F
The grade of F indicates failing work. Papers may receive Fs for failing to address the
assignment; a lack of focus; organizational deficiencies; significant errors in syntax and diction; or
large numbers of errors in grammar, mechanics, and usage. F papers fail to address the topic(s)
identified in the essay prompt. They also fail to make any connections between the texts and terms
identified in the prompt. This grade may also indicate significant errors in MLA citation.
k.

VIII.

COURSE FEEDBACK: Over the course of the semester, students will be presented with
anonymous surveys on Blackboard to ensure that the course is progressing in a useful way for
them. However, students are always welcome to meet with Dr. Addicott with any individual
concerns regarding course content, student performance, grading, etc.

HOW TO BE SUCCESSFUL IN THIS CLASS:

a.

PARTICIPATION: The first key to successful participation in this class is to perform all readings
and asynchronous assignments (homework) prior to coming to class. Further, you want to read
critically (see reading strategies below) to identify places where you have questions or comments
and making sure that you have an understanding of what the reading is about. Then, come to class
prepared to discuss these things. You may ask and respond to questions and comments in class, via
email, and via the Class Twitter Feed.

b.

QUESTIONS: Ask questions in class and jot them down while you are reading. This will keep you
engaged with the material.

c.

NOTE TAKING: You should always have something to take notes witheither a notebook, tablet,
or computer. Taking notes in class means more than just recording what people are saying. You
can jot down things that the discussion inspires for you: questions or ideas.

d.

MIND READING: While I have been attempting to learn mind reading, I have not yet been
successful. I will not necessarily know what confuses you, where you have problems, or what you
already know. I want to work with you to make this class as beneficial as possible, but you have to
engage with me and speak upeither in class, via email, or the Twitter feed.

Revised as of __________.

Page 6 of 12

e.

READING STRATEGIES: Here are some reading strategies that you may find helpful. If you utilize
these but still have problems, come and see me. These strategies can be used in any class.
i. ACTIVE READING: Read actively by taking notes (either in the margin or in a notebook).
Underline important or confusing passages; in the margin, indicate why you underlined it
(if you use a highlighter, try not to overuse it.) Circle words you need to look up and put a
box around words or concepts you think are the most relevant to class discussions.
ii. CRITICAL READING: We will be discussing this in more detail in class, but generally, you
want to read critically or skeptically. While you dont have to disagree with the text, you
should try to identify assumptions, ask why, and note places where the logic may be
faulty or particularly good.
iii. REREADING: If possible, manage your time so that you can read more than once. Do your
first read through for general content (no notes), then go back and read actively. Doing
this will allow you to focus on the details the second time through. If there are discussion
questions for a reading, wait to answer them until the second read through.
iv. MAKING CONNECTIONS: Keep in mind that no text is read in isolation for this class.
They are all related to major assignments, concepts, and outcomes for the course.
Reading with this in mind will help you begin to make connections between texts
themselves and between texts and assignments.
v. OUTLINING: One way to make sure that you have a good sense of the content of the
reading (thesis, major examples, and so forth) is to outline the reading. Note the thesis,
supporting topics, and major examples or themes (depending on the text.)

IX.

UNIVERSITY POLICIES: In this class, we will abide by the policies of the University of
Tennessee. Some of these policies are listed below. For a fuller explanation, see your copy of the
Undergraduate Catalogue or Hilltopics.
a.

HONORS STATEMENT: An essential feature of the University of Tennessee, Knoxville is a

commitment to maintaining an atmosphere of intellectual integrity and academic honesty. As a
student of the university, I pledge that I will neither knowingly give nor receive any inappropriate
assistance in academic work, thus affirming my own personal commitment to honor and integrity.

b.

PLAGIARISM: Plagiarism is the use of another persons words or ideas without proper citation. Our
word plagiarism derives from the Latin word plagiarius, for kidnapper. The Oxford English
Dictionary defines plagiarism as the action or practice of taking someone elses work, idea, etc.,
and passing it off as ones own; literary theft.
Plagiarism is committed when an individual copies words or ideas from online sites, from printed
texts, from papers written by another student, or from any other source, and presents them (words
or ideas) as his or her own. Beware plagiarism, as you are culpable even if you are not aware that
you are committing plagiarism. When in doubt, consult your instructor, a tutor in the Writing
Center, or the Purdue OWL for MLA citation (see link on BB).
Any plagiarism will result in the failure of the assignment at minimum, and evidence of willful
plagiarism, especially on major assignments, will likely result in a failing grade for the course. I
will also report any instances of plagiarism or academic dishonesty to the Student Judicial Affairs
and recommend appropriate disciplinary action based on the offense. I will also be using
SafeAssign to check your paper for plagiarism. For more information on this subject, see either
your copy of HillTopics or the Student Judicial Affairs website:
http://judicialaffairs.utk.edu/students/academic.php

Revised as of __________.

Page 7 of 12

.
X.

c.

UNIVERSITY CIVILITY STATEMENT: Civility is genuine respect and regard for others: politeness,
consideration, tact, good manners, graciousness, cordiality, affability, amiability and
courteousness. Civility enhances academic freedom and integrity, and is a prerequisite to the free
exchange of ideas and knowledge in the learning community. Our community consists of students,
faculty, staff, alumni, and campus visitors. Community members affect each others well-being
and have a shared interest in creating and sustaining an environment where all community
members and their points of view are valued and respected. Affirming the value of each member
of the university community, the campus asks that all its members adhere to the principles of
civility and community adopted by the campus: http://civility.utk.edu.

d.

STUDENTS WITH DISABILITIES POLICY: Any student who feels he or she may need an
accommodation based on the impact of a disability should contact the Office of Disability Services
(ODS) at 865-974-6087 in 2227 Dunford Hall to document their eligibility for services. ODS will
work with students and faculty to coordinate reasonable accommodations for
students with documented disabilities.

ASSIGNMENTS:
a.
b.

c.
d.

e.

f.

g.
h.

ANALYTICAL REPORT (1-2 PAGES) Students will choose one of the provided sources and
analyze it. See Assignment Sheet in the Unit 1 Learning Module for more details.
POSITION PAPER 1 (3-4 PAGES) Students shall create a position on the limits of an aspect of
forbidden knowledge from the past in reaction to the sources analyzed in the report above. See
Assignment Sheet in the Unit 1 Learning Module for more details.
SURVEY Students shall create a survey as a class to determine what is considered forbidden
knowledge today. See Assignment Sheet in the Unit 2 Learning Module for more details.
POSITION PAPER 2 (3-4 PAGES) Students shall produce an analysis of their survey to support a
position on the status of forbidden knowledge today. See Assignment Sheet in the Unit 2 Learning
Module for more details.
ANNOTATED BIBLIOGRAPHY (4-6 PAGES)Students shall find and annotate a minimum of ten
sources to be used in the research paper that follows. See Assignment Sheet in the Unit 3 Learning
Module for more details.
RESEARCH PAPER (5-7 PAGES)Students shall construct an argumentative research paper for a
general audience using the annotated bibliography for sources. See Assignment Sheet in the Unit 3
Learning Module for more details.
WRITTEN HOMEWORKStudents shall complete various forms of written homework to support
the above assignments and the outcomes of this class. See the Learning Modules for details.
IN CLASS ACTIVITIES & DISCUSSIONStudents shall participate fully to get the most out of this
class in both synchronous online, classroom-based, and non-synchronous activities.

XI.

THE INSTRUCTOR RESERVES THE RIGHT TO REVISE AND/ AMEND THE SYLLABUS AS
NEEDED TO FACILITATE LEARNING IN THE CLASS. STUDENTS WILL BE NOTIFIED IN
WRITING/ VIA EMAIL WHEN REVISIONS OR AMENDMENTS OCCUR.

XII.

COURSE PLAN & READING LIST

CLASS DATE & UNIT #
Week 1Unit 1
Thurs., Aug. 22
Week 2
Tues., Aug. 27

Revised as of __________.

CLASS ASSIGNMENT
Course Introduction; Syllabus
Assignment
Reading Can Knowledge as
Such be Morally
Inappropriate with discussion
questions (HUB); Discussion

MEETING SPACE
BAILEY 203
BAILEY 203

Page 8 of 12

of Online Activities &

Meetings
Thurs., Aug. 29

Critical Learning Module

(HUB)

Week 3
Tues., Sept 2

Writers Harbrace Chapter 1

Asynchronous Online Meeting

(Dr. Addicott Available for
Consultation Via Collaborate)
BAILEY 203

HUB Readings: Foreword:

Forbidden Knowledge;
Forbidding Knowledge;
Forbidden Knowledge.
Thurs., Sept 4

HUB Readings:
Selections from JudeoChristian, Native American,
and Greco-Roman Traditions;
American & British legal
traditions

BAILEY 203

Week 4
Tues., Sept. 10

Analytical Report Due

BAILEY 203

Review Position Paper

Assignment (Unit 1 Module)

Writers Harbrace Chapter 7:

Sections 7d, 7e, 7g, 7h, and 7i
& Chapter 10: 10d, 10e, 10f,
10g
Thurs., Sept. 12

Group Activity
FrankensteinReading
Strategies for Fictional Texts

Synchronous Discussion-Online

Review Power Point prior to

discussion in Frankenstein
Learning Module
Week 5
Tues., Sept 17

Thurs., Sept. 19
Week 6
Tues., Sept. 20

Revised as of __________.

BAILEY 203
Read Assigned Section of
Frankenstein Background
Materials (Assignments in
Frankenstein Learning
Module)
Frankenstein 7-40 (Vol. I.
Chapt. 1-4) & Discussion
Questions
Frankenstein 40-105 (I.5-II.9)
&

BAILEY 203
BAILEY 203

Page 9 of 12

Group Discussions
Thurs., Sept. 22
Frankenstein Chapters 106161 Blog Posts Due Prior to
Class Start (See Frankenstein

Synchronous Online
Discussion

Module)
Week 7
Tues., Oct. 1

Questions about Position

Paper 1

Unit 2
Thurs., Oct. 3

Peer Review Unit 1 Position

Paper
(1 page minimum)
FINAL DRAFT UNIT 1 PAPER
DUE

BAILEY 203

ONLINESAFEASSIGN; 11:59
PM
BAILEY 203

Brainstorming the Modern

Position

Week 8
Tues., Oct. 8
Thurs., Oct. 10
Week 9
Tues., Oct. 15
THURS., OCT. 17
Week 10
Tues., Oct. 22

Thurs., Oct. 24

Unit 2 Activity/Discussion
HUB: Forbidden
Knowledge and Open
Knowledge & The
Consequences of Open
Knowledge.
Using & Creating Surveys
Learning Module

BAILEY 203

Asynchronous ActivityDr.
Addicott Available via
Collaborate

Student Selected Readings

BAILEY 203
See Forbidden Knowledge in
Todays World for Instructions
NO CLASSFALL BREAK
Blog Review of Research
Question and Survey
Questions
Unit 2 Module
Dystopia and Forbidden
Knowledge & Discussion
Questions

You may continue reading

discussion on Twitter /
Discussion Board if you like
Asynchronous OnlineDr.
Addicott available via
Collaborate
BAILEY 203

UNIT 3 INTRODUCTION
Week 11
Tues., Oct. 29

Dystopia ContinuedClass
Debate
Class Review of Introductions

Thurs., Oct. 31
Review

Revised as of __________.

BAILEY 203
Synchronous Online
Discussion with Breakout
Sessions.

Page 10 of 12

Introductions/Conclusions
Video Before Class
Bring in Sample Introductions
Friday, Nov. 1

Unit 3
Week 12
Tues., Nov. 5
Thurs., Nov. 7
FRI., NOV. 8
Week 13
Tues., Nov. 13

Survey Responses should be

in. If needed, see Analyzing
Survey Power Point in the
Unit 2 Module

Start analyzing your data

Note: This is the latest it is
viable to get data for this
paper.
BAILEY 203

Peer Review Essay 2

Library Research Session

Library TBA

FINAL DRAFT UNIT 2 PAPER

DUE
Brainstorming

ONLINE11:59 PM
BAILEY 203

Before ClassReview
Writing an Academic Paper
(Presentation) & read your
assigned section of Writers
Harbrace (See list in Unit 2
Module)
Thurs., Nov. 15

Review Before Class

Proposal & Annotated
Bibliography Presentation
Unit 3 Module

Synchronous-Collaborate
Session

& Activity
SUN., NOV. 18

PROPOSAL & ANNOTATED

BIBLIOGRAPHY DUE
Conferences

ONLINE11:59 PM

Thurs., Nov. 21

Conferences

McClung 419

Week 15
Tues., Nov. 26

Conferences

McClung 419

THURS., NOV. 28

THANKSGIVINGNO CLASS

THANKSGIVINGNO CLASS

Week 16
Tues, Dec. 3 (Final Class)

Peer Review Academic

Research Paper

BAILEY 203

Thurs., Dec. 5

Optional Office Hours

McClung 419

Week 14
Tues., Nov. 19

Revised as of __________.

McClung 419

Page 11 of 12

8:30 AM-Noon
Mon., Dec. 9

Optional Office Hours

1-3 PM

FINAL EXAM PERIOD

FINAL PAPER DUENOON
THURSDAY, DEC. 12 8:0010AM

Revised as of __________.

Collaborate
ONLINE SUBMISSIONDR.
ADDICOTT AVAILABLE IN
COLLABORATE DURING THE
EXAM PERIOD

Page 12 of 12