Final Letter English 102 Fall 2010/Dr. St. Martin In a 1 page letter/memo which you will email to me, I would like you to reflect on what you have achieved this semester and offer any suggestions to me. Following are some questions to help you structure your response (you do not have to respond to all of them, just the ones that you find most meaningful): 1) Describe in detail how your writing process has changed since the beginning of the semester. Which aspect/part of the writing process (brainstorming, revision, peer review, etc.) is most important to your process and why?
Read The Scarlet Letter by Nathaniel Hawthorne. Copies are available for check-out in Ms. Waddell’s room. A comprehensive exam about the novel will be given the first day we have a regular schedule of classes. 2. Complete your Reading Log in a Word document.
Third, college students will have to be responsible for classes they choose. They will put their effort into what they are learning. Students will be more interested in studying for tests, doing homework or taking a tutorial class. Student will also have a chance to choose dance classes, or music classes when they want to, as long as they pass all their classes. Students will not give up in school when they are interested in their classes.
The main purpose of Highschool is to educate people, and to teach them the skills they will need to be successful in their careers and in everyday life. Grades are used to show how well, or how weak a student is doing in a particular subject. However, do grades help or hurt the student? Now days, some professors do not give students exams during the semester. Basically, students get graded on how well they do on the final exam.
COURSE PREREQUISITE/CO-REQUISITE: EEE min. 650 or equivalent of ENG 102 INSTRUCTOR Name: Dr. M. Marroum Email: mmarroum@lau.edu.lb Office: Nicol 101 Office Hours:M - W 10:00-12:00 T-Th 9:00-9:30 and by appointment COURSE LEARNING OUTCOMES By the end of the course, students will be able to: 1. read critically and reflect on the literary, cultural, and aesthetic values of literary texts. 2. identify the major formal elements and genres of literature. 3. write academically acceptable short essays on literary topics. MAJOR TOPICS COVERED IN THE COURSE AND SCHEDULE (If necessary, this schedule may be adjusted in the course of the semester.)
Use this worksheet to review Terminal Course Objectives for Developmental English (ENGL-032) and to assess your own accomplishments. In the SELF-ASSESSMENT column, record your thoughts on your abilities in each area. Be certain to take a moment and consider how much work you’ve completed and how much your skills have grown. No matter what grades you’ve earned, every student who applies himself/herself to these objectives will find that he/she is a better writer and reader at the end of the course. But don’t stop building your skills when our course is over!
Personal Mission/Role Model/Leadership Statement 100 Points In Week 2 you completed the College Student Inventory (CSI) to help you determine what your strengths are as a student and what your obstacles might be. These obstacles may have included your study skills, but you may have also included managing multiple responsibilities and finances as obstacles. The discussion gave you the opportunity to begin thinking about your own Personal Mission/Leadership Statement and your plan for success. In Week 7, your final Personal Mission/Role Model/ Leadership Statement is due. It must include the following sections and will take the place of a formal final exam.
It will be assumed that you have read the text and have some introductory knowledge of the work to be covered each lesson; failure to do so may affect your progress in class. Your teacher will then teach you the concepts and show you how to do the examples in the workbook thus ensuring you have exemplars when completing additional questions from the workbook and texts. Your teacher also has all the worked answers to the additional questions in this workbook and you must check your answers when you
According to Spandel (2009) it is a vision, a way students and teachers can think and talk about writing. Writing is different from other school subjects. In other school subjects students are suppose to study the same things and many times come up with the same solution. However in writing everyone’s response is suppose to be unique. The only way that this can be accomplished is if students make different choices when they write, choices about the topics they pick, the words they use, details they include and different beginning and ending strategies.
Anything that students will be responsible for knowing for testing and grading purposes, should be provided in writing for this student. Meet with the student one-on-one sometime during the day to review content and lesson material. The beginning or end of day would probably work best. Make yourself available to the student for questions. Provide him/her with a copy of the books that you read aloud so that he/she can follow along.