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Effective: Late Spring 8-Week, 2017/2018

ENGL 210: Introduction To Fiction

Course Description

An introduction to the elements of fiction. G.E.

Prerequisite: ENGL 112

Proctored Exams: Midterm



Syllabus Contents

Textbooks

Required

  • Charters, Ann. The Story and its Writer: An Introduction to Short Fiction. 9th. Boston: Bedford/St. Martin's, 2015.
    • ISBN-978-1-319-12518-9
      • Note: Please note: There is a compact version of this textbook. The compact version does NOT contain many of the stories covered in this course.
  • Le Guin, Ursula. The Left Hand of Darkness. Ace, 1969.
    • ISBN-9780441478125

MBS Information

Textbooks for the course may be ordered from MBS Direct. You can order

For additional information about the bookstore, visit http://www.mbsbooks.com.


Course Overview

Humans tell stories; narration is apparently hard-wired into us. Children begin to tell stories almost as soon as they master words, and, as every parent knows, not all of their stories remain faithful to the actual events of the world around them. Among the earliest surviving writings, we find fiction; on every newsstand and in every bookstore today, we find lavish quantities of fiction fresh off the presses: short fiction, longer fiction, novels. 

In this class, we're going to examine the various forms in which we find fiction and the elements we find within the fiction; our purpose is to learn to read it carefully and critically so that we may derive the greatest enjoyment and benefits from doing so.



Technology Requirements

Participation in this course will require the basic technology for all online classes at Columbia College:
  • A computer with reliable Internet access
  • A web browser
  • Acrobat Reader
  • Microsoft Office or another word processor such as Open Office

You can find more details about standard technical requirements for our courses on our site.


Course Learning Outcomes

  1. Identify the generic elements of fiction.
  2. Write argumentative analyses of works of fiction.
  3. Explain fiction originating in different literary periods.
  4. Analyze fiction written by a variety of authors and in a variety of forms.

Grading

Grading Scale
Grade Points Percent
A 900-1000 90-100%
B 800-899 80-89%
C 700-799 70-79%
D 600-699 60-69%
F 0-599 0-59%
Grade Weights
Assignment Category Points Percent
Discussions (16) 250 25%
Essays (5) 500 50%
Quiz on the Elements (1) 50 5%
Midterm Exam (1) 100 10%
Final Exam (1) 100 10%
Total 1000 100%


Schedule of Due Dates

Week 1
Assignment Points Due
Introduction Discussion -- Wednesday/Sunday
Discussion 1 10
Discussion 2 20
Quiz on the Elements 50 Sunday
Week 2
Assignment Points Due
Discussion 3 10 Wednesday/Sunday
Discussion 4 20
Critical Essay 1 100 Sunday
Proctor Information N/A
Week 3
Assignment Points Due
Discussion 5 10 Wednesday/Sunday
Discussion 6 20
Critical Essay 2 100 Sunday
Week 4
Assignment Points Due
Discussion 7 10 Wednesday/Sunday
Discussion 8 20
Midterm Exam 100 Sunday
Week 5
Assignment Points Due
Discussion 9 10 Wednesday/Sunday
Discussion 10 20
Critical Essay 3 100 Sunday
Week 6
Assignment Points Due
Discussion 11 10 Wednesday/Sunday
Discussion 12 20
Critical Essay 4 100 Sunday
Week 7
Assignment Points Due
Discussion 13 10 Wednesday/Sunday
Discussion 14 20
Critical Essay 5 100 Sunday
Week 8
Assignment Points Due
Discussion 15 20 Wednesday/Saturday
Discussion 16 20
Final Exam 100 Saturday
Total Points 1000

Assignment Overview

Discussions

10-point Discussion Expectations

Your initial post is due by 11:59 PM Central Time (CT) on Wednesday and two responses to classmates due by 11:59 PM CT on Sunday in Weeks 1-7. During Week 8, the two responses are due by 11:59 PM CT on Saturday. These discussions will focus on understanding of literary analysis terminology pertaining to the literary elements found in the readings.

Each discussion is set so that you must post your original thoughts before reading the posts of your classmates. Your initial response to the discussion prompt should be at least a full paragraph of 8-10 sentences. If you are writing about or quoting/summarizing/paraphrasing a reading from any text, be sure to cite it and include the Works Cited entry at the end so that others know what you are citing.

Your responses to others’ posts should also be well developed, fully explaining your response to the classmates’ posts. Make responses that add to the conversation and take it further; simply posting “I agree” or “good job” does not help develop ideas. For maximum learning and point benefits, respond to at least two students’ posts. If you are writing about or quoting/ summarizing/paraphrasing a reading from any text, be sure to cite it and include the Works Cited entry at the end so that others know what you are citing.

20-point Discussion Expectations

Your initial post is due by 11:59 PM Central Time (CT) on Wednesday and two responses to classmates due by 11:59 PM CT on Sunday in Weeks 1-7. During Week 8, the two responses are due by 11:59 PM CT on Saturday. These discussions will focus on critical analysis of the literary elements found in the readings.

Each discussion is set so that you must post your original thoughts before reading the posts of your classmates. Your initial response to the discussion prompt should be at least a full paragraph of 6-8 sentences for each question asked. If you are writing about or quoting/summarizing/ paraphrasing a reading from any text, be sure to cite it and include the Works Cited entry at the end so that others know what you are citing.

Your responses to others’ posts should also be well developed, fully explaining your response to the classmates’ posts. Make responses that add to the conversation and take it further; simply posting “I agree” or “good job” does not help develop ideas. For maximum learning and point benefits, respond to at least two students’ posts. If you are writing about or quoting/summarizing/paraphrasing a reading from any text, be sure to cite it and include the Works Cited entry at the end so that others know what you are citing.


Essays

Each of the five essays in the course will be written in response to a specific prompt. All will examine texts selected by the student from the reading list, but each will have a specific task to perform. The general focus will be analysis of the employment of the elements of fiction in specific contexts. All essays must be in a .doc, .docx, or .rtf format and should adhere strictly to MLA style. The essays should be approximately 600 words in length (not counting accompanying standard Works Cited list).

Critical Essays will be due by 11:59 PM CT on Sunday of Weeks 2, 3, 5, 6, & 7.


Quizzes and Exams

Quiz on the Elements

The Quiz on the Elements will cover specific terminology and understanding of the elements of fiction. The quiz is made up of 25 multiple-choice questions worth 2 points each. You will have 100 minutes to complete the quiz and 1 attempt. The quiz will open at 12:01am CT on the Monday of Week 1 and will close at 11:59 PM CT on Sunday of Week 1.

Midterm Exam

The Midterm exam focuses on literary terminology, critical concepts, and the short stories assigned in Weeks 2-4. It will be closed book and proctored, and the questions will be a combination of multiple choice and short answer. You will have 120 minutes and 1 attempt to complete it. The Midterm opens the Monday of Week 4 and is due by 11:59 p.m. CT on Sunday of Week 4.

Final Exam

The Final Exam focuses on the elements of fiction as applied to the novellas and the novel read in Weeks 5-7. The exam is open book, not proctored, and you will have the opportunity to choose which story/stories to write about in 5 short essay questions, each worth 20 points. You will have 120 minutes and 1 attempt to complete it. The Final Exam opens the Monday of Week 8 and is due by 11:59 p.m. CT on Saturday of Week 8.



Course Outline

Click on each week to view details about the activities scheduled for that week.

Week 1: Introduction to the Study of Fiction: Form, History, and the Elements
Readings

Appendix 1, 2 , 3 , 4, 5, and Glossary

Review Instructional Materials

Introduction Discussion
Introduce yourself to your classmates.
Discussion 1
Examine “Samuel” (from Appendix 1).  Decide whether it is a Fable, a Parable, or an Allegory and defend your claim.
Discussion 2
Examine “Samuel” and identify what you believe the author, Grace Paley, wants her readers to think about when they read the story, i.e., what is the story’s theme? Then, select another element from the story (for instance, the setting, point of view, or characterization) and show how that element helps illustrate the theme.
Quiz on the Elements
This 25-question multiple-choice quiz covers the readings, focusing on the elements of fiction and the historical movements of short fiction.
Week 2: Examining Elements of Fiction in Traditional Short Fiction
Readings
  • “The Notorious Jumping Frog of Calaveras County” (293)
  • “An Occurrence at Owl Creek Bridge” (125)
  • “The Cask of Amontillado” (1108)
  • “The Fall of the House of Usher” (1114)
  • “The Tell-Tale Heart” (1127)
  • “A New Critical Reading of ‘The Fall of the House of Usher’” (1402)
  • “On ‘The Fall of the House of Usher’ and ‘The Cask of Amontillado’” (1458)
  • “The Importance of a Single Effect in a Prose Tale” (1509)  
  • “The Gift of the Magi” (1147)
Review Instructional Materials
Discussion 3

Select "The Notorious Jumping Frog of Calaveras County," "An Occurrence at Owl Creek Bridge," OR "The Gift of the Magi," and perform ONE of the following activities upon it:

  1. Outline a central conflict of the plot, identify the climax, and identify who wins and who loses OR
  2. Describe and identify the primary setting (setting includes period), and identify the effect the setting has on the outcome of the story OR
  3. List the characters, categorize them as flat or round, identify the protagonist(s) and the antagonist(s), and show why they are necessary for this story OR
  4. Classify the tone of the story and identify its effect upon the reader OR
  5. Classify the point of view and demonstrate why it is the best choice.
Discussion 4

Select one of Poe's stories and perform one of the following activities upon it:

  1. For "The Cask of Amontillado" or "The Fall of the House of Usher," assess the analysis of it by D. H. Lawrence OR Cleanth Brooks and Robert Penn Warren. Do you agree with the critical judgments made? Why or why not? OR
  2. In "The Tell-Tale Heart," does Poe create a "Single effect" as he describes its importance in his essay? If so, does it achieve the effect he claims is important? If not, do the multiple effects damage the readers' perception of the story?
Critical Essay 1

Choose one of the stories from this week’s reading list, and explain how the author uses the plot, the setting, the characterization, the tone/style, and the point of view to create meaning in the theme(s) of the story. Be sure to identify the themes in a Thesis Statement. How do the elements work together to help the author create meaning?

This essay will require analysis. Don’t bother retelling the story: your readers have read it. Instead, take the story apart to see how the pieces interact. Show us cause-and-effect relationships. The causes are the elements and the effects are the issues that the author wishes the readers to think about.

You will need to make frequent references to the story (and perhaps information in other parts of readings) in order to support your thesis. These references will need to be cited and documented. (See the Lecture "On the Citation of Sources" in the Content Area of the class). The references themselves will not be sufficient: you have to draw the connections for us.
Week 3: Examining Elements of Fiction in Non-Traditional Short Fiction
Readings
  • “A Rose for Emily” (454)
  • “The Meaning of ‘A Rose for Emily’” (1424)
  • “The Use of Force” (1352)
  • “The Lottery” (624)
  • “The Morning of June 28, 1948, and ‘The Lottery’” (1443)
  • “The Ones Who Walk Away From Omelas” (1814)
  • “The Scapegoat in Omelas” (1462)
  • “The Kind of Fiction Most Characteristic of Our Times” (1641)
  • “A&P” (1290)
  • “Araby” (675)
Review Instructional Materials
Discussion 5

Select one short story from the reading list, and perform ONE of the following activities upon it:

  1. Outline the central conflict of the plot, identify the climax, and identify who wins and who loses OR
  2. Describe and identify the primary setting (setting includes period), and identify the effect the setting has on the outcome of the story OR
  3. List the characters, categorize them as flat or round, identify the protagonist(s) and the antagonist(s),and show why they are necessary for this story OR
  4. Classify the tone of the story and identify its effect upon the reader OR
  5. Classify the point of view and demonstrate why it is the best choice
Discussion 6

Select one of following stories, and perform one of the following activities upon it:

  1. FOR “A Rose for Emily,” assess Faulkner’s own analysis of the story as related in the interview “The Meaning of ‘A Rose for Emily.’” Do you agree with the critical judgments made? Why or why not? OR
  2. FOR “The Ones Who Walk Away From Omelas”: assess the value of LeGuin’s description of its origins in “The Scapegoat in Omelas.” Do we need to know the ideas that triggered the story’s writing in order to understand the story itself?
  3. FOR “The Lottery” and “The Use of Force,” assess the following claim: It is acceptable that both Mathilda and Tessie are sacrificed for the good of their communities, for the ends justify the means. Examine the claim in light of each story.
Critical Essay 2

Choose ONE of the following story pairs:

  • “Araby” and “A&P”
    • Common Theme: Coming of Age
  • “The Lottery” and “The Ones Who Walk Away From Omelas”
    • Common Theme: The willingness of a society to sacrifice the individual to the common good

Then, select ONE element of fiction to analyze in the pair: Plot (Conflict), Characterization, Setting, Point of View, Style/Tone. Compare OR Contrast how that element is used to create the theme of the stories. Do the authors employ the element in the same way or in differing ways to create meaning?

This essay will require analysis. Don’t bother retelling the stories: your readers have read them. Instead, take them apart to see how the authors use the selected element. Show us cause-and-effect relationships. The causes are the element; the effects are the common theme.

You will need to make use of frequent references to the stories (and perhaps information in other parts of readings) in order to support your thesis. These references will need to be cited and documented. (See the Lecture “On the Citation of Sources” in the Content Area of the class). The references themselves will not be sufficient: you have to draw the connections for us.

Week 4: Elements of Fiction through a Single Author’s Stories: Flannery O’Connor
Readings
  • “Good Country People” (1016)
  • “A Good Man is Hard to Find’” (1031)
  • Casebook Four: Flannery O’Connor (1589–1615)
Review Instructional Materials
Discussion 7

Perform ONE of the following activities upon one of O’Connor’s stories:

  1. Outline a central conflict of the plot, identify the climax, and identify who wins and who loses OR
  2. Describe and identify the primary setting (setting includes period), and identify the effect the setting has on the outcome of the story OR
  3. List the characters, categorize them as flat or round, identify the protagonist(s) and the antagonist(s),and show why they are necessary for this story OR
  4. Classify the tone of the story and identify its effect upon the reader OR
  5. Classify the point of view and demonstrate why it is the best choice
Discussion 8

Perform one of the following activities upon the three O’Connor stories, making any necessary use of the full set of essays in the Casebook and the glossary:

  1. In “A Reasonable Use of the Unreasonable,” O’Connor describes what she sees as a fundamental characteristic of “A Good Man is Hard to Find.”Do you agree? Why or why not? Show whether and how that characteristic is also present in “Good Country People.” OR
  2. In “The Parables of Flannery O’Connor,” Joyce Carol Oates claims that O’Connor’s stories “read like parables of human folly confronted by morality.” Evaluate the validity and the usefulness of this simile in understanding these two stories.
Midterm Exam
A closed-book, proctored exam consisting of multiple choice and short-answer questions. The questions will focus on the terms and literary periods of the study of fiction, fundamental concepts in literary analysis of fiction, and the short stories read in Weeks 2, 3, and 4.
Week 5: Examining the Elements of Fiction in the Context of Shorter Novellas
Readings
  • “Sonny’s Blues” (40)
  • “Casebook One” (1543-1555)
  • “Bartleby the Scrivener” (886)
  • “A Deconstructive Reading of Melville’s 'Bartleby the Scrivener'” (1477)
  • “The Metamorphosis” (1242)
  • “Translating Kafka” (1405)
  • “Kafka’s View of ‘the Metamorphosis’” (1448)
Review Instructions Materials
Discussion 9

Select one shorter novella from the reading list, and perform ONE of the following activities upon it:

  1. Outline a central conflict of the plot, identify the climax, and identify who wins and who loses OR
  2. Describe and identify the primary setting (setting includes period), and identify the effect the setting has on the outcome of the story OR
  3. List the characters, categorize them as flat or round, identify the protagonist(s) and the antagonist(s),and show why they are necessary for this story OR
  4. Classify the tone of the story and identify its effect upon the reader OR
  5. Classify the point of view and demonstrate why it is the best choice
Discussion 10

Select one of the two shorter novellas you did NOT write about in Discussion 9 and its attendant critical analyses, and perform one of the following activities upon it:

  1. For “Sonny’s Blues,” evaluate the usefulness and the validity of any ONE of the analyses of it in Casebook One. Do you agree with the critical judgments made or find any utility in the autobiographical information in understanding the novella? Why or why not?OR
  2. For “Bartleby the Scrivener,” do you find any utility in J. Hillis Miller’s deconstructive reading of the novellas? Does the essay make the novella easier to understand and analyze?OR
  3. For “The Metamorphosis,” do you find any parallels between Gregor Samsa and Franz Kafka himself in the conversation with Kafka recorded by Gustav Janouch?
Critical Essay 3

Choose one of the shorter novellas from this week’s reading list and explain how the author uses the plot, the setting, the characterization, the tone/style, and the point of view to create meaning in the theme(s) of the novella. Be sure to identify the theme(s) in a Thesis Statement. How do the elements work together to help the author create meaning?

This essay will require analysis. Don’t bother retelling the novella: your readers have read it. Instead, take the novella apart to see how the pieces interact. Show us cause-and-effect relationships. The causes are the elements; the effects are the issues that the author wishes the readers to think about. 

You will need to make use of frequent references to the novella (and perhaps information in other parts of the readings) in order to support your thesis. These references will need to be cited and documented. (See the Lecture “On the Citation of Sources” in the Content Area of the class). The references themselves will not be sufficient: you have to draw the connections for us.

Week 6: Examining the Elements of Fiction in the Context of Longer Novellas
Readings
  • The Heart of Darkness (299)
  • “An Image of Africa: Racism in Conrad’s Heart of Darkness" (1385)
  • “The Past and the Present:Joseph Conrad and the Fiction of Autobiography” (1513)
  • The Death of Ivan Ilych (1242)
  • “Chekhov’s Intent in ‘The Darling’” (1528)
  • “The Works of Guy de Maupassant” (1531)
Review Instructional Materials
Discussion 11

Select one longer novella from the reading list, and perform ONE of the following activities upon it:

  1. Outline a central conflict of the plot, identify the climax, and identify who wins and who loses OR
  2. Describe and identify the primary setting (setting includes period), and identify the effect the setting has on the outcome of the story OR
  3. List the characters, categorize them as flat or round, identify the protagonist(s) and the antagonist(s), and show why they are necessary for this story OR
  4. Classify the tone of the story and identify its effect upon the reader OR
  5. Classify the point of view and demonstrate why it is the best choice
Discussion 12

Select the longer novellas that you did NOT write about in Discussion 11 and its attendant critical analyses, and perform one of the following activities upon it:

  1. FOR The Heart of Darkness, what insight does Chinua Achebe or Edward W. Said provide that helps you to understand the novella? Do you agree with the critical judgments made? Why or why not? OR
  2. FOR The Death of Ivan Ilych, evaluate the utility of the Tolstoy’s criticism of other writer’s works in understanding his own novella. Does he reveal anything about his own writing in writing about others’?
Critical Essay 4

One of the Themes evident in these two novellas is that of Destiny: each person in the worlds these authors have created faces his or her destiny in ways peculiar to the individual.

In 1899, Stephen Crane published a poem: A Man Said to the Universe

A man said to the universe:

“Sir, I exist!”

“However,” replied the universe,

“The fact has not created in me

A sense of obligation.”

Crane, Stephen. “A Man Said to the Universe,” The Compact Bedford Introduction to Literature: Reading Thinking, Writing.”  8th ed.  Boston:  Bedford, 2009.  711.  Print.

Choose one of these novellas, and look at the elements. Select a character and identify the character’s destiny. Does the character accept the destiny or fight it? Does the universe created by the author feel any sense of obligation to that character? Use the elements of fiction that we have discussed as evidence to support your thesis.

This essay will require analysis. Don’t bother retelling the novella: your readers have read it. Instead, take the story apart to see how the pieces interact. Show us cause-and-effect relationships. The causes are the elements, the effects are the readers’ reactions, and the relationships are the means by which the reactions were evoked. Identify the general effect in a thesis statement. 

You will need to make use of frequent references to the novella (and perhaps other information in readings) in order to support your thesis. These references will need to be cited and documented. (See the Lecture “On the Citation of Sources” in the Content Area of the class). The references themselves will not be sufficient; you have to draw the connections for us.
Week 7: Examining the Elements of Fiction in the Context of a Novel
Readings

LeGuin, Ursula K. The Left Hand of Darkness

Review Instructional Materials

Discussion 13

Perform ONE of the following activities upon the novel:

  1. Outline the central conflicts of the two primary plot threads—Genly’s and Estraven’s. Identify the climaxes and identify who wins and who loses OR
  2. Describe and identify the primary settings (setting includes period), and identify the effect the settings have on the outcome of the story OR
  3. List the significant characters, categorize them as flat or round, identify the protagonist(s) and the antagonist(s), and show why they are necessary for this story OR
  4. Classify the tones and styles employed in the novel and identify their effects upon the reader OR
  5. Identify any 1st person narrators, classify the points of view, and demonstrate why they are necessary in the places they are used
Discussion 14
In addition to the two primary plot threads following Genly Ai and Therem Harth rem ir Estraven, Le Guin includes five Gethenian tales, short stories within the novel (Chapters 2, 4, 9, 12, and 17). Yet, in the second paragraph of Chapter 1, Genly Ai tells us that “it is all one story.” Evaluate his assertion and support or reject it. Provide details showing how each one connects to the main threads or provide support of the counterclaim that they are not all part of a single story.
Critical Essay 5

In her Introduction, Le Guin tells us that, in her novel, she is describing US

Yes, indeed the people in it are androgynous, but that doesn’t mean that I’m predicting that in a millennium or so we will all be androgynous, or announcing that I think that we damned well ought to be androgynous. I’m merely observing, in the peculiar, devious, and thought-experimental manner proper to science fiction, that if you look at us at certain odd times of day in certain weathers, we already are…I am describing certain aspects of psychological reality in the novelist’s way, which is by inventing elaborately circumstantial lies.

Le Guin, U. (1967). Left hand of darkness. New York, NY: Penguin, p. xvii.

Examine the circumstantial lies she tells to determine what metaphorical times of days and which metaphorical weathers she is talking about. In what ways and in what situations is she claiming humans are androgynous? 

Understand that metaphorical means NON-literal, so she is not talking about time by the clock or weather in the sky. Weather, in this comparison (metaphor) is circumstances we find ourselves in, such as work/careers, parenthood, interpersonal relationships, and so forth. Times would be specific situations in those contexts. She is saying that, in certain situations and circumstances, our genders do not matter: we (re)act as humans, not as men or women.

Your job is to identify what those situations and circumstances might be by identifying parallels in the lives of the people of Gethen. Name them and show the parallels. Note carefully that she is NOT talking about attire or medical gender manipulation but rather psychological phenomena.

You ARE free to argue that no such times exist, but you’ll have to still use the lives of the people of Gethen and show that no parallels actually exist. 

The essay asks you to do one of two things:

  1. Look for examples of things the Gethenians do that are like the parenthood illustration I used above to prove that she is correct, that there are times when OUR genders don’t matter. She puts these (re)actions into the form of the androgynous Gethenians to tell a good story, but she is really talking about us.
  2. Show that she is wrong by explaining why there are not any times when our genders are irrelevant by demonstrating that the Gethenians are really just male or female despite her claims OR that such a (re)action cannot exist.

Either way, the issue is whether or not we, today, here on Terra, sometimes find ourselves (re)acting as if our genders do not matter.

This essay will require analysis. Don’t bother retelling the novel: your readers have read it. Instead, take the novel apart to see how the pieces interact. Show us cause-and-effect relationships. The causes are the elements, the effects are the readers’ reactions, and the relationships are the means by which the reactions were evoked. Identify the general effect in a thesis statement. 

You will need to make use of frequent references to the story (and perhaps information in the readings) in order to support your thesis. These references will need to be cited and documented. (See the Lecture “On the Citation of Sources” in the Content Area of the class). The references themselves will not be sufficient; you have to draw the connections for us.
Week 8: Examining the Elements of Fiction in the Context of a Novel
Readings

LeGuin, Ursula K. The Left Hand of Darkness

Review Instructional Materials

Discussion 15
Identify and classify the major conflicts of the plot besides the two primary plot threads. Explain how these secondary conflicts impact the primary, central conflicts, and show how they are resolved (IF they are). This task will require bringing the two primary plot threads together and paying especial attention to who wins and who loses.
Discussion 16
Evaluate the need for Chapter 7 in the novel. Identify its relationships to and effect upon the elements. Why do we need to know what it provides? What effect does placing it so late in the novel have on the reader?
Final Exam

The Final Exam focuses on the elements of fiction as applied to the novellas and the novel read in Weeks 5-7. The exam is open book, not proctored, and you will have the opportunity to choose which story/stories to write about in 5 short essay questions, each worth 20 points. You will have 120 minutes and 1 attempt to complete it. The Final Exam opens the Monday of Week 8 and is due by 11:59 p.m. CT on Saturday of Week 8.



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Attendance for a week will be counted as having submitted any assigned activity for which points are earned. Attendance for the week is based upon the date work is submitted. A class week is defined as the period of time between Monday and Sunday (except for week 8, when the work and the course will end on Saturday at midnight.) The course and system deadlines are based on the Central Time Zone.

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Students should use email for private messages to the instructor and other students. The class discussions are for public messages so the class members can each see what others have to say about any given topic and respond.

Late Assignment Policy

An online class requires regular participation and a commitment to your instructor and your classmates to regularly engage in the reading, discussion and writing assignments. Although most of the online communication for this course is asynchronous, you must be able to commit to the schedule of work for the class for the next eight weeks. You must keep up with the schedule of reading and writing to successfully complete the class.

Essays may be submitted up to 2 weeks late at 10% penalty without a documented emergency (except for Essay 5).  All work must be submitted by Saturday of Week 8.

No late discussion posts will be accepted.

Course Evaluation

You will have an opportunity to evaluate the course near the end of the session. A link will be sent to your CougarMail that will allow you to access the evaluation. Be assured that the evaluations are anonymous and that your instructor will not be able to see them until after final grades are submitted.

Proctor Policy

Students taking courses that require proctored exams must submit their completed proctor request forms to their instructors by the end of the second week of the session. Proctors located at Columbia College campuses are automatically approved. The use of ProctorU services is also automatically approved. The instructor of each course will consider any other choice of proctor for approval or denial. Additional proctor choices the instructor will consider include: public librarians, high school or college instructors, high school or college counseling services, commanding officers, education service officers, and other proctoring services. Personal friends, family members, athletic coaches and direct supervisors are not acceptable.


Additional Resources

Orientation for New Students

This course is offered online, using course management software provided by Desire2Learn and Columbia College. The course user guide provides details about taking an online course at Columbia College. You may also want to visit the course demonstration to view a sample course before this one opens.

Technical Support

If you have problems accessing the course or posting your assignments, contact your instructor, the Columbia College Helpdesk, or the D2L Helpdesk for assistance. Contact information is also available within the online course environment.

Online Tutoring

Smarthinking is a free online tutoring service available to all Columbia College students. Smarthinking provides real-time online tutoring and homework help for Math, English, and Writing. Smarthinking also provides access to live tutorials in writing and math, as well as a full range of study resources, including writing manuals, sample problems, and study skills manuals. You can access the service from wherever you have a connection to the Internet. I encourage you to take advantage of this free service provided by the college.

Access Smarthinking through CougarTrack under Students -> Academics -> Academic Resources.


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