University of Arizona

English 108: Fall 2021, Live Online

Section: 017 MWF 9-9:50 (AZ time)

Time Zones Please be aware that Arizona does not observe daylight savings time. Arizona is on Mountain Standard Time.

INSTRUCTOR INFORMATION

Instructor: Kristin Little

Office Hours: Fridays 9-11 on Zoom (get link on D2L)

Telephone: N/A

E-mail: kll@arizona.edu

Course Web Site: http://d2l.arizona.edu

Course Information

Course Description

English 108 emphasizes rhetoric and research across contexts. Through reading and discussion of content, students engage in rhetorical analysis, research, persuasion, reflection, and revision. It is designed to help students recognize and learn to write for a variety of rhetorical situations, including different audiences, purposes, contexts, and genres. Students will conduct research inquiries, find and evaluate sources, and make critically aware decisions about how best to achieve their purposes. Further, it helps students become aware of their own writing processes and adjust them to whatever demands a particular writing situation places on them.

English 108 is designed specifically for students writing in English as an additional language. Some features of these courses include:

Addressing language-related concerns in class and through individualized feedback as needed
Beginning with the assumption that not all students will be familiar with certain U.S. educational practices, genres, popular cultural references, etc.
Drawing on students’ multilingual resources to support writing and language development.

Course Goals & Student Learning Outcomes

Goal 1: Rhetorical Awareness

Learn strategies for analyzing the audiences, purposes, and contexts of texts in order to strengthen reading and writing.

Student Learning Outcomes:

Explain how and why a text’s audiences, purposes, and contexts influence rhetorical options.
Adapt composing practices (including rhetorical choices) to a variety of audiences, purposes, and contexts.

Goal 2: Critical Thinking and Composing

Use reading and writing for research, problem solving, critical thinking, action, and participation within and across different communities.

Student Learning Outcomes:

Use a variety of research methods, including primary and/or secondary research, for purposes of inquiry.
evaluate the quality, appropriateness, and credibility of sources.
Synthesize research findings to develop arguments.
compose persuasive researched arguments for various audiences and purposes, and in multiple modalities.

Goal 3: Conventions

Understand how purpose, audience, and context relate to genre conventions such as structure, style, design, usage, mechanics, and citation practices.

Student Learning Outcomes:

Explain why genre conventions for structure, paragraphing, tone, and mechanics vary within and across genres.
Identify and effectively use variations in genre conventions within and/or across genres, including formats and/or design features.
demonstrate familiarity with the concepts of intellectual property (such as fair use and copyright) that motivate documentation conventions.

Goal 4: Revision

Understand composing processes as flexible and collaborative, drawing upon multiple strategies.

Student Learning Outcomes:

evaluate and act on peer and instructor feedback to revise their texts.

Goal 4: Reflection

Use meaningful, ongoing reflection to inform writing processes, foster the development of a writing identity, and think ahead to future writing situations.

Student Learning Outcomes:

Narrate their processes and progress as writers throughout Foundations Writing courses.
Recognize and articulate how their values, goals, and/or circumstances inform their choices as writers
Assess how writing experiences and artifacts might influence future writing situations.

Supplemental Course Information

Homework Expectations

University of Arizona academic policy requires at least forty-five hours of work by each student for each unit of credit. For a regular course like this one, each student should have at least fifteen contact hours of recitation, lecture, discussion, seminar, or colloquium, as well as a minimum of thirty hours of student homework for each unit of student credit. Because our semester is sixteen weeks long, this means you should expect to spend six hours per week outside of class working on reading and writing assignments.

Homework assignments are important because they allow you to think through your thoughts and generate ideas for your essays. They are also opportunities for you to work on writing skills. Please do your work carefully.

Required Texts & Supplies

Required Digital Textbooks

The required course textbooks are delivered digitally via D2L through the Inclusive Access program and they cost $100.42.

Martin’s Handbook for University of Arizona. Bedford/St.Martin’s (Unlimited license)
Kelly Lycke, Pete Figler, & D.R. Ransdell. Students’ Guide to Foundations Writing, 41st ed. (2 year license)

Please access these required textbooks in D2L on the first day of class. If you have any problems, let your instructor know immediately.

You automatically have access to the course materials FREE through

16 week courses: 9/5/2021

Although these textbooks are required, you have the right to opt out of purchasing them; you may also seek to source them independently. The deadline to opt-out for courses beginning Monday, 8/23/2021 through Sunday, 9/5/2021 9:00pm MST.

If you do not opt out and choose to keep the access, your bursar’s account will be charged. Please refer to the Inclusive Access FAQs at shop.arizona.edu/inclusive for additional information.

Textbook Statement

Some textbooks used in the University of Arizona Writing Program (UAWP) are authored by instructors in the program or by the program as a whole. The UAWP requires that all sections of ENGL101, ENGL101A, ENGL102, ENGL107, ENGL108, and ENGL109H purchase the program-authored textbook, the Students’ Guide to Foundations Writing and the University of Arizona’s custom copy of The St. Martin’s Handbook. The Students’ Guide and the other custom materials provide resources that are specific to the UA campus and the Writing Program’s curriculum. In some cases, a UAWP course may require an additional textbook authored or co-authored by an administrator and/or faculty member in the program. In these instances, instructors have carefully selected texts that support their course-specific curriculum and teaching style to best facilitate student learning.

When textbooks authored by instructors or the program are used in UAWP courses, all royalties that would typically be paid to the author from the sale of these books to UA students goes back to the Writing Program. These funds are used to support assessment, continued improvement of curriculum, and instructor professional development within the UAWP.

Assignments & Grades

Assignments

All students in Foundations Writing courses conduct research, analyze issues and texts (including multimedia texts), and provide feedback to each other’s work through peer review. The course is divided into major projects that include both short and long assignments.

In this course you will practice research and analysis throughout the semester. We will focus specifically on four major writing projects:

Module 2: Response, will focus on a response to an assigned reading. The response should be 750-800 words.

Module 3: Literature Review, will require you to find additional readings from the library resources and combine these readings with other readings to synthesize information on a topic of your choice. The literature review should be 1500-2000 words.

Module 4: Genre Re-Design, will involve your reworking of the material from Project 2 into a format for a general audience (e.g., a letter to the editor or a fact sheet). The public argument should be at least 250 words.

Module 5: Portfolio, will allow you to bring together your work for this and other Foundations Writing courses and reflect on how your writing has changed. The portfolio should be around 750-1000 words.

Portfolio-Based Learning

Some of the work you compose in this course will be incorporated into a digital portfolio that you will submit at the term’s end. In addition to key assignments you choose to include, you will write a 1000+ word essay in which you meaningfully reflect on your engagement with them and related activities. This essay will be informed in part by reflections you write throughout the semester in which you describe not only what you learned but how you learned while completing specific projects.

Required Course Work

ASSIGNMENT	DUE DATE	PERCENTAGE
Project 2: Response	Due Date 11	15%
Project 3: Literature Review	Due Date 29	30%
Project 4: Bilingual Redesign	Due Date 35	15%
Project 5: Final Portfolio & Reflection	8am on 12/10/21	10%
Short Assignments & Homework	2-3 times per week	30%
TOTAL		100%

Grading Scale

Grades are determined according to the following scale:

A (90-100%)
B (80-89.9%)
C (70-79.9%)
D (60-69.9%)
E (59% or below)

Final Grades

Your instructor will share information about grading policies, required drafts, methods of responding to drafts and final writing projects, and the standards of assessment used in the class. Instructors' feedback will consider the assignment and course student learning outcomes.

Students will receive an E if they have not submitted final versions of all major course projects (including the final).

An E is assigned to an assignment that has been completed but falls short of acceptable college-level work.
A zero is recorded for work not handed in at all.
You are required to keep electronic copies. Some reasons to keep electronic copies include: to resubmit in case an assignment submission is corrupted or if you elect to file a grade appeal at semester’s end.

Incompletes are awarded 1) in case of extreme emergency; 2) if, only if, 70% of the course work has been completed at the semester’s end; and 3) the instructor has the approval of the Director of the Writing Program.

Mid-career Writing Assessment

[include only for English 102, 109H, or 108]

Your final grade in this course may also be used to satisfy the university's Mid-Career Writing Assessment (MCWA). Please refer to the MCWA policy in the UA General Catalog for more information: https://catalog.arizona.edu/policy/mid-career-writing-assessment-mcwa

COURSE POLICIES

Accessibility and Accommodation

At the University of Arizona we strive to make learning experiences as accessible as possible. If you anticipate or experience barriers based on disability or pregnancy, please contact Disability Resources Center (DRC; https://drc.arizona.edu; 520-621-3268) to establish reasonable accommodations.

The DRC will determine with you what accommodations are necessary and appropriate. All information and documentation is confidential. Please initiate accommodation requests as early as possible.

Please let your instructor know if there is anything they can do to help you better access the materials in this course, and they will try to do it if they can. Also please let them know if you can think of a better way to assess what you know about the course content.

Inclusivity Statement

This course addresses a variety of topics, and course material may include challenging content that asks students to consider a multitude of perspectives. Please contact the instructor to discuss any content-related concerns, as alternative materials may be available.

The Writing Program values creating an educational environment of inclusion and mutual respect. Writing Program classes are safe spaces that support practices such as elective gender pronoun usage and self-identification related to race, gender, (dis)ability, religion, culture, ethnicity, and sexual orientation.

Land Grant Acknowledgement

We respectfully acknowledge the University of Arizona is on the land and territories of Indigenous peoples. Today, Arizona is home to 22 federally recognized tribes, with Tucson being home to the O’odham and the Yaqui. Committed to diversity and inclusion, the University strives to build sustainable relationships with sovereign Native Nations and Indigenous communities through education offerings, partnerships, and community service.

Code of Conduct of Student Behavior

All UA students are responsible for upholding the Student Code of Conduct, which can be read online. Seehttps://deanofstudents.arizona.edu/student-code-conduct-student-faqs.

The Code of Conduct of Student Behavior defines disruptive behavior as “Interfering with or disrupting university or university-sponsored activities, including but not limited to classroom- related activities, studying, teaching, research, intellectual or creative endeavor, administration, service or the provision of communication, computing or emergency services.”

Student actions that disrupt the classroom might include excessive tardiness, the use of cell phones or other electronic devices without the instructor’s permission, or engaging in discriminatory activities.

Students who violate the Code of Conduct of Student Behavior may be charged by the Dean of Students office. If found responsible, sanctions include but are not limited to academic probation, administrative drops, suspension, or expulsion. Please see the link below for a flowchart that outlines the response procedure:http://deanofstudents.arizona.edu/about/student-code-conduct-process-flowchart

UA Nondiscrimination and Anti-Harassment Policy

The University is committed to creating and maintaining an environment free of discrimination; seehttp://policy.arizona.edu/human-resources/nondiscrimination-and-anti-harassment-policy

Our classroom is a place where everyone is encouraged to express thoughtful opinions and their reasons. We also want to create an environment where such opinions can be expressed without bullying or discrimination.

Threatening Behavior

The UA Threatening Behavior by Students Policy prohibits threats of physical harm to any member of the University community, including to oneself. See http://policy.arizona.edu/education-and-student-affairs/threatening-behavior-students.

Your Modality: Live Online

Meetings and Activities

This class is scheduled to be taught in the LIVE ONLINE modality.

● Our synchronous meetings are on Mondays and Wednesdays at 9-9:50 (AZ time) via Zoom. Our synchronous meetings will give us the opportunity to review homework, work on assignments, etc.

In addition to synchronous meetings, you will complete homework assignments on your own time to accomplish the remaining course activities.

Class Recordings

● If course recordings are being made, instructors will notify students. If you do not wish to be identified by name, please notify your instructor.

● For lecture recordings, which are created and used at the discretion of the instructor, students must access content in D2L only. All recordings are intellectual property of The University of Arizona, so students should follow University policies regarding academic integrity and not modify content.

Synchronous Communication

This course has a required synchronous component. You should come to class meetings and conferences prepared to discuss your work. If you do not follow course requirements designated by the instructor for conferences/meetings, a grade deduction will occur. During the term, there will be 1 (maybe 2 required small group conference(s) and 2 meetings each week/etc.. You will be using Zoom. I will send you a link to attend. UA and Zoom both have comprehensive tutorials, but this document should help you get started and answer any initial questions. You can also email me with questions or concerns about the synchronous meeting, finding a good day/time, and using the technology.

Fall 2021 Attendance & Participation Policy

*If you have 3 or fewer absences at the end of the semester, you will earn extra credit.

Classroom Attendance & Participation Policy

● If you feel sick, or may have been in contact with someone who is infectious, stay home. Except for seeking medical care, avoid contact with others and do not travel.

○ Voluntary, free, and convenient COVID-19 testing is available for students on Main Campus.

○ COVID-19 vaccine is available for all students at Campus Health.

○ Visit the UArizona COVID-19 page for regular updates.

● Not being able to submit an assignment on time due to scheduling conflicts or internet connectivity issues does not excuse you from completing the assignment.

● Notify your instructor(s) if you will be missing a course meeting or an assignment deadline.

● All holidays or special events observed by organized religions will be honored for those students who show affiliation with that particular religion.

Absence Policy

● Non-attendance for any reason does not guarantee an automatic extension of due date or rescheduling of examinations/assessments.

○ Please communicate and coordinate any request directly with your instructor.

● If you must miss the equivalent of more than one week of class during a 16-week term, you should contact the Dean of Students Office DOS-deanofstudents@email.arizona.edu to share documentation about the challenges you are facing.

First-week Attendance Policy

In accordance with the university's policy for high-demand classes, students with excessive absences in the first week of classes will be dropped for non-attendance. Not participating for the first two (2) deadlines (either synchronous meetings and/or asynchronous deadlines) during the term will be considered as excessive absences.

Withdrawal Policy

After the first week of classes, students will not be dropped administratively unless they request to be dropped or withdrawn from the course.

NOTE: Being dropped from your English class may mean you are below the minimum number of units, thus violating financial aid/scholarship OR international student status. International students should consult with the International Student Services Office before dropping below full time.

UArizona Policies about Attendance & Participation

● Dean of students attendance policy: https://deanofstudents.arizona.edu/policies/attendance-policies-and-practices

● UA’s policy concerning Class Attendance, Participation, and Administrative Drops: http://catalog.arizona.edu/policy/class-attendance-participation-and-administrative-drop

● UA’s policy regarding absences for any sincerely held religious belief, observance or practice will be accommodated where reasonable: http://policy.arizona.edu/human-resources/religious-accommodation-policy.

● Absences preapproved by the UA Dean of Students (or dean’s designee) will be honored. See http://policy.arizona.edu/employmenthuman-resources/attendance.

○ Note that a dean’s note justifies absences for UA functions but must be presented to your instructor. If you believe you have a legitimate conflict or emergency, you should discuss the situation with your instructor beforehand if possible.

Code of Academic Integrity

Students are encouraged to share intellectual views and discuss freely the principles and applications of course materials. However, graded work/exercises must be the product of independent effort unless otherwise instructed. Students are expected to adhere to the UA Code of Academic Integrity as described in the UA General Catalog. See http://deanofstudents.arizona.edu/academic-integrity/students/academic-integrity.

Plagiarism is considered a violation of the Code of Academic Integrity. The Council of Writing Program Administrators defines plagiarism in instructional settings as occurring “occurs when a writer deliberately uses someone else’s language, ideas, or other original (not common-knowledge) material without acknowledging its source.” In U.S. academic contexts, this form of academic dishonesty is usually considered a serious offense which should be avoided in order to uphold the common standards of academic integrity in higher education. Some instructors at UA may not distinguish intentional and unintentional plagiarism:

Intentional plagiarism is a deliberate act of representing another’s work as one’s own.
Unintentional plagiarism occurs by accident when a student is unaware of common academic policies and/or expectations. Unintentional plagiarism is also considered a violation of academic integrity.

Submitting Your Work

Students are responsible for submitting their work by the published assignment deadline, regardless of whether they were in class when it was assigned.
Students are responsible for submitting the correct version of their assignment in the assigned location.
Students are responsible for submitting their work in the form and file type required (e.g., paper, email, D2L), unless other arrangements have been made with the instructor.
Drafts and final versions of major projects should be typed and follow the appropriate documentation style guidelines for the assignment (MLA, APA, or other citation style) or as determined by the instructor.

Late Work

All work (major projects, homework, classwork, minor projects, etc.) that is turned in late may be accepted and earn up to full credit at the instructor’s discretion. The instructor may require that students make arrangements before the due date. Final grades are posted 48 hours after the final project is due, and no late work will be accepted after grades are posted.

**I will only accept late work if you contact me BEFORE the deadline, and we determine an appropriate new due date.

Writing Support

The Writing Center is a free resource for UA undergraduate and graduate students as well as faculty and staff. At the Writing Center, a trained peer tutor will work individually with you on your writing, at any point in the process from brainstorming to editing. Appointments are required for sessions. For more information or to make an appointment, visithttp://thinktank.arizona.edu/. You can also call 626-0530 for more general Think Tank questions.

The Writing Skills Improvement Program (WSIP) offers free and fee-based professional writing assistance to students in any course or discipline. Students may attend 30 or 50 minute tutoring sessions with WSIP staff, though additional tutoring is available via payment. WSIP also offers three series of free Weekly Writing Workshops for which no prior registration is necessary. For more information, call 621-5849 or visit their website at http://wsip.arizona.edu.

Academic advising

If you have questions about your academic progress this semester, please reach out to your academic advisor (https://advising.arizona.edu/advisors/major). Contact the Advising Resource Center (https://advising.arizona.edu/) for all general advising questions and referral assistance. Call 520-626-8667 or email to advising@.arizona.edu

Student Support

Life challenges: If you are experiencing unexpected barriers to your success in your courses, please note the Dean of Students Office is a central support resource for all students and may be helpful. The Dean of Students Office can be reached at (520) 621-2057 or DOS-deanofstudents@email.arizona.edu.

Physical and mental-health challenges: If you are facing physical or mental health challenges this semester, please note that Campus Health provides quality medical and mental health care. For medical appointments, call (520) 621-9202. For After Hours care, call (520) 570-7898. For the Counseling & Psych Services (CAPS) 24/7 hotline, call (520) 621-3334.

Feedback and Assessment Time Frame

I request that students allow me approximately 1-2 deadlines from the date of submission (original suggested deadline, not if the assignment is turned in late), to post a grade, or provide feedback, on any homework assignments, and 2-3 deadlines for major projects. (Note: I will make every effort to provide faster turnaround time-however, sometimes faster turnaround is not possible).

Required Technologies

Regular access to reliable internet signal
Access to a desktop, laptop, tablet and/or smart pho
ne with an internet connection (preferably high speed); you will probably want at least partial access to a technology with a larger screen/composing space.
Access to a laptop or web-enabled device with webcam and microphone.
A UA CatMail account.
Access to University of Arizona’s Virtual Private Network (VPN): https://it.arizona.edu/service/ua-virtual-private-network-vpn
Access to D2L.
Access to a University of Arizona Zoom account: https://arizona.zoom.us/
Access to the University of Arizona Library online, especially their extensive collection of databases: visit http://new.library.arizona.edu.
Access to Vital Source Bookshelf

Communication Policies

Methods of Communication

Email: One-on-one contact will be through your official UA email.
D2L: Course syllabus, official announcements will be posted in the course area.
Google Drive: Some instructional materials may be posted in a shared Google Drive folder. Students may also be asked to submit work in the shared Gdrive area.
Major Writing Projects. Submission will be adhered to the individual assignment prompts; some will be produced and shared in Google Drive with a final link being submitted in D2L.
Gradebook—Your gradebook will be kept in D2L.

Official Course Announcements

Official course announcements, especially those that mark official changes to the syllabus and/or course schedule and assignments deadlines, are made via the “announcements” link in D2L. Individualized announcements and messages will be sent via email to your official UA email. Be sure to check your email and the course announcements page regularly.

Syllabus

Each instructor will post in D2L a course syllabus during the first week of class. Instructors will review the course syllabus and policies with students. Students who are late additions to the class should review the syllabus materials and talk with the instructor for any clarification. Information contained in the course syllabus, other than the grade and absence policies, may be subject to change with advance notice, as deemed appropriate by the instructor.

COURSE SCHEDULE

Note: Changes to the schedule will be communicated by the instructor and posted in the Course Announcements area in D2L.

Module 1: Getting Started

Week 1
Due Dates (DD)	Tasks
TU 8/24	*No Due Date. Work on assignments for DD1**
DD1-TH 8/26	Read/view: ● Course Introduction Video [10 minutes] ● Things to know about our course [15 minutes] ● Technology requirements [5 minutes] ● English 108 syllabus (including Foundations Writing Policies) [30 minutes] Complete: ● Task 1: Complete the Student survey [20 minutes] ● Task 2: Complete the Course Syllabus and Policy Quiz [1 hour] ● Task 3: Write a letter to me introducing yourself. Include the following: your name and what you prefer to be called in this class; where you are from and where you have lived; why you chose to study at University of Arizona; what you most hope to improve in this class; and anything else you want me to know about you. You may also include in your letter any questions that you have about the course. Your letter should be 200-300 words long, typed. Submit your letter to Assignments. [1 hour] ● Task 4: Send me a short email using your University of Arizona email account, in order to confirm that you can access the D2L site and the course materials. [5 minutes] ● Task 5: Access the digital textbooks (Student's Guide to Foundations Writingand St. Martin's Handbook) and Complete the Textbook Access Survey.
DD2-SAT 8/28	Read: ● "Call Me Ping" (Huang, 2017) [30 minutes] ● "Between Ethnic and English Names" (Diao, 2014) [2-3 hours, including Task 1 below] Complete: ● Task 1: Complete the reading activity for "Between Ethnic and English Names." Type your answers in the .doc file and submit your file to Assignments. The last two questions should be answered in the Discussion titled "DD2Task1: After-Reading Discussion." ● Task 2: After reading “Call Me Ping,” create a short video introducing yourself to the class and explaining the name you prefer and what it means or why you chose it. Post your video in the Discussion titled "DD2Task2: Self-Introduction." [30 minutes] ○ Here are some instructions for creating your Video Note in the Discussion.

Module 2: Response

Week 2
Due Dates (DD)	Tasks
DD3-TU 8/31	Read/view: ● TED talk: "Why Study Abroad?" (Meijer, 2015) [12 minutes long, though you will likely want to view it 2-3 times] ● "Updating the Definition of Internationalization" (Knight, 2015) [1 hour] Complete: ● Task 1: View your peers’ self-introduction videos and write a short response to at least 3 of these posts in the "DD2Task2: Self-Introduction" Discussion Forum. [30 minutes] ● Task 2: Complete the Summary Analysis activity and submit your responses to Assignments (DD3Task2). [1 hour]
DD4-TH 9/2	Read/view: ● Sections from A Student's Guide: Rhetorical Precis Ch. 8 (8.2.4) and Ch. 10 Evidence [1 hour] ● Abu Rabia (2017), "Undergraduate Arab International Students’ Adjustment to U.S. Universities” [1 hour] Complete: ● Task 1: Write a summary of the article by Jane Knight ("Updating the Definition of Internationalization"). Your summary should be 200-300 words in length. Post your summary to the Discussion Forum for "DD4Task1: Knight Summary." [1 hour]
DD5-SAT 9/4	Complete: ● Task 1: Complete Reporting Verbs Activity and submit to Assignments. [30 minutes] ● Task 2: Rate and respond to two peer summaries in the Discussion Forum for DD4Task1: Knight Summary. Your responses can point out something you think is especially good in their summary. Use the Reporting Verbs activity (DD5Task1) to guide your evaluation. [30 minutes] ● Task 3: Complete a Video Note summary of the Abu Rabia (2017) reading. What was this reading about? What is one point from the reading that you found especially interesting, surprising, or important? Your Video Note post should be 2-3 minutes long. Submit to Assignments. [30 minutes] ○ Reminder: Here are some instructions for creating a Video Note ● Task 4: Compare the summaries you read of the TED talk (Meijer, 2015) (DD3Task2: Summary Analysis), the summaries you and your classmates wrote and gave through Video Note for Knight (2015) (DD4Task1), the summary you gave for Abu Rabia (DD5Task3), and the abstracts for upcoming readings for Due Date 6 (Louie & Qin, 2017 and Poyrazli & Lopez, 2007). How are these various summaries the same? How are they different? How do summaries change depending on the context? Focus on the rhetorical characteristics of audience and purpose and at least two of the following: structure, medium, design, level of formality, tone, or voice. Post your answers in the Discussion Form for DD5T4 Summaries in Context. [1 hour] ○ NOTE: The "abstract" of the article will be on the first page and is labeled "abstract." It is usually in smaller font or indented. It is typically one paragraph and provides an overview summary of the article. You only need to look at the abstracts (not the full articles) for this task.

Week 3
Due Dates (DD)	Tasks
DD6-TU 9/7	Read: ● St. Martin's Handbook, Chapter 14, Acknowledging Sources and Avoiding Plagiarism, 14a-e ● Poyrazli & Lopez (2007), “An Exploratory Study of Perceived Discrimination and Homesickness” OR Louie & Qin (2017) “Car Talk”: Automobility and Chinese International Students in Michigan” (choose one) [60 minutes] ● Project #1: Response Assignment Guidelines [10 minutes] Complete: ● Task 1: Complete the What is a Response? activity. This is a quiz. You can receive feedback on your responses after completing it. [30 minutes]
DD7-TH 9/9	Complete: ● Task 1: Complete the Questions Guiding Reading Response activity. Submit your completed activity to Assignments (DD7Task1: Questions Guiding Reading Response). [60 minutes] ● Task 2: Now it's time to Plan your Response! Pick two or three of the ideas from the bulleted list in the Questions Guiding Response activity, and write at least two short paragraphs in which you identify aspects of the reading you might respond to and consider how you might develop these points. Submit your writing to Assignments (DD7Task2: Plan Your Response). [60 minutes]
DD8-SAT 9/11	Complete: ● Task 1: Complete a first draft of your Response. Your draft should be a minimum of 600 words. Submit your draft the Assignments folder in your Peer Review Group. Use Tasks from DD6 and DD7 for help! There are also two sample student response papers available below. [90 minutes]

Week 4
Due Dates (DD)	Tasks
DD9-TU 9/14	You now have a good start on your Response paper. For Due Date 9, you will read and comment on some of your peers' Response drafts. Complete: ● Task 1: Peer Review! Work in your assigned groups of 3-4 students. You should download each person's draft as a .doc file so that you can add comments into the text. Add in-text comments that address the following areas, then upload the file with your comments to the Group Assignments folder. Be sure that your name is included on the draft as the peer reviewer (not as author). Areas to comment on: ○ Read the summary of the text--is it accurate? is it written appropriately for an academic audience? ○ Look for points of response--identify any areas of critical engagement (reaction, agreement, disagreement, etc) with the reading; you may also identify areas where more engagement would be helpful. ○ Support for claims--are claims sufficiently developed and supported? Identify any places where more support, explanation, or examples could be helpful. ○ Conventional language choices--does the writing use or adapt conventional language for an academic response? Comment on any strong or weak language choices or use of APA documentation. ○ Assignment guidelines--do you see any areas in which the Response does not meet the assignment guidelines? Note any areas for revision related to the guidelines. Note: The video below shares an example of how you might add comments to your peers' papers. ● Task 2: In the Discussion "DD10Task2 Peer Review Video Note," create a thread to add a short Video Note for each of your peers. In your Video Note, talk directly to the author. Describe two strengths of the draft and explain two areas for improvement. Be sure to include your name and the author's name in the Subject Line (e.g., "Jin's comments on Pia's draft"). [~3 hours for Tasks 1 and 2 combined]
DD10-TH 9/16	Complete: ● Task 1: Complete the Evaluative Language for Responses activity. Download the file below and add your answers to the .doc file. Submit your completed activity to Assignments (DD11Task1: Evaluative Language). [1 hour] ● Task 2: Revise your Response paper based on feedback you have received from your peers and any other ideas you have for revision. [1-2 hours]
DD11-SAT 9/18	Complete: ● Task 1: Complete the Self-Editing activity with your near-final draft (created in Task 1). [1 hour] ● Task 2: Submit the final draft of your Response to Assignments (Module Two Response). Be sure you have included your name on your paper and that you have submitted it as a .doc or .docx file. [2 or more hours]

Module 3: Literature Review

Week 5
Due Dates (DD)	Tasks
DD12-TU 9/21	Complete: ● Task 1: Reflect on your final draft. Use the comment feature of your word processing program to add annotations to your final submitted Response. Specifically, comment on five features of your Response that you feel are important, relevant, useful, or otherwise noteworthy to you. Provide some details about what the features are and why they are noteworthy. For example, you might comment on features like: your use of specific reporting verbs, evaluative language, summary conventions, use of sources, how you developed an idea, some specific content you have included, an organizational choice, etc. In each annotation/comment, also explain whyyou chose to include this feature in your Response. Watch the video below to see an example. Submit your annotated file to Assignments DD13Task1: Response Annotations [30-60 minutes]
DD13-TH 9/23	Read/View: ● Module Three Introduction (video) [10 minutes] ● Literature Review Assignment [20-30 minutes] ● "What is a Literature Review?" (video lecture) [10 minutes, though you may want to watch it more than once] Complete: ● Task 1: After viewing the "What is a Literature Review?" video lecture, complete the activity, "What is a Literature Review?" This activity should help you analyze the purposes of literature reviews as well as the contexts in which they are used. Submit to assignments (DD14Task1) [30 minutes] ● Task 2: Now that you have familiarized yourself with the genre of literature reviews, watch this short video about selecting a topic, and then think of one or two possible topics that interest you (and that are related to the course theme of international education) for your literature review. Post your topic ideas to DD14Task2 Topic Ideas. You may want to describe your topics in terms of a question (or questions) that you want to answer using the sources you find. [30 minutes]
DD14-SAT 9/25	Read: ● Students' Guide to Foundations Writing, "9.8 Keeping Track of and Engaging with Sources" (pp. 158-162) [30 minutes] Complete: ● Task 1: In the Library Module, you will practice using the library to find reliable sources that are relevant to your topic. Complete Library Module, Part I and submit to Assignments [60-90 minutes] ● Task 2: While you are conducting library research, you will compile an annotated bibliography as suggested in the Students' Guide to keep track of your sources and decide which ones you will include in your literature review. To learn more about annotated bibliographies, complete the "What Is an Annotated Bibliography?" activity and submit to Assignments. [60-90 minutes]

Week 6
Due Dates (DD)	Tasks
DD15-TU 9/28	Complete: ● Task 1: Complete two of the activities from Library Module, Part II and submit to Assignments [2 hours] ● Task 2: Choose a source that you think is particularly interesting or relevant to your question and draft a first complete annotation for this source. To help you write the annotation, you are encouraged to review "What Is an Annotated Bibliography?" from the previous due date to remind yourself of common features of annotations. Make sure to add a brief commentary to the annotation in which you explain how the source addresses your question and how you might use it in your literature review. Post your complete annotation to Practicing Writing Annotations. [30-60 minutes]
DD16-TH 9/30	Complete: ● Task 1: Browse through the annotations submitted by your classmates in DD16Task2: Practicing Writing Annotations and provide feedback on at least three annotations. In your feedback, consider whether it is clear what kind of source is described, what its purpose(s) and intended audience(s) are, and how the writer plans to use the source in their literature review. Offer suggestions for improvement where necessary. [30-60 minutes] ● Task 2: Revisit the Library Module (Part I and Part II) to identify additional sources for your Literature Review if necessary, given that you may have narrowed down your topic or changed your focus slightly. Tip: You can also look through the references of articles you have found so far (in the last few pages), as this might help you find more sources. Finally, check the "Additional Readings" folder to see if any of these sources pertain to your topic. [1 hour] ● Task 3: Once you have selected 6-8 sources in total, provide a Reference List in which you list full details for each source using APA format. (You can check your formatting for proper APA style here.) Submit your proposed Reference List to Assignments (DD17Task3). [1 hour]
DD17-SAT 10/2	Read: ● Students' Guide to Foundations Writing, "8.8 Strategies for Synthesizing Ideas" (pp. 137-142) [15-45 minutes] Complete: ● Task 1: Complete a partial draft of your annotated bibliography, in which you all your references and provide annotations for at least 2-3 of the sources. Submit to DD18Task1: Partial Annotated Bibliography [1.5-2 hours] ● Task 2: Now that you have gathered sources for your literature review, answer the following questions: You just read about your topic from a variety of different disciplines and perspectives. What did you learn? What surprised you? What would you like to know more about? Freewrite for at least 2-3 paragraphs. Post your answer to DD18Task2: Library Research Discussion [30-60 minutes]

Week 7
Due Dates (DD)	Tasks
DD18-TU 10/5	Complete: ● Task 1: Read through your classmates' reactions to the sources they have selected (DD18Task2) and their findings based on reading so far, and respond to at least 2-3 posts. This is an opportunity to exchange ideas, for example if you find that certain aspects of your peers' topics are especially worth considering, or if your own literature review focuses on a question similar to theirs (this is not a problem!). ● Task 2: Complete your annotated bibliography with full citations (using APA format) and annotations for the 6-8 sources that you plan to use in your literature review. Apart from providing a clear overview of the source (including the source type, purpose, and audience), remember to provide a short evaluation in which you explain how the information in the source could help you and how you might incorporate the source in your literature review. You are also encouraged to note differences or similarities between your sources in these commentaries. Submit to DD19Task2: Complete Annotated Bibliography.
DD19-TH 10/7	Review: ● "What is a Literature Review" (video lecture) [10 minutes] ● Literature Review Assignment [20 minutes] Complete: ● Task 1: Now that you have gathered your sources, it's time to spend some time really understanding your sources and thinking about what you can say about them. What story do you want to tell about your research area? Use this this planning grid, adding 3-4 columns of your choice to show overlaps and differences between your sources (e.g., in terms of perspectives, findings, or research methods), to draw meaningful connections, and to identify knowledge gaps which you could discuss in your literature review. Submit the completed planning grid to Assignments DD20Task1: Literature Review Planning. [60-90 minutes] ● Task 2: Using your planning, prepare a detailed outline for your literature review including your main question and any subheadings. You may want to incorporate your references to show which source(s) you will discuss in the various subsections. Rather than just listing keywords, try to use complete sentences as much as possible to indicate what you plan to say about your sources. Submit your outline to DD20Task2: Sentence Outline. [60-90 minutes]
DD20-SAT 10/9	Read: ● "Internationalization At Home Alternatives to Study Abroad" (Soria & Troisi, 2014) [2 hours] Complete: ● Task 1: After reading the article by Soria and Troisi (2014), complete the reading questions, found in quizzes. This activity helps you read the article as a researcher would, identifying key features of the article and the research findings. (Here is a link to the short video that you will watch at the start of this activity.) [1 hour] ● Task 2: Complete the activity, "Analyzing the Conventions of a Literature Review." This activity is intended to familiarize you with common features of a literature review. As part of this activity, you will also need to look at this example of annotating a reading. Your activity response will be added to the Due Date 21 Discussion. [45 minutes]

Week 8
Due Dates (DD)	Tasks
DD21-TU 10/12	Complete: ● Task 1: Complete Summary, Synthesis, and Stance activity. Add your answers to the .doc file and submit your completed work to Assignments DD22Task1: Summary, Synthesis, Stance. [1 hour] ● Task 2: Prepare to meet with your instructor and/or assigned group to discuss your progress with your literature review. Write down any questions or concerns you have about your literature review, and make sure to follow any instructions you receive for scheduling and attending the meeting.
DD22-TH 10/14	Complete: ● Task 1: Complete the Telling a Story in Research Writing activity. Write your answers in the .docx file and submit your completed work to DD23Task1: Telling a Story in Research Writing [1 hour] ● Task 2: Now that you have planned out your literature review, it is time to start writing! We will write in stages. [1.5-2 hours] ○ First, revisit your outline and see if you want to make any changes. ○ If your outline didn't have a title yet, this is the time to come up with a (preliminary) title that indicates the content of your literature review. ○ Next, add a detailed introduction for your literature review in which you provide some background for your topic and indicate your purpose. You may find it helpful to review the sample introductions from Task 1. ○ Finally, write 2-3 body paragraphs of your literature review. These might be the paragraphs that come right after the introduction, or they could come from a later section in the paper. They should be as complete as possible so that you can get useful feedback. All of the above parts (outline, introduction, 2-3 body paragraphs) should go in the same document. Submit this partial draft to Assignments DD23Task2: Partial Literature Review Draft.
DD23-SAT 10/16	Complete: ● Task 1: Complete the activity below on analyzing integral and non-integral citations. Submit your completed work to Assignments DD24Task1: Integral and Non-integral Citations. [30-60 minutes] ● Task 2: Keep working on your literature review. You will submit a complete draft of your literature review by Due Date 25, so make sure you set aside sufficient time for this.

Week 9
Due Dates (DD)	Tasks
DD24-TU10/19	Complete: ● Task 1: You have only one task for today: complete a full draft of your literature review, building on any feedback you received on your partial draft (if applicable). Your draft should be very close to 1,500 words (up to 2,000), though you may still add more to it later. Submit your complete draft to your Peer Review Group Assignments folder (Assignments: DD25Task1) so that your peers can read it and provide feedback to you. [4-5 hours]
DD25-TH 10/21	Complete: ● Task 1: Peer Review Comments: Work in your assigned groups of 3-4 students. You should download each person's draft from the DD25Task1: Draft for Peer Review folder so that you can add comments into the text. Add in-text comments that address any of the following areas, then upload the file with your comments to the DD26Task1: Peer Review Comments folder. [60-90 minutes] Be sure to include both your name as the peer reviewer and the name of the author for each submission. Areas to comment on: 1. How well does the literature review provide an overview of the issue? Are there points at which there needs to be more background? Focus particularly on areas where the author introduces texts that you are not familiar with. 2. Identify places where the writer identifies overlaps and differences across the six texts. Are there places where the writer could do this more? 3. Critique or stance towards the ideas/texts--is there sufficient expression of stance or explicit critique of the texts? Does the level of stance expressed seem appropriate? Too strong? Not strong enough? Remember that not every text needs an explicit critique; rather, the expression of stance of the writer should come at key points within the review. 4. Comment on any issues with APA documentation or any sources you think might be questionable. 5. Assignment guidelines--do you see any areas in which the Literature Review does not meet the assignment guidelines? Note any areas for revision related to the guidelines. ● Task 2: Peer Review Discussion Post: In your group Discussion Forum for Due Date 26, comment on two of the above areas (points 1-5) for all of the drafts that were submitted in your group (again, please include your group members' names when commenting on their drafts, so it's clear whose writing you are discussing). In addition, note any strengths you saw and provide some suggestions for improvement for each group member. [45-60 minutes]
DD26-SAT 10/23	Complete: ● Task 1: Make revisions to your draft based on the comments you received from your peers as well as any other changes that you feel would strengthen your paper. Review the assignment guidelines and the assessment criteria to guide your revisions. [2-3 hours] ● Task 2: This reflection task involves a few parts: ○ Write 2-3 paragraphs reflecting on how you have revised your paper (in Task 1) in response to the feedback you received thus far. What suggestions did your instructor and group members make? How have you tried to incorporate this feedback into your revisions? Are there any things you still need to change or improve? Focus on the most important revisions and try to be as specific as possible. ○ In addition, estimate how much time you believe you still need to spend on your literature review before the final deadline (Due Date 28), and include your estimate at the top of your document. Submit this reflection to Assignments for DD27Task2: Revision Reflection. [1 hour]

Week 10
Due Dates (DD)	Tasks
DD27-TU 10/26	Complete: ● Task 1: Complete the APA review activity, which is designed to help you check your understanding of APA citation formatting conventions. [60-90 minutes] ● Task 2: Apply the self-editing worksheet to your literature review, and check that your references are correctly formatted following APA citation style conventions. (You do not need to submit your updated draft but note that the final version is due on Due Date 29.) [1-2 hours]
DD28-TH 10/28	Complete: ● Task 1: Finalize and submit your Literature Review to Assignments. [2-3 hours] ● Task 2: Use the comment feature in Word or Adobe Reader to add five reflective annotations to your final submitted literature review. Comment on things that you think are particularly noteworthy or that capture aspects of your learning process. For example, you might discuss your use of citations, idea development, reporting verbs, summary, synthesis, stance/evaluation, organization, global or local revisions, etc. In your annotations, explain why you chose to include these features in your literature review or why they are noteworthy. You are also welcome to consider how you might use these features in other university writing assignments. Submit the document with your reflective comments to Assignments (DD29Task2: Self-Annotations). [1 hour]
DD29-SAT10/30	Read view: ● Module 4 Overview (video) ● Bilingual Re-design assignment guidelines Complete: ● Task 1: In this module, you will take the content from your literature review and use it in a new genre for a more public audience. You may choose from three genres. After you read the samples found below, complete the Analysis of the Redesign and submit to Assignments. [1-2 hours] ● Task 2: This Genre Selection (DD30Task2) activity is intended to help you make an appropriate selection for your Genre Redesign. Complete the activity and submit it to Assignments DD30Task2: Genre Selection. [1-2 hours]

Module 4: Bilingual Redesign

Week 11
Due Dates (DD)	Tasks
DD30-TU 11/2	Complete: ● Task 1: Now that you have selected a genre to write in for your Bilingual Re-Design project, you will analyze that genre. We will start with analysis of English versions of the genre. Complete one of the following Genre Analysis (English) activities and submit your analysis responses to Assignments DD31Task1: Genre Analysis. [2 hours] ○ Infographic Genre Analysis (English) ○ Blog Post Genre Analysis (English) Public Letter Genre Analysis (English)
DD31-TH 11/4	Complete: ● Task 1: Based on your DD31Task1 Genre Analysis, you should now have some understanding of what your chosen genre looks like in English, as well as its purpose, audience, etc. Now, you will collect and analyze samples of the same genre in another language (probably your first language). The goal is for you to understand how writing works across settings and languages so that you can use your multiple languages as a resource for learning. First, you will collect 2-5 samples of your selected genre (infographic, blog post, orpublic letter) in your first language, then you will complete the analysis activities. Keep in mind that the genre may not be identical in English and the other language--it may have a different name, it may look slightly different, and/or it may be used in slightly different ways. That is OK! Find something that is as close to your chosen genre as possible. Complete the genre analysis activity below and submit it to Assignments DD32Task1: Genre Analysis (non-English). [2 hours] ○ Infographic genre analysis (non-English) ○ Blog post genre analysis (non-English) ○ Public letter genre analysis (non-English) ● Task 2: Now that you have analyzed examples of your chosen genre in both languages, you will do some comparisons. How are the texts similar in the two languages? How are they different? Complete the Cross-Language Genre Analysis activity and submit it to Assignments DD32Task2: Cross-Language Genre Analysis. [1 hours]
DD32-SAT 11/6	Complete: ● Task 1: At this point, you should feel pretty familiar with the genre you have decided to write in. Review the Bilingual Re-Design assignment guidelines, to be sure you understand the assignment. Then, start to plan the information you want to include in your project. Remember, you should be using the content from your Literature Review, but it will "look" very different in this new genre. You will not be able to use all of the content from the Literature Review, so think carefully about what content will be useful for this new audience and purpose, and what content you can omit. Prepare a draft of your Bilingual Genre Re-Design *in each language, and prepare a cover sheet*, as described in the assignment guidelines. Post all of these (2 language versions and 1 cover sheet) in the Discussion Forum for Due Date 33. [2 hours]

Week 12
Due Dates (DD)	Tasks
DD33-TU 11/9	Complete: ● Task 1: Please go to the Discussion Forum Due Date 33 Peer Review and read your peers' drafts and cover sheets. Leave at least one comment for each peer--this will benefit you because it means you will see all many examples of how people have carried out this assignment. Your comments should be related to the assessment criteria for this project: ○ The texts draw on at least some of the research from the author’s literature review assignment (16 pts.) ○ The texts provide content that is appropriate to the audience and purpose (24 pts.) ○ The texts respond effectively to the audiences and purposes identified, in terms of structure, medium, design, formality, word choice, and style (24 pts.) ○ The explanation on the cover sheet describes how the texts use, adapt, or exploit the genre’s conventions effectively for the two audiences (24 pts.) Re-design meets the assignment guidelines including submission of all drafts and revision. (12 pts.)
TH 11/11	Veteran’s Day (no Due Date)
DD34-SAT11/13	Complete: ● Task 1: Work on revisions to your own project. Good luck and have fun with this project!

Module 5: Portfolio Reflection

Week 13
Due Dates (DD)	Tasks
DD35-TU11/16	You have made it! Your final version of your Bilingual Re-Design project is due by 11:59pm on Due Date 35. Please review the assignment guidelines and be sure that you have used your peers' feedback to revise your projects (including your cover sheet) to the best of your ability. Submit all three files (cover sheet, English version, non-English version) here. Congratulations!
DD36-TH 11/18	Read/view: ● Module 5 Introduction ● Portfolio assignment guidelines Complete: ● Task 1: In this final module, you will submit a portfolio to show your development as a writer and to reflect on your experiences. Take a moment to look back on English 108 as well as the other (first-year) writing courses you have taken (English 106/107), and browse through your writing and your final portfolios. Then, write a few paragraphs in which you describe your overall learning progress, and submit them to DD37Task1: Looking Back. Here are some guiding questions: ○ How did you draw on what you learned in ENGL 106/107 or other (writing) courses in the writing you did for ENGL 108? ○ Which assignments were your most/least favorite ones? ○ How have you improved your writing? ○ What would you still like to become better at? ○ How might you be able to apply what you learned in future writing? ○ What advice would you give to a prospective student with regard to first-year writing in general, and ENGL 108 in particular? [60-90 minutes] ● Task 2: Select one artifact to include in your portfolio to showcase your experiences in this course (ENGL 108). This could be an excerpt from an assignment or anything that captures an experience you wish to share (e.g., class notes, a discussion post, revisions, freewriting). Attach a short note in which you discuss what the artifact shows and why it is interesting or worthwhile. In addition, consider briefly how a prospective student might benefit from seeing this artifact and learning more about it. (This note does not need to be your final accompanying reflection for this artifact, but it could serve as a first draft.) Share the artifact and the note with the class as a discussion post. [60-90 minutes]
DD37-SAT11/20	Complete: ● Task 1: Read and respond to 2-3 classmates' discussion posts for Due Date 37, noting what you liked about their artifact and how you think it would be of interest for prospective students who are curious to learn more about ENGL 108 and what to expect in this course. Feel free to draw connections between your classmates' and your own artifacts/preliminary reflections. [30-60 minutes] ● Task 2: Now that you have had the chance to brainstorm and prepare one artifact, it's time to plan how you will approach the assignment more generally, what other artifacts you might include, and how you might relate your artifacts to the stated goals for the course. Submit your detailed plan including (a) the format/software you will use, (b) a complete list of your artifacts, (c) SLOs they are linked to, and (d) any course concepts you might discuss in your reflections to DD38Task2: Portfolio Planning. [60-90 minutes]

Week 14
Due Dates (DD)	Tasks
DD38-TU 11/23	Complete: ● Task 1: Review the assignment guidelines. Then, prepare 2-3 artifacts with accompanying reflections of 150-200 words each. If you wish, you may already start compiling your artifacts and reflections using your format of choice, but this optional--a Word document is fine too at this stage. Submit your artifacts and reflections to DD39Task1: Preliminary Artifacts and Reflections. [2 hours] ● Task 2: Take a moment to complete the Student Course Survey, which can be accessed through the SCS Tool Suite. Your input is highly valued! [5-15 minutes]
Th 11/25	Thanksgiving Break (no Due Date)
SAT 11/27	Thanksgiving Break (no Due Date)

Week 15
Due Dates (DD)	Tasks
DD39-TU 11/30	Complete: ● Task 1: Complete a draft version of your portfolio and submit it to the DD40Task1: Portfolio for Peer Review discussion forum for peer feedback. Remember that your portfolio should include 4-6 artifacts and approximately 750-1000 words of new text (in the form of reflections). Regardless of what format you use, check that your portfolio is easy to navigate, for example using hyperlinks, and that it is clear what reflections and artifacts go together. Review the assignment guidelines if necessary. [2 hours] ● Task 2: Identify 2-3 areas on which you would like to receive feedback, and feel free to pose questions you still have for your group members about your portfolio-in-progress. This way, they can give more helpful feedback. Submit your areas for feedback (and questions) along with your portfolio to the same discussion thread under DD40Task1: Portfolio for Peer Review, so that your peers can find easily find both. [30-60 minutes]
TH 12/2	*Buffer Day-(no Due Date) Work on Peer Reviews for DD40**
DD40-SAT 12/4	Complete: ● Task 1: Provide peer feedback in your assigned groups of 3-4 students. Download or access your peers' portfolio drafts through DD40Task1: Portfolio for Peer Review and make sure to check their requests for feedback. Write comments in which you note strengths and offer suggestions for improvement in response to their questions. Post your comments by responding to your group members' threads in the same discussion forum. When giving feedback, you may find it helpful to refer to the grading criteria from the assignment guidelines: ○ The portfolio includes 4-6 representative artifacts and 750-1000 words of new text in the form of reflections ○ The reflections adequately contextualize the artifacts, clarifying their significance and what they are meant to illustrate ○ The portfolio shows engagement with the writing process (e.g., for the major assignments), course concepts, and/or SLOs ○ The portfolio addresses the student’s learning goals and/or development as a writer ○ The presentation or design is appropriate and effective [60-90 minutes] Task 2: Write a brief reflection in which you consider what you learned from reading your classmates' portfolios, and if there are ways in which you could strengthen your own portfolio based on your observations. In addition, estimate how much time you still need to spend on finalizing your portfolio, and include this estimate at the top of your reflection. Submit to DD41Task2: Finalizing the Portfolio. [30-60 minutes]

Week 16
Due Dates (DD)	Tasks
DD41-TU 12/7	Complete: ● Task 1: Using the feedback you received, finalize your portfolio. Review the assignment instructions to ensure that your portfolio is complete and that it satisfies the criteria. If you are using a web-based platform or are publishing your portfolio online, check that you have enabled sharing and that all hyperlinks function correctly. Once you are ready, submit your portfolio to Module 5 Portfolio (Final). [1-3 hours] **Portfolio is due Friday, 12/10 at 8:00 am (MST-AZ time)
DD42-FRI 12/10	**Portfolio is due at 8:00 am (MST-AZ time)