ENC1102: Introduction to Argument and Persuasion
Course Syllabus Section 2732, Spring
2007
Time & Place:
MWF 9th Period (4:05 - 4:55pm), Rolfs 115
Instructor: Cari
Keebaugh
Phone: (office)
352-6650
Office: Rolfs 501
Office Hours:
Mondays period 8 & by appointment
Email:
keebaugh@english.ufl.edu
Homepage:
http://www.nwe.ufl.edu/~keebaugh
Course Description
ENC 1102: Introduction to Argument and Persuasion focuses on the
essential stylistics of writing clearly and efficiently within the
framework of argumentative research writing. You will learn how to
formulate a coherent thesis and defend it logically with evidence drawn
from research in your various fields. You will also learn how to work
through the stages of planning, research, organizing, and revising your
writing.
ENC 1102 will introduce you to techniques and forms of argument in a
broad range of disciplines, including the humanities, social sciences,
business, and natural sciences. This course encourages students to
investigate the relationship between writing and knowledge, and to
discover how writing can create, rather than merely transmit,
knowledge. Class discussions will reveal the complementary relationship
between writing and research and demonstrate how persuasive techniques
and genres vary from discipline to discipline. You will learn how
writing effectively and correctly in your fields will help to integrate
you as professionals into your “knowledge communities.”
Course Summary
In ENC 1102, we’ll cover the essential elements of writing clearly and
persuasively. We’ll spend roughly the first third of the term focusing
on persuasive writing principles, and then build incrementally towards
a full research paper, from writing a summary, to an annotated
bibliography, which will expand into a synthesis of two or three
critical sources, and then a full-scale research paper. Along the way,
you will learn efficient library research techniques, correct
documentation styles, and ways to avoid plagiarism. While the course
does emphasize academic research and writing skills, assignments and
discussions in ENC 1102 are designed to demonstrate that writing
classes do not exist in a vacuum and that writing is not solely an
academic enterprise. The critical thinking skills and efficient writing
habits learned in this class will help to ensure your success both at
college and in your future careers by integrating both scholastic and
practical reading and writing assignments.
Required Texts
Behrens, Laurence and Rosen, Leonard. Writing
and Reading Across
the Curriculum. New York:
Longman, 2003. 9th ed.
Faigley, Lester. The
Brief Penguin Handbook. New York: Pearson
Education, 2005. 2nd ed.
Schedule
"WR" denotes Writing and Reading Across the
Curriculum
"P" denotes The Brief Penguin Handbook.
Readings are
listed on the day they will be discussed. For example, we will be
discussing "Virtual Love" and "Cyberspace Identity" on January 12, so
make sure to have the readings read by the date listed.
Week 1
Jan. 8 – No class. Go eat some Tostitos.
Jan. 10 – Intro to the Course; Intro to the Textbooks; Review
the Syllabus
Jan. 12 – “Virtual Love” (WR 267) and “Cyberspace Identity”
(WR 275);
Intro to the UWP; Begin Diagnostic Essay (Last Day of
Drop/Add)
Week 2
Jan. 15 – No Class: Martin Luther King Jr. Day
Jan. 17 – Diagnostic Essay due; “Argumentation and the
Rhetorical Triangle” (WR 131-136, P 5-12)
Jan. 19 – “Critical Reading, Logical Fallacies” (WR 45-56, P
75-79) [Please review “Virtual Love” and “Cyberspace Identity” for
today’s
class]; Topics and Research Proposals
Week 3
Jan. 22 – “Summary” (WR 3-25, P 71-74)
Jan. 24 – Library Session; Assign Rhetorical Analysis
Jan. 26 – “Analysis” (WR 165-184)
Week 4
Jan. 29 – “Style: Writing with Power” (P 120-138)
Jan. 31 – Peer Review for Rhetorical Analysis
Feb. 2 – “Planning and Drafting” (P 27-43)
Week 5
Feb. 5 – Rhetorical Analysis Due; “Argument Structure” (WR
66-88)
Feb. 7 –“Preliminary Research” (WR 185-192)
Feb. 9 – Assign Proposals, Handout & In-class writing
Week 6
Feb. 12 –“Synthesis” (WR 89-131, 145-164)
Feb. 14 – Video Screening (I suggest you begin next Monday’s
reading today)
Feb. 16 – Video Screening; Proposals due
Week 7
Feb. 19 – “Cinderella” (WR 548), “Ashputtle” (WR 552), “I Am
Cinderella’s Stepmother and I Know My Rights” (WR 596), “Cinderella and
the
Loss of Father-Love” (WR 600) [Optional but Highly Recommended Reading:
“Cinderella: A Story of Sibling Rivalry and Oedipal Conflicts” (WR
588)]
Feb. 21 – Synthesis Discussion; Assign Synthesis Essay
Feb. 23 – In-class writing; Synthesis
Week 8
Feb. 26 – In-class writing, Synthesis
Feb. 28 – Synthesis Peer Review
March 2 – “Editorials” (WR 58-65)
Week 9
March 5 – Synthesis due; Editorials, con’t; Assign Editorial
essay
March 7 – “Concision” (P 386-391)
March 9 – Editorial Peer Review
Week 10: Spring Break,
March 10-17
Week 11
March 19 – Editorial due; “Bibliography and Citation” (WR
214-231, P 227-235); Assign Annotated Bibliography
March 21 – “Bibliography and Citation” con’t; Library ‘Field
Trip’
March 23 – Annotated Bibliography Peer Review
Week 12
March 26 – Annotated Bibliography due
March 28 – “From Synthesis to Research Paper” (WR 72-88); “Outlining
and Drafting” (WR 209-213)
March 30 – In-class writing day; Research Paper
Week 13
April 2 – Out of class writing day/Library Day; Research
Paper
April 4 – No Class
April 6 – No Class
Week 14
April 9 – In- class writing day; Research Paper
April 11 – In- class writing day; Research Paper
April 13 – In- class writing day; Research Paper
Week 15
April 16 – Research Paper Peer Review
April 18 – Conferences
April 20 – Conferences
Week 16
April 23 – Conferences
April 25 – Research Papers due; Evaluations. (Last Day of
Classes)
Essay
Guidelines and Descriptions
*All essays must be
written in Times New Roman font (12-pt) and be double-spaced. Please
include
your name, class name, and essay assignment in the upper-left corner,
as well
as page numbers in the upper-right corner.
Diagnostic Essay:
For the diagnostic essay, I am purposely not going to give
you much direction. I want to see how you naturally organize,
synthesis,
critique, and present material and arguments. We will be reading
“Virtual Love”
(WR 267) and “Cyberspace Identity” (WR 275) and discussing these two
essays in
class. For this assignment, please analyze and/or compare/contrast
these two
essays. Do NOT merely summarize. Your essay should be no shorter than 1
full page
and no longer than 3 full pages. Please note that you will not be
graded on
this assignment.
Rhetorical
Analysis/Critique:
This assignment will fall directly after our Library
Session. Using the skills you learn about database searches, you must
find one
scholarly article that pertains to your research topic. Give a brief
(2-3 page)
analysis of this article. I am not interested so much in the rhetorical
devices
used as the devices within the argument. In other words, is this
argument based
on pathos, ethos, or logos? Are there any logical fallacies (see WR
50-54 to
review logical fallacies)? Is this article convincing? Etc. We will be
discussing analysis in class; please use the devices and strategies we
cover.
Proposal:
If you have trouble thinking of a
topic or are not sure that the topic you'd like to pick is appropriate
for this assignment, please come speak with me. The quality of the
topic you pick will greatly impact the quality of your final research
paper - and your final grade.
Using the handout as a guide, write a
1½ -2½ page research
proposal. Do note merely re-list all of the information; the proposal
must be a formal essay. Please make sure to answer all of the questions
suggested on your
handout. Provide more information if necessary. You must mention at
least FIVE
sources, but you may only list one popular source and one web page; the
other
three sources should be scholarly articles. Your topic should be
specific to
your discipline and your interests. If
writing the research paper becomes a boring chore, that will be your
fault, not
mine! J
You may NOT choose the following topics for your research paper:
abortion,
euthanasia, terrorism, religious evangelicalism. In other words, do not
pick a
pathos-based argument.
A note: The research paper
assignment is designed to
help you develop your own interests and passions as a student, NOT to
intimidate
you and give you “busywork.” If, for example, you are a psychology
student who
becomes ridiculously bored writing a psych paper, perhaps you need to
rethink
your major. Or, if you are a behavioral psychologist and are enjoying
working
with theories of children’s psychology, perhaps you should consider
investigating that aspect of your discipline. This assignment is NOT to
bore or
intimidate you; it’s here to help, as am I. Because of this, neither
your
thesis nor your proposal is set in stone when you hand it in; in fact,
there’s
a problem if those things don’t alter (at least slightly) during the
course of
the semester. Do not limit your research during the semester to fit
your
thesis, but rather fit your thesis around what you’ve found via your
research.
This is a discursive process – don’t be discouraged! If at any point
you feel
overwhelmed, confused, lost, etc, please come speak with me and we’ll
get you
back on track. Finally, enjoy immersing yourself in your interests!
Synthesis:
In class, we will be reading “Cinderella” (WR 548),
“Ashputtle” (WR 552), “I Am Cinderella’s Stepmother and I Know My
Rights” (WR
596), “Cinderella and the Loss of Father-Love” (WR 600), and we will
also be screening Disney's Cinderella.
For your synthesis
essay, answer question #8 in WR page 621:
Based on
your own readings of the
tale [and movie] and your response to the selections by Schectman and
Rossner, develop a
point of view about Cinderella’s stepmother. Is she truly wicked? Is
she
misunderstood? Is she worthy of our sympathy? Develop your response
into an
argument. Be sure to point generously to the story itself. (qtd from WR
621)
ALT:
If you also read the Bettelheim article, you may choose
to do #9 instead. If this is the case, please let me know no later than
during
the peer review. This alternative
assignment is highly recommended for English and Psychology
Majors/Minors.
Your essay should be no shorter than 4
full pages and no
longer than 6 full pages, and include an MLA-formatted bibliography.
(If you
are not comfortable writing an MLA bibliography for any reason, please
come
speak with me about it.)
Editorial:
For this assignment, read the articles “Princeton becomes
first to formally combat grade inflation” in USAToday
and “Proposal
to curb grade inflation” in The Daily
Princetonian . You must also find one
other
source of
your choosing for this assignment.
After reading your three sources,
write an editorial (2-3
pages) expressing an opinion as to whether or not UF should curb grade
inflation. Make sure to reference points mentioned in all three of the
articles
you read. This essay must be 2-3 full pages and utilize an
MLA-formatted
bibliography. You must include a copy of the third source you used.
Annotated
Bibliography:
List at least ten sources that will be useful to your
research paper. Each citation MUST be in the citation style appropriate
to your
specific discipline. Under each citation, include a half-page paragraph
summarizing the article and describing
any similarities/differences you see between the article and your other
sources
(a brief version of the synthesis assignment). If you summarize the
articles
but do not attempt to compare them, you will not pass this assignment.
This
assignment should be roughly 5 pages or more if done correctly.
Research Paper:
The dénouement of the class! You will complete an 8-10 page
research paper based on the research you will be completing the rest of
the
semester. You should make a clear,
specific, narrow argument about an arguable topic. You will be
utilizing
all the skills we will learn throughout the semester. You are required
to have
at least 12 sources (you are NOT required to use all of the sources you
listed
on your annotated bibliography, nor are you required to squish your
research
into the thesis you provided on your Proposal handout). You argument
should be
original, arguable, and accessible to your audience. You must also
acknowledge
opposing points of view (counterarguments), either in an entire
paragraph or
idea by idea throughout; this helps to establish your ethos and prove
that you
are credible. You must include a bibliography, formatted in whatever
citation
style is permitted in your discipline. Parenthetical citations are
expected, as
well as discursive footnotes. Images are allowed, but must be listed in
a page
of “figures” at the end of your paper, not streamlined into it. If you
choose
to do this, the image page(s) will not count towards the 8-10 page
criteria. Essays less than 8 full pages
will receive an “E,” but fee free to write as many
pages past 10 as it takes to make your argument. Your
research paper must include your own analysis/opinion of the
argument and evidence for that argument. Do not assume the argument
is
self-evident!
For the research paper peer
review, you are expected to have
at least 4-5 full pages complete. (If your draft is shorter than this,
your
peers and I cannot give you substantial feedback and this, in turn,
will make
editing your final paper much more difficult, as well as almost
certainly
causing you to receive a lower grade.) The draft should have a clear,
well-developed thesis with a “because” clause; an introduction that
defines
necessary terms and creates a context for the reader to understand what
will
follow, perhaps even in the form of a lit review; clear topic sentences
that
make a claim for every paragraph after the introduction; and examples
to
support your claims. Be sure to put substantial concrete evidence in
your
draft, correctly cited parenthetically. Also include a current
bibliography.
Checklist of
Requirements for the Research Paper:
Inability to demonstrate
any of these points will result in a failing grade, so make sure that
you have
included all necessary elements.
- Argument is
clear, specific, and arguable
- Argument is
not pathos-based
- Thesis
adequately describes the argument/claim/goal of the paper
- Evidence,
reasons, and quotations all support the argument (Ask youself, “Is my
essay convincing?”)
- 9-10 pages
- Images are
properly cited as figures (and don’t count towards the page requirement)
- Bibliography
uses the citation style appropriate to your discipline
- Research
includes at least 12 sources
- Language is
accessible and not unnecessarily dense
- Use of
counterarguments
- Proper use
of parenthetical citations
- Proper use
of discursive footnotes
Essays, Reading
Assignments, and In-Class Work
You are responsible for turning in all work on time. Late work will NOT
be
accepted.
Essays are due at the beginning of class on the assigned date –
no
exceptions. If you know in advance that you will be late to or missing
class
the day an essay is due, you need to speak with me about it and hand
the essay
in early. Detailed descriptions of the essay assignments can be found
above and
will be discussed in class before each essay is due.
As part of the writing process, for each essay you will
write a draft that will be used for the peer reviews. These drafts
should be as
complete as possible and cover the entire scope of the assignment. The
closer
you are to having a “finished” paper, the more help you will receive
both from
your peer group and from me! Drafts will be graded based on effort and
length
and will count towards your final essay grade (see grading section
below).
Drafts of essays obtained from Peer Review sessions should
be either stapled or paper-clipped to the back of your finished essays.
Essays
that do not include peer-reviewed drafts will lose points (see grading
scale
below).
You should complete readings and assignments included in the syllabus before coming to class on the date they
are assigned, unless otherwise indicated. When you are in class I will
expect
that you have something constructive and relevant to contribute.
Consistently
refusing to participate will impair your participation grade.
Quizzes
Quizzes will be given at my discretion. I believe it is insulting to
you, as
college students, for me to try to test you on reading about writing;
therefore, I will not give pop-quizzes in class UNLESS it
becomes
obvious to me that you are not doing the assigned reading. In this
case, weekly
quizzes will be given to test whether or not you’ve done your homework.
You
will not have the option of making up quizzes if you are absent or
tardy.
Grading for quizzes will fall under your participation grade.
You cannot write in a
vacuum, and in order to have engaging
conversations the whole class must be on the same proverbial page;
reading the
assigned essays, as well as the assigned rhetorical instruction, is
mandatory.
If I have reason to believe that a student has consistently neglected
to do the
assigned reading, that student will fail the course.
Peer Reviews
Peer reviews are an integral part of writing. You cannot become a good
writer
without also becoming a good editor; therefore, all peer reviews are
mandatory. If you miss a peer review, your final
essay grade will be lower by one whole letter grade. Details for
peer
reviews will be discussed in class during the semester. Please bring
three
copies of your paper.
Policies
Academic Honesty
Plagiarism is a serious violation of the Student Honor Code. You commit
plagiarism when you present the ideas or words of someone else as your
own.
Remember, you are responsible for understanding the University's
definitions of
plagiarism and academic dishonesty, which include the following:
* Submitting all or part of someone else’s work as
if it is
your own.
* “Borrowing,” without crediting the source, any of
the
following:
o Any part of
song
lyrics, poetry, or movie scripts
o Any part of
another
person’s essay, speech, or ideas
o Any part of an
article
in a magazine, journal, newspaper
o Any part of a
book,
encyclopedia, CD-ROM, online WWW page, etc.
o Any idea from
another
person or writer, even if you express that idea in your own words.
* “Borrowing” verbatim text without enclosing in
quotation
marks and citing the source.
* Making "duplicate submissions" of assignments -
that is, submitting work in one class that you also submit in another
class
* “Collaborating” or receiving substantive help in
writing
your assignment unless such collaboration is part of the given
assignment
(however, you may receive general advice from tutors, writing lab
instructors,
or OWL staff).
* Failing to cite sources, or citing them
improperly.
Important Tip: You should never copy and
paste something from the Internet without providing the exact location
from
which it came.
If a student plagiarizes all or any part of any assignment, I will
award him or
her a failing grade on the assignment. Additionally, University policy
suggests
that, as a MINIMUM, instructors should impose a course grade penalty
and report
any incident of academic dishonesty to the Office of the Dean of
Students. You should know that your work might be
tested for its “originality” against a wide variety of databases by
anti-plagiarism guardian sites to which the University subscribes, and
negative
reports from such sites constitute PROOF of plagiarism. Other forms
of academic
dishonesty will also result in a failing grade on the assignment as a
minimum
penalty. Examples include cheating on a quiz or citing phony sources or
quotations to include in your assignments.
We will be covering plagiarism (and how to avoid it) during
the course of the semester. If you at any time have problems or
questions
regarding plagiarism, please come speak with me!
For now, however, please be advised that as a University of Florida
student, your performance is
governed by the UF Honor Code, available in its full form at http://www.dso.ufl.edu/judicial/procedures/studenthonorcode.php.
Students
with Physical Disabilities
The University of Florida complies with the Americans with Disabilities
Act.
Students requesting classroom accommodation must first register with
the Dean
of Students Office. The Dean of Students Office will provide
documentation to
the student who must then provide this documentation to the Instructor
when
requesting accommodation.
Attendance,
Participation, & Professionalism
Unlike some of your other classes, this course is skills-based. In
other words,
practice makes all the difference; the more you write, the better you
become.
Consequently, the effects of this course are cumulative, and frequent
absences
will affect your progress and success dramatically. Instruction during
class is
often spontaneous, so it is impossible to offer a recap of what
transpired. Writing
is process and experience-based. This is not a course where you can
“catch up”
on what happens during class.
Attendance, in other words, is required.
Since we are all human, however, you may miss three class periods
without
penalty. However, after your third
unexcused absence your final grade will be lowered one full letter
grade
for every class period missed.
In addition to my policies, the policy of the University
Writing Program is that if you miss more than six periods during
the term,
you will fail the entire course. The UWP exempts from this policy
only
those absences involving university-sponsored events, such as
athletics, band,
and religious holidays. If you must miss class for a
university-sponsored
event, you must let me know beforehand
and provide me with a written explanation
from your coach or director.
Even if you must have an excused absence (or decide to take
one of your three “freebie” days), you
are responsible for turning in early any work that will be due on the
date you
will be missing class. In-class assignments may not be made-up.
Being tardy three times will count as one unexcused absence.
These
accumulate quickly, so it would behoove you to show up on time! In
addition,
being more than 15 minutes late will count as an absence for that class
period.
Also, this class hopes to test your boundaries; some controversial
topics may
arise. You should treat each other (and your instructor) with respect
and
dignity during such conversations. Those who cannot conduct themselves
in a
mature manner will be excused from the classroom, counted as absent,
and will
lose participation points.
Cell Phones - The "I
can hear you now" Clause
Unless there is a family emergency or other extenuating circumstance
(which you
will have discussed with me before class), there is no excuse
for a cell
phone ringing in class; it is disrespectful both to your instructor and
to your
fellow classmates. In other words, you MUST TURN OFF your cell phone. If
your cell phone rings, vibrates, or otherwise annoys during class you
will be
counted as absent for that class.
The ‘Net Clause
During the sixteen-week semester, changes to the class
schedule are bound to occur. Also, examples, assignments, and links of
interest
will be placed on the web. It is your
responsibility to check my webpage often for updates. (I would
recommend at
least once a day before class.) It is also your responsibility to sign
up for the class
listserv (we will go over how to do this). If you do not check the
webpage
and/or do not sign up to the listserv, any information you miss or
assignments
you fail to do will result in a failing grade for that assignment; the
excuses
“I forgot to check the webpage” and/or “I haven’t checked my email in a
while” will not be accepted and late policies
will ensue as usual.
Grading
Here is the meaning behind the grades I assign to your papers (you
should use
the statements to determine how you might work toward a higher grade):
A - You did what the assignment asked for
at a high quality
level, and your work shows originality and creativity. Work in this
range shows
all the qualities listed below for a B, but it also demonstrates that
you took
extra steps to be original or creative in developing content, solving a
problem, or developing a style. Since careful editing and proofreading
are
essential in writing, papers in the A range must be free of typos and
grammatical or mechanical errors (papers with more than two or three
errors
cannot receive an A).
B - You did what the assignment asked of
you at a high quality
level. Work in this range needs revision; however it is complete in
content, is
organized well, and shows special attention to style. Papers with more
than
five typos, grammatical errors, or mechanical errors cannot receive a B.
C - You did what the assignment asked of
you. Work in this
range needs significant revision, but it is complete in content and the
organization is logical. The style is straightforward but unremarkable.
D - You did what the assignment asked of
you at a poor quality
level. Work in this range needs significant revision. The content is
often
incomplete and the organization is hard to discern. Attention to style
is often
nonexistent or chaotic.
E - An E is usually reserved for people
who don’t do the work
or don’t come
to class. However, if your work is shoddy and shows little
understanding of the
needs of the assignment, you will receive a failing grade. (If you try
to write
your paper the night before it is due, it is likely that you will
receive a
grade of D or E.)
Please remember,
one reason I have office hours is so that you can come talk to
me about your papers, both before AND after they’ve been graded!
English is my
passion, and I am more than happy to discuss papers and assignments
with you!
One note: I will NOT reconsider the grade I’ve given
a paper because
your “high school English/History/Biology/Gym teacher would’ve liked
it.” My
answer without fail will be “This isn’t high school.” (And yes, I have
had people try that on me before!)
Helpful Things to
Remember When Writing Papers
♦ One paragraph is no less than four sentences and no longer than
¾ of a page.
♦ Most MLA formatting questions can be answered using the Penguin
Handbook.
♦ If your MLA formatting question isn’t answered in the all-knowing
Handbook,
try doing a Google search for your question (a search may look
something like
“MLA citation style comic books” if you wanted to figure out how to
cite a
comic book).
♦ If both the Penguin Handbook and Google search fail you, see the last
point
on this list.
♦ A paper should always have a clear introduction, body, and
conclusion.
♦ A strong thesis sentence will make the rest of your paper much easier
to
write. Remember to include a “because” clause to make life easier.
♦ Any argumentative paper you write will be stronger if you include and
discuss
at least one negative or impractical aspect of your argument.
Generally, if
your argument seems air-tight and perfect people will be suspicious of
it!
♦ ALWAYS reread what you’ve written after you’ve written it, and then
at least
once more a few days later.
♦ Parenthetical citations are expected in this class; in
other words, citing quotations and/or paraphrasing in footnotes will
result in
a failing grade on the assignment in question.
♦ Discursive footnotes are used only when the author wishes
to direct the audience to other points of interest or other research
which is
only tangential to the argument at hand.
♦ Tertiary sources are NOT acceptable sources for this class. For quick
reference:
A primary
source
is an original document (The Hobbit, “The Purloined Letter,” The
UF
Handbook, The Constitution of the United States, the transcript from a
Jerry
Springer show, etc).
A secondary
source
is something that someone has written about a primary source (“Bram
Stoker's Dracula:
A Psychoanalytic Allegory You Can Sink Your Teeth Into!”; Lacan’s
“Purloined
Poe” essays, etc.)
A “tertiary source”
is something that someone has written about something that someone else
has
written about a primary source (Wikipedia, Encyclopedias, most personal
web
pages, etc). These sources are great to get you started, but ONLY to
get you
started!
♦ If you have a question, ASK! That’s what I’m here for!
Final Grade Calculation
The grading for this course will be based upon a point scale and will
be
weighted as follows:
Attendance
100
Participation, In-class Writing,
Quizzes 300
In-class
Assignments
50
Editorial
Peer-review
50
Editorial
100
Rhetorical Analysis Peer
Review 50
Rhetorical Analysis
100
Annotated Bibliography
Peer-review 100
Annotated Bibliography
100
Synthesis Peer-review
100
Synthesis 200
Research Paper Peer Review
150
Research Paper
500
Presentation 150
--------------------------------------------------------------
Total Possible
Points
2050
Grading scale for your final course grade:
A: 90-100
B+: 87-89
B: 80-86
C+: 77-79
C: 70-76
D: 60-69
E: 0-59
The University of Florida does not use “minus” grades (so you can’t
receive a
B- as your final grade for this course). However, other class work may
receive
minuses to allow for a more precise evaluation of the quality of your
work. The University
of Florida will
give you credit for this
course only if you receive a final grade of C or higher.
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