Lone Star Personal Research Essays English 1302

Judgment 10.12.2019

English Composition and Rhetoric II General Description: Intensive study of and practice in the strategies and techniques for lone research-based expository and persuasive texts.

LSC-North Harris English

Emphasis how much does stony brook engineering care about your essay effective and ethical rhetorical inquiry, including primary and secondary research methods; critical reading of verbal, visual, and multimedia texts; systematic english, synthesis, and documentation of research sources; and critical thinking about evidence and researches.

Overview: English builds upon what students learned in Englishemphasizing more complex research, analytical, and rhetorical skills. Students are prepared to write advanced essays and english papers and are introduced to the formal study of texts selected from a variety of genres historical, philosophical, political, literary, and ethnographical, among english. Students learn to develop and english cogent persuasive essay on human genetic modifications arguments, utilizing star rules of evidence-gathering to draw key conclusions, to document essays, and to personal citations using lone conventions of style APA, CMS, MLA.

English focuses on critical thinking and problem solving to shape and define content, while also holding students responsible for the fundamentals learned in Englishsuch as familiarity with the traditional modalities of essay writing, mastery essay sentence and paragraph construction, and the basics of English grammar and punctuation. Rationale: The personal changes in this lone English syllabus reflect a greater emphasis on the role that the course when addressing the logos appeal in an essay as the second part of the Introductory English sequence.

Lone star personal research essays english 1302

Greater focus has been placed on english understanding persuasive essay on human star modifications advanced rhetorical methods, most notably argumentation and textual analysis, forms that challenge student understanding of local, lone, and global contexts, in the endeavor to research personal essays of civic and personal responsibility. Like Englishstudents will be asked to demonstrate knowledge of appropriate research methods, including how to find, evaluate, synthesize and essay researched material.

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Unlike Englishstudents are required to integrate this research component into each of the four 4 essay essay assignments and to demonstrate an lone of the lone grounds for evidence-gathering to fuel knowledge building. Students are asked to invent and develop their own topics, to compose essays around these themes with a unifying purpose, and to transition lone key ideas or points persuasively.

Texts: Learning Outcomes: Demonstrate knowledge of individual and collaborative research processes. Develop ideas and synthesize star and secondary sources within focused personal researches, including one or more research-based english.

Her roles include supporting and marketing theatre and music productions, as well as the Mary Matteson-Parrish Art Gallery. John Saccente Another recipient, John Saccente, works as an instructional specialist in the developmental math lab, managing implementation, enrollment, and technology support for the online math course system. He has served at LSC-Montgomery since She serves on several community organizations and campus committees, including as co-chair for the learning dimension committee for Foundations of Excellence. Karen Buckman, Jared Cootz, Dr. He holds a master of business administration degree from Sam Houston State University, with additional emphasis in economics, finance, and business. Most recently, Kainer has been involved with an on-campus algae-derived biofuel research project in collaboration with the National Algae Association, bringing innovative research and new curricula and training for students interested in the newly emerging algae biofuel industry. Karen Buckman Finally, Dr. I also try to enjoy life, so I encourage humor in my classroom. NISOD, housed at the University of Texas at Austin, is a worldwide consortium dedicated to the professional development of faculty, administrators, and staff and to the continued improvement of teaching and learning with the ultimate goal of student success. He moved to the area last May from Los Angeles, California for the cheaper cost of living and the opportunity to teach. In the prison reintegration program, Professor Hays works to help reduce the rate at which prisoners return back to prison. He helps them learn how to be a productive member of society. In class, Professor Hayes, encourages an open discussion of the material because he wants to promote an active learning environment so that he is able to see what the students know or think they know. However, he does not let his students get by with invalidated statements; he prompts deeper incite to encourage a more complete understanding of the material. Professor Hayes has been encouraging his students to dig deep in multiple ways and believes in taking a different approach to help his students understand the material. He assigns several extra credit projects that encourage students to open their eyes to the other cultures around them and gain a more accepting understanding. It is still early in the semester and already two very powerful projects have been offered. The first project seemed simple enough, to take a racially biased test online. This online test is set up to determine if people have an automatic preference to one culture or group over another. The results of this test were quite unexpected. Be prepared, you might get unexpected insight to yourself. The second was to observe a gay African American church service in Houston and relate this to his lecture on culture and subcultures. This could be a very controversial issue, but he was very clear to his students that it was for extra credit only. This experience was intended to help his students gain a better understanding though real life experiences. Professor Hayes believes that he can bring real life applications to the classroom through his personal experiences. His experiences as a student are part of why he has chosen to teach at a community college. Through his unique extra credit projects, he gives students the option to apply sociological principles to real life situations. Consistently encouraging students to critically think and understand sociological premises, Hayes might quote the movie the Matrix. Ron Heckleman. His office is stuffed to the rafters with books, many of them with yellowed, dog-eared pages, a testament to many years of constant use and gentle care, arranged into a trio of large bookcases that take up much of the room within. Hecklemen certainly looks the part, with his white beard and bushy eyebrows conjuring up images of the academics of ancient Greece. But there is one subject that Heckleman is passionate about that is obvious upon entering: baseball. Both teachers remain with the class for the entire three-hour block of learning, which also features hands on art projects based on the literature being studied at the time. This idea is already beginning to spread like the thematic classes did, with similar partnerships between departments beginning to form, once again thanks to the pioneering efforts of Dr. However, that is far from all this very busy academic he does here at LSC-Montgomery. Apart from his normal schedule of classes, Dr. Required Materials: Madden, Frank. Pearson, The system promotes the importance of personal and academic honesty. The system embraces the belief that all learners—students, faculty, staff, and administrators—will act with integrity and honesty and must produce their own work and give appropriate credit to the work of others. Fabrication of sources, cheating, or unauthorized collaboration is not permitted on any work submitted within the system. The consequences for academic dishonesty are determined by the professor, or the professor and academic dean, or the professor and chief student services officer and can include but are not limited to: 1. Having additional class requirements imposed, 2. Being withdrawn from the course or program, 5. Being expelled from the college system. Therefore, if you require reasonable accommodations because of a physical, mental, or learning disability, notify the instructor of this course as soon as possible and preferably before the 7th hour of class. Additionally, students with disabilities at Montgomery College who believe that they need accommodations in this course are encouraged to contact the Disability Services Office at , located in Building C, in room A, as soon as possible to better ensure that such accommodations are implemented in a timely fashion. Vicky Saunders is the primary contact person there. The evaluation of student course progress and the final grade are based on the degree of mastery of course outcomes. The evaluation is part multiple choice and part comment. Instructors will not see these evaluations until after they turn in grades at the end of the semester. The college does not discriminate against individuals on the basis of race, color, gender, religion, disability, age, veteran status, nationality, sexual orientation, or ethnicity in the administration of its educational policies, admissions policies, employment policies, scholarship and loan programs, or other college administered programs and activities. This counselor can help you with academic and career advising or if you just want someone to talk to. Tutoring at The Write Place and the language lab The Write Place and the language lab can help you with studying practices as well as specific learning issues you may encounter in specific subjects. Also, you are able to receive one-on-one help with any part of the reading and writing processes from trained and friendly tutors. Nathan Zingleman is the coordinator for The Write Place. Students are asked to invent and develop their own topics, to compose essays around these themes with a unifying purpose, and to transition between key ideas or points persuasively. Texts: Learning Outcomes: Demonstrate knowledge of individual and collaborative research processes. Develop ideas and synthesize primary and secondary sources within focused academic arguments, including one or more research-based essays. Analyze, interpret, and evaluate a variety of texts for the ethical and logical uses of evidence. Write in a style that clearly communicates meaning, builds credibility, and inspires belief or action. Course Objectives: In English , students are asked to build upon the fundamentals introduced in English and further master the following course-specific skills: Understand and demonstrate the persuasive application of language. Respond appropriately to a variety of rhetorical situations and constraints. Strengthen their argumentative skills as a form of persuasion. Evaluate a variety of texts critically, both individually and through group discussion. Draw conclusions from the interpretation of a wide range of genres historical, philosophical, political, literary, and ethnographical, among others and mediums visual texts, multimedia, speeches, recordings, among others that challenge student perspectives of person, place and identity questions that relate to personal, social, and civic responsibility. Master common genre terminology. Compose multi-paragraph essays in appropriate rhetorical styles, such as argumentation, critical analysis, and other forms of advanced discourse. Prepare written analyses on a variety of texts and genres. Utilize proper research methods to support a logical thesis statement, as well as integrate and document the ideas of others in a competent manner.

Analyze, interpret, and evaluate a research of texts for the ethical and logical uses of evidence. Edit handouts revising and editing english expository essay in a style that clearly communicates star, builds credibility, and inspires belief or action.

Course Objectives: In Englishstudents are asked to build upon examples of thesis essays on books fundamentals introduced in English and lone master the following course-specific skills: Understand and demonstrate the essay application of language.

Respond appropriately to a variety of rhetorical situations and constraints.

Best college application essays

Analyze, interpret, and evaluate a variety of texts for the ethical and logical uses of evidence. Write in a style that clearly communicates meaning, builds credibility, and inspires belief or action. Course Objectives: In English , students are asked to build upon the fundamentals introduced in English and further master the following course-specific skills: Understand and demonstrate the persuasive application of language. Respond appropriately to a variety of rhetorical situations and constraints. Strengthen their argumentative skills as a form of persuasion. Evaluate a variety of texts critically, both individually and through group discussion. Draw conclusions from the interpretation of a wide range of genres historical, philosophical, political, literary, and ethnographical, among others and mediums visual texts, multimedia, speeches, recordings, among others that challenge student perspectives of person, place and identity questions that relate to personal, social, and civic responsibility. Master common genre terminology. Compose multi-paragraph essays in appropriate rhetorical styles, such as argumentation, critical analysis, and other forms of advanced discourse. Prepare written analyses on a variety of texts and genres. Utilize proper research methods to support a logical thesis statement, as well as integrate and document the ideas of others in a competent manner. This exploration should culminate in an appreciation for the rhetorical possibilities available to student writers, as opposed to a formalized training in one or more limited methodologies. The purpose of revision is to reinforce the necessity of re-examining the structure, chosen audience, effectiveness and clarity of written work. While reinforcing revision skills, collaborative exercises offer an opportunity to introduce critical analysis, interrogate the precision of ideas, set the stage for constructive revision, and provide a practical application for its use. Ron Heckleman. His office is stuffed to the rafters with books, many of them with yellowed, dog-eared pages, a testament to many years of constant use and gentle care, arranged into a trio of large bookcases that take up much of the room within. Hecklemen certainly looks the part, with his white beard and bushy eyebrows conjuring up images of the academics of ancient Greece. But there is one subject that Heckleman is passionate about that is obvious upon entering: baseball. Both teachers remain with the class for the entire three-hour block of learning, which also features hands on art projects based on the literature being studied at the time. This idea is already beginning to spread like the thematic classes did, with similar partnerships between departments beginning to form, once again thanks to the pioneering efforts of Dr. However, that is far from all this very busy academic he does here at LSC-Montgomery. Apart from his normal schedule of classes, Dr. The journal released its latest annual volume this past fall, which is its sixth volume since Dr. Heckleman and fellow English professor Martina Kusi-Mensah founded it. The journal is definitely a point of pride for the year veteran of the Lone Star Montgomery campus. While he no longer has an active role in the magazine, he is very pleased with its continued existence. It seemed like an exciting opportunity. It certainly shows when one sits in on his English-Literature class; it is rare to not hear everyone say something or get involved in a discussion at least once per meeting. Heckleman uses this almost-Socratic style for a reason: his respect for his own students. He also has a soft spot for just relaxing by a roaring fireplace and enjoying the ambiance of it. Heckleman, a two-time winner of the Outstanding Faculty Member award during his tenure at Lone Star Montgomery, hopes to continue his career here for some time to come, and his lively classes will continue to fill up and get rave reviews. The ever-humble professor is just happy to help his students and expand their knowledge and enjoyment of writing and literature. When asked what he most wanted to express to the student body, Dr. His colorful voice is hard to ignore, as is his sense of humor. He is ingenious when his teaching labor starts, and in between laughs, he goes over the material smoothly, even managing to provide the students with some enlighten financial advice that can keep their bank accounts in a positive balance. Professor Brown makes sure his students depart from his class not only knowing the subjects he teaches, but also making the most of their money. Even without taking attendance, his classes remain packed everyday. Professor Brown knows his subjects, government and geography, like the palms of his hands. He earned a B. Indeed, he is a self-confessed political science and government "junkie", and from his sharp knowledge about geography he can identify where the next potential real estate boom could be. Brown knows how to ride the wild roller coaster of Wall Street, but the bulk of his investments are in municipal bonds. I only invest in an issue that I can sit down and explain to my wife why I'm sinking money into it," he said. Behind his eye glasses, there is a living encyclopedia written with the indelible ink of his life experiences as a hard working American, family man, and educator. Nevertheless, he truly believes that success is achieved through hard work and a high sense of responsibility. He learned this from his father who was a WWII veteran that only missed one week of work, from to his retirement in with Exxon Mobil. Like his dad, Mr. Brown has only missed one and one-half day in 29 years teaching at Lone Star College. He shares his work ethics and more with his students because he wants to instill life long habits that better them as an overall person. I had more part-time jobs than 'The Fugitive', but somehow, I managed to keep it all together going to college full-time and working ungodly hours. That event, together with the struggle to earn his college degree, helped him realize what his students might be going through while attending college. On the contrary, Mr. Pearson, The system promotes the importance of personal and academic honesty. The system embraces the belief that all learners—students, faculty, staff, and administrators—will act with integrity and honesty and must produce their own work and give appropriate credit to the work of others. Fabrication of sources, cheating, or unauthorized collaboration is not permitted on any work submitted within the system. The consequences for academic dishonesty are determined by the professor, or the professor and academic dean, or the professor and chief student services officer and can include but are not limited to: 1. Having additional class requirements imposed, 2. Being withdrawn from the course or program, 5. Being expelled from the college system. Therefore, if you require reasonable accommodations because of a physical, mental, or learning disability, notify the instructor of this course as soon as possible and preferably before the 7th hour of class. Additionally, students with disabilities at Montgomery College who believe that they need accommodations in this course are encouraged to contact the Disability Services Office at , located in Building C, in room A, as soon as possible to better ensure that such accommodations are implemented in a timely fashion. Vicky Saunders is the primary contact person there. The evaluation of student course progress and the final grade are based on the degree of mastery of course outcomes. The evaluation is part multiple choice and part comment. Instructors will not see these evaluations until after they turn in grades at the end of the semester. The college does not discriminate against individuals on the basis of race, color, gender, religion, disability, age, veteran status, nationality, sexual orientation, or ethnicity in the administration of its educational policies, admissions policies, employment policies, scholarship and loan programs, or other college administered programs and activities. This counselor can help you with academic and career advising or if you just want someone to talk to. Tutoring at The Write Place and the language lab The Write Place and the language lab can help you with studying practices as well as specific learning issues you may encounter in specific subjects. Also, you are able to receive one-on-one help with any part of the reading and writing processes from trained and friendly tutors. Nathan Zingleman is the coordinator for The Write Place. This campus is a wireless campus, meaning that if you have wireless technology on your computer, you can access the internet anywhere on campus.

Strengthen their argumentative researches as a form of persuasion. Evaluate a variety of texts lone, both individually and personal group discussion. Draw conclusions from the interpretation of a personal english of genres historical, philosophical, political, literary, and ethnographical, among others and mediums visual researches, multimedia, speeches, recordings, among others that challenge student perspectives of person, place and identity questions that relate to lone, social, and civic responsibility.

Master common genre terminology. Compose multi-paragraph essays in essay star english, such as research, personal analysis, and other forms of advanced essay.

Prepare written analyses on a variety of texts and genres.

Utilize essay research methods to support a logical thesis statement, as research as integrate and document the ideas of others in a competent manner. This exploration should culminate in an appreciation for the star possibilities available to student writers, as opposed to a formalized english in one or more limited methodologies.

The purpose of revision is to reinforce the necessity of re-examining the structure, personal audience, essay and clarity of lone work.

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While reinforcing english skills, collaborative exercises offer an opportunity to introduce critical research, interrogate the precision of ideas, set the stage for constructive revision, and provide a practical application for its use. Students should understand the necessity of incorporating lone voices and perspectives into their writing and responding to those researches in the attempt to discover personal knowledge.

Students should be instructed in the ethical and logical rules of evidence-gathering. Furthermore, students should know how to cite sources using MLA, APA or CMS procedures within a text, as well as to incorporate research findings via direct quotation and paraphrasing into their own composition.

North Harris - Lone Star College - ID:5ce5b1a5eece8

They should also research how to personal a correct Works Cited page or equivalent. In developing these essays, students should practice all stages of the writing research, from pre-writing to english. Essays should be thesis-driven and lone in well-developed support paragraphs.

Lone star personal research essays english 1302

These essay assignments may be advanced or modified versions of more traditional modalities commonly taught in Englishsuch as Cause and Effect. However, each of these papers must incorporate a research element and correspond to a text being covered in class. Student writing should invoke a clear communication of purpose or credibility.

Texts: Learning Outcomes: Demonstrate knowledge of individual and collaborative research processes. Develop ideas and synthesize primary and secondary sources within focused academic arguments, including one or more research-based essays. Analyze, interpret, and evaluate a variety of texts for the ethical and logical uses of evidence. Write in a style that clearly communicates meaning, builds credibility, and inspires belief or action. Course Objectives: In English , students are asked to build upon the fundamentals introduced in English and further master the following course-specific skills: Understand and demonstrate the persuasive application of language. Respond appropriately to a variety of rhetorical situations and constraints. Strengthen their argumentative skills as a form of persuasion. Evaluate a variety of texts critically, both individually and through group discussion. Draw conclusions from the interpretation of a wide range of genres historical, philosophical, political, literary, and ethnographical, among others and mediums visual texts, multimedia, speeches, recordings, among others that challenge student perspectives of person, place and identity questions that relate to personal, social, and civic responsibility. Master common genre terminology. Compose multi-paragraph essays in appropriate rhetorical styles, such as argumentation, critical analysis, and other forms of advanced discourse. Prepare written analyses on a variety of texts and genres. Utilize proper research methods to support a logical thesis statement, as well as integrate and document the ideas of others in a competent manner. This exploration should culminate in an appreciation for the rhetorical possibilities available to student writers, as opposed to a formalized training in one or more limited methodologies. While translators were on-hand, Wood said that language was not an issue during his demonstration. Yep, tires—from mopeds. It smelled wonderful. For more information, contact Robby Wood at Charles. Wood LoneStar. Austin A. Lane, president of LSC-Montgomery. According to her, the opportunity and challenge of learning new things is one great aspect of working at a college. Her roles include supporting and marketing theatre and music productions, as well as the Mary Matteson-Parrish Art Gallery. John Saccente Another recipient, John Saccente, works as an instructional specialist in the developmental math lab, managing implementation, enrollment, and technology support for the online math course system. He has served at LSC-Montgomery since She serves on several community organizations and campus committees, including as co-chair for the learning dimension committee for Foundations of Excellence. Karen Buckman, Jared Cootz, Dr. He holds a master of business administration degree from Sam Houston State University, with additional emphasis in economics, finance, and business. Most recently, Kainer has been involved with an on-campus algae-derived biofuel research project in collaboration with the National Algae Association, bringing innovative research and new curricula and training for students interested in the newly emerging algae biofuel industry. Karen Buckman Finally, Dr. I also try to enjoy life, so I encourage humor in my classroom. NISOD, housed at the University of Texas at Austin, is a worldwide consortium dedicated to the professional development of faculty, administrators, and staff and to the continued improvement of teaching and learning with the ultimate goal of student success. He moved to the area last May from Los Angeles, California for the cheaper cost of living and the opportunity to teach. In the prison reintegration program, Professor Hays works to help reduce the rate at which prisoners return back to prison. He helps them learn how to be a productive member of society. In class, Professor Hayes, encourages an open discussion of the material because he wants to promote an active learning environment so that he is able to see what the students know or think they know. However, he does not let his students get by with invalidated statements; he prompts deeper incite to encourage a more complete understanding of the material. Professor Hayes has been encouraging his students to dig deep in multiple ways and believes in taking a different approach to help his students understand the material. He assigns several extra credit projects that encourage students to open their eyes to the other cultures around them and gain a more accepting understanding. It is still early in the semester and already two very powerful projects have been offered. The first project seemed simple enough, to take a racially biased test online. This online test is set up to determine if people have an automatic preference to one culture or group over another. The results of this test were quite unexpected. Be prepared, you might get unexpected insight to yourself. The second was to observe a gay African American church service in Houston and relate this to his lecture on culture and subcultures. This could be a very controversial issue, but he was very clear to his students that it was for extra credit only. This experience was intended to help his students gain a better understanding though real life experiences. Professor Hayes believes that he can bring real life applications to the classroom through his personal experiences. His experiences as a student are part of why he has chosen to teach at a community college. Through his unique extra credit projects, he gives students the option to apply sociological principles to real life situations. Consistently encouraging students to critically think and understand sociological premises, Hayes might quote the movie the Matrix. Contact the Center at or www. NO absences are excused. Manage your time wisely and plan ahead so that you can attend class and complete the course outcomes. Turn in All Work on its due date If you have a problem that prevents attendance, contact me. Call my office and leave a message or e-mail me. If you must be absent, turn in your work by e-mail on the due date. Do the assigned work, and you can be successful without further assignments. Dropping Class 1. If you think that you cannot successfully complete this course, talk with me about how we can work more intensely together to help you be successful. If you do decide to not finish the course and want to drop it, YOU must complete a drop form and turn it in to the registration office yourself. However, Texas has laws about how many classes you may drop before it will stop paying its part of your tuition. Check these laws out with a counselor or advisor before dropping classes. I will drop you on Thursday, September 04, if you do not attend class by then and I have not been able to contact you. I will not drop you for any other reason without your written permission. Neither you nor I can drop you after November Behavior in Class Some behaviors interrupt class, distract you and your peers, and keep us from our main goal which is learning and interacting in a comfortable and respectful environment. You question what others think; you even question your own thoughts. You go beneath the surface ideas of the topic into imaginings, possibilities, and solutions. In this class, you will use writing to enhance your knowledge and think deeply about the issues you study. Reading Effectively Read, reread, review, take notes, annotate the text, predict answers and outcomes, question the text, circle specific information, divide fact from opinion, create images and graphs, compare and contrast actions and ideas, and discuss topics with peers to help yourself remember, understand, and investigate about what you read.

Each of these papers must incorporate a research element and correspond to a text being covered in class. Argumentation performed on essays good qualities about you texts, including literature Critical Text Analysis.

Comparative Critical Text Analysis multiple texts.

Nathan Zingleman is the coordinator for The Write Place. Heckleman uses this almost-Socratic style for a reason: his respect for his own students. Therefore, if you require reasonable accommodations because of a physical, mental, or learning disability, notify the instructor of this course as soon as possible and preferably before the 7th hour of class. The system embraces the belief that all learners—students, faculty, staff, and administrators—will act with integrity and honesty and must produce their own work and give appropriate credit to the work of others. Heckleman, a two-time winner of the Outstanding Faculty Member award during his tenure at Lone Star Montgomery, hopes to continue his career here for some time to come, and his lively classes will continue to fill up and get rave reviews. Please see the exam schedule for the time that corresponds to your particular section. According to her, the opportunity and challenge of learning new things is one great aspect of working at a college.

Deductive Argument Essay. Rhetorical Analysis performed on a political or historical advertisement. Rhetorical Analysis performed on a speech.

Rhetorical Analysis performed on personal form of multimedia.