So, now that you have some sort of ideological frame for the course and how it fits into the broader world of General Education, I hope that you can see the relevance of all GE courses.

One final note: In order to address and satisfy all five of the task force's elements, I didn't have to change one single teeny tiny thing about this class. They are built in, part of the course's DNA. I just had to write these paragraphs. So be on the lookout for ways in which we fulfill these requirements in this class. If you have any other class that meets more of these requirements more directly than this class does, please tell me so that I can go get another advanced degree and teach that subject too.

So in conclusion I would just like you to remember all of the above statements. (A student once tried to end an essay that way. Do you think it's effective?) I feel compelled to add that I believe in the motivations that the task force acts upon just as strongly as I believe in the objectives they outline. I believe that human beings have the capacity and the obligation to learn and grow all their lives. I believe beyond that list of five academic attributes clear out to the limits of the human soul. Language is the means by which we gain access to the outer limits, the means by which we communicate our learning to ourselves and others. And I can tell you that I wouldn't be teaching this course if I didn't know that language is the key to perception, if I didn't know that language gives you the power to change your lives and the lives of others. It's nice that the task force came up with the list of five habits of highly educated people, but really they haven't said something you shouldn't already know if you have enrolled at Utah Valley State College.

Your attendance and participation are vital to the success of your classroom community. Please let me know in advance if you have to miss class, and I will look kindly on no more than two absences during the semester--yes, that means your grade will suffer if you miss class. In the event of an unexcused absence, you will not be able to make up any in-class work that you missed. Similarly, quizzes given at the beginning of class cannot be made up if you are tardy. That is, if you enter the room after the quiz has begun.

Two Main Types of Papers

A reading journal entry of 350 words responding to the assigned readings is due at the beginning of the pertinent class hour. You are also obligated to post your response to the class newsgroup at 10 p.m. the night before class. Each journal should show two things: 1) that you comprehend the author's primary arguments and 2) that you have an intelligent response of your own to the author's thoughts. Each journal is worth 20 points.

And then there are the more formal papers. You will write a variety of papers for the course; the topics will arise from classroom discussion. You will write argumentation paper, a persuasion paper, a text analysis, a narrative, six papers in all and a seventh reflective paper. Papers are due at the beginning of the course hour on the appropriate day. To avoid last-minute printer problems, write and print your paper well in advance of the deadline.

Paper conferences

I will meet with you on a regular basis to review your paper drafts and answer any questions about the class that you may have. Feel free to bring as many drafts of your work as you wish to; generally speaking, the more time you spend in paper conferences, the more your writing will improve, as every conference is geared to meeting your individual needs.

In accordance with UVSC policy, no early finals can be given. Don't ask for exceptions because that is unfair to your peers. Schedule your flights and vacations accordingly.

Every assignment counts toward your final number of points: journals are 20 points, and papers generally are worth 100 points. The rest of the assignments—quizzes and attendance points, etc.—will count for a proportional amount of your grade. The scale is given on the main page.

Tentative Schedule