But can words and ideas really be stolen? According to U. The expression of original ideas is considered intellectual property, and is protected by copyright laws, just like original inventions. Almost all forms of expression fall under copyright protection as long as they are recorded in some way such as a book or a computer file. Most cases of plagiarism can be avoided, however, by citing sources. Simply acknowledging that certain material has been borrowed, and providing your audience with the information necessary to find that source, is usually enough to prevent plagiarism.
The text above comes from Plagiarism. I am unable to print my essay at home. Where can I go to print it on campus? COCs Valencia campus provides several printing options, including the following:. How can I contact my instructor? Instructors will usually post their contact information on their syllabi.
However, if you do not have a syllabus from your instructor, you can access your instructors e-mail address using the contact information page for the English department. You can also contact the College of the Canyons switchboard at Finally, some instructors might ask you to leave materials in their mailbox.
Faculty mailboxes are located in the Administration Building behind the switchboard. The administrative assistants at the front desk will be able to help you leave materials for your instructor. I received good grades in high school, but at COC I am not happy with my grades on my assignments. What's wrong? You should discuss the situation with your instructor. It could be that there are parts of the assignment or the course material that you may have misunderstood.
Your instructor can help you to identify these areas and work with you to create a plan to help you improve. You also will want to make sure that you understand all of the comments that your instructor gives on your assignments and try to address those areas in future assignments. If you do not understand the comments, you should meet with your instructor to get more information.
Another thing to keep in mind is that the expectations for college and high school are different. Especially if you are new to college, you may need to adjust the time you spend outside of class reviewing class notes and working on assignments. The general rule is that you should expect to spend two hours outside of class working on assignments for every hour that you spend in class each week.
For a 3-unit class in a week semester, that means you should be spending six hours each week outside of class working on material for that class in order to be successful in that course. You may need to change your time management and study strategies to adjust to the college environment. If you are noticing that this is an issue for you in several of your classes, you should consider enrolling in one of the courses that the college offers that assists students in meeting their educational goals.
I received good grades in high school, but at COC my English placement scores were poor. Answers to this question will be best provided by a counselor familiar with your situation. My instructor said there are materials on reserve at the library. In this guide, you'll learn about critical methods, resources, and strategies for effective research. You may also find useful information in some of our other Research Guides. Photo Credit: flickr.
If you need assistance in your class, please feel free to contact any of the librarians at Carmichael. It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge.
Specifically, students practice basic writing skills in preparation for the requirements of ENG See catalog description of ENG ENG curriculum is designed to teach writing as a process encompassing pre-writing exercises, drafting, revising, and editing, but it is also provides review and instruction in basic grammar, punctuation, sentence boundaries and structural and developmental issues related to basic composition.
Students with a foreign language background are referred to the descriptions below of ENG Additionally, ESL sections of ENG are offered to students in need of focused language acquisition work in writing. Description: This course prepares students for ENG Advanced language skills and flexibility with advanced sentence structures, vocabulary, and idiomatic expressions are stressed so that students develop correct, clear, and coherent self-expression.
Students practice a variety of essay structures with a focus on presenting a point of view and supporting it with evidence.
By the end of the semester, students are expected to write developed, coherent essays and to substantively revise, proofread, and edit their work. The course is also designed to develop in students the skills that enable them to interpret and analyze texts.
Description: This course is equivalent to ENG , the first credit-bearing course in composition. ENG , created for underprepared students with marginal writing skills offers an extra hour for necessary developmental writing instruction and individualized support toward the creation of college-level essays.
Exactly as does ENG , the course prepares students to produce clear, well-developed, well organized, grammatically correct writing. The curriculum is designed to give students guided practice in pre-writing, drafting, revising, and editing essays, with the addition of time for review and instruction in basic grammar, punctuation, sentence boundaries and structural and developmental issues related to basic composition. The course is also designed to develop skills that enable students to interpret and analyze published texts.
In addition to readings assigned in class, students respond to texts they locate themselves through research and write at least one documented or research essay. Description: This course prepares students to produce clear, well-developed, well-organized, grammatically correct writing.
The curriculum is designed to give students guided practice in drafting, revising, and editing essays. The course is also designed to develop the skills that enable students to interpret and analyze published texts. Description: This course is an introduction to writing about literature. The course is designed for students to practice close reading and organizing evidence to support their written interpretation and analysis of literary texts.
The course offers students continued practice in drafting, revising, and editing essays. A primary goal for students is to produce clear, well-developed, well-organized, grammatical writing.
For at least one essay, students use research materials. Description: This course is an analytical and writing intensive approach to the development of college-level writing in the sciences.
The curriculum gives students practice in drafting, revising, and editing their writing; in using clear, succinct, standard English in expository, analytical, and practical writing assignments.
Students analyze and interpret published texts in the sciences. Typical assignments include lab reports, abstracts, and reviews of research. At least one assignment requires student research. Description: This course is for students interested in improving their ability to write academic and professional English.
It focuses on vocabulary, grammar, and punctuation at the sentence and paragraph levels. Students will study grammar, not only through rules and textual models, but also in the context and practice of their own writing and editing.
The course is designed to give students a critical awareness of language and to teach language techniques through extensive readings. This course fulfills the college requirement for the first semester of English composition. Description: The second half of Honors English integrates literature-the introduction of poetry, fiction and drama- with further instruction in expository writing.
The emphasis is on analyzing literature as a way of developing personal style. The course includes extensive readings of major literary figures whose works are the heritage of educated people. The course fulfills the College requirement for the second semester of English composition. Prerequisites: Completion of the composition requirement in the student's major.
Description: This course examines the principles of technical writing and enables students to learn writing skills required in the technical job market.
Style, strategy, and format in published samples of workplace writing are analyzed. Student writings include reports, proposals, memos, outlines, and abstracts. Regular attention is paid to grammar and techniques of revision. Description: This course, conducted as a workshop, is for students interested in exploring their writing style within the basic imaginative genres: fiction, creative non-fiction, poetry, and script writing.
Students will read and analyze literary models and then focus on their own writing, partaking in peer revision. Students are expected to complete one of the following: attend a literary reading; submit to or work on the student literary magazine Luna; participate in an activity sponsored by the Creative Writing Club or Creative Writing Project.
Note: Sections reserved for students in the TYP Program include a 3 hour seminar component in addition to the 3 hour lecture component. Courses Level English Level English. Below are our course offerings for the Fall and Winter Term: ENGL - Introduction to Critical Analysis How does critical analysis matter to reading and understanding literature, broadly conceived?
ENGL - English for Engineering Students This course undertakes to develop and strengthen clear and effective writing for Engineering students whose disciplines require them to be familiar with the genres and formats of professional communication.
It will focus on instruction in fundamental writing skills, including building effective sentences and paragraphs, and on learning to communicate clearly across a range of genres and media used in academic and professional contexts, including correspondence and presentations. It is not a course in technical writing. Students will be introduced to the principles of information gathering, analysis, and citation.
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