Other notes:  

• Lateness to/leaving early from class: If you are 10 min. late to arrive or early to leave a physical-classroom class, you'll lose half a credit for that class hr.  (And if you're frequently 5-10 min. late or early to leave, you'll lose some attendance credit, too.  See me if this is going to be a regular occurrence because of another class or work.)

• Anyone going 2 weeks with no attendance activity will be dropped from the class.

• Make ups: See below.

            You may complete extra work for make-up/extra credit.  It counts as part of your attendance credit because you report how long you spent--how many minutes and/or hours.  It first counts towards missing attendance, and after that as extra attendance.  However, no matter how it is counted, it all goes toward the X's/point system for the course, thus raising your grade.  You may get as many extra X's/points as you want in this way.  

            Note: No make ups are allowed for missed homework writing assignments (unless you miss class, in which case you may always turn in homework the next time you come, and it will be considered as on time).  However, you can counterbalance a poor homework grade by earning extra credit for attendance, so that your attendance points/X's go to as high a number as you want.  

            The most basic way to earn attendance credit is simply to attend.  Otherwise, you may use any of the methods below for attendance make-up and/or extra credit.  Extra credit almost always is listed in attendance, but it does boost your total number of X's/points, so it doesn't matter where you get the credit: it all goes to the same total of points/X's.

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Counting Your Time: 

            When you do any of the make ups for attendance or extra-credit options, be sure to count your time.  You get credit for them not by the paper or its length, but rather by how many minutes/hrs. you spend doing them.  Write the amount of time in the upper-right corner of your paper, along with your name, the words "MAKE UP" or "EXTRA CREDIT," our class name and number, the date, and the class section number (or "Instructor: Richard Jewell").  (For tutoring--#1 and #2 below-- get a tutoring slip from me, have your tutor fill it in, and return it to me.)

Extra Activities and Papers: 

            Here are the activities and papers you can use for make up of attendance and extra credit.

DOUBLE THE CLASS TIME:

1. Tutoring Alternative (counts for double the time spent: 1hr. of tutoring = 2 hrs. of missed class or extra credit): You may get credit for missed time in class by working with a tutor for one-half of your missed time.  (You have to actually work with the tutor, not just sit in the tutoring center.  Online tutoring also is available.)  See www.inverhills.edu/StudentResources/WritingCenter/index.asp.  You should use an official IHCC tutor in the IHCC Writing Center (a large, open space in the middle of the 2nd floor of the Library building) or some outside expert approved by me.  Be sure to have the tutor give you a note, or send one to me, telling me how much time you spent with her or him.  I need the amount of time you actually worked with the tutor if I am to give you proper  credit.   
   
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    THE SAME AMOUNT AS CLASS TIME:

2. Looking at Movies, Surfing Web Sites, and Reading additional books on the Class Subject Matter (counts as 1 for 1: 1 hr. of this activity = 1 hr. of missed class or extra credit).  You do not need permission, first, if you use the following sources:
        
   A. Films: Use movies only from the approved list of "Sierra Leone Movies" or "Victims of War Movies." (If you think you've found another movie not on the list that might qualify, ask me about it.) Write about each film for 200+ words, state your viewing and writing time, and turn it in.  
   B. Web Sites: Surf from the Sites listed in "Sierra Leone Web Sites" or "Additional Online Sites," or choose your own.  Write about the Web sites you visited and what they have, state the time you spent viewing and writing, and turn it in.  
   C. Books:  Use only books from the approved list in "1114 Physical Resources."  You may not count the book that you are choosing as your second required reading book for the semester. Write about what you read for 200+ words, state your reading and writing time, and turn it in.
   
   Whenever you watch films, visit web sites, or read additional books, you will need to write about them.  Some of the ways you can write are as follows:

   1. Summarize the film (or book or web site).

   2. Write a review of it (using, for example, the "Paper E - Critical Review" methods; see Section C, Chapter 6 of www.CollegeWriting.info). 

   3. Write an evaluation of it (using, for example, the "Paper D - Evaluation" methods; see Section C, Chapter 5 of www.CollegeWriting.info). 

   4. Answer any or all of the following general questions:

      • What was the basic story line, plot, or narrative line of the film, book, or web (in a sentence or a paragraph)?

      • Who were the main people?

      • When and where did it happen?  Are the times and places significant?

      • How or why did the main event(s) happen?  What are some causes and effects?

      • What was the high point or best part of the film, book, or web site for you?  Why/how?

      • What was the low point of it for you?  Why/how?

      • Who would be the best audience for this film, book, or web site (and/or the worst audience)?

      • What do you think is the "moral of the story" of this film, book, or web site - what should people get out of it or take home from it?  Why?

      • How would you rate this film, book, or web site on a scale of four stars?  Why?  Would you give a different rating if you were doing it for a wider audience?  If so, why or how?

3. Self-tutoring Alternative (counts as 1 for 1: 1 hr. of this activity = 1 hr. of missed class or extra credit: You may get credit for missed time in class by using a tutorial on how to research online.  Please use the sheet of directions by English instructor Julia McGregor in Extra Writing Assignments at http://www.tc.umn.edu/~jewel001/WritingAssignments.htm.  
    

4. Making Your Own Online Minnesota eFolio: You may take full 1-for-1 extra credit for working on your own free online eFolio, free from the MnSCU system for all Minnesota students and/or residents:   Samples    About MN eFolio    Start    

5. Tutoring by or of a Classmate (counts as 1 for 1: 1 hr. of this activity = 1 hr. of missed class or extra credit): You may get credit for missed time in class by working with a classmate for the same amount as the time you want to make up.  (You have to actually tutor or be tutored by the other person, not just sit with them and study or write.)  If you are being tutored by someone else, they must actually know what they are doing regarding that particular activity or assignment in the course.  And if you are the person who is doing the tutoring, you must know what you are doing regarding that particular activity or assignment in the course.  Report to me the actual amount of time you were tutored/tutoring so that I can give you the proper credit.
            

6. Notes from--and Watching of--a Video about Composition from the Library. (counts as 1 for 1: 1 hr. of this activity = 1 hr. of missed class or extra credit):  There are three videos in the library that you can use.  You may use them right in the library in its "Viewing Room," where there is a video player, or take the video home.  The three are from the Standard Deviants video series: "Grammar 1," "Grammar 2," and "English Composition."  You may watch one, two, or all three.  Take at least 100+ words of notes while you watch and/or afterward, and count both your video and your note-taking time.  Turn the notes in to me with the total amount of time you spent both watching and writing (100+ w. per video).  (This assignment extends your knowledge of writing and/or grammar.)  
            

7. You may also write sentences using the Merriam-Webster "Word for the Day" Web site, full value, 1 for 1: do this alternative writing assignment for an equal amount of class time.  Use each word in a sentence.  You may write up to ten different sentences using one word up to ten times (once or more per sent.), and you may write as many current or past "words for the day" as you want.  Show me what you've written with a statement of how much time you spent writing the words and their sentences.  Go to http://www.m-w.com/cgi-bin/mwwod.pl. 

   PAPERS (SAME AMOUNT AS CLASS TIME):

8. Discussion of 1 or More Textbook Chapters You Have Not Read (in http://CollegeWriting.info) (counts as 1 for 1: 1 hr. of this activity = 1 hr. of missed class or extra credit):  Either choose a chapter or two that will not be assigned in class (for example, from the chapters in the textbook sections called "Writing in Many Fields" or "Writing to Literature"), or choose a chapter that was assigned but that you did not read for credit. Read the chapter(s) and sample paper(s).  Then use "General Study Questions" to discuss or take notes on the chapter(s)--just as you have been assigned to do for other chapters in the textbook.  Count both the time spent reading and answering questions.  Turn in to me what you've written, along with the total amount of time you spent.  (This assignment extends your knowledge of writing by acquainting you with other types of papers.)
            

9. Paper from a New Textbook Chapter (in http://CollegeWriting.info) (counts as 1 hr. for 1 hr.): Write a paper from a chapter that you will not be using in class (e.g., from the textbook sections called "Writing in Many Fields" or "Writing to Literature").  You do not have to write notes or answer questions, unless you want to.  For your paper, you may either write about something real or make up a situation--or do some of both.  Count both the time spent reading and the time spent writing.  Turn in to me what you've written, along with the total amount of time you spent.  (This assignment encourages application of writing lessons to your own creative or practical interests or concerns.)  
            

10. Combination of the previous two items, above (counts as 1 hr. for 1 hr.): Read a chapter, take notes on it, and use its directions to write a paper, as described in both "Duscussion of 1 or More Textbook Chapters" and "Paper from a New Textbook Chapter," above.  Count your time for all three of these activities, and turn in to me what you've written, along with the total amount of time you spent.  .
             

11. Resume and Cover Letter (counts as 1 hr. for 1 hr.): Imagine you're applying for a job in your future profession.  Neatly type both a resume and a cover letter.  (This may be entirely real or partly made up.)  The resume can use any of several different organizational methods: e.g., the "targeted" resume, which emphasizes special experiences or training you have; the "time" resume, which shows what you've done in order of time (usually from most recent to oldest); or the most common, a "subject" resume, which shows your activities by subject (e.g., "Job Goals," "Paid Positions," "Volunteer Work," Education and Training," and "Other" or "Personal Information."  Most commonly, people do some combination of two or three of these types.  The cover letter should be sincere and contain a brief introductory statement of the job you are interested in (pretend if need be) and the fact that your resume is enclosed.  There should be a good paragraph or two on why you are appropriate for the job--something not in your resume.  And there should also be a paragraph describing why you picked this particular company or place--what's so good about them that attracted you to them?  There should then be a brief closing paragraph describing where and how to reach you and expressing your sincere hopes about being hired.  Again, type both in business style.  The resume should be typed using a 12-point basic font.  Use devices such as bold, underlined, italic, and/or larger-size type for the main header at the top and for your subheadings.  Work for clarity and ease of reading, but don't be too fancy or artsy (unless the particular workplace calls for it).  Turn in to me what you've written, along with the total amount of time you spent.  (This assignment is a practical writing assignment requiring good organization and an awareness of audience.)  
             

12. Thank-You Note to a Teacher (counts as 1 hr. for 1 hr.): Do you remember the best writing (or other) teacher you've ever had, either here or in a previous school?  Write a thank-you note to her/him.  And if you give me a second copy, neatly written, in an unsealed envelope that is stamped and addressed (to the teacher in care of her old school/department, with your return address on the envelope ), I'll mail it and give you twice the credit (twice the time it took you to write it: report the real amount of time you spent and also the doubled amount of time).  Remember to tell me the total amount of time you spent.  (This assignment encourages you to develop writing that is intellectually and emotionally positive, useful, and helpful in terms of having a positive social impact.)  
             

13. Description of How to Raise Your Children to Write Well (counts as 1 hr. for 1 hr.): Imagine you are about to have children (if you already have them, then start from their present age, if possible, or imagine you're starting over again).  Write a description in steps of how you would raise your own children, should you have them, to write well, from the beginning of their babyhood to and/or through their teen years.  (You might want to include not only writing but also reading habits, as the two tend to be linked.)  Turn in to me what you've written, along with the total amount of time you spent.  (This assignment encourages critical thinking and practical thinking about writing.)  
             

14. Job Application's  Personal Statement (counts as 1 hr. for 1 hr.): Some of you going into advanced training, programs, or graduate school will be required to write some kind of personal statement or a like document.  This is your chance to practice it.  Show me a copy of the application's writing "assignment" along with your paper that you have written to try to satisfy that assignment.  Turn in to me what you've written, along with the total amount of time you spent.  (This assignment is very practical and encourages several essay-writing skills.)  
             

15. Description of Thinking (counts as 1 hr. for 1 hr.): Put yourself in an imaginary or real (remembered or present) situation where some careful, lengthy thinking about something is needed.  Describe one (or more) of your critical thinking processes: e.g., writing an analytical paper, examining a major life experience or turning point, debating whether to choose a person for something personally important or for a professional position; dumping or developing a friendship or romance, deciding how to change a boss' or teacher's decision, etc., etc.  You may include not only what steps of thinking you use, but also, if you wish, a discussion of what steps you'd like to learn to use in the future.  Turn in to me what you've written, along with the total amount of time you spent.  (This assignment encourages "thinking about thinking" and writing about it: a reflexive or "metacognitive" look at your intellectual processes.)  
             

16. Teaching Method (counts as 1 hr. for 1 hr.): Pretend that you must teach someone something intelligent, demanding, and/or professional that you know.  Describe in a series of steps how you would go about teaching something important that you know or have learned, especially something in a possible future job or profession of yours.  (If you do this type of assignment for a bulletin-board class, too, please make the two separate and different.)  Turn in to me what you've written, along with the total amount of time you spent.  (This assignment encourages clear process writing and a reflexive or  metacognitive look at what you knows and how you share it.)  
             

17. Job Description (counts as 1 hr. for 1 hr.): Pretend you're on a hiring committee in a possible future workplace in your potential future profession.  Write a lengthy, well developed job description with an introduction, conclusion, and body parts (several paragraphs).  In it, sounding positive and practical but not overly cheerful, try to describe as fully as possible the job itself, the kind of person needed, the minimum requirements and preferred requirements in a candidate, the work requirements (pay, hours, benefits, etc.), and the kind of person who may be best received by the company and the hiring committee.  Turn in to me what you've written, along with the total amount of time you spent.  (This assignment encourages you to look ahead and reflectively prepare on paper for a hiring process most of us must experience.)  
             

18. Case Study of Yourself as a Student (counts as 1 hr. for 1 hr.): Pretend you are an unbiased social worker, psychologist, or other counselor taking a look at your primary behavior as a college student studying in school during the past few months or, perhaps, a year or two.  Write a description of your behavior as it relates to being a student in school.  Use these categories evenly (in terms of time spent or word count): (a) general description/background of the person without reference to any problems; (b) statement and description of the biggest problem or group of related problems (related to being in a school) facing the student during this time period; and (c) solution(s) student has applied to solving the problem(s) and the results obtained.  (You may, instead, write this case study of a very close friend you know well, but please change his/her name.)   Turn in to me what you've written, along with the total amount of time you spent.  (This assignment helps you see yourself better as a student, along with what works and doesn't work for you in an academic setting.)   
                  
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    ONE-HALF OF CLASS TIME:

19. Other Writing--Personal, Creative, or Other--Anything Not Assigned for Another Class or at Your Job (counts for only 1/2 the time spent).   You may get credit by creating non-class writing in the current semester.  Personal or creative writing--as in letters, journals, diaries, stories, etc.--can count.  However, they must have been done in the same semester as our class. And you cannot count writing done for other classes or for a job.  You also may not count time spent in reading and/or research--just actual writing time.  (However, you can combine "16.," above, and "17." if you write more than just the required minimum 150 w. above.)  Simply state your writing time on the front and label the writing as "Extra Credit--Written During This Term," and turn it in. 

              -------------------------------------------------------

    ONE-FOURTH OF CLASS TIME:

20. Writing Done for Other Classes or Work During This Same Term.  You may get 1/4th credit for other writing you have done for classes and/or for your job this term.  Show me the work and put the total number of hrs. you worked on it at the top--the actual hrs. of writing (do not count researching or reading time). 

 - End of Attendance Page -