Author: chris

ELEMENTS OF FICTION EXERCISE

1. For this assignment you will read the document below labeled “Elements of Fiction in “Story of an Hour.” Carefully read this document and use it as a model for the writing part of this assignment.
2. Read p. 334-338 about theme. This will be a very important element as we proceed through the course.
• The glossary in the back of the book will help you with the definitions of the various elements of fiction
• The table of contents for fiction is divided into elements of fiction. The introduction to each section deals specifically with the various elements.
3. Read “A & P” p. 148 “Trifles” p. 1125. Pick one of these stories for the assignment. Using the “Elements of Fiction in “Story of an Hour” (below) as a model, you will provide a brief explanation of the elements listed below for the story you choose.
• Plot (exposition, rising action, climax, falling action, resolution)
• Narration/Point of view
• protagonist
• antagonist
• conflict
• symbolism
• setting
• irony
• theme

ELEMENTS OF FICTION IN “STORY OF AN HOUR”
Explanation of the Assignment: The following example is a breakdown of this short story that analyzes how the author uses the various elements of fiction to make the story effective. If there is one thing you should learn from the following analysis, it is that these elements are not isolated from one another. They, in fact, influence one another, and by understanding how these elements work together we can gain a deeper understanding of a story and, possibly, how the story might be relevant to our own lives even if it was written in 1894. For example, it becomes clear through the analysis that the conflict, the characterization of Mrs. Mallard, the setting, and the symbolism are closely related and help lead us to a statement of theme. Again, don’t view the elements as totally separate features. To some degree in each story many of the elements are very closely related.

EXAMPLE:
Plot: The plot is very condensed because it reflects the title—it takes place in one hours time. The author uses a chronological order to develop the plot. The events are presented in the actual order of time they take place.This story has a very brief exposition, only one sentence, in which the reader learns that Mrs. Mallard has a weak heart and that there was concern regarding how she might take the news of her husband’s death. Would it be too much for her? The rising action deals with Mrs. Mallard coming to the realization of her true feelings about the situation. The climax occurs when Mrs. Mallard accepts the idea that she is now free to live her life for herself. The action falls as she considers what all of this means and how she feels about it. The resolution is when she learns her husband still lives which causes her to die because of either the shock or disappoint she experiences because of this revelation.

Conflict: The conflict is between Mrs. Mallard and the feelings she is experiencing which are feelings of freedom, release, the ability to live for herself. This is a conflict because the conventions of society demand that she grieve the loss of her husband, mourn his death, and certainly not to focus on how his death might actually make her life better.

Antagonist: The antagonist could be seen as the social and cultural expectations placed on women in the era the story is set—she is struggling with her real feelings and the expectations she knows others would have about how she should respond. Mrs. Mallard is the protagonist because she is the main character and she is the one engaged in the conflict.
Protagonist: Mrs. Mallard, the story’s protagonist, because she is responding to the news of her husband’s death in a very complex manner. She clearly is taken by surprise by her reaction to her husband’s death and struggles against that reaction because she knows it is not the reaction dictated by the social and cultural setting. It is possible that she is motivated because during the period this story was written, women’s roles were well defined. Women were to take care of the home, not be concerned with the world of work and decision making, and they played secondary roles to the men in the culture at that time. As Mrs. Mallard points out, “There would be nobody to live for during those coming years; she would live for herself.” This notion is in opposition with the social conventions for women in the late 1800’s.

Setting: This story was written in 1894, so the historical setting has a major influence on the struggle or conflict Mrs. Mallard is experiencing. She is living in a time when women’s roles were very narrowly defined; women had few options as they do today. The setting is directly related to the antagonist in this story because the social and cultural conventions are the cause of her conflict. The geographical setting is in the South which is explained in the “cultural context” passage that comes before the story. Specifically, it explains that in Louisiana, married women were treated more as property than individuals.

Narration/Point of View: The narrator is telling the story from a third person omniscient point of view. Not only do we know what Mrs. Mallard is thinking, but we get glimpses of what the other characters—her sister, Mr. Mallard’s brother, and the doctors—are thinking.

Irony: The irony in the story exists because the reader knows that it was not “the joy that kills” as the doctors declared. Mrs. Mallard did not die because she was too overjoyed by the news her husband was alive. She was distressed that new life she envisioned was utterly destroyed.

Symbolism: Chopin uses symbolism to suggest new life or rebirth in paragraphs 4-9. In these paragraphs the author uses images of spring and life to lead the reader to the emotions that Mrs. Mallard will finally give in to. Some example of this symbolism are “the tops of trees that were all aquiver with the new spring life,” “the delicious breath of rain,” and “There were patches of blue sky showing here and there through the clouds . . . .” These are symbols of a fresh start and of hope, which are the same feelings that Mrs. Mallard is struggling with.

Theme: By analyzing and forming ideas about the other elements of fiction, it becomes apparent the common thread among most of the elements deals with the conflict between the individual and social and cultural expectations. A statement of theme for “Story of an Hour” could be that social and cultural expectations are very powerful and can at times force us to suppress our true selves and aspirations.

QUESTION 6

The following are the historic returns for the Chelle Computer Company:

YEAR                           CHELLE COMPUTER                GENERAL INDEX

1                                                  37                                            15

2                                                    9                                             13

3                                                  -11                                            14

4                                                     8                                             -9

5                                                    11                                            12

6                                                     4                                               9

Based on this information, compute the following:

1. The correlation coefficient between Chelle Computer and the General Index.
2. The standard deviation for the company and the index.
3. The beta for the Chelle Computer Company.

 

 

QUESTION 8

As an equity analyst, you have developed the following return forecasts and risk estimates for two different stock mutual funds (Fund T and Fund U):

FORCASTED RETURN                  CAPM BETA

Fund T                                                                      9.0%                                       1.20

Fund U                                                                     10                                            0.80

3. If the risk-free rate is 3.9 percent and the expected market risk premium (i.e.,E(R_M) − RFR) is 6.1 percent, calculate the expected return for each mutual fund according to the CAPM.
4. Using the estimated expected returns from Part a along with your own return forecasts, demonstrate whether Fund T and Fund U are currently priced to fall directly on the security market line (SML), above the SML, or below the SML.
5. According to your analysis, are Funds T and U overvalued, undervalued, or properly valued?

 

QUESTION 10

Draw the security market line for each of the following conditions:

1. (1)RFR =0.08; R_M(proxy) = 0.12

(2) R_z = 0.06; R_M(true) = 0.15

1. Rader Tire has the following results for the last six periods. Calculate and compare the betas using each index.

RATES OF RETURN

Period           Rader Tire (%)               Proxy Specific Index (%)              True General Index (%)

1                           29                                             12                                               15

2                           12                                             10                                               13

3                          -12                                            -9                                                 -8

4                           17                                            14                                                18

5                           20                                            25                                                28

6                            -5                                           -10                                                0

c.If the current period return for the market is 12 percent and for Rader Tire it is 11 percent, are superior results being obtained for either index beta?

 

CHAPTER 9

QUESTION 3

You have been assigned the task of estimating the expected returns for three different stocks: QRS, TUV, and WXY. Your preliminary analysis has established the historical risk premiums associated with three risk factors that could potentially be included in your calculations: the excess return on a proxy for the market portfolio (MKT), and two variables capturing general macroeconomic exposures (MACRO1 and MACRO2). These values are: λ_MKT = 7.5%, λMACRO1 = −0.3%, and λMACRO2 = 0.6%. You have also estimated the following factor betas (i.e., loadings) for all three stocks with respect to each of these potential risk factors:

FACTOR LOADING

Stock                 MKT                MACRO1                        MACRO2

QRS                   1.24                     -0.42                                 0.00

TUV                  0.91                      0.52                                  0.23

WXY                 1.03                     -0.09                                 0.00

4. Calculate expected returns for the three stocks using just the MKT risk factor. Assume a risk-free rate of 4.5%.
5. Calculate the expected returns for the three stocks using all three risk factors and the same 4.5% risk-free rate.
6. Discuss the differences between the expected return estimates from the single-factor model and those from the multifactor model. Which estimates are most likely to be more useful in practice?
7. What sort of exposure might MACRO2 represent? Given the estimated factor betas, is it really reasonable to consider it a common (i.e., systematic) risk factor?

 

QUESTION 5

Suppose that three stocks (A, B, and C) and two common risk factors (1 and 2) have the following relationship:

E(R_A) = (1.1)λ₁ + (0.8)λ₂

E(R_B) = (0.7)λ₁ + (0.6)λ₂

E(R_C) = (0.3)λ₁ + (0.4)λ₂

1. If λ₁= 4% and λ₂ = 2%, what are the prices expected next year for each of the stocks? Assume that all three stocks currently sell for $30 and will not pay a dividend in the next year.
2. Suppose that you know that next year the prices for Stocks A, B, and C will actually be $31.50, $35.00, and $30.50. Create and demonstrate a riskless, arbitrage investment to take advantage of these mispriced securities. What is the profit from your investment? You may assume that you can use the proceeds from any necessary short sale.

 

QUESTION 7

1. Using regression analysis, calculate the factor betas of each stock associated with each of the common risk factors. Which of these coefficients are statistically significant?
2. How well does the factor model explain the variation in portfolio returns? On what basis can you make an evaluation of this nature?
3. Suppose you are now told that the three factors inExhibit 9.12 represent the risk exposures in the Fama-French characteristic-based model (i.e., excess market, SMB, and HML). Based on your regression results, which one of these factors is the most likely to be the market factor? Explain why.
4. Suppose it is further revealed that Factor 3 is theHML factor. Which of the two portfolios is most likely to be a growth-oriented fund and which is a value-oriented fund? Explain why.

 

Exhibit 9.12 Monthly Excess Return Data for Two Portfolios and Three Risk Factors

 

 

 

Period   Portfolio A       Portfolio B         Factor 1           Factor 2          Factor 3

1         1.08%                    0.00%                 0.01%              -0.01%         -1.67%

2          7.58                      6.62                     6.89                    0.29            -1.23

3           5.03                      6.01                     4.75                 -1.45              1.92

4           1.16                     0.36                     0.66                   0.41               0.22

5         -1.98                    -1.58                    -2.95                  -3.62                4.29

6          4.26                      2.39                     2.86                  -3.40              -1.54

7         -0.75                     -2.47                   -2.72                  -4.51               -1.79

8         -15.49                   -15.46                -16.11                 -5.92                 5.69

9          6.05                      4.06                   5.95                      0.02                -3.76

10        7.70                     6.75                   7.11                      -3.36                -2.85

11         7.76                      5.52                   5.86                     1.36                -3.68

12          9.62                       4.89                  5.94                   -0.31                -4.95

13          5.25                      2.73                   3.47                    1.15               -6.16

14          -3.19                    -0.55                  -4.15                  -5.59                   1.66

15         5.40                     2.59                    3.32                     -3.82                  -3.04

16          2.39                     7.26                   4.47                       2.89                   2.80

17         -2.87                     0.10                 -2.39                       3.46                   3.08

18            6.52                     3.66                  4.72                        3.42                  -4.33

19           -3.37                   -0.60                  -3.45                       2.01                   0.70

20           -1.24                   -4.06                  -1.35                      -1.16                 -1.26

21           -1.48                     0.15                 -2.68                       3.23                  -3.18

22            6.01                     5.29                   5.80                      -6.53                 -3.19

23            2.05                     2.28                   3.20                        7.71                  -8.09

24            7.20                   7.09                    7.83                         6.98                 -9.05

25          -4.81                   -2.79                    -4.43                       4.08                  -0.16

26          1.00                     -2.04                     2.55                      21.49                -12.03

27          9.05                      5.25                     5.13                     -16.69                  7.81

28         -4.31                     -2.96                   -6.24                      -7.53                   8.59

29         -3.36                     -0.63                    -4.27                     -5.86                  5.38

30          3.86                      1.80                    4.67                        13.31                 -8.78

Thus far in this course, many different theories have been used to address widely varied health problems. Climate change is one example of a global environmental issue that can affect human health in a surprising variety of ways: aiding in the spread of infectious diseases such as malaria, creating conditions that lead to potentially fatal malnutrition and diarrhea in large populations, and increasing the likelihood of heat waves and floods. Think about the myriad ways behavior change theories have been used to try to ameliorate the damage done to Earth’s environment. If you have switched to reusable shopping bags, stopped buying bottled water, or started using energy-saving light bulbs, there is a behavior change theory that could be applied to the process by which you changed your practice.

For this Assignment, you choose a theory presented in the course and apply it to a global environmental or occupational health problem.

The Assignment (6-7 pages):

• Provide an overview of the problem and region you selected.
• Summarize pertinent data about the problem and the affected population (e.g., incidence and prevalence rates, fatality rates, demographics of population[s] at highest risk, risk factors).
• Select and briefly summarize a theory to apply to this problem.
• Provide a rationale for your choice of this theory for this problem.
• Apply constructs of the theory to the problem then explain how you would use these constructs to select an intervention.

• Explain the strengths and limitations of the theory as it relates to the problem you selected.

Support your Assignment with specific references to all resources used in its preparation.

Final Paper

 

Select one of the major topics listed below using course topics previously referenced as the basis for the paper.

• Explain the role of the FASB in monitoring and controlling business reporting and accounting practices in the modern organization. In what ways do FASB rules limit business practices and reporting financial information? How do such rules and regulations protect the business and public stakeholder communities? To whom is the FASB accountable and who appoints members to FASB?
• Explain how external stakeholders use financial information such as company income statements and balance sheets to make decisions about the company in such cases as advancing credit or offering leasing vehicles. Discuss how common financial ratios and investment analysis is used to conduct due diligence by external parties and how factors such as accounts receivables, accounts payables, earnings returns, returns on inventory, etc. are applied to evaluate a firm’s financial and business health.
• Discuss depreciation as a tool for managing and evaluating the life and utility of assets of the firm. What are the methods and under what conditions would each method be used and applied? Does a firm’s tax planning influence the decision? How do external stakeholders assess the validity of depreciation schemes?

Your paper must:

• Identify the main issues in the chosen area and accurately respond to each of the questions from the chosen area.
• Build upon class activities by referencing new learning that has occurred.
• Present specific current and/or future applications and relevance to the typical workplace.

Guidelines for Writing the Final Paper

• Paper must be seven to ten (7-10) double-spaced pages in length, exclusive of Appendix, References, Exhibits, etc.
• Formatted according to APA style as outlined in the approved APA style guide (including title page and reference list).
• Must include an introductory paragraph with a succinct thesis statement.
• Must address the topic of the paper with critical thought.
• Must conclude with a restatement of the thesis and a conclusion paragraph.
• Must include at least three other appropriately documented, related articles drawn from the University’s library (excluding your textbook).
• Must include, on the final page, a Reference Page that is completed according to APA style as outlined in the approved APA style guide.

This is due today:

Students will be expected to post their first initial discussion board posting by Wednesday of each week. Discussion posts will be graded and late submissions will be assigned a late penalty in accordance with the late penalty policy found in the syllabus. NOTE: All submission posting times are based on midnight Central Time.

Students are expected to post their responses to peers by Sunday. NOTE: All submission posting times are based on midnight Central Time.

The discussion assignment for this week includes a review of the Key Assignment Outline completed by one of your classmates, as well as a substantial response to at least one other student.

Primary Task Response: Your first task is to post your own Key Assignment Outline to the discussion area so that other students are able to review your plan. Attach your document to the main discussion post, and include any notes you feel are appropriate. The purpose of this assignment is to help improve the quality of the Key Assignment Draft you will complete next week.

 

 

This due by Monday morning:

You have been appointed to be a part of a special committee that is responsible for devising policy procedures and a budget for the organization’s earthquake preparedness. The last earthquake in 2003 exposed areas of weakness within the organization, regarding the need for emergency equipment and supplies. You and your committee will need to draft a proposal that will address what earthquake emergency equipment and supplies will be required, as well as a budget that will show how much the items and overall expenses will cost to maintain and replace expired items.

The budget needs to include how many staff members will be needed to operate the emergency preparedness department. You should begin your proposal by identifying the population size being served by your public administration organization and by identifying any other factors about the population being served that are relevant to your overall proposal. Examples of other factors could be matters related to geography, the needs of a particular subpopulation, or regional weather patterns.

Secondly, the committee will need to propose an earthquake policy to address the proper protocols if and when an earthquake should occur. The policy needs to stipulate what emergency procedures need to be followed. The policy should include the frequency of earthquake drills by all personnel and who is responsible for stocking the earthquake supplies and maintaining the emergency preparedness budget.

Finally, the committee needs to include a rationale in the proposal for what challenges the organization may face in implementing and maintaining the operations of the emergency earthquake preparedness.

Assignment Guidelines

• Address the following in your proposal of 1,000–1,250 words:
  • The Budget
    • Must include a breakdown of the various emergency supplies to be used in the event of an earthquake
    • Needs to include how many staff members will be needed to operate the emergency preparedness department
    • You should begin your proposal by identifying the population size being served by your public administration organization.
    • Identify any other factors about the population being served that are relevant to your overall proposal
    • Other factors may include the following:
      • Matters related to geography
      • Needs of a particular subpopulation
      • Regional weather patterns
  • Earthquake Policy
    • This policy needs to stipulate what emergency procedures need to be followed.
    • This policy should include the following:
      • The frequency of earthquake drills by all personnel
      • Responsibilities for stocking the earthquake supplies
      • A plan for maintaining the emergency preparedness budget
  • Identifying Challenges
    • What challenges might the organization face in implementing and maintaining the operations of the emergency earthquake preparedness? Explain in detail.
• Remember to support all of your arguments with scholarly resources.
• Be sure to reference all sources using APA style.

Final Written Art Project (500 words) carefully and creatively written words and sentences. Artist Statement (250 words)

WRITTEN ART PROJECT

Create a disjunctive or non-narrative piece that engages all three aspects of reality that we have been discussing throughout the quarter: 1) larger political, social, and economic realities 2) personal or human dramatic situation and 3) detritus of existence. Make sure each of these are well represented and that they do not merely serve as a backdrop or props for other parts of your piece. In other words, make sure each of these aspects of reality is given its due as determining of your or others reality.

 

Possible Strategies and Advice: Switch between first and third person perspectives. Make use of actual seeings—what you see. Describe and only occasionally explain or meditate. Meditate a great deal but be sure you are specific . Enact and don’t preach.

 

Create a concept (a title for your piece) that gives the reader a sense of the intent of your work. This concept should serve to suggest complementary or conflictual relations between the different parts of your piece. Ultimately in placing all your parts together, in proximity to one another, you want the “whole” to be greater than the sum of the parts.  

ARTIST STATEMENT

Please describe the intent of your piece and how you think its disjunctive form allows you to create a sense of reality that you wish to create. Please consider key words and concepts from the module syllabus as well as the ideas that have emerged from course discussions and thought challenges. You might also find these artist’s statements of use:

 

Chekov

            Remove everything that has no relevance to the story. If you say in the first chapter that there is a rifle hanging on the wall, in the second or third chapter it absolutely must go off. If it’s not going to be fired, it shouldn’t be hanging there.

 

Marguerite Duras

            Sometimes I realize that if writing isn’t, all things, all contraries confounded, a quest for vanity and void, it’s nothing. (The Lover, 8)

 

Leslie Scalapino

            I intended this writing to be the repetition of historically real events the writing of which punches a hole in reality. . . . There was when writing the work something else going interiorily besides what’s going on in segments.

Case Study #1 – Break Even Analysis

Scenario: (hypothetical)
Paper due – day 7
Break-even exercise
Break-Even Analysis or Cost Volume Profit Analysis (CVP)

The California Medical Hospital is a full service hospital in Burbank, CA. Kathy Potts, the Chief Surgeon and Regina Johnson, the Hospital Administrator, have been working on a project to bring a new product to their hospital, knee replacements, to expand the services provided in hopes of bringing in additional revenue.

After much analysis and market studies the two are ready to present their findings to the board. You are the Finance Director who has put the information together.

They have decided that a new knee replacement will cost $17,000. The supplies used will cost the hospital $9,500 and the selling expenses paid amount to $3,000 per knee. The wing they will use will rent for $15,500 per month and the surgeon will receive a fixed salary of $25,000 per month. (Show your work on all problems)
1. Determine the number of knee replacements (in units) that particular wing must perform each month to break even. (Break-Even Point or BEP). In other words how many knee replacements must the surgeon perform each month to break-even?
2. Determine the number of knee replacements that particular wing must perform in order to generate a profit of $100,000 per month.
3. Assume that the surgeon can now open a clinic on his own with the following costs:
Variable costs = $9,500 per knee
One additional employee at a cost of $1,000 per month
Everything else remains the same from above
Determine the number of knee replacements to break-even.
4. Determine the number of knee replacements needed to generate a profit of $100,000 per month
What scenario would you recommend and why?

5. Please graph scenario #1 only. Use EXCEL to draw the graph. Label the X and Y axis. Plot the break-even point and show the fixed cost line. ( I only want to see three lines on the graph and the rest should be labelled)

6. Define break even analysis and its importance in the health care industry
7. Define variable costs
8. Define contribution margin
9. Define fixed costs
10. Compare and contrast a variance analysis and a sensitivity analysis

You learned in your readings that parenting practices and techniques used to shape child development are influenced by many factors including culture, socioeconomic status, non-normative life events, and cohort effects. To understand cohort effects, consider that the experiences of a child growing up in the 1940s are different in many ways from a child growing up today.

Read the article: Kotchick, B.A. & Forehand, R. (2002). Putting parenting in perspective: A discussion of the contextual factors that shape parenting practices. Journal of Child and Family Studies, 11(3), 255-269.

http://www.thecampuscommon.com/library/ezproxy/ticketdemocs.asp?sch=auo&turl=http://search.proquest.com/docview/210500919

Synthesize what you learned in your readings as well as the above article to address the following:

• Using the chart/table below, list at least 4 parenting practices of 3 generations. (Note: Parenting practices are not the same as parenting styles, which will be discussed later in the course). You can describe parenting practices of 3 generations of your family members, another family you interview, or general practices of generations based on research you find. For example, how did each generation address issues such as education, extracurricular activities, breastfeeding, sleeping arrangements, religious involvement, etc.?  Include brief demographic information (e.g., sex, age, region of the country) Note: 3 different generations means 3 different time periods, not 3 different people.
• Now review the chart/table and discuss the following:
  • How were the parenting practices similar and different between generations?
  • Explain the concept of cohort effects. What cohort effects (e.g. historical or social events) might have influenced the parenting practices of each generation you described?
  • Identify and explain contextual factors (other than cohort effects) described by Kotchick and Forehand (2002) that might have influenced the parenting practices of each generation you described.
  • Why is it important to understand contextual factors, including cohort effects, when researching differences in parenting practices?

	Generation 1: Years children were raised (19XX-XXXX)	Generation 2: Years	Generation 3: Years
Parenting Practice 1: Education
Parenting Practice 2:
Parenting Practice 3:
Parenting Practice 4:

Present the chart or table and your comments in a 3-page paper in Word format. Be sure to include introductory and concluding paragraphs in your paper, and an APA style reference page. Apply APA standards to citation of sources.

View a television newscast and an online newscast of your choice.

Write a 1,750- to 2,100-word paper that addresses the following:

• Does either newscast use a marketing perspective to attract audiences? If so, how? If not, why not?
• Are the sources used in the news stories appropriate or credible? Why or why not?
• Do any of the news stories in the broadcast appear to be biased? If so, how did you recognize the bias? If not, how did the story appear to avoid bias?
• Do any of the news stories include presentations of racial or gender stereotypes? If so, in what way?
• Do any of the news stories appear to be fabricated? Why or why not?
• Do any of the stories appear to be incomplete or require more context for viewers to fully understand the meaning?
• If the newscast is biased in some way, what are your suggestions for making it more fair and balanced?
• Do you think the World Wide Web and the Internet now affect political points of view to a greater extent than other media do? Provide a rationale for your position.

• Format the paper consistent with APA guidelines

Welcome to Rhetoric and Composition 120, the second course in USF’s first-year college writing sequence! In this class you will further develop practices of critical reading and academic writing introduced in RHET 110 by writing essays of greater length in response to readings and discussions of greater complexity. You will gain further practice in developing ideas for your writing, drafting and revising, editing and proofreading, academic research, and scholarly documentation. You will do so by engaging in writing projects that require you to respond to a variety of challenging texts from a range of traditions, historical periods, and fields of study.

Texts:

Austin, Reading the World, 3rd edition (Norton)
Clines and Cobb, Research Writing Simplified, 8th edition (Pearson/Longman)
Strunk and White, The Elements of Style, 4th edition (Pearson)

Obtain these texts as soon as possible if you have not already (making sure to get correct editions). Supplementary texts and resources will be added on Canvas (look under “Pages” for “Supplementary Resources”).

Course Description: With a firm basis in the elements of rhetoric, critical reading, written argumentation, and library research established in RC 110, students in RC 120 learn to compose more ambitious arguments responding to and incorporating sources of greater number, length, complexity, and variety. In order to meet the demands of advanced academic discourse, students also (a) develop skills in critical analysis of challenging non-fiction prose texts from a range of disciplinary perspectives and subjects, with a particular focus on the linguistic and rhetorical strategies employed in these texts, and (b) conduct extensive library research in the process of planning and composing sophisticated academic papers. Students will also gain practice editing for stylistic fluency in accordance with conventions of advanced academic prose. Finally, students develop greater independence in formulating strategies for revision and expansion of written arguments.

Learning Outcomes:

Over the course of the term, you will develop capability in the following areas:

1) Critical analysis of academic discourse: Students critically analyze linguistic and rhetorical strategies used in long and complex texts from a variety of genres, subjects, and fields. [met primarily in essays #1 and #2, and in reading responses]
2) Integrating multiple academic sources: Students incorporate multiple texts of length and complexity within a unified argumentative essay, addressing connections and differences among them. [met primarily in essays #2 and #3]
3) Academic research: Students develop sophisticated research questions and compose substantial arguments in response to those questions, incorporating extensive independent library research and demonstrating mastery of standard academic documentation modes. [met in essay #3 and annotated bibliography]
4) Style: Students edit their own prose to achieve a clear and mature writing style in keeping with the conventions of academic and/or professional discourse. [met in all three major essays and in in-class exercises focusing on style issues]
5) Revision: Students develop their own revision strategies for extending and enriching early drafts and for producing polished advanced academic writing. [met in all three major essays]

Work for the Course:

Reading: This course requires writing in response to often challenging texts from varying historical periods, cultural traditions, and fields of inquiry. In order to write substantive essays, you will need to read and think about these texts carefully. These texts are not easy reading. Therefore, we will spend a fair amount of time in class preparing for your essays by discussing assigned texts. Your goals will be to understand the arguments made in the texts, evaluate those arguments, and often form arguments of your own in turn. In addition to class discussions, short informal writing assignments will aid you in understanding and responding to assigned readings (see “reading responses” below).

Writing: This course requires two kinds of writing assignments: formal and informal. Formal assignments include three major essays. Essay #1 (5+pages) requires a critical response to one or two texts read and discussed in class. Essay #2 (6+pages) similarly requires a critical response, though you will need to address arguments in two or more texts. Essay #3 (9+pages) requires a research-based argument that addresses issues raised in class reading and discussion and that incorporates at least seven sources. For essay #3, you will compose a brief annotated bibliography. Instructions for the essay and annotated bibliography assignments will be posted on Canvas, where you will also submit completed versions of them.

There are two kinds of informal writing assignments. First, you will complete eight (8) reading responses, in which you will respond to questions regarding assigned readings from our main textbook (Austin’s Reading the World). These questions will help you develop your understanding of the texts and begin framing responses to them (thereby laying groundwork for formal essays). Questions for these responses will be posted on Canvas (under “Assignments/Reading Responses”), where you will also submit your completed assignments. Also, roughly fifteen (15) unannounced in-class exercises will be required over the course of the term. These will serve a range of purposes, including but not limited to thesis generation, editing and proofreading exercises, responses to sample essays, and practice in documenting sources.

Course Policies:

E-mail and Canvas Access: Please be sure to check your USF e-mail account and our Canvas page regularly. I will frequently send messages (e. g., assignment reminders, notices of schedule changes, etc.) to the class via Canvas e-mail. Be sure you are able to access the course’s Canvas site, which will allow you to obtain crucial course documents (all reading response prompts, essay assignments, useful web links, etc.).

Attendance: Since much of our learning this semester will take place in classroom discussions and exercises, attendance is essential. Of course, situations arise that may make attending a particular day difficult or impossible. Therefore, you may miss up to four (4) class periods (equal to two weeks of class) with no penalty to your grade. In-class work missed due to such absences may NOT be made up. Each such unexcused absence beyond the fourth will result in the loss of one third of a letter from your final course grade. Exception: When representing the University of San Francisco in intercollegiate competition (e.g., athletics, debate), students shall be excused from classes on the hours or days such competition takes them away from classes. However, such students shall be responsible for advising their professors regarding anticipated absences and for arranging to complete course work for classes, laboratories, and/or examinations missed. A limited number of absences due to medical reasons or personal emergencies may also be excused. Absence due to religious observation will also be excused. Also, please be on time to class. Three instances of tardiness will count as one absence.

Academic Integrity: As a Jesuit institution committed to cura personalis–the care and education of the whole person–USF has an obligation to embody and foster the values of honesty and integrity. USF upholds the standards of honesty and integrity from all members of the academic community. All students are expected to know and adhere to the University’s Honor Code. You can find the full text of the code online at www.usfca.edu/fogcutter. As it particularly pertains to the Program in Rhetoric and Composition, the policy covers:

• Plagiarism—intentionally or unintentionally representing the words or ideas of another person as your own; failure to properly cite references; manufacturing references
• Working with another person when independent work is required
• Submission of the same paper in more than one course without the specific permission of each instructor
• Submitting a paper written by another person or obtained from the internet.

The penalties for violation of the policy may include a failing grade on the assignment, a failing grade in the course, and/or a referral to the Dean and the Committee on Student Academic Honesty. In addition, a letter will be sent to the Associate Dean for Student Academic Services; the letter will remain in your file for two years after you graduate, after which you may petition for its removal.

Students with Disabilities:
f you are a student with a disability or disabling condition, or if you think you may have a disability, please contact USF Student Disability Services (SDS) at 415 422-2613 within the first week of class, or immediately upon onset of disability, to speak with a disability specialist. If you are determined eligible for reasonable accommodations, please meet with your disability specialist so they can arrange to have your accommodation letter sent to me, and we will discuss your needs for this course. For more information, please visit: http://www.usfca.edu/sds

The Writing/Speaking Center and other resources: The Writing Center is located in 215 Cowell Hall. Their appointment number is 422-6713. A Writing Center Consultant is also available for drop-in hours in the library from 1-4 pm, Monday through Thursday. Writing Center Consultants are there to give you feedback on any part of the writing process from generating ideas to organizing to editing. Writing Center Consultants will help you with drafts-in-progress. The best time to use the Writing Center is well before the final draft is due. There is also a Speaking Center (limited hours at the present time) for assistance with oral presentations in any class, including Public Speaking and Oral Skills. The center is located in Malloy 106. Various workshops in reading and writing are available to assist students with academic writing, reading, and speaking: See the schedule of classes for times and days for RHET 100, 101, 105, 107. Various student success workshops are offered by CASA.

Confidentiality, Mandatory Reporting, and Sexual Assault
As an instructor, one of my responsibilities is to help create a safe learning environment on our campus. I also have a mandatory reporting responsibility related to my role as a faculty member. I am required to share information regarding sexual misconduct or information about a crime that may have occurred on USFs campus with the University. Here are other resources:
• To report any sexual misconduct, students may visit Anna Bartkowski (UC 5th floor) or see many other options by visiting our website: www.usfca.edu/student_life/safer
• Students may speak to someone confidentially, or report a sexual assault confidentially by contacting Counseling and Psychological Services at 415-422-6352.
• To find out more about reporting a sexual assault at USF, visit USFs Callisto website at: www.usfca.callistocampus.org.
• For an off-campus resource, contact San Francisco Women Against Rape (SFWAR) (415) 647-7273 (www.sfwar.org).

Evaluation and Grading:

Evaluating Major Essays and Informal Writing. The three major essays will each be graded according to the five following criteria:

• Clear articulation of and focus on an arguable and insightful claim/thesis about the texts, ideas, and issues discussed in the essay;
• Thorough development and support of the essay’s claim/thesis with sufficient, relevant, and well integrated evidence from appropriate sources (e. g., class texts, library and internet research, and perhaps observations and experiences);
• Acknowledgement of and response to questions or perspectives that challenge or complicate the main claim/thesis of the essay;
• Clear and logical organization of the main argument or analysis conducted in the essay, including effective use of transitions between main points and establishment of paragraph focus using clear topic sentences;
• Careful editing for grammatical correctness, minimal mechanical errors, clarity and academic maturity of style, and proper documentation of sources.

To receive a grade of “A,” essays must be very strong or exceptional in all five areas, going beyond the basic expectations of the assignment in depth and rigor. “B” papers will be strong in most areas, perhaps exceptional in two or three and with lapses in one or two others. Papers receiving a grade of “C” will be roughly adequate in most or all areas, perhaps showing signs of haste or lack of focus. “D” papers will perform poorly in several or all areas, showing evidence of some effort but not meeting the basic requirements of the assignment. Grades of “F” will be assigned to papers that clearly fail to meet most or all criteria or to address the essential task of the assignment. An “F” will also be assigned when a paper is determined to be plagiarized and when a paper is not turned in. Letter grades will correspond to a traditional four-point scale (see below).

Reading responses and in-class exercises will be graded on a two-point system based on effort and completeness. A grade of two points will be assigned for reports that show a strong attempt to understand and respond to assigned reading and for exercises that fully address the task assigned. A grade of one point will be assigned for those that exhibit less effort or for reading reports completed late. (Note: In-class writings may not be made up except in the case of excused absence). A grade of zero will be assigned if the exercise is not completed. The total numerical scores for all responses and for all ices will be converted to proportional four-point scores and assigned the corresponding letter grades (see letter grade four-point scale below).

Computing Final Grades: Each student’s final letter grade will be computed according to the following percentage breakdown:

 Essay #1 25%
 Essay #2 25%
 Essay #3 30%
 Annotated Bibliography (for essay #3) 10%
 Reading Responses 5%
 In-Class Exercises 5%

Final grades will be based on the following four-point scale:
A=4.0, A-=3.75, B+=3.25, B=3.0, B-=2.75, C+=2.25, C=2.0, C-=1.75, D+=1.25, D=1.0, D-=0.75, F=0.0
Late Work: Formal essay assignments (including the annotated bibliography) turned in after official due dates will lose one third of a letter grade for each day that they are late. Late reading responses will receive half credit (see above). In-class exercises may not be made up, except in the case of excused absences (see “Attendance” above).

Extensions: Each student will be granted a one-day (one weekday) extension to be used for a draft or final version of a major essay assignment at any point in the semester each time he or she volunteers to share an essay with the class when instructor requests volunteers to share sample work.

Assignment Schedule:

Below is a schedule of class sessions, including all reading and major writing assignments. Note that reading must be completed before the class period for which it is assigned (e. g., you should come to class on Thursday, January 28 having read Mo Tzu, Boethius, and Shikibu, with reading response #1 completed). Reading assignments are indicated by abbreviated title and page numbers. Readings from Austin’s Reading the World are indicated by “RW,” those from Strunk and White’s Elements of Style by “ES,” and those from Clines and Cobb’s Research Writing Simplified by “RWS.” This schedule is subject to revision by the instructor at any time during the semester. (Note: Assigned textbook readings may contain questions or exercises. You do NOT need to complete these, though you may feel free to read them. We may refer to or discuss some in class, but they need NOT be completed with the assigned reading.)

Students are expected to spend a minimum of 2 hours outside of class in study and preparation of assignments for each hour in class. In a 4 unit class, assignments have been created with the expectation that students will engage in approximately 8 hours of out-of-class work per week; in a 2 unit class, students should expect to spend approximately 4 hours per week outside of class in study and preparation.

1/26 T Introductions; overview of course structure and policies; introductory reading and writing exercise; read Plato handout (from Republic, Book X).

1/28 Th Begin reading and discussion for essay #1 assignment (Topic: Arts, Value, and Society); read Mo Tzu, “Against Music” (RW 236-41), Boethius, “from Of Music” (RW 242-47) and Shikibu, “On the Art of the Novel” (RW 248-52); reading response #1 due. [Friday 1/29 is the last day to add classes]

2/2 T Continue reading and discussion for essay #1 assignment; read Tolstoy, “from What Is Art?” (RW
265-70), Burke, “from The Sublime and the Beautiful” (RW 256-61), and Scarry, “from On Beauty and
Being Just” (RW 279-85); reading response #2 due; essay #1 assignment posted.

2/4 Th Develop content for essay #1 draft; drafting theses and summaries; read Austin on summary,
thesis development, and introductions (RW 617, 628-41). Developing textual and other support for
essay #1; developing body paragraphs; bring RW to class.

2/9 T Review and develop drafts of essays; bring drafts of essay #1 in progress to class for work session; draft of essay #1 due by midnight on Canvas.

2/11 Th Workshop: Discussion of writing samples and revision strategies; read Austin on revision (RW 702-5). [Friday 2/12 is the census date—last day to drop class with tuition refund and without “W” on transcript.]

2/16 T Drafts of essay #1 returned; editing and proofreading review; bring RWS and ES to class.

2/18 Th Continue editing and proofreading; bring ES and at least two pages of draft of essay #1 in progress to class.

2/23 T Begin reading and discussion for essay #2 assignment (Topic: Human Nature and Human Society); read Mencius, “Man’s Nature is Good” (RW 78-83) and Hsun Tzu, “Man’s Nature is Evil” (RW 84-93); reading response #3 due.

2/25 Th Continue reading and discussion for essay #2 assignment; read Hobbes, “from Leviathan” (RW 94-99) and Locke, “Of Ideas” (RW 100-103); reading response #4 due.

Final version of essay #1 due Friday, 2/26 on Canvas.

3/1 T Continue reading and discussion for essay #2 assignment; read de Pizan, “from The Treasure of the City of Ladies” (RW 397-404) and Machiavelli, “from The Prince” (RW 405-13); reading response #5 due.

3/3 Th Continue reading and discussion for essay #2 assignment; read Benedict, “The Individual and the Pattern of Culture” (RW 112-22) and Mead, “Warfare: An Invention – Not a Biological Necessity” (RW 500-507); reading response #6 due.

3/8 T Continue reading and discussion for essay #2 assignment; read Carr, “A Thing Like Me” (RW 123-133); reading response #7 due; essay #2 assignment posted. Develop ideas for essay #2 draft; read Austin on synthesizing ideas (RW 668-680).

3/10 Th Developing content for essay #2; bring RW to class; work on draft of essay #2.

3/11 Friday Essay #2 draft due by midnight on Canvas.

3/14 to 3/18 – Spring Break (no class)

3/22 T Workshop: Discussion of writing samples and revision strategies.

3/24 Th Draft of essay #2 returned; stylistic editing; bring ES to class.

3/29 T Continue stylistic editing; bring ES. Revision workshop; bring draft of essay #2 and RW to class.
Select topic groups for next unit.

3/31 Th Begin reading and discussion for essay #3 assignment; group A (Topic: Environment and Ethics)
attends and reads Carson, “The Obligation to Endure” (RW 328-335) and Maathai, “Foresters without Diplomas” (RW 363-73); reading response #8a due for group A; groups B and C do not attend.

4/5 T Continue reading and discussion for essay #3 assignment; group B (Topic: Economics, Equality, and Justice) attends and reads Po-Chu-I, “The Flower Market” (RW 545-47), Gandhi, “Economic and Moral Progress” (RW 560-67), and Weil, “Equality” (RW 571-74); reading response #8b due for group B; groups A and C do not attend.

Wednesday, 4/6: Final version of essay #2 due on Canvas by midnight.
4/7 Th Continue reading and discussion for essay #3 assignment; group C (topic: War, Conflict, and Justice) attends and reads Aquinas, “from Summa Theologica” (RW 484-87), Tutu, “Nuremberg or National Amnesia: A Third Way” (RW 450-59), and Karman, “Nobel Lecture” (RW 524-32); reading response #8c due for group C; groups A and B do not attend.

4/12 T Whole class meets again; generating ideas for essay #3; bring RW to class; essay #3 assignment
posted.

4/14 Th Library research session; class meets in library electronic classroom; last day to drop classes.

4/19 T Review end-of-text documentation; bring RWS to class. Identifying and reading scholarly sources; bring one scholarly source to class.

4/21 Th Annotated bibliography for essay #3 due; in-text documentation and academic honesty review; read Clines and Cobb on plagiarism (RWS 20-23). Planning and drafting essay #3; bring sources and notes to class.

4/26 T Draft of essay #3 due.

4/28 Th Discussion of revision strategies and writing samples.

5/3 T Drafts of essay #3 returned; stylistic editing; bring ES to class.

5/5 Th Revision jumpstart; bring copy of essay #3 in progress to class.

5/10 T Second academic honesty review; bring RWS to class

5/12 Th Documentation check for essay #3; bring at least two pages of essay #3 in progress, draft of works cited/references list, and RWS to class; last day of class.

Final version of essay #3 due Thursday, May 19.