1. Assignment Submission
1.1. Re-submission Guidelines
1.1.1. Special circumstance situation applied case by case
1.1.1.1. Utilized to support skill development and deepen learning
1.1.1.1.1. Contact teacher to discuss feasibility
1.1.2. The student will provide, in one document
1.1.2.1. Original + edits
1.1.2.2. Original feedback from Moodle
1.1.2.3. Outlined changes
1.1.2.4. New submission
1.1.3. Conditional requirements to be met by student
1.1.3.1. Submit outline of proposed changes
1.1.3.1.1. Evidence of enhanced awareness of expectations
1.1.3.1.2. evidence of incorporation of feedback from marked submission
1.2. Submitting assignments using Moodle
1.2.1. Starting at Student Dashboard
1.2.1.1. Scroll down to "Private Files" window
1.2.1.1.1. Click "manage private files"
1.3. Accepted Formats
1.3.1. Microsoft Word
2. Course Outline
2.1. Overview
2.1.1. Refine ability to communicate effectively.
2.1.1.1. Clear communication in a variety of contexts
2.1.1.2. Achievement of personal and career goals
2.1.2. Language Use
2.1.2.1. Critical thinking
2.1.2.2. Creative thinking
2.1.3. Literary Exploration
2.1.3.1. Various sources
2.1.3.2. Various modes
2.1.3.3. Reflection of diverse word view
2.1.4. Deeper understanding
2.1.4.1. Politically
2.1.4.2. Socially
2.1.4.3. Globally
2.1.5. Gain insight
2.1.5.1. Diversity
2.1.5.1.1. Political
2.1.5.2. Identity
2.1.5.2.1. Personal
2.1.6. First Nations
2.1.6.1. Understanding
2.1.6.1.1. Knowledge
2.1.7. Expanded Understanding
2.1.7.1. Educated Canadian
2.1.7.2. Global citizen
2.2. Course Map
2.2.1. Opening Assignments
2.2.1.1. Personal Introduction
2.2.1.2. Course Content/Tool Introduction
2.2.2. UNIT 1: Perspective
2.2.2.1. "People Understand Text Differently Depending on their World Views and Perspectives."
2.2.3. UNIT 2: Reconciliation
2.2.3.1. "The examination of First People's cultures and lived experiences through text builds understanding of Canadians' responsibilities in relation to reconciliation."
2.2.4. UNIT 3: Story
2.2.4.1. "The exploration of text and story deepens our understanding of diverse, complex ideas about identity, others, and the world."
2.2.5. UNIT 4: Media and Pop Culture
2.2.5.1. "Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens."
2.2.6. UNIT 5: Issues
2.2.6.1. "Texts are socially, culturally, geographically, and historically constructed."
2.2.7. UNIT 6: Author Study
2.2.7.1. "Language shapes ideas and influences others."
2.3. Materials
2.3.1. Access to internet
2.3.2. Access to video creation tool
2.3.2.1. Cell phone
2.3.2.2. Web Cam
2.3.2.2.1. Internal
2.3.2.2.2. External
2.3.3. Library Card
2.3.4. Access to the following works:
2.3.4.1. Persepolis by Marjane Satrapi
2.3.4.2. The Reason you Walk by Wab Kinew
2.3.4.3. Any Margaret Atwood novel
2.3.5. Access to a printer
2.4. Expectations
2.4.1. Adhere to EBUS Academic Integrity Policy
2.4.2. Communicate with teacher when help is needed
2.4.3. Review feedback from assignments and tests
2.4.4. Complete course on time
2.4.5. Communicate with others respectfully
2.4.6. Review weekly progress reports
3. Three types of essays
3.1. Narrative Essay
3.1.1. Describes personal experiences of the writer
3.1.1.1. Fiction
3.1.1.2. Event
3.1.1.2.1. Change
3.1.1.3. Non-fiction
3.2. Expository Essay
3.2.1. Introduction or explanation/description of a topic to the reader
3.2.1.1. Focal point
3.2.1.1.1. Structure
3.3. Persuasive Essay
3.3.1. Argument defence
3.3.1.1. Consider alternate arguments
3.3.1.2. Supporting evidence
3.3.1.3. Clearly chosen side represented
4. Plagiarism
4.1. What is it?
4.1.1. "presenting anothers work or ideas as your own without providing credit" *See attached link*
4.2. How to avoid it
4.2.1. Cite sources
4.2.2. Provide all information about publication so it is easy for the reader to locate
4.2.2.1. Alphabetically list sources by surname
4.2.2.2. when citing multiple references, only first is alphabetized by surname
4.2.2.3. If no author, alphabetize by title
4.2.3. Use of common knowledge
4.3. Student Integrity
4.3.1. 'Tegridy......