Course Syllabus

ENGL 1302-English Composition II

Instructor / Department Contact information:

Instructor: Jose Aparicio Office Phone: 713-701-7439
Office: JBH 104 Cell Phone: \
M.W.10:00am – 10:30am
E-mail: japaricio@lee.edu Office Hours:
Tu. Th. 12:30pm -1:30pm
Div. Jeffrey Clayton, English and Humanities (or hours of Or by appointment
Secretary:
Chair: Morgan Lockett, English and Website / Online: www.lee.edu
availability)
Humanities
Dean: David Jaroszewski, Academic Studies Lee College Security: 281-683-1449
Course Details:
Course ENGL 1302 Term: Spring 2017
Number:
Course Section: F006 Class Days: Monday & Wednesday
Credit Hours: 3 Class Times: 11:00 am – 12:15 pm
Classroom Location: JBH 108

Course Description:
Intensive study of and practice in the strategies and techniques for developing research-based expository and
persuasive texts. Emphasis on effective and ethical rhetorical inquiry, including primary and secondary
research methods; critical reading of verbal, visual, and multimedia texts; systematic evaluation, synthesis,
and documentation of information sources; and critical thinking about evidence and conclusions. This course
is reading and writing intensive.

Student Learning Outcomes:

Upon successful completion of this course, students will:
1. Demonstrate knowledge of individual and collaborative research processes.
2. Develop ideas and synthesize primary and secondary sources within focused academic arguments,
including one or more research-based essays.
3. Analyze, interpret, and evaluate a variety of texts for the ethical and logical uses of evidence.
4. Write in a style that clearly communicates meaning, builds credibility, and inspires belief or action.
5. Apply the conventions of style manuals for specific academic disciplines (e.g., APA, CMS, MLA, etc.)

Prerequisites / Co-requisites:
ENGL 1301 with a grade of P, C or better
In our efforts to prepare students for a changing world, students may be expected to utilize computer
technology while enrolled in classes, certificate, and/or degree programs within Lee College. Click on any
of the links for more information:

Computer and online proficiencies helpful in this program include the ability to navigate in the Internet, login to
Lee College's website and online Learning Management System (LMS), and use basic features of Microsoft
Office (Create a Word Document). Due to the cost of MS Office the college has Office 365 available to students
at no charge (click on link for access). This can be installed on up to five different devices (home computer, tablet,
etc.) Students will have access to college computer labs and the Lee College Library during normal hours as well
as being able to remotely login from outside locations using personal devices.
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Grades will be continuously made available to students with the LMS through Blackboard. This is accessed using
the student’s login and password provided when the student first registered for classes. \add any further
information on the use of technology in your course here\
Supplies Requirement:
1)You will need reliable and readily available access to the internet. If you do not have it at home, you need to
make time to do work in the computer labs or library on campus.
2) You will need notebook/paper and a pen or pencil.
3) A flash Drive to back up ALL your work
4) Access to http://writingcommons.org/
5) Access to http://myreviewers.org/
6) Notebook or Journal for in-class writing.

-- Supplemental readings posted on Blackboard

Class Theme: Identity through Popular Culture

This class explores the intersection of identity and culture and your personal role that intertwines with who you
are and how who you are is influenced by the world around you. During the writing and thinking process, you
will consider your own and others’ perspectives on a variety of personal, historical, philosophical, and social
issues. You will explore the idea of the personal as political, of pop culture’s influence on society, as well as
forms of analyzing those ideas through storytelling, autobiography, social analysis, and close readings.

We will focus on the intersection between writing, reading, consuming, and identity. Identity stems from the
stories we tell ourselves about ourselves, from the choices we make, including rhetorical choices we make in
writing. Furthermore, we create an identity through writing: what we chose to write about and how we chose to
write about it.

Writing and reading (as well as watching and listening) helps us build our identities, influencing what and how
we think. An introductory writing course will allow us to confront those beliefs we hold close because we
“identify” with them. In other words, identity, like the writing process, involves an invention, drafting, and
revising.

Americans with Disabilities Act (ADA): Lee College is committed to providing all students equal access to
learning opportunities as required by the Vocational Rehabilitation Act of 1973, Title V, Section 504 and the
Americans with Disabilities Act of 1990 (ADA). Disability Services (DS) is the campus unit that works with
students who have disabilities to provide and/or arrange reasonable accommodations. Students registered with
DS, who have a letter requesting accommodations, are encouraged to contact the professor early in the
semester. Students who have, or think they may have, a disability, are invited to contact DS for a confidential
discussion at (832)-556-4069 or at kvillanueva@lee.edu. DS is located in Rundell Hall room 106. Additional
information is available at the DS website http://www.lee.edu/counseling/disabilities.

Attendance Policy:
Attendance is mandatory. This class will rely on mix of lectures, group work, class discussions, and in class
writing, so you need to be here. Furthermore, you are required to be present a minimum of 80% of the time,
which in a class that meets twice a week such as this one, means you are allowed 6 absences before you will be

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unable to pass the class. I cannot stress this enough: YOU WILL FAIL THE COURSE IF YOU MISS 7
(SEVEN) DAYS.

You will be responsible for making up work; I will not e-mail you to remind you, or see to it that you make
up any missed work. You are responsible for following the schedule and making up whatever you miss in
class.

Students who anticipate the necessity of being absent from class due to the observation of a major religious
observance must provide notice of the date(s) to the instructor, in writing, by the second-class meeting.
Should an examination or the due date for an assignment fall on one of these dates, YOU will make arrangements
with me for a make-up exam or an alternate date for submission of written work. Aside from these extenuating
circumstances, I do not make a distinction between excused and unexcused absences. You are allowed to
miss six days for whatever reason you want without having to explain it to me, but if you are not here, then
you are not learning.

Absences Due to Religious Holy Days: Students may be absent from classes for the observance of a religious holy
day and will be allowed to take an examination or complete an assignment scheduled for that day within a
reasonable time as established by the instructor.
Academic Honesty Policy/Cheating: Academic honesty is essential to the maintenance of an environment where
teaching and learning take place. It is also the foundation upon which students build personal integrity and
establish standards of personal behavior. Lee College expects and encourages all students to contribute to such
an environment by observing the principles of academic honesty outlined in the College’s Academic Honesty
Code, which is detailed in Chapter Three of the Lee College Catalog under Academic Honesty. It is the student’s
responsibility to understand and comply with this code.

Withdrawal / Drop Policy: Withdrawal from the course after the official day of record and prior to the final day
for Student Drops will result in a final grade of “W” on your transcript; no credit will be awarded for a course
earning a “W.” If you stop attending class, you must withdraw at the Admissions office prior to the final day for
Student Drops to avoid receiving a grade of “F” for that class. The last day for Student Drops for this semester is:
\insert last day for drop here\
Grading Policy
You will be able to access your grades on Blackboard throughout the semester. You will be graded on a point
system where you earn points towards your grade. At the end of the term, all points in the course (1,000 points
total) will be added up and grades will be distributed as follows: A(895-1000), B (795-894), C (695- 794), D
(595-694), F (594 and below).
Participation/class work ......................................................... 200 points

Discussion Boards (5 post x 20 points each) ......................... 100 points

Group work/presentation ....................................................... 200 points

Peer Review (4 reviews x 25points each)...…..…………..…. 100 points

Four Major Essays (4 x 100points each)……………………..400 points

Total………………………………………………………….1000 points

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Participation (200 points)
This class is yours, and your class will grow out of your own experiences with identity/subjectivity and with how
experiences have helped shape your lives, which mirrors the manner in which characters shape plots; therefore,
this class requires that you participate in sharing your thoughts and ideas. (Note that participation counts MORE
than your individual papers). If everyone is prepared for class, then we can have a classroom environment in
which all students feel totally free to say what they think, ask questions, object, criticize, request clarification,
return to previous subject matter, respond to someone else's response, etc. Students who are clinically shy, or
those whose best, most pressing questions and comments occur to them only in private or outside of class, should
do their discussing with me outside of class during office hours or set up an appointment. Your ideas are good—
trust me. Don’t be afraid to voice them or to use class discussion to think out ideas. Don’t be afraid to ask the
class questions—questions are always welcomed since they usually spark great discussions.

In participation, as in the class as a whole, again, I follow David Foster Wallace, who says “This [participating in
class in a respectful manner] does not mean we have to sit around smiling sweetly at one another for three hours a
week. … In class you are invited (more like urged) to disagree with one another and with me—and I get to
disagree with you—provided we are all respectful of each other and not snide, savage or abusive. … In other
words, this class is not just a Find-Out-What-The-Teacher-Thinks-And-Regurgitate-It-Back-at-Him course. It’s
not like math or physics—there are no right or wrong answers (though there are interesting versus dull, fertile
versus barren, plausible versus whacko answers).”

You are encouraged to engage these stories in a critical, thoughtful manner and to consider all sides of an
interpretation. When I disagree with you, I might be playing devil’s advocate and disagreeing just to engage in a
Platonic dialogue in order to get you to think about your stance and come up with a more critical approach, or I
might genuinely disagree—the outcome to my pushing back on your comments are the same: I want you to think
critically and creatively about the works we read.

Discussing texts will help you understand them better, and will help your classmates and me to understand them
better, and will help you in general become more skilled at articulating yourself verbally and constructing verbal
arguments. Students will be evaluated over the course of the semester. At the end of the semester, the evaluations
and the overall performance are considered in terms of improvement or change.

Here is a very general idea of a range of performance evaluations:

C-/C: Student contributes (rarely), but comments show weak or no preparation or understanding of topic
C+/B-/B: Comments show satisfactory or adequate preparation and understanding
B+/A-: Comments show above-average ability to prepare, comprehend; comments are critical or informative;
comments are pertinent to the topic or advance the topic
A/A+: Comments significantly enhance or advance the topic of discussion

• Don't hold back if you have something to offer or ask; active participation is desirable.
• Good or excellent contributions are clear, pertinent, coherent, well-phrased, interesting, informative, or connect
or advance ideas expressed by others, or pose thoughtful or insightful questions.
• Good contributions usually reveal that the student is engaged in the subject (beyond basically reading the
assignment) and has devoted some reflection or even investigation prior to the class discussion.
• Showing appreciation and respect for peers is part of participating well and contributing to a supportive
academic setting.
• Improvement: students showing marked change in performance will see that reflected in the final grade.
• Thus, careful preparation, regular attendance, and participation are essential to success in this course.
Attendance/participation not only counts for 15% of your final grade, but also enhances all other grade
components.

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Class Work:
You will be asked to write in your notebook on a regular basis in class. You will write reflections, reading
responses, or whatever else might inspire you in these journals. I will not grade this journal for grammar or
correctness. I will not even read what is in the journal (unless you want me to). These journals are for you to free-
write ideas and to use as pre-writing, idea starting, reflections on the class. I will merely look to see that
something is written in it. This journal will be factored in to your participation grade.

Discussion Boards (10 post x 20 points each for 200 point):

As part of the class, you will be asked to write reflections on a topic a story, journal entries, reading responses, or
other types of writing to help you reflect on what we are discussing in class. The point of the discussion board is
to keep the conversations we begin in class going after class. In some cases, we might use your initial thoughts
from the discussion board to spark in-class conversations. These entries will not be graded for grammar or
“correctness,” just for making a good faith effort.

Group Work/Presentation (200 points):

You will have to complete two group projects during the semester. One project will require you and no more
than two other classmate (groups of three or smaller) to co-lead a discussion. This assignment will involve
collaborating with your peer to prepare a discussion agenda. This agenda should include a summary of the
material, the use of critical questions, relevant media, and interactive activities for engaging the class. The
discussion can include any other relevant material you as a team decide might help the rest of the class better
understand your agenda, the material, or point of the discussion. Each group will submit its discussion agenda,
notes, links to video, etc. to Blackboard.

The second group project will be a creative presentation of group’s chosen topic, which will be based off of the
readings. This project may be a workshop or presentation, a collaborative video, an audio presentation (like a
podcast), a group art or creative installation, or a literary reading performance project. Projects should include
both collaborative writing that follows MLA citation style.

Peer Review (4 reviews x 25points each for 100 points):

Peer review has always been an important part of the writing process. Using language is inherently a social
process. Many people find discussions with trusted colleagues to be an invaluable way to develop and polish
ideas. Professionals in most disciplines, for example, attend conferences so that they can discuss ideas with
colleagues and leading researchers. Writers in business and scientific contexts commonly work in teams with
individuals responsible for their areas of expertise, such as marketing language, audience, finance, research, and
editing. Some authors do not feel comfortable beginning a new project until they have discussed their ideas
with others. Successful writers do not wait until they have completed a project before seeking constructive
criticism. Instead, they share early drafts with critics.

As a peer reviewer, you can't just say, "I liked it," or "I didn't like it." Instead, you want to give the writer
information that will really help to improve what the writer has written. What is important to remember is that
while you should not be harsh or personal, you should be honest. Saying something works when it really does
not will not help anyone.

Four Major Essays (4 essays x 100 points each for 400 points):
You will write major essays in multiple genres in order to learn the rhetorical situation that genres follow and to
learn to write in those multiple genres.

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Project One: For the first essay of the semester, you will write a 500 to 750 word DESCRIPTIVE piece about
THREE aspect of your identity. Pick three subject positions from the list we come up with in class (which will
be posted in BB), and write an essay in which you describe yourself based on each position. In approaching
your subject positions, you can look at each one individually or consider how some overlap.

Project Two: For your second essay, you will write a 600-700 word essay; your task is to use your own
experience and knowledge to investigate any critical issue that you experience both personally and politically.
Writers like Cherrie Moraga and Gloria Anzaldua called it writing “theory in the flesh” while Carol Hanisch
described it as “the personal is political.” You MUST to conduct research and use it as part of your essay in
order to explore the “social reality” or “political” dimensions of the subject or experience you are describing.
You should use a minimum of three credible sources and at least one of the readings we went over in class.

Project Three: For your third essay, pick one subject position from our list and write a 600-700 word essay
explaining and analyzing how that subject position influences one of the characters from one of our readings.
For example, you might write about how machismo influences Yunior and his identity in Junot Diaz’s story. Or
you can look at how education and popular culture influences the identity of Safran Foer in his story. This essay
will require you to use three credible sources that we have not gone over in class.

Project Four: For the final essay, you will write a compare and contrast essay: pick one subject position from
our list and write a 600-700 word essay describing both your personal position and a characters from one of our
texts within that same subject position. You should describe both, then compare and contrast both. This essay
will require you to use four sources (two new, not used in a previous essay sources).

Criteria for Accepting Assignments

1) Students will turn in major project assignments to BOTH blackboard and MyReviewers, and they will be
expected to complete a majority of all other assignments through blackboard. Essays that are turned in after the
assigned due date will receive a grade penalty.

2) Be sure that all documents:

• are typed;
• use 12 point font size;
• use Times New Roman font;
• are double-spaced;
• follow MLA style requirements for all other formatting issues (see the Purdue OWL for guidelines);
• have been spell-checked and edited for grammar and syntax problems;
• are properly uploaded as a WORD doc or docx file (you can download Microsoft word for free by
using your Lee College sign in at the Microsoft webpage).

3) Late assignments will be accepted but will incur a penalty. Weekly assignment will get half credit if turned
in late, and you will be responsible for figuring out what you missed and turning it in and letting me know that
the assignment has been turned in (late). Major essays will be accepted late but will suffer a half a grade
deduction for every DAY that it is late. If the assignment is due on Tuesday, it will suffer a complete grade
deduction when it is turned in Thursday so that an “A” paper becomes an “A-“ on Wednesday and a “B+” on
Thursday, and so on.

4) If your major paper gets a “C-“ or lower, you will be responsible for setting up a meeting with me in my
office so that we can discuss the essay and how to improve moving forward. If you do not schedule this meeting
with me, your “participation” grade will suffer.
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Communication
Lee College email is the official form of communication between the college and its students. I will not read
email that is not from the official Lee College email system. For information on how to forward myLC email to
a personal email account, see the college website http://www.lee.edu/it/files/2012/03/forwarding-email.pdf. If
you are not clear about an assignment or have any concerns about the class, please feel free to contact me. You
have my phone number where you can call or text message me: 713-701-7439; you have my e-mail address:
japaricio@lee.edu; you have my office number and hours: JBH 104 (down the hall then make a right) If you
come see me during office hours, you don’t need to make an appointment, but it will guarantee that I am in my
office and available if you do, so you don’t have to wait. Come see me and I will help you in any way I can or
direct you to someone who can help. Also, you don’t have to have a “problem” to drop by. We can discuss the
stuff we are reading, your paper, or anything else you feel will be helpful. My door is always opened (when I’m
there).

Don’t be scared. I know that during class I am questioning you, challenging your opinions, wondering aloud if
your argument, your reasoning, your thought process makes sense, and I am annoying you, frustrating you, and
questioning everything you say and do—the point is not to tell you that you are wrong; instead, I am trying to
get you to think about what you think and to question why you think it. In other words, this class attempts to
challenge your critical thinking so that you can support your beliefs with evidence and logical reasoning. If you
come to my office hours, I can help you ask the right questions about your logic so that you can write better
papers that engage in better thinking.

Text Messages:
You have my number so feel free to text message me. Please remember that I do not know your number, so
when you do text me a quick question that is easily answerable through text, make sure to identify yourself and
the class you are in so that I know how to better respond. Text message will be answered within 24 hours, but
keep in mind that I might be in class or busy in a meeting when you text, and it might take me some time to get
back to you. Use common courtesy, only text or call between 9am-9pm. Text and calls not within these hours
will go ignored.

Email Etiquette
• Check your Lee College email at least once daily; twice a day is strongly recommended. (You MUST
use your Lee College Email for communication and to check on updates).
• Email is a good way of contacting me (or through text messages between 9am-9pm at the number
provided).
• Emails will be answered within 48 hours (or less in most cases). If you do not receive a response within
48 hours, please resend your email or text me to let me know I need to check for your email, as
technology is not foolproof.
• As the Subject of your email, put the course and section number.
• Begin with a salutation (Dear Instructor Doe), and then clearly state the reason for your email. Be sure
to relate your question(s) to a specific assignment, project, or activity.
• Keep the tone of your email positive, and proofread your text before submission.
• Use correct grammar, spelling, and capitalization. An email is not a text message.
• End the email with a sigh off (Thank you, all the best) and your name (You ABSOLUTELY MUST
include your name and the course and section number. Lee College does not give me your name, so
without it, I cannot respond to you).

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 • Here’s a link you should read before e-mailing any of your professors:
https://www.insidehighered.com/views/2015/04/16/advice-students-so-they-dont-sound-silly-emails-
essay

A Note on Grading:
This class is set up on a point system. You have 1,000 points that you earn. You don’t start off with 1,000 points
and then I take points away—rather, you start off with zero points and earn points with each assignment. Some
years I hear about how “hard” a student worked on an aspect of the class and how that “hard” work deserves a
better grade than the one assigned. Unfortunately, hard work is only one aspect of the grade. If you are unable to
translate that hard work into the final product, then you will not earn all possible points. I have office hours so
that you can come and get additional help and clarification if you do not understand any aspect of the class. You
will have opportunities to revise the major essays for a better grade, and I will provide some extra credit chances.
(Starting right now: if we go the ENTIRE semester without ANYONE asking a question that is on the syllabus,
then everyone gets an extra ten points at the end added to the total grade). Therefore, I will outright ignore grade
grubbing e-mails at the end of the semester. If your grade meant that much to you, you should have gone to the
writing center, revised your essays, done ALL of your work on time, and come to my office hours for help in
areas of the class you struggled in (Of course, all this hard work still does not guarantee the elusive A everyone
wants, but it sure helps). The end of the semester is not the time to simply ask for a better grade or to try and
make up all the work that has been missed from the previous 15 weeks. I do not GIVE grades—YOU earn them.
Believe me, I want everyone in the class to pass with high marks, so I will answer e-mails as soon as I can, I will
read rough drafts during office hours, and I will discuss any difficulties you are having in class in order to help
you succeed, but I will not allow students who slacked to receive the same grades as students who actually did all
of the work on time.

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 Assignment and Test Schedule: (Instructor reserves the right to modify this schedule as needed during the
course.)
Reading Assignments and points of
Week Assignment due dates
Activities grade
Read: Burro Genius (text
1-No Class MLK day
provided in Blackboard) by 1/23 Reading will
Monday, Jan 16 before class help you
2- Course Introduction
1 – Wednesday, participate in
Ice breakers
Jan 18 Read: Freire “The Act of class, worth
Lots of talking
Reading” (in BB) by 1/23 200 -points
before class
3- Discuss Identity and
education/reading’s role in identity
and Burro Genius and Freire.
Read: Sherman Alexie (in BB)
Do: Free-Writing (discuss pre-
by 1/25 Discussion
Mon.. Jan 23 - writing)
2 post = 20
Wed. 25 Think-pair-share
DO: Discussion Post #1 by 1/30 points each
in BB before class
4- Read and Discuss Poetry selection
(TBA)
“My Name” Activity”

5-Review Project One Assignment

Sheet
Discuss Burro Genius, Alexie, and
Freire
Read: Junot Diaz “How to Date a
Browngirl…”
Mon. Jan 30 –
3 “I am” activity.
Wed. 1
Make list of “subject positions”
6- Read Amy Tan “My Mother’s
Tongue” Do: “Pointing Reading”
discuss.
Free-write/draft essay for project one.
Do: Begin Project One draft
Write Rough Draft for Project
One and upload to
MyReviewers AND BB by 2/6
P1 essay =
before class
100 points
Put your draft on a thumb drive
or email it to yourself so that
you can access it (on a
computer) easily next class.

P1 essay =
100 points

7- Meet in Computer lab (TBA) for Do: Using the peer review Peer Review=
peer review comments, write your FINAL 25 points
Mon. Feb 6 –
4 Go Over MyReviewers Draft and upload it to both
Wed. 8
MyReviewers and BB by 2/13 Class
8- Share your identity presentations. by end of day presentation
(which is
participation)
= 200 points

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 Reading Assignments and points of
Week Assignment due dates
Activities grade
9- finish presentations.
Read: “Theory in the Flesh”- discuss
Read from This Bridge Called my Do: Discussion Post #2 by 2/20 Discussion
Mon. Feb 13 –
5 Back Do: Discussion Post # 3 by 2/20 post= 20
Wed. 15
Before class points each
10- Watch Miss Representation

11- Finish movie

Discussion
Mon. Feb 21 – Review Project Two Assignment.
6 Do: Discussion Post # 4 by 2/26 post= 20
Wed. 23
points each
12- Read: “The Story of an Hour”
Do: WRITE a rough draft of
Project two and upload it to
13- Watch: The Mask You Live In both BB and MyR by by 3/6
before class Discussion
Mon. Feb 27 –
7 14- Finish Movie. post= 20
Wed. March 1
Read: “The Doctor and the Doctor’s Put your draft on a thumb drive points each
Wife” – Discuss. or email it to yourself so that
you can access it (on a
computer) easily next class.
15- Meet in computer lab (TBA) for Peer Review =
Do: Complete Final draft of
peer review. 25 points
Mon. March 6 – Project Two and upload it to
8
Wed. 8 both BB and MyR by 3/17 by
16- Meet in the Library for library Project Two=
midnight
instruction. 100 points.
Mon. March 13 –
SPRING BREAK! WOO HOO!
Wed. 15
17- Read “The Cathedral” Discuss.
Watch Empathy video discuss
Mon. March 20 – READ: “Sonny’s Blues” by
9 18- Review Project Three Assignment
Wed. 22 James Baldwin
Sheet.
Review Theories of Identity

19- Paragraph Organization

Continue reading “Sonny’s
Topic Sentences
Blues”
Thesis Statements with the thesis Discussion
Mon. March 27 –
10 worksheet Post 20 points
THU 29 Do: Discussion Post # 5
each
20- No class meeting on Wednesday,
by April 3 before class
March 29th
21- Discuss “Sonny’s Blues”
Compare and contrast the two
Do: UPLOAD rough draft of
Mon. April 3 – brothers
11 Project three to BOTH
Wed. 5
MyReviewers and BB by 4/10
22- Review using MLA style,
citation, and using quotes in-text.

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 Reading Assignments and points of
Week Assignment due dates
Activities grade
Peer Review=
23- Meet in computer room for peer 25 points each
Do: Revise rough draft and
review
Turn in FINAL DRAFT to
Mon April 10 – Project 3= 100
12 both MyR and BB by 4/17
Wed. 12 24- Read: “Battle Royal” by Ralph points
before class
Ellison- discuss ideology (political Peer Review=
Economy) 25 points each

25- Review Project Four Assignment

sheet.
Do: Write the rough draft of
Mon. April 17 – Review theories of identity/ideology
13 Project 4 and upload it to BB
Wed. 19
and MyR by April 24
26- Read: “Desiree’s Baby”
Discuss.

27- Workshop/writing day

Mon. April 24 – Peer Review=
14
Wed. 26 25 points
28- Peer Review Day

Project 4= 100
29- Presentations points
Mon. May 1 – Do: Write the Final Draft of
15
Wed. 3 Project 4 by May 15 by noon
30- Presentations Presentations=
200 points

We will not meet during finals

16 May 8-11 FINALS WEEK
week

Grade Determination:

Final Average in Percent Letter Grade

Final Average in Points Letter Grade
895 – 1,000 A
795 – 894 B
695 – 794 C
595 – 694 D
< 595 F

A grade of “I” indicates incomplete work resulting from

illness or other unavoidable circumstances. Coursework must
be completed per written contract with Instructor during the
following semester to earn replacement grade, otherwise it
will revert to an “F”. To be eligible to receive an “I” students
must have completed at least 75 percent of the work required
for the course in question during the original term of
enrollment. Policy on this can be found in the Lee College
Catalog/Incomplete

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