Effective: Early Spring 8-Week 2018/2019

ENGL 111: English Composition I

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  Course Description

Introduction to academic writing with emphasis on the process required for producing polished, argumentative analysis of texts.

Prerequisite: Grade of C or higher in ENGL 107, or placement by ACT English Score or by SAT Writing Score: students whose ACT English Score is from 18 to 29 or whose SAT Writing Score is from 430 to 650 will be placed in ENGL 111. Online or nationwide students who score 75% or higher on the English placement exam will be placed in ENGL 111.

Proctored Exams: Midterm



  • Aaron, Jane E. The Little, Brown Compact Handbook. 9th Ed with MLA update. New York: Pearson Education, 2016.  
    • ISBN-978-0-13-458634-2
  • Kennedy, X.J., Dorothy M. Kennedy, Jane E. Aaron, Ellen K. Repetto, eds. The Bedford Reader. 13th ed. Boston: Bedford/St. Martin's, 2017.  
    • ISBN-978-1-319-03051-3

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

In this course, you will learn to write college-level essays that respond to and critically analyze text. The focus will be on developing an argument that explains your position and making use of textual resources to support your claim. You will also practice reviewing and revising your work, making use of peer and instructor feedback.

  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. Demonstrate the process of argumentative academic writing, including organizational clarity, use of evidence, and revision.
  2. Analyze texts and provide evidence for analysis.
  3. Write polished academic essays featuring clear, correct paragraphs and sentences


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 280 28%
Papers 450 45%
Writer's Workshop 40 4%
Quizzes 30 3%
Midterm 100 10%
Final Exam 100 10%
Total 1000 100%

  Schedule of Due Dates

Week 1

Assignment Points Due
Introduction 10 Thursday/Sunday
Discussion 1 10
Discussion 2 20
Quiz 1 5 Sunday

Week 2

Assignment Points Due
Discussion 3 20 Thursday/Sunday
Discussion 4 20
Writers Workshop 1 10
Quiz 2 5 Sunday
Proctor Information N/A

Week 3

Assignment Points Due
Essay 1 100 Wednesday
Discussion 5 20 Thursday/Sunday
Discussion 6 20
Quiz 3 5 Sunday

Week 4

Assignment Points Due
Discussion 7 20 Thursday/Sunday
Discussion 8 20
Midterm Exam 100 Sunday

Week 5

Assignment Points Due
Essay 2 75 Wednesday
Discussion 9 20 Thursday/Sunday
Discussion 10 20
Writers Workshop 2 10
Quiz 4 5 Sunday

Week 6

Assignment Points Due
Essay 3 125 Wednesday
Discussion 11 20 Thursday/Sunday
Discussion 12 20
Quiz 5 5 Sunday

Week 7

Assignment Points Due
Discussion 13 20 Thursday/Sunday
Writer's Workshop 3 20
Quiz 6 5 Sunday

Week 8

Assignment Points Due
Essay 4 150 Wednesday
Discussion 14 20 Thursday/Saturday
Final Exam 100 Saturday
Total Points: 1000

  Assignment Overview


There will be two discussion topics each week (except in Weeks 7 and 8). For each discussion topic, you are expected to post your initial response by Thursday and reply to at least two classmates by Sunday.

You will also participate in peer review of each other’s writing through a Writer’s Workshop for each of the three original essays. You should post your original draft by Thursday and your feedback on least two classmates’ essays by Sunday. This will allow the writer to have time to revise and edit before submitting the final essay to the Dropbox on the following Wednesday.

Your initial post to the Writer’s Workshop discussions should include your rough draft and two specific questions that your classmates can focus on. Use these questions to get the kind of help you need in your writing. When you respond in peer review, look for a draft no one has responded to yet.

Provide your initial reader response to the essay. What works? What did you like about the essay? What did you find particularly effective? Make sure you answer the author’s questions while keeping an eye on the specific skills we have been working on for that week; also note any especially effective writing strategies the other learner used in his/her draft.

Your grade for all discussions in the course will be based on two criteria:

  • Level of participation: the number and timeliness of your posts. The minimum number of responses expected for each discussion topic is a response to the initial question and two responses to your classmates. It is not really discussion if you are not reading and responding to what others say. Those who post earlier in the week provide more opportunities for others to respond. Therefore, those who post early and often contribute more to the discussion than those who post the minimum number of posts just before the deadline.
  • Quality of your contribution to the discussion: Substantive posts that help to advance the discussion clearly are of more value that comments such as “I agree” or “good post.” Reflect what you like about the comments of your classmates. Ask questions to engage them in further discussion. Challenge them when you disagree (politely, of course!). I expect at least 100 words in the original posting, and approximately 50 words in each of the two responses.

    Note: Your grade in the Writer’s Workshop will be based NOT on the quality of your draft, but on the quality of your contributions to the peer review discussion.


You will write three original essays and one revised essay during the course.  All essays must be submitted to the Dropbox in .doc, .docx, or .rtf format in order to receive a grade.

  • Essay 1: Analysis of text (500 words) – Due Week 3
  • Essay 2: Revision of Essay 1 – Due Week 5
  • Essay 3: Comparison of two texts on a similar theme (750 words) – Due Week 6
  • Essay 4: Persuasive argument, drawing on 1 or more texts (1000+ words) – Due Week 8

In Essay 2, you will make use of peer review, self-critique, and instructor feedback to revise your first essay.  A portion of your grade on this essay, as well as on Essays 3 and 4, will be based on your ability to demonstrate significant revision of your work.  You will be required to submit a description of the revisions you made to address the concerns raised by your reviewers.

Note: You will need to review the Plagiarism tutorial and take the quiz before you will be able to submit anything to the Dropbox.

Please note that assignments submitted for a previous class will not receive credit.  You are expected to do new and original work in each course.


You will complete 6 quizzes over the readings in Weeks 1-3 and 5-7.  Quizzes should be completed by Sunday.  You will have unlimited attempts on the quizzes so that you can master these concepts.  The purpose of quizzes is to help comprehend information in the text, so please use your texts as resources when taking the quizzes.


Exams will be given the fourth week and the eighth week.  Both are essay exams.  You will have two hours to complete each.

The midterm exam will be proctored.  It will be an essay exam in which you will write about a topic covered during the first three weeks.  See the Content area for information on how to locate a proctor for your midterm.  Complete the form and submit it to the Dropbox for Proctors by the end of Week 2.

The final exam will include short essay questions and a longer developed essay.  It is not proctored.

  Course Outline

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

  • Little, Brown Handbook: "Thesis and Organization" Section 3, pp. 14-24.
  • The Bedford Reader:
    • "Critical Reading," Chapter 1
    • Brad Manning, “Arm Wrestling with My Father, p. 121
    • N. Scott Momaday, “The Way to Rainy Mountain,” p. 129
    • Anne Lamott, “The Crummy First Draft,”  p. 262
Introduce yourself to me and to your classmates. Take the time to add information about your hobbies, family, educational goals, favorite books, etc. Have you read anything recently that you would recommend to your classmates? Your post should be at least one full, cohesive paragraph of 8-10 sentences that support one topic sentence. Respond with substance to at least two others’ posts.
Discussion 1

Review the Content area of the course. Click first on Table of Contents, then on the week and the various modules for the week.

Initial Post: What are some of the resources available in the Content area of this course? How do you plan on using those resources? How will they help you in your ability to analyze and write effective essays? List and briefly describe at least three resources in the Content area. Tell us where they are, what they are, what they will do for you, and how you are going to use them.

Replies to Classmates: Give at least one other resource found in the Content area that might be of use to a student. Be specific as to where it can be found. Which of the resources mentioned in the original posting would be of the most use to you this session?

Discussion 2

Initial Post: Choose one of the three essays you read, listed above. Who is the reader/audience for this essay? What is the thesis, as you understand it? What are the key points? How does the author use examples to make those points? Do you agree or disagree with the central thesis of this essay?

Replies to Classmates: When you respond to another student’s posting, address these concerns: Does the student understand the central point of the essay the same as I do? What do I see that may differ?

Quiz 1

Quiz 1 will cover Week 1 readings.


Bedford Reader

  • Chapter 2, “The Writing Process”
    • Judy Brady, “I Want a Wife,” p. 551
    • Judith Ortiz Cofer, “The Cruel Country,” p. 310
    • Junot Diaz, “The Dreamer,” p. 88
Discussion 3

Initial Post: Select one of the essays listed above to analyze. What especially appeals to you about this essay? Be as specific as you can. What did you discover in your second and subsequent readings of the essay?

Replies to Classmates: What does the student find most important about the essay? Restate what you think the thesis might be. What would you like to know that isn’t here?

Discussion 4

Initial Post: Read the author’s biographical notes and the notes on writing that follow the essay. Look at your own process of writing. How do you plan your essays? Do you start writing the draft, or do you jot down notes on what you want to say? Be specific on the steps you use, and those you may try after reading The Bedford Reader. How do the author’s notes support or develop your process?

Replies to Classmates: What is one more step you could add to the drafting process of writing?

Essay 1

Choose one of the assigned essays fromThe Bedford Reader in Weeks 1 and 2 and tell your reader what you think is important in the essay. Don’t just tell the reader what the essay says; tell the reader what you think it means. Your purpose is to analyze the essay, explicating and analyzing the it for the reader.

Read the comments about writing from the author. Can you see how those comments help you see the writer’s process and meaning? In your summary, be sure to answer the following questions:

  • Who is your reader for this essay? Why would he/she be interested?
  • What is the meaning the reader is expected to get from this essay?
  • What is the most important message the writer is trying to convey?
  • What does the author have to say about why he/she wrote this
  • What do you want the reader to see about your perception of the essay you are analyzing?

Give examples from the essay to illustrate the points you are making. If you quote from the essay, put it in quotation marks and put an in-text citation after the quotation marks. No more than 20% of this essay should be quotations. The rest should be in your own words. Do not use sources other than from our Reader.

You will post your complete draft in the Writer's Workshop for peer review by Thursday.  Provide feedback on others' essays by Sunday.  Then take the feedback you receive on your essay and use it to revise your work before submitting it to the Dropbox by next Wednesday.
Writers Workshop 1

Initial Post: Post your rough draft of Essay 1 and two specific questions that your classmates can focus on when providing feedback on your essay.

Feedback: Is the thesis clearly stated? Does the essay provide enough support for the thesis? What remains unclear?

Quiz 2

Quiz 2 will cover Week 2 readings.

Proctor Information
Submit your proctor form to the appropriate Dropbox folder by the end of the week. Remember to “Save” the form before placing it in Dropbox. See the Content area for more information.

Little Brown Compact Handbook: Chapter 9, “Academic Writing”
The Bedford Reader:

  • Nancy Mairs, "Disability," pp. 12-15
  • Rosie Anaya, "An Essay-in-Progress" and "Mental Illness on Television," pp. 53-60
Essay 1
After reviewing feedback from your classmates in the Writer’s Workshop and revising and editing your work, submit the final version to the Dropbox by Wednesday.
Discussion 5

Initial Post: How does academic writing differ from the kind of writing you have done before taking this class? Reference your readings and give specific examples to illustrate the points you make.

Replies to Classmates: What strategies would you recommend to another student to make his or her writing more “academic”?

Discussion 6

Initial Post: Anaya "Mental Illness on Television," reflects that while media is doing better about providing characters who have physical disabilities, those with mental illness don’t fare as well. The media seems to exploit those with mental illnesses as being the motive for crimes against themselves and others. Read the various drafts in our Bedford Reader (pp. 53-60). In what way do you see her changing her essay be revising the drafts until that final one?

Replies to Classmates: How does her focus improve in the drafts? What can you learn about revising your own work from this?

Quiz 3

Quiz 3 will cover Week 3 readings.


Little, Brown Compact Handbook

  • Section 4, “Drafting,”
  • Section 5, “Revising,”
  • Section 6, “Editing, Formatting, and Proofreading”
Essay 2

Revise your first analysis essay. Look at your essay from the perspective of a reader who does not know all that you do. How can you make this even clearer and more effective for your reader? Have you used specific examples from the text, or examples from your own experience that would add weight to your analysis?

Remember that revision is not copy-editing and simply correcting the errors that were marked by your classmates or me. Revising also requires substantive portions of new text as you develop and support the points you are making.

Submit the final version of your paper, along with the revision worksheet, to the Dropbox by next Wednesday.

Discussion 7

Initial Post: In what way do you "re-vision" or "re-see" the paper as you rewrite it? What do you look for in the introduction? What should the body of the essay be doing? What is the purpose of the conclusion? How is revision different from editing? Give examples from the revision you will do for this week’s assignment.

Replies to Classmates: Does this revision process differ from the one you use? What is the most important revision process you see in this posting? How might this change your revision strategy?

Discussion 8

Initial Post: Look closely at the sample student paper and revision included in the Handbook in Sections 4 - 6. What changes do you see between the first and second draft of the paper? Do you see an improvement between the two? Give an example. Do you think the final draft is better than the first one? What do you see as an improvement?

Replies to Classmates: Do you agree with the posting? Why or why not? What other point could you give as a difference between the revisions?

Midterm Exam
The midterm exam will be a proctored test and will consist of a written essay, analyzing your writing process. It is to be completed and submitted by midnight Sunday this week.

The Bedford Reader: Chapter 6, “Comparison and Contrast”

  • Tannen, “But What Do You Mean,” p. 353 and Lutz, “The World of Doublespeak,: 363
  • Tan, “Fish Cheeks,” p. 74 and Nye, “Museum,” p. 78
  • Carr, “Tracking is an Assault on Liberty,” p. 528 and Harper, “Web Users Get as Much as They Give,” 535
Essay 2
Submit the final version of your paper, along with the revision worksheet, to the Dropbox by Wednesday.
Essay 3: Comparison and Contrast Essay

Choose from following list of essays to compare:

    • Tannen, “But What Do You Mean,” p. 353 and Lutz, “The World of Doublespeak,: 363
    • Tan, “Fish Cheeks,” p. 74 and Nye, “Museum,” p. 78
    • Carr, “Tracking is an Assault on Liberty,” p. 528 and Harper, “Web Users Get as Much as They Give,” 535

Write an essay that will let your reader (the class in this case) see the points that both essays are trying to make, and your perspective on the topic. Look at how the authors present this topic. Does it add to your understanding or make you think of something related to the topic? Remember your essay must have a reader and a purpose in mind. In planning this essay, you must answer these questions:

  • Why is this matter of interest to the individual to whom you are writing?
  • What is your position on this topic?
  • What are the key points you will use in developing your topic?
  • What examples can you use from each text to develop your analysis? (Hint: you will have already done this in Discussion

Use these answers in writing your essay. Your essay will compare and contrast the two essays according to whatever criteria you set. Focus your essay on your purpose and provide examples and details from both essays in developing your points.

After reviewing feedback from your classmates in the Writer’s Workshop and revising and editing your work, submit the final version to the Dropbox (along with your revision comments) by next Wednesday.

Discussion 9

Initial Post: This week you will compare and contrast two essays on the same topic. See the set of recommended choices below. Which essays have you chosen to compare? What do they have to say that you think is worthwhile and meaningful? Why should we look at the two essays together? What do you want your reader to know about the topic from your perspective? What are the key points you will be trying to make in this

Replies to Classmates: What is the purpose of this comparison? What is the writer trying to say about them? Put this in your own words, so the writer can see if you understand the meaning as it was intended to be understood. Is this topic of interest to you as a reader? Why or why not? What would you like to know about the topic that wasn’t in the posting?

Discussion 10

Initial Post: What is your plan for organizing this paper? What are the points you will use to compare and contrast these essays?

Replies to Classmates: What points would you recommend your classmate address in his or her comparison?

Writers Workshop 2

Initial Post: Post your rough draft of Essay 3 and two specific questions that your classmates can focus on when providing feedback on your essay.

Feedback: Is the author’s purpose clear? How did the author organize his comparison? Why is that the pattern effective (or would a different pattern be better suited to the topic)? What more could he do to strengthen the essay?

Quiz 4

Quiz 4 will cover this week's readings.


The Bedford Reader, Chapter 12, “Argument and Persuasion.”

Essay 3
After reviewing feedback from your classmates in the Writer’s Workshop and revising and editing your work, submit the final version to the Dropbox (along with your revision comments) by Wednesday.
Discussion 11

Initial Post: Post your introduction and your thesis for Essay 4 here by Thursday night. Put your thesis in bold type. What essays will you be using as sources for this paper? For each essay, give the author’s name, the title in quotation marks, and the page where it can be found.

Replies to Classmates: Does the thesis take a stance and let you know how the writer feels about the topic? What do you need to know in the introduction to see whether or not you would read this essay?

Discussion 12

Initial Post: How do you see Essay 4 as being different from our previous essays? What are the parts you will need to cover in this essay? What do you see as a possible response to objections on your stance? How will you respond to those objections? How will you change your process to develop this more complex essay?

Replies to Classmates: Are there further steps you can suggest the writer might take to develop this paper? What questions could you ask that would help further this topic?

Quiz 5

Quiz 5 will cover this week's readings.

Course Evaluation
Please evaluate the course. You will have an opportunity to evaluate the course near the end of the session. A link sent to your CougarMail will allow you to access the evaluation. Please note that these evaluations are provided so that I can improve the course, find out what students perceive to be its strengths and weaknesses, and in general assess the success of the course. Please do take the time to fill this out.

The Bedford Reader.  “Finding and Documenting Sources,” p. 623. 

The Little Brown Handbook, Sections 58 and 59 (MLA and APA documentation)

  • Angelou’s “Champion of the World,” p. 94.
  • Fatema Mernissi, “Size 6: The Western Women’s Harem,” p. 233.
  • Jonathan Swift, “A Modest Proposal,” p. 577.
Essay 4

Use at least one essay from The Bedford Reader to analyze an issue. You may choose one of the following topics to write about:

  • Stereotypes and Prejudice: Maya Angelou’s “Champion of the World,” p. 94. How do these examples of cultural or racial bigotry show us the other side of stereotypes and prejudices?
  • Societal Expectations: Fatema Mermissi, “Size 6: The Western Women’s Harem,” p. 233. How does Mernissi depict Western women as being even more confined in a harem by our societal expectations? How does this really affect your expectation of female beauty? What surprises you about this contrast, and do you support or deny her assertion?
  • Poverty: Jonathan Swift, “A Modest Proposal,” p. 577. IIn what way is "A Modest Proposal" satirical? What is the narrator’s position on the solution to the problem of poverty? Does his stated goal convey the literal meaning of this argument, or does the narrator have another purpose in mind? How does satire enhance or hurt his argument?

This essay should be about the issue and your stance on it, not the essays themselves. You are writing an academic paper on the issue to further your knowledge and the reader's knowledge. You must assert your perspective and the reasons for your stance. Choose your topic and write your introduction with the problem and your solution in your thesis. Put the thesis in bold. Develop the points you make in this essay with examples from the essays you are using as your sources. Cite them with in-text citations and a Works Cited page.

After reviewing feedback from your classmates in the Writer’s Workshop and revising and editing your work, submit the final version to the Dropbox (along with your revision comments) by next Wednesday.

Discussion 13

Initial Post: Review the section on MLA and APA style for citing sources. Describe at least two differences you see between the two styles for citing sources.

Replies to Classmates: What reasons might you give for those differences? Which style do you expect to use in your future coursework?

Writer's Workshop 3

Initial Post: Post your rough draft of Essay 4 and two specific questions that your classmates can focus on when providing feedback on your essay.

Feedback: Is the author’s position clear? Has he clearly defended his position with evidence from the essays? What could he do to strengthen the essay?

Quiz 6

Quiz 6 will cover this week's readings.

Essay 4
After reviewing feedback from your classmates in the Writer’s Workshop and revising and editing your work, submit the final version to the Dropbox (along with your revision comments) by Wednesday.
Discussion 14
As we come to the end of the course, tell your classmates what has been most valuable for you in this course. What do you see that is different in your writing process from the beginning of the class? What will you continue to work on once this course is over? What advice would you provide to those who take this class in the future?
Final Exam

The final will be very similar to the midterm.  It includes short essays on the writing process.    In addition, you will be given a piece to read and analyze.  It will be graded on the basis of originality, sense of audience, and purpose. I want to hear your voice in this and know what you really think of it.

  Course Policies

Student Conduct

All Columbia College students, whether enrolled in a land-based or online course, are responsible for behaving in a manner consistent with Columbia College's Student Conduct Code and Acceptable Use Policy. Students violating these policies will be referred to the office of Student Affairs and/or the office of Academic Affairs for possible disciplinary action. The Student Code of Conduct and the Computer Use Policy for students can be found in the Columbia College Student Handbook. The Handbook is available online; you can also obtain a copy by calling the Student Affairs office (Campus Life) at 573-875-7400. The teacher maintains the right to manage a positive learning environment, and all students must adhere to the conventions of online etiquette.


Your grade will be based in large part on the originality of your ideas and your written presentation of these ideas. Presenting the words, ideas, or expression of another in any form as your own is plagiarism. Students who fail to properly give credit for information contained in their written work (papers, journals, exams, etc.) are violating the intellectual property rights of the original author. For proper citation of the original authors, you should reference the appropriate publication manual for your degree program or course (APA, MLA, etc.). Violations are taken seriously in higher education and may result in a failing grade on the assignment, a grade of "F" for the course, or dismissal from the College.

Collaboration conducted between students without prior permission from the instructor is considered plagiarism and will be treated as such. Spouses and roommates taking the same course should be particularly careful.

All required papers may be submitted for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers may be included in the Turnitin.com reference database for the purpose of detecting plagiarism. This service is subject to the Terms and Conditions of Use posted on the Turnitin.com site.


There will be no discrimination on the basis of sex, race, color, national origin, sexual orientation, religion, ideology, political affiliation, veteran status, age, physical handicap, or marital status.

Student Accessibility Resources

Students with documented disabilities who may need academic services for this course are required to register with the office of Student Accessibility Resources. Until the student has been cleared through this office, accommodations do not have to be granted. If you are a student who has a documented disability, it is important for you to read the entire syllabus as soon as possible. The structure or the content of the course may make an accommodation not feasible. Student Accessibility Resources is located in Student Affairs in AHSC 215 and can be reached by phone at (573) 875-7626 or email at sar@ccis.edu.

Online Participation

You are expected to read the assigned texts and participate in the discussions and other course activities each week. Assignments should be posted by the due dates stated on the grading schedule in your syllabus. If an emergency arises that prevents you from participating in class, please let your instructor know as soon as possible.

Attendance Policy

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.

Cougar Email

All students are provided a CougarMail account when they enroll in classes at Columbia College. You are responsible for monitoring email from that account for important messages from the College and from your instructor. You may forward your Cougar email account to another account; however, the College cannot be held responsible for breaches in security or service interruptions with other email providers.

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.

No late discussion posts will be accepted.

Quizzes automatically close at midnight on the date they are due. Quizzes may not be submitted late. This rule can be waived for unexpected and extraordinary circumstances, such as a death in the family. Losing Internet access on Sunday night is not a good reason for missing a quiz or exam, as you have a week to complete it. Plan

Papers may be submitted up to one week late, but it will suffer a penalty of one letter grade (10%). I will not accept a late paper that is submitted more than 1 week past the due date and will not accept any work submitted after the final day of class (Saturday of Week 8). I will grade late papers on a time-available basis, as I must give priority to papers that are submitted by the due date.

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.