Plans for Last Day of Class (December 12)

First, I have to go to the doctor at 8 a.m. tomorrow morning. It is possible that I won't be back in time for class. Thus, this is how we are going to do class.

You may use our classroom as needed. The room is available to students in my class.

1. The question for the makeup paper is this:

Each year the freshman reading program at WSU must select a book that is appropriate for all incoming freshman. Some of the things the program considers are length, interest, and importance of the information in the book. Books should be about 300 pages, written to spark interest, and on subjects of current relevance. This year, you have read two books in English 105: Cod (Mark Kurlansky) and The Perfect Storm (Sebastian Junger). Write an essay in which you recommend one of these books for next year's freshman reading program --- and at the same time make it clear why you don't choose the other. Your essay should include a brief (2-3 sentence) explanation of the main information in each book. You should include a thesis sentence that makes it very clear which book you are recommending and which one you are NOT recommending. Your work should be well paragraphed and should be edited only by you. Pay attention to the issues we've worked on in class, particularly verb issues.

Instead of doing this as an in-class, we will do it as an out-of-class. I want you to write (type) this paper tonight and turn it in to the door of my office by tomorrow at noon.

2. I have put your rewrites of the third in-class on Cod on the door of my office. You may pick them up there.

3. I will put the final writing (about Huxley) on the door of my office tomorrow afternoon. You may pick it up there by 5 p.m.

4. You should put your final rewrite of the paper about an endangered species on the door of my office by 5 p.m. tomorrow so that I can grade it.

5. I will put the graded final rewrite of the paper about an endangered species as well as the makeup writing on the door of my office by Monday.

6. I will be in my office on Monday morning to sign papers for students who want me to sign a paper for the Junior Portfolio.

It is regrettable that I can't be in class tomorrow, but I must go to the doctor. Sorry!

Liz

Final Instructions

This is to inform you of the final instructions for the class.

1. Tomorrow is Thursday. Between 9:00 and 10:30 am I will be in my office. You may/should drop by for what I call a "roll book" check. We review the scores I have for you in my roll book and ensure that everything was entered correctly.

2. Tomorrow night, around 9 p.m. check the blog again. I'll have posted the last writing -- which is a makeup of one 15 point in class writing. You may decide to do it (it's optional).

3. Friday will be the last day of class. I will hold class. You may rewrite the endangered species paper and turn it in to me then. I will look at it quickly and decide if I can give it more points. I will return to you any papers I have. There will be no further opportunities to rewrite. We will spend the hour deciding on which paper is your best one and getting together all the materials needed to submit something to the junior portfolio.

4. DO NOT contact me asking for your final grade in this class. I will submit grades on December 23 and you will receive them on December 24 by checking your "my.wsu" account.

Liz Siler

FINAL WAYS TO IMPROVE YOUR GRADE IN THIS CLASS

The goal of the class is to improve your writing. In doing so, you can also improve your grade. Here's how:

1. With respect to your final paper (the one on the endangered species), you may rewrite it this weekend. Please attach your original to your rewrite and give it to me FIRST THING on Monday morning.

2. With respect to the last writing on The Perfect Storm, you may rewrite this as well. Again it is due attached to the original FIRST THING on Monday morning. Persons who rewrite should pay attention to perspective, to completeness, to accuracy of information, and to grammar (especially verb forms).

3. On Wednesday next week we will have our last in-class writing. Here is the topic of that writing:

On p. 122 of the book Cod by Mark Kurlansky, Thomas Huxley is quoted as having dismissed the idea of that overfishing is possible with the following explanation: "Any tendency to over-fishing will meet with the natural check in the diminution of the supply . . . this check will always come into operation long before anything like permanent exhaustion has occurred." This idea about overfishing has also been applied, at various times, to ideas about overhunting of terrestrial animals as well.

Respond to this quote using information and evidence from three sources: Cod, The Perfect Storm, and the paper you wrote in this class. In your paper, I want you to:

1. Write an introduction in which you basically use the question as the first paragraph.
2. Write a clear thesis of response to this.
3. Present solid information of support for your thesis. Your information should be well paragraphed and well cited and paraphrased.
4. Write a reference at the end of the paper (APA style) for any source that you use.

You may bring your books and sources and an outline as follows:

The outline may include your whole thesis statement, topic sentences for each paragraph, a list of facts you want to use in each paragraph (not in sentence form) , AS WELL AS YOUR completely written conclusion and references. HOWEVER, the outline may not be more than one side of one page and it must be typed.

4. On Friday of next week, I'm going to offer a chance to do a final in-class. This is a 15 point make up and replaces a low fifteen point inclass book quiz. The actual topic will be given (via blog) on Thursday night at 9 p.m. You can decide for yourself if you want to do this.

On Thursday next week, we will have roll book/grade meetings in my office.

READ THIS LINK BEFORE CLASS ON FRIDAY

This is a link to the WSU Writing Program. Please open this link and go to the link on Junior Portfolio. Read that link carefully before coming to class tomorrow.

Tomorrow you should have your book with you AND your paper!

http://www.writingprogram.wsu.edu/

Instructions for Third In-Class On The Perfect Storm

On Wednesday, you will have 50 minutes to write on ONE of these two questions.

1. Write a detailed news report on the entire trip/fate of the Satori.

2. Write a detailed news report on the trip/fate of the Air National Guard rescue expedition.

Special Instructions:

1. Outline. You may prepare a short outline of NOT MORE THAN 40 words TOTAL with absolutely NO complete sentences to help you prepare for this.

ANY COMPLETE SENTENCE ON AN OUTLINE WILL RESULT IN COMPLETE FAILURE.

The outline must be typed and you must check it in WORD and provide a word count. Your name must be on it (your name does not count as two words).

2. Books. You may use the book, BUT ANY FORM OF PLAGIARISM WILL RESULT IN COMPLETE FAILURE.

3. How to write your essay. WRITE from the perspective of someone who should write the report. For example, the Satori report should be written from the perspective of a crew member who was on the boat from the beginning until the end. The Air National Guard report is to be written from the perspective of a surviving group leader.

4. Please pay attention to the things we've been working on:

A. Paragraph in many small paragraphs.
B. Paragraphs should have one main idea.
C. You should make smooth transitions between paragraphs.
D. Pay particular attention to the use of singular/plural and subject-verb agreement.

Plan for weeks 14 and 15

WEEK 14

Monday: Hand back second inclass on The Perfect Storm. Review problems.
Wednesday: Do paper #3 on The Perfect Storm. Handback major class paper.
Friday: Review problems with paper #3 and with major class paper. Bring major class paper to class. Handout questions for next week.

WEEK 15

Monday: Prepare for In-Class Writing.
Wednesday: In-Class Writing.
Thursday: Grade conferences (my office/lab hours)
Friday: Optional makeup Writing.

REVISED SCHEDULE FOR WEEK BEFORE T-GIVING

Monday, November 17: WORKDAY. We will start with a brief (15 minute) discussion of the questions for Wednesday.

Wednesday, November 19: IN CLASS writing. See the blog for the questions. If you are handwriting, bring a blue book.

Friday, November 21: TURN IN (via email with an attachment -- NO docX PLEASE!) the final paper by 7 p.m. During class we will work on the paper briefly and we will work on getting ready for the week after T-giving break.

Final Questions for The Perfect Storm

There are two questions for you to answer on Wednesday, November 19.

The storm is over.

1. Write a detailed news report on the entire trip/fate of the Satori.

2. Write a detailed news report on the trip/fate of the Air National Guard rescue expedition.

In your report pay attention to proper sequence of information, paragraphing, and the tense and form of verbs.

Test for tomorrow

REMEMBER: These are the three questions I selected: #2 #7 and #9. TOMORROW YOU WILL CHOOSE TWO OF THEM. You should look at the questions and at the possible outlines given below. The outlines ARE NOT PERFECT but are basically good and CAN HELP YOU PREPARE YOUR OWN. Prepare YOUR OWN OUTLINE for the two questions you'll choose TOMORROW. BRING THOSE WITH YOU TO CLASS TYPED!!!!!

QUESTION #7: Fishermen today have many ways to communicate and obtain relevant data about fishing, weather and oceanic hazards. If you were going on a boat and and could just choose three means of communication, what would you choose and why would you choose them? Explain using information about these means from the book.

The three means of communication that I would choose if I were going on a boat are: Radio to keep in contact, VHF for weather updates, and GPS for determining the location.

• Radio:

- weather forecast (p 108)

- emergency cases

· GPS:

- locating positions

- reach broadcasting on shore

- accurate 15 feet

- to back up loran system (p 115)

• VHF:

- updates on weather (p 110)

- decide how much gear to put out

• spotter planes: (CITATIONS ARE NEEDED HERE).

- to locate fish

Question #2. Explain how the environment influences the swordfishing industry.

The environment influences the swordfishing industry in several ways including amount of mecury in swordfish, lunar cycle, and water temperature. When the information about the environmental factors is known well, the information will help increase the swordfish catches.

-Lunar Cycle (Junger, pp 110,111)

-Water temperature (Junger, pp 70 -75)

-Dangerous amount of mercury in swordfish (Junger, p 82)

-Swordfish was forbidden to fish and sale by F.D.A. in 1971. (Junger p 82)

Question # 9. How does a person drown? What happens to the body?

The book "The Perfect Storm" gives an idea of how a person drowns. Once a person gets thrown in the water, his/her body mentally and physically goes through several stages until death.
- In the water
-instinct: no breathing (179)
-lack of oxygen, blood full of CO2(p180)
-hyperventilation (179)
-voluntarty apnea (p180)
- break point (179)
- drowning process (180-181)
- Hypothermia (185)
-caused by suffocation-laryngospasm (181)-
- cardiac arrest
- body will sink after person got unconscious
- body will float up to the water surface

ADDENDUM: SYLLABUS/ HOMEWORK FOR WEDNESDAY

HW: FOR WEDNESDAY, NOVEMBER 5:

You were assigned two numbered questions to prepare. Write a 75 word outline for each question. Provide a one sentence answer to the question --- and that should be THE ONLY complete sentence in your outline. The rest of the outline should be lists/organizers/phrases/page numbers. Each outline MUST be typed and you should have it printed out before class on Wednesday. Don't put your name on the outlines.

ADDENDUM TO SYLLABUS:

WEEK 11: (starts November 3): We will have our second in-class writing on The Perfect Storm on Friday.
WEEK 12: (starts November 10): Work on writing the paper on an endangered species. At the end of the week do a little preparation for the third in-class writing on The Perfect Storm.
Week 13: (starts November 17):

MONDAY: Turn in your paper on the endangered species. It will be turned in in Google Documents by 7 p.m. on Monday. HOWEVER, we will NOT WORK ON THIS PAPER ON MONDAY. Instead we will get ready for the third in-class writing on the Perfect Storm.

WEDNESDAY: The third in-class writing on The Perfect Storm will be done on Wednesday, November 19.

FRIDAY: November 21, we will work on getting ready for the FINAL IN-CLASS WRITING which will be held on Friday of Week 14 (after Thanksgiving).

PRE: Week 11, Day 1, Monday, November 3, 2008

Here are the questions you need to study for the next section of the book (from the beginning of the book through the end of the "Zero Moment Point.").   

1.  How has technological innovation resulted in improved catches in fishing?  Give three examples, each from a different CENTURY.  Use information from both books.  

2.  Explain how the environment influences the swordfishing industry.  

3.   In your opinion, has technological innovation been a boon or a curse for the fishing industry? Support your opinion with facts from the two books we've read.  

4.  Explain the major contributors to the crash of the swordfish industry.

5.  Explain three potential hazards that could cause a boat to sink.  Be sure to explain how they would sink a boat.

6.  Compare/contrast the situation (crew, location, reason for being in the water, etc.) of the Satori and that of the Andrea Gail.

7.  Fishermen today have many ways to communicate and obtain relevant data about fishing, weather and oceanic hazards.  If you were going on a boat and and could just choose three means of communication, what would you choose and why would you choose them?   Explain using information about these means from the book.  

8.   What are the dynamics of a "rogue wave" and what can a rogue wave do to a boat?  Use specifics from the book to explain your answer.

9.  How does a person drown?  What happens to the body?  

10.  What probably happened to the Andrea Gail? 

Weekend Reading --- October 25 and October 26

Please read this article and be ready to discuss it on Monday>

INFORMATION ABOUT TOMORROW'S TEST - 10/23

This is information pertaining to the test on October 23. You will answer two questions in a 50 minute period. You may have with you the following:

1. ONE outline from a question that you have worked on in class. HOWEVER, you must revise the outline so that there are NO complete sentences (some of you wrote whole sentences and paragraphs). This needs to be an OUTLINE. It can be no more than 75 words.

2. ONE outline from a question that you did not work on in class. AGAIN, the same rules apply with respect to how to write the outline.

THUS: you can CHOOSE YOUR QUESTIONS NOW AND YOU CAN OUTLINE THEM. YOU CAN BRING THE OUTLINE WITH YOU TO CLASS TOMORROW. BUT ONLY ONE QUESTION CAN BE ONE OF THE ONES YOU ALREADY PREPARED WITH A GROUP.

POST: Week 8, Day 1, Monday, October 12, 2008

Today we looked at the blog to see what the test questions will be like. Please keep in mind: There are nine questions on the blog. On the day of the test, I will choose 3. You will choose 2 of those three. You will have fifty minutes to answer them.

Then we talked about the slides for the presentation. We worked on issues of citation.

I. First we discussed what is citable and what does not need to be cited.

Here are some questions to help you.

1. Does the information include a number?
IT MUST BE PARAPHRASED AND CITED.
2. If the information does not include a number, does it appear in at least three sources?

If so, IT IS COMMON KNOWLEDGE. IT NEEDS TO BE PARAPHRASE, BUT NOT CITED.
If not, IT NEEDS TO BE PARAPHRASED AND CITED.

II. We talked about how to make a citation.

1. Start with the reference list. Make sure your reference list is correct.
2. If the reference has an author's name, use the author's name and the year date (Siler, 2008).
3. If the reference has only a title, but no author, use the title and the year date (Sea turtle habits, 2008).

III. We talked about how to present number facts effectively.

We looked at the "green facts" founds on the "green living" link on msn.com.

1. Start with the number and then the fact. Example:

9 -- the total number of questions on the blog.
3 -- the number of questions I will choose for you to answer.
2 -- the number of questions you will answer.
50 - the number of minutes you will have to to answer them.

2. If all the facts or numbers come from the same source, cite the source at the bottom right side of the slide.

3. If the facts or numbers come from different sources, cite at the end of each fact or number.

PRE: Week 8, Day 1, Monday, October 12, 2008

1. Explain how and why fishermen are "high rollers."

2. Describe how the changes in the environment affected the fishermen and fishing community of Gloucester.

3. Give three examples that show how fishing is one of the most dangerous industries.

4. What are some of the major support industries in the Gloucester area? Give specific examples.

5. Give specific examples of how superstition and premonition play a role in the lives and decisions of fishermen.

6. Choose three of the fishermen on the Andrea Gail and explain how their lives/goals/ambitions are similar/different.

7. How is fishing the Georges Bank similar to/different from the fishing on the Grand Banks?

8. What are some of the social problems found in fishing towns? How does the nature of the fishing industry account for these problems?

9. Explain the process of longlining. How does it work and what are the steps?

POST: Week 7, Day 3, Friday, October 10, 2008

Today, we started the second book. The reading schedule for this book is as follows:

Chapters from: Georges Bank, 1896 to the end of God's Country --- read by end of Week 9 (October 24).

Chapters from: the Flemish Cap to the end of The Zero Moment Point -- read by end of Week 11 (November 7)

Chapters from: The World of the Living to the end of The Dreams of the Dead/Afterward -- read by end of Week 13 (November 21).

Be careful to pay attention to the words involved in fishing so you understand what is happening.

HAVE THE BOOK WITH YOU EVERY DAY.

POST: Week 7, Day 1, Monday, October 6, 2008

We continue to work on getting ready for the last inclass writing on this book (COD) -- which will be on Friday. So far we have practiced with these words: Icelandic statehood, continental shelf, dogfish, fish and chips. We'll practice with two more on Wednesday. Bring these to your 102 tutor to practice.

Liz Siler

POST: Week 6, Day 3, Friday , October 3,2008

Today was spent going over the information about the oral report. You and your partner should be actively working on this report. We practiced with two different identifications. We will continue to do so for the next week --- and some of our practices will be on the writing for Friday of Week 7.

PRE: Week 6, Day 3, Friday, October 3, 2008

YOUR ORAL REPORT

In Week 10, you and your partner will do a 3-minute oral report on the animal you are researching. In that report you will:

1. Introduce the animal – What is it? A mammal? A fish? What does it look like? What is its traditional habitat? What are its current numbers?

2. Give the history of the animal. How did this animal come to be either endangered or extinct? What non-sustainable practices resulted in harm to the animal? I want you to be specific here on the issue of sustainability.

3. Report on the current situation. When and how did people realize that there was a problem with this animal? What did people do to try to fix the situation? What are the current numbers and the future of the animal?

MECHANICAL DETAILS

You are expected to have read through section 20 (starting on p. 324) in the handbook in preparation for this presentation.

You are expected to have PowerPoint slides to back up your presentation. However, there are some basic rules of PowerPoint I want you to follow:

*No more than 3 slides per minute of presentation time; 2 is better.
*You must have an introduction slide with your names and the name of the animal – both the popular name and the Latin scientific name.
*No reading off notes or off slides;
*No talking to the slides. Face the audience as you speak.
*Any words on a slide must be in 24 point font.
*All facts must be cited in APA style on the slide and all pictures must be attributed to source – on the slide.

All presentations will be done in the classroom, not the lab. You are responsible for getting and setting up your own computer. You may check out laptops from the lab.

You are to be dressed decently (though not necessarily professionally) for this presentation.

You and your partner will SHARE the speaking time.

I will arrange to have these presentations videotapes. I'll be happy to review your tape with you or to let you copy your part of the tape -- on a time available basis.

There won't be time for questions. However, you will be expected to give your classmates a handout of your most recent up-to-date reference list.

You will be anonymously evaluated by other people in the class as well as by me. However, MY evaluation is the one that will determine your grade.

I reserve the right to bring in other teachers to help watch these presentations.

PRE: Week 6, Day 2, Wednesday, October 1, 2008

This is the preliminary list of terms for the in-class writing for Friday of Week 7.

Icelandic statehood
The continental shelf
The Cod Wars
A trawl wire cutter
Newfoundland
the 200 mile limit
Fishery Products International
The Inshore Fisheries Association
Cabot Martin
George Rose
food fishery
"the perception problem"
Fish farming
FAO (Food and Agriculture Organization of the United Nations)
Pacific fisheries
Pacific cod
Canadian seal hunt
Arctic cod
Fish and chips
Common Fishing Policy
The Spanish "Armada"
Trueba y Pardo
Newlyn
Brian Tobin
The Estai
The Spanish
The New England Fishery Management Council
The Magnuson Fisheries Conservation and Management Act of 1976
Dogfish
Fishermen's Wives of Gloucester
Gloucester
Oil Exploration
Rockport

POST: Week 6, Day 1, Monday, September 28, 2008

Today we spent most of the period working to finish our reference lists. We'll work on the book on Wednesday and I'll return the second in-class writing.

POST: Week 5, Day 3, Friday, September 26, 2008

Today we had our second in-class writing. Then we started working on the project that will be due on Monday. The purpose of this blog is to inform you of what will be due on Monday:

1. You and your partner will turn in to me -- by the end of class on Monday -- a reference page with references of all the sources you have chosen to use. I will NOT accept this by email or by GOOGLE. I want you to hand me a sheet of paper. Please check the assignment sheet and be sure that:

a. You have at least five references.
b. You have selected from at least three of the source categories listed on the assignment sheet.

2. Be sure that you have formatted each reference in APA style. Your final list should look like the list in the model document in the handbook. Pay attention to the details of punctuation and organization If you have questions, you should have your almost-perfect version ready at the beginning of class for me to look at so that I can help you and you will have it ready to print by the end of class.

3. You will also submit a GOOGLE document in which you have pasted each of the sources that you used -- in the order they appear in the reference list. The GOOGLE document should be shared by the two members of your group AND you should ALSO share it with me. The TITLE of the GOOGLE document should be: MP SOURCES YOUR LAST NAMES (e.g. MPSOURCESWONG/LEE). You should send that document to me before 5 p.m. on Monday.

POST: Week 5, Day 2, Wednesday, September 24

We looked at these three in preparation for our paper on Friday.

Lunenburg : Lunenburg was a fisherman and schooner racer too.Lunenburg raced Gloucestor. Lunenburg built a bigger schooner '' The Bluenose ''for the compition. In 1969, it was Lunenburg's last fishing schhooner. (THIS WOULD GET A "0" IF I WERE GIVING IT A GRADE. THE ESSENTIAL INFORMATION IS MISSING: LUNENBERG IS NOT A FISHERMAN OR A SCHOONER. IT'S A PLACE IN NOVA SCOTIA. IT IS FAMOUS FOR A FEW THINGS: ONE, IT CONTINUED TO USE WIND-POWERED BOATS, LONG AFTER OTHER OPTIONS WERE AVAILABLE; TWO, IT IS WELL KNOWN FOR A PARTICULAR CURE OF FISH; THREE, IT HAS BEEN A WINNER IN A SCHOONER COMPETITION. NONE OF THIS IS IN THIS ENTRY.)

Ghost nets are gillnets that were once attached to buoys to keep them a float, sometimes the nets detach and then they become death traps called "ghost nets." Gillnets catch all forms of marine life big enough to get their heads into the intentionally sized holes of a gillnet or anything that happens to trapped underneath, making it an extremely efficient way for catching fish, they are weighted to float just above the seafloor. Even after becoming a ghost net, they stil continue to catch fish, until weighed down by dead bodies; until the bodies are cannibalized by their brethren, releasing the murderous net from the depths to start killing again. Advances in gill net technology, the switch from hemp to nylon and later nylon to micro-filament, have made them nearly invisible and non-biodegradable, making the modern ghost an incredible killing machine, thanks to these advances it's reign of terror can go on for a full five years, killing thousands of marine animals including cod. (THIS IS VERY GOOD AND WOULD GET A 2 OR MAYBE A 3. IT'S TOO LONG AND THERE IS TOO MUCH INFORMATION ABOUT GILLNETING. IT NEEDS TO BE SUMMARIZED. NOTICE HOW MUCH EASIER IT IS TO READ WITH THESE CHANGES: Ghost nets are gillnets that were once attached to buoys to keep them a float. Sometimes the nets detach and then they become death traps called "ghost nets." Even after becoming a ghost net, they still continue to catch fish. Advances in gill net technology, have made them nearly invisible and non-biodegradable, making the modern ghost an incredible killing machine. Thanks to these advances it can go on for a full five years, killing thousands of marine animals including cod.


Dorymen are fishermen who fish on a small boat called dory. The dorymen usually have to sail by rowing with oars From the seventeenth century to the 1930s, people fished cod in dories. Many dorymen fished under poor and dangerous conditions even leading to death many times because the boat was so small and unstable against strong winds. (THIS IS ALSO A VERY GOOD ONE -- BETWEEN A 2 AND A 3. I'D LIKE TO SEE IT MADE CLEAR THAT THESE FISHERMEN ARE PART OF THE CREW OF A LARGER SHIP AND THAT, THROUGHOUT THE YEARS, THEY HAVE USED VARIOUS TYPES OF FISHING TECHNIQUES AS THOSE TECHNIQUES HAVE BEEN DEVELOPED.)

We also looked at how to get books from WSUlibraries (www.wsulibs.wsu.edu >> click on "search online catalog") and how to find books in Google (using the BOOKS feature).

REMEMBER: THERE IS A TEST ON FRIDAY. GET HERE EARLY!

PRE: Week 5, Day 2, Wednesday, September 24, 2008

Here are several different identifications taken from the writing of students in the class. Work with your group members to decide how to improve these. What information needs to be clarified? What information could be cut? What should be added?

Lunenburg : Lunenburg was a fisherman and schooner racer too.Lunenburg raced Gloucestor. Lunenburg built a bigger schooner '' The Bluenose ''for the compition. In 1969, it was Lunenburg's last fishing schhooner.

Ghost nets are gillnets that were once attached to buoys to keep them a float, sometimes the nets detach and then they become death traps called "ghost nets." Gillnets catch all forms of marine life big enough to get their heads into the intentionally sized holes of a gillnet or anything that happens to trapped underneath, making it an extremely efficient way for catching fish, they are weighted to float just above the seafloor. Even after becoming a ghost net, they stil continue to catch fish, until weighed down by dead bodies; until the bodies are cannibalized by their brethren, releasing the murderous net from the depths to start killing again. Advances in gill net technology, the switch from hemp to nylon and later nylon to micro-filament, have made them nearly invisible and non-biodegradable, making the modern ghost an incredible killing machine, thanks to these advances it's reign of terror can go on for a full five years, killing thousands of marine animals including cod.


Dorymen are fishermen who fish on a small boat called dory. The dorymen usually have to sail by rowing with oars From the seventeenth century to the 1930s, people fished cod in dories. Many dorymen fished under poor and dangerous conditions even leading to death many times because the boat was so small and unstable against strong winds.


Gorton's is the name of a seafood company located in Gloucester, Massachusetts. The Gorton's sponsored U.S. schooners which was used in schooner races against the Canadian schooner. The seafood company sponsored several other schooners throughout until the last schooner which was built in 1905.


Factory Ship is a large ship with deck space for handing fish; for commercial purposes. Joncas’s is the first person to ask Canadian government for help to acquire a competitive fishing boat such as factory boat. The factory boat radically change cod fishing because now the factory boat can bring back the fish to shore faster then schooners or it can be make as frozen food on the factory boa to keep the fish longer.


Dory is a little fishing boat, only having room for 1 or 2 fishermen and used commonly from 1600s to the 1930s for cod and groundfishing. Dories were mentioned as dangerous fishing boats because they are too small to be overloaded by fish and sink down the water. The dories also appeared as useful boats for longlining fishing technique, which was used so massively that caused the fish starting disappear. Longlining was banned in the late 1940s.

POST: Week 5, Day 1, Monday, September 22, 2008

Today we spent extensive time with APA style references.

A couple of important points to remember from our discussion:

1. We never use people's first names in APA -- just their initials.
2. Dates are not abbreviated. We don't say "Sept." we say "September."
3. Titles of articles are NOT capitalized except for:

a. The first word
b. The first word after a colon (:)
c. Any proper adjective or noun

4. Titles of newspapers are italicized.
5. Page numbers are abbreviated as "p." for one page and "pp." for multiple pages.
6. If you got the article from an electronic database, you need to look at the examples on p. 26.
Use a retrieval statement.

HW: For MONDAY of Week 6. You and your partner should have found your five (or more!) good sources to use. Put them in an APA-style reference list similar to the one on p. 280 of the handbook.

We also talked about GOOGLE document issues. Remember: it is NOT enough to set up a collaborator. You MUST click SHARE and then "send email to collaborators." On the message screen, click "CC to me" to send a copy to yourself -- for our records. Then click "Send."

Finally, we have HOMEWORK FOR TOMORROW AT 9 A.M.

Choose one term from the list for Chapter 7 and one from the list for Chapter 8 (see previous blog). Send me your very best short answer/identification of the term in a GOOGLE document by tomorrow at 9 a.m. Title your document "Practice 2."

I will respond to this tomorrow and THEN I will also post the three best and the three worst (with commentaries) on a PRE-BLOG before class on Wednesday.

POST: Week 4, Day 3, Friday, September 19, 2008

Today we worked on a few more things:

1. I asked you to send me your rewrites of the "worst" question in your in-class writing by 5 p.m. today. Only a few of you did!

2. I asked you to send me your two lists of words for the next quiz by 5 p.m. today. I have not received anything so far! I am, therefore, providing you with this list:

(Chapter 5: West India, the slave trade, the Gloucester schooner, the French and Indian War, St. Pierre and Miquelon)
(Chapter 6: The American Revolution, the Molasses Act, John Adams, the treaty of Ghent, the Gaspe cure, the codfish aristocracy )
(Chapter 7: dory, dorymen, clipper schooner, longlining, Thomas Henry Huxley, gillnetting, ghost net, factory ship)
(Chapter 8: Lunenberg, bottom dragger the otter trawl, wet wells, Clarence Birdseye, Gorton's, fish sticks, pair fishing)
(Chapter 9: Iceland, stockfish, trawler, cod-liver oil)

3. We worked on a few different types of resources, including how to access ProQuest and how to select a good website (instead of a bad one).

HW: Read the following sections of the handbook this weekend: section 10h (140-142) and section 14b starting on p. 254. Bring the handbook with you to class on Monday. Continue reading your book.

POST: Week 4, Day 2, Wednesday, September 17, 2008

I. Today I handed back your first in-class essays.

The important statistics for this essay include:

The highest number of points earned was 11/15.
The average was 6/15.

You can improve your score!

Choose the LOWEST one that you wrote. Open a Google Document. Make me a collaborator (elizabethsiler@gmail.com). Click on "Untitled" and name your document "Rewrite."

At the top of the page, carefully type the lowest answer exactly as it appeared in your paper (with all grammar errors, spelling errors, fact errors). At the end, indicate the number of points you earned (ex: 2 points).

Then, below that rewrite it. Be as careful as possible. Pay attention to details and facts. Check your grammar and spelling. When you're happy with it, send it to me.

You can get as many as 3 more points for this. The upper limit for this paper will still be 11. The person who got the 11 points will be given points to carry forward for the NEXT paper (in case he/she does not do so well on the next paper).

Example: if you got 9 points, and your lowest was a 1, and you rewrite it and get 3 points on it, your score will be 11 for this exam (because you got 2 more points on it).

If you got 11 points on this exam and your lowest was a 1, and you rewrite it and get 3 points on it, your score will still be 11 for this exam, but you'll get 2 points to carry forward to help you on the next exam (in case you need them!).

Deadline: You need to have this to me by 5 p.m. on Friday. It is not required that you do this.

II. We also formed groups to prepare for the next in-class writing -- which will be on Friday of Week 5.

Between now and class on Friday, you should create a GOOGLE document with your study group members. Start drawing up a list of the most important terms, ideas, actions, names, etc. from the next part of the book. Hopefully, we will finalize this on Friday. Even if you haven't read it all yet, you should skim ahead and try to identify the really important stuff!

Have your GOOGLE document ready to work on on Friday!

III. We also looked at the awesome Encyclopedia Britannica. We discussed why Wikipedia is not a good choice. I do not want anyone using Wikipedia in this class. This is how you access Britannica:

Go to: www.wsulibs.wsu.edu
Click on: find journal articles
Click on: Databases A-Z
Click on: The Letter "E"
Click on: Encyclopedia Britannica.

Don't forget to also check out the "For Further Research" links we looked at! This is a great resource!

POST: Week 4, Day 1, Monday, September 15, 2008

REMINDER: There is an attendance policy and I take attendance regularly.

Today we started by talking about grammar problems. Here are a couple to look out for:

1. Overuse of "they" -- when it is not clear who "they" refers to.

Example: The Canadian government closed the Grand Banks. They were concerned about cod.
BETTER: The Canadian government closed the Grand Banks. Officials, scientists, and fishermen were concerned about cod.

2. Incorrect plurals: cod and fish. We looked these up in the LDOCE.com

The plural of "cod" is "cod" NOT "cods."

Example: The cod in the North Atlantic eat everything they can find.

The plural of "fish" is usually (and preferably) "fish" not "fishes."

Example: The fish are not returning as expected.

3. Adverbs and time markers.

We reviewed the use of the past tense to show that something is over and finished (e.g. The medieval church did not allow people to eat meat on Fridays.). Do not make statements in the present tense about information presented in the past tense.

Thus it would be wrong to say: The Catholic Church does not allow people to eat meat on Fridays.

Then we got into groups for the major paper assignment. So far, here are the groups:

Andy and Saad (The African Elephant)

Yedesdes and Asami (The Right Whale)

Irene, Yu Jeong and Shuxin (The Shark)

Dang Ta and Thanawoth Washburn (The American Bison)

Mohammed and Mino (The Sperm Whale)

Satoshi and Mi Lin (The Blue Fin Tuna)

Khang Dong, Kuan Hao Chen, and Tsik (The Sea Horse)

Finally, we started looking at Lexis Nexis online. This is accessible via:

www.wsulibs.wsu.edu
Go to: Find Journal Articles
Go to: Databases A-Z
Go to: The Letter "L"
Go to: Lexis Nexis Academic
Go to: Yes, I accept

Remember to search for articles --- but save a tree! Don't print until you're sure. If you think an article looks good -- email it to yourself.

ON Wednesday, I'll return the first in class writing, we'll work on some more library resources, and we'll brainstorm for items for the next inclass writing.

POST: Week 3, Day 3, Friday , September 12, 2008

Today we took our first in class writing -- which I will get back to you on Wednesday of next week.

For the weekend, I would like you to review the link entitled "Major Paper" which is linked up under "Grades and Assignment" on the syllabus. Look at information about the various animals and try to decide on 2-3 that might be interesting to research.

Also -- KEEP READING YOUR BOOK. Our next in class is on Friday of Week 5! You need to have read another 78 pages.

Have a good weekend.

Liz Siler

POST: Week 3, Day 2, Wednesday , September 10, 2008

Here is the list we agreed on today:

From the Prologue: Petty Harbor; Sentinel Fishery; the moratorium; handlining; groundfishing; cod

From Chapter 1: The Basques; to cure cod; the Vikings; Catholicism; Croft and Jay; Christopher Columbus; John Cabot; salt.

From Chapter 2: Gadus morhua; Atlantic cod; Iceland; saltfish; morue; the Grand Banks; the Georges Banks.

From Chapter 3: Gaspar Corte Real; La Rochelle; the English; the salt tax (gabelle); Cape Cod; the Pilgrims

From Chapter 4: Juan Martinez; El Dorado; Captain John Smith; New England; Naumkeag; Adam Smith.

Reminders for our first in-class writing: Get to class early. You may use the online dictionary at www.ldoce.com. No other dictionary is permitted.

If you are going to write this, bring a blue book (clean/new). If you are going to type it, you need to set up a Word document as soon as you get to class.

No looking at the Internet (except the dictionary) in ANY way during this class.

I'll choose ten of these terms. You will select five and provide a short identification of each -- no more than 5 sentences per identification. You'll have 25 minutes total.

NO COPYING. You need to paraphrase! If you aren't sure what that is -- see the handbook and pay LOTS of attention to p. 158! Look at the examples carefully.

POST: Week 3, Day 1, Monday , September 8, 2008

Today we talked extensively about the following topics:

1. When rewriting in GOOGLE documents, do NOT send the original with my comments. Erase that and send me your new version (in the same document).
2. Organizing and selecting information for short identifications.

We are going to have our first in-class writing on Friday. You should have read through Chapter 4 (about p. 78) in the book. For Wednesday, select 5-7 terms that you think are important for each chapter. Work in a small group to create a master list of 20-28 words for the first four chapters. We will work with those on Wednesday.

Please also go to your my.wsu.edu space. On the right hand side of the screen, you will see a link that leads you to sign up for emergency notification. This is VERY important. Please DO THAT TODAY. Give the system your current email and your cell phone numbers.

PRE: Week 3, Day 1, Monday, September 8, 2008

This is a pre-blog. To help you focus your list of terms, I'd like you to look at this list of important terms that I developed from the prologue. You need to add to this list with important ideas/terms you develop from the remaining pages in the first 78 pages.

Places

Petty Harbor

Activities/Organizations

Sentinel Fishery
the moratorium
handlining

Things

Cod
the otolith

POST: Week 2, Day 2, Friday, September 5, 2008

Today we worked on writing short identification of the term Petty Harbor. We also set up our GOOGLE accounts.

By I want you to have read pp. 166-178 in the handbook -- carefully. Pay particular attention to the information about paraphrase. Many of you looked like you were just copying phrases out of the book! I don't want to see any copying!

When you have finished your identification of Petty Harbor (5 sentences MAXIMUM) send it to me in GOOGLE. Do that by going to SHARE and then clicking on "email to collaborators." Then type me a short message: I am finished. Please comment. Click SEND. This will tell me you are finished and I should look at your paper. Please do this by 5 p.m. on Sunday.

HOMEWORK: For Monday, KEEP READING! Develop a list of at least twenty terms that you think are important in the reading so far. Focus on names of important people, places, activities and things. Bring your book and your handbook with you to class on Monday. Also, please go to the syllabus and be sure you have read the major paper assignment for this class. We will discuss that on Monday as well.

POST: Week 2, Day 1, Wednesday, September 3, 2008

Today we began serious study of the book. I remind you: you should have read and digested 78 pages of the book by Friday of next week (Week 3). You should have the book with you EVERY day from this point on.

We talked about how to write short answer/identification questions. We did a practice with the word Basques (X).

The first questions that you need to think about are:

Who/what is/are X?
Then you need to think about questions such as when/where did X occur? What did X do and why did X do it?

Finally, and most important, you need to connect X to the subject of the book: Cod: A biography of a fish that changed the world. So you need to think about questions such as:
What was the relationship of X to cod?
How was X connected to cod?

Then you need to write your answer out in a short paragraph of about five sentences.

Example: The Basques are a group of people from southern France and Northern Spain. In the Middle Ages, they developed cod fishing and whaling in the far reaches of the North Atlantic. Using salt cure, they successfully sold their fish to Catholic Europeans who were prohibited from eating meat, but who were allowed to eat fish, on half the days of the year.

POST: Week 1, Day 3, Friday, August 29, 2008

This is how I will post from now on. Please note the dating system: AFTER a class, I will use the word: POST. Before a class, I will use the word PRE.

This is a posting for the end of Week 1. Enjoy the three-day weekend, but use it wisely. We are going to be reading the book COD, and you need to have read 78 pages by Friday of Week 3! So keep reading. We're going to work on this book on Wednesday of this week.

You should be sure to send me an email so that I have your correct email. Also check your spam filters to be sure that email I have sent you doesn't get trapped in there.

We will meet in the computer lab on Wednesday.

Syllabus -- Fall 2008

English 105: Composition for ESL Students

BASIC INFORMATION

Instructor: Elizabeth Siler, ESL Specialist
Office: Avery 220
Telephone: 335-2251/Cell: 509-432-9694
Office Hours: Mondays and Wednesdays from 7:45 to 8:30 or by appointment. If you ask for an appointment, you will be given two possible times. You are to choose one of those times. If you cannot make the office hours or the two times given, you will need to rearrange YOUR schedule to see me.
Preferred e-mail: elizabethsiler@gmail.com
Email policy: I expect you to check your email daily prior to coming to class for any last minute announcements. With respect to emails that you send me, I do not open emails with attachments. I do not open emails without subject lines. I do not open emails written in languages I can’t read – so be sure if you have your email set to a non-English format that your name and information come through in English.

ESL Program Web page: www.wsu.edu/~gordonl/ESL

SYLLABUS/COURSE POLICIES REQUIREMENT You are required to read this syllabus, ask questions, and sign the on-line course policies located at http://www.wsu.edu/~gordonl/ESL. Click on Services for Students, then on ESL Program Policies, then on General ESL Policies. You are required to read these policies carefully and then sign your name (electronically) to the bottom of the policies. In doing so, you will create a permanent record that you have read and claim to understand the policies.

REQUIRED COURSE TEXTS AND COMPUTER ACCOUNTS

All required texts are available at Crimson and Grey. Please do not come to me complaining that the books are not in the Bookie. That’s because I do not order from the Bookie!

The Thompson Brief Handbook (Yes, it's expensive; yes, it's required; yes, you must have it with you every day in class -- no exceptions).
The Perfect Storm by Sebastian Junger
Cod by Mark Kurlansky

You are expected to have a valid, working email account where I can reach you. You are also expected to have a GOOGLE documents account. I will show you how to get one in the first week.

COURSE OBJECTIVES. The following are common objectives for all English 105 classes. At the end of the course, you should have:

knowledge and awareness of conventions of writing and how these depend on your purpose for writing and the audience you are writing to;

practice with critical thinking, reading and writing to understand and express ideas clearly;

awareness of and practice with writing processes in a variety of writing tasks;

knowledge of conventions of format, documentation, and surface features for a variety of audiences and tasks.

TENTATIVE COURSE OUTLINE - Please note the word "tentative." I reserve the right to announce changes to the schedule.

Week 1: Orientation to the course, the materials, the computer lab. Diagnostics. Begin reading Cod.
Week 2: Begin the major project for the course (see below). You will work on this project throughout the semester, do a short oral presentation of your paper in Week 10, and a final submission in Week 12.
Week 3: First in-class on Cod. Continuation of project.
Week 4: Continuation of project.
Week 5: Second in-class on Cod. Continuation of project.
Week 6: Continuation of project.
Week 7: Finish Cod. Third inc-lass on Cod. Continuation of project.
Week 8: Begin The Perfect Storm. Continuation of project.
Week 9: First in-class on The Perfect Storm. Continuation of project.
Week 10: Continuation of project. Short oral reports on paper.
Week 11: Second in-class on The Perfect Storm. Continuation of project.
Week 12: Finalizing of paper. Submission of final paper.
Week 13: Third in-class on The Perfect Storm.
Week 14: Final class in-class writing.
Week 15: Return of papers, class evaluation, makeup in-class, discussion of Junior Portfolio requirements, etc.

ASSIGNMENTS AND GRADES

There are a total of 100 points possible in this class.

Two in-class papers on Cod (I will choose the two best scores out of three) 30 points total (15 each)
Two in-class papers on The Perfect Storm (I will choose the two best scores out of three) 30 points total (15 each)
1 major project 20 points
1 final in-class writing 20 points

ATTENDANCE, LATE WORK, AND MAKEUP WORK POLICIES

THIS CLASS ADHERES TO THE POLICY OUTLINED ON THE GENERAL CLASS POLICIES. THAT POLICY IS REITERATED HERE:

NOTE: The ESL program does not accommodate schedules of students who have enrolled in classes that conflict with our classes (for example during summer school or via concurrent enrollment at the University of Idaho).

1. The ESL program and the university believe that attendance is important to promote learning. In some university classes, particularly language classes, regular attendance is very important for you to progress in your learning of the subject matter. Therefore, attendance is taken in all ESL classes from the first day of the semester.

2. If you miss MORE than 6 classes , you will not pass the class. It is your responsibility to drop or withdraw if there are further absences. If your name is on the roll book at the end of the semester and you have gone over the limit of permitted absences, you will receive an F in the class regardless of the grade you have earned in the class.

3. Some absences may be excused. Excused absences still count as absences towards the total allowed (see #2). The only difference between an excused and unexcused absence is that the teacher may do makeup, reteach parts of the class, and accept late work in the case of an excused absence -- but not in the case of an unexcused absence.

4. Excused absences are limited to the following reasons:

a. Court appearances in which you are not the defendant. Show court papers to the teacher prior to the absence.

b. Field trips or university-sponsored travel. Give your teacher documentation prior to the absence.

c. Hospitalization. Give your teacher a copy of your admission papers immediately upon returning to class.

d. Military service in the armed forces of the United States. Show your teacher deployment papers prior to the absence.

Attention WSU varsity athletes: If you plan extended absences due to scheduled out-of-town athletic events, we recommend that you take the class during a semester when you are not actively playing your sport. Athletes are also encouraged to take the Tu/Th section of the class (if one is available) to accommodate scheduled absences around weekends. If, for some reason, you must take the class during a semester when you will have extended absences due to participation with your team, please see your teacher within the first four days of class to discuss how the attendance policy will affect your grade in this class.

5 . I realize that you may get sick during the semester. Please note: only hospitalization counts as an excused absence for illness. This is the definition of "hospitalization": admission into a hospital for in-patient treatment of illness or injury. In all other cases, this is the procedure we want sick students (those not requiring hospitalization) to follow:

a. If you have symptoms that indicate you have a communicable illness (fever etc.), do not come to class.

b. Save your available absences (remember 6 total!) and use them wisely to ensure that you have days available to use if you become sick.

c. Have the email and telephone number of two other students in the class. We recommend you get this contact information in the first week of class. Contact these students -- not the teacher -- in the event of illness to get copies of materials and stay current with the class.

d. If work is due to be turned in on a day when you are absent due to illness, turn that work in via email or your teacher's preferred WEB-based document delivery system (e.g. Google documents/ WEBCt). The work must arrive in the teacher's email box prior to the beginning of the class hour in which it is due. No late work will be accepted due to illness.

e. If the teacher provides an online environment (for example a WEBCT chatroom), you are encouraged to use that to keep up with the class while sick.

f. When you return to class, you are expected to have "caught up" by first talking to another student in the class. If you have any further questions about the material you missed while you were sick, you may contact your teacher during his/her office hours -- but your teacher will not reteach the class or make special appointments to discuss the class with you. The teacher has the right to ask for the name of the student you contacted to find out about the class.

g. All program teachers will routinely give one makeup assignment in the last week of class. You may use that to replace one missed in-class writing on either Cod or The Perfect Storm. If you miss two in-class writings, you will not be able to make up one of them.

h. Absences due to sick days also count towards the total of absences. If you use up all your absences because you are ill, you will need to drop or withdraw from the class.

i. It is your responsibility to know the last drop and withdrawal dates for a given semester. This information is available at http://www.registrar.wsu.edu/Registrar/Apps/AcadCal.ASPX If you use up all your drops and withdrawals, the ESL program will not assist you in petitioning the university for an exception.

6. You are expected to be in class on time and to remain in class for the entire class period. If you arrive after your name has been called for roll, you will be counted as tardy. Two tardies will equal one absence. If you arrive after twenty percent of the class time has passed (10 minutes on MWF), you will be counted as absent.

IN ADDITION TO THIS POLICY, I ALSO assign F grades for lack of preparedness. If you come to class unprepared for the work we will do in class that day, you may get an F for preparedness for that day. Here are some examples of reasons (this is not a complete list) why I give Fs: the student was told to have a book ready to use in class and did not have that book; the student was told to have work ready to turn in and did not have that work; the student was confused and disruptive in class; the student was seen doing his/her homework work for the class (or homework for another class) in class.I will notify you by email of your F and the reason for it. If you receive three Fs for preparedness, you will fail the class. BE PREPARED.

ACADEMIC HONESTY

THIS CLASS ADHERES TO THE POLICY OUTLINED ON THE GENERAL CLASS POLICIES. THAT POLICY IS REITERATED HERE:

As an institution of higher education, Washington State University is committed to principles of truth and academic honesty. All members of the University community share the responsibility for maintaining and supporting these principles. When a student enrolls in Washington State University, the student assumes an obligation to pursue academic endeavors in a manner consistent with the standards of academic integrity adopted by the University. To maintain the academic integrity of the community, the University cannot tolerate acts of academic dishonesty including any forms of cheating, plagiarism, or fabrication. Washington State University reserves the right and the power to discipline or to exclude students who engage in academic dishonesty.

1. Students are expected to know and adhere to the rules on academic honesty as outlined in the WSU student handbook. In particular, they are expected to demonstrate adherence to rules on plagiarism, multiple submissions, and falsification of records.

2. Students are expected to have read and asked their teacher questions about the rules regarding plagiarism, paraphrase and citation outlined in the class handbook. Students should refer to these sections each time a paper is assigned.

3. In violations of the rules regarding academic dishonesty, the following penalties apply:

* If a first violation occurs within the first half of the term (prior to the midterm grade period), the student will be failed on the work. The student should have a conference with the teacher and, at the discretion of the teacher, Dr. Nancy Bell or Dr. Lynn Gordon. The student may use the Week 15 make-up to replace the grade.

* If a violation occurs a second time (regardless of when it happens in the class), the student will be failed in the class. There will be no opportunity to rewrite. The student will be reported to the Office of Student Affairs.

* If a first violation occurs on the final work in the class, or at any time after week 7 of a regular term, the student will fail the class. There will be no opportunity to rewrite. The student will be reported to the Office of Student Affairs.

ACCOMMODATIONS FOR DISABILITY

Students with Disabilities: Reasonable accommodations are available for
students with a documented disability. If you have a disability and may need
accommodations to fully participate in this class, please visit the
Disability Resource Center (DRC). All accommodations MUST be approved
through the DRC (Admin Annex Bldg, Room 205). Please stop by or call
509-335-3417 to make an appointment with a disability specialist.

If you have any questions, please contact Rosie Pavlov at pavlovr@wsu.edu or
332-3417.

ABOUT ENGLISH 102

Some of the students enrolled in this class are required to also take English 102 at the same time. Please read this checklist carefully to ensure that you know what to do:

The following people are NOT required to take English 102:

n Persons who placed into 104, took 104, passed 104 and are now in 105.

n Persons who placed into 101 but who have opted to take 105 instead.

n Faculty, graduate students, and exchange students who are just taking this class for enrichment and will not use the class to get a degree of any type through WSU.

n Persons who placed into 105 without 102 being required.

However, if you were placed into 102 at the same time you were placed into 105 or 101, you must take 102.

All students should check their enrollment on the Internet within the first two weeks of class and ask two questions:

a. Were you automatically enrolled in 102?

b. Do you need to take 102 (see above)?

If you were automatically enrolled in 102 and you are required to take it, then you must see go to CUE 305 to arrange a time and a section.

If you were automatically enrolled in 102 and you are not required to take it and you do not wish to be in the class, you must see Mr. Scott McMurtey in CUE 305 to arrange a drop from the class. You must do this in the first two weeks of class. NO EXCEPTIONS!

CALCULATION OF FINAL GRADES

This is how final grades are calculated:

1. All points are added.

2. A curve is set using the highest number of points earned by a student in the class. For example, suppose that the best student in class earns 82 points. Then the curve starts at 82. 82 is called the curve point in this case.

3. Grades are organized as straight percentages drawn from the curve point.

Percent from the curve point/ Grade earned

93-100/ A

90-92/ A-

87-89/ B+

83-86 /B

80-82 /B-

77-79/ C+

73-76 /C

70-72 /C-

67-69/ D+

60- 66 /D

Below 50% / F

SOME FINAL REMARKS ABOUT GRADES

1. Do not ask me "How am I doing in this class?" You will get your points on each assignment and I will tell you the highest number of points earned by any student on each assignment. You do the math.
2. Do not ask me, "Can I get some extra credit to improve my grade?" I NEVER give extra credit.
3. Do not ask me to calculate your grade in advance of the final grade period. You'll get your grade sent to you by WSU at the end of the semester.
4. Do not tell me you "need a certain grade in this class." Your grade needs are not my concern.
5. Do not ask "How do you calculate final grades?" The answer to that question is explained in this syllabus.

IMPORTANT MEDICAL/DISABILITY INFORMATION ABOUT YOUR TEACHER

I live with a neurological disease that has a number of symptoms. The main symptoms that may affect my performance in this class relate to mobility and fatigue and hearing impairment.

Symptoms 'come and go' -- so I may seem to be fine one day and quite ill the next. Specifically, these are ways in which you will be called upon to accommodate me as I teach with this disease:

1. With respect to mobility, I am very unsteady on my feet. I ask that you keep pathways clear. This is particularly important in the lab.

2. If I drop something, pick it up.

3. If I ask you to carry something, plan on doing so.

4. With respect to fatigue, please understand that there will be days when I look tired. You should not assume I am bored, upset with you, or angry because I am not smiling or my face is slack.

5. I have a documented hearing disorder, called a central auditory processing disorder. There is relatively little that can be done for people with this disorder, but I do wear hearing aids to help. Therefore, it is important for people who have this disorder to manage their environment. This is what I ask that you do to help me manage my environment:

Do not create unnecessary noise. Avoid cross-talk, whispering, cell phones.

Do not come into class late. This disrupts my attention and my listening. When I am disrupted, I become confused -- and the flow of the class is seriously disrupted.

Look directly at me when you talk to me. I lip read to support what I am hearing.

Speak up! Do not shout, but instead "throw" your voice forward by speaking from your chest. Speak SLOWLY. Slow and loud (but not shouting) should be enough for me to hear you. Please note: do not be embarrassed about your pronunciation. Anyone who makes another person feel uncomfortable about pronunciation, will be removed from the class. Speaking loudly is particularly important in the Avery Microlab -- because there are often other distractions (such as blowing fans and cross traffic).

At times, I may ask for clarification because certain sounds cannot be seen easily on the lips. For example, I often cannot tell if a person is making a plural sound. In this case, I use finger-spelling, which is a form of American Sign Language, to verify what I think you heard. I often use the symbols for "A" "A.N" "T.H.E" and "S." I do not expect you to learn this language, but it may help you to understand how I ask for clarification.

I hear only poorly anything said behind me. If you want to get my attention and I can't see you, come and get me. Touch my shoulder and say "Liz" or "Mrs. Siler" (whichever you feel comfortable with) in a loud voice.