Catalog Description s3

ENG 139H: Fairy Tales From Disney to Grimms and Beyond

COURSE SYLLABUS

Instructor: Mother Goose Term: Spring 2014 Office: D-123 Class Meeting Dates: TuTh 1/21-5/30/2014 Office Phone: 831-123-4567 Class Meeting Hours: 9:30 – 10:45 AM E-Mail: [email protected] Class Location: E-309 Office Hours: Tue & Thu: 8:30-9:30AM and by appointment Units: 3

Welcome! This is an honors seminar investigating fairy tales, their popular mythos, and their longevity. Designed primarily for English majors, it provides a firm grounding in the origins of many popular tales and their roles in our society today.

Catalog Description An Honors Special Topics Course designed for those interested in expanding their knowledge and critical appreciation of the stories of childhood, their origins, and impact on society. [CSU-GE, Area C2; IGETC Area 3; Hartnell GE: Humanities] Prerequisite: Completion of ENG-1A with a grade of “C” or better Course Objectives: (Things you should know by the end of the course) 1. Demonstrate familiarity with the major authors, works, genres, and themes of fairy tales 2. Examine the historical development of fairy tales and the influence of social and cultural perspectives 3. Determine and evaluate how specific works address the personal, social, moral, and cognitive developmental stages of children 4. Identify themes that reflect human experiences and values based upon historical, political, socio-economic and cultural contexts of the times

Student Learning Outcomes: (Things you should be able to do by the end of the course) 1. Differentiate various fairy tale themes and traditions 2. Apply critical thinking skills when approaching a cultural artifact not always given critical attention 3. Research new fairy tales using appropriate methodology and theory 4. Integrate fairy tale study into “real world” concerns

Course objectives and learning outcomes will be assessed through a variety of means including daily writing assignments, student-led discussions, exams and on-line quizzes, and essays. Lecture materials and assignments are available via the etudes course shell which may be accessed via www.hartnell.edu/de/Students/index.html . Your textbook and secondary reading resources are important to your success in this class as we will engage in weekly reading and writing assignments.

Course Overview and Instructional Context The purpose of this course is to transform students’ interaction with fairy tales from a mode of unreflective consumption to one of dispassionate criticism. Pervasive in most cultures around the world, fairy tales thrive because of their universal nature and their fundamental mirroring of societal views. Fairy tales are more than just “children’s literature”; they are cultural artifacts that indicate the primacy of social mores. This course investigates these narratives in the context of their longevity, their origins, and their ever‐changing roles in media and popular culture. Our investigation will be interdisciplinary, with approaches such as literary, sociological‐historical, psychoanalytic, folklorist, feminist, and film studies. We will read several fairy tales from each of the major collections in Western Europe, augmented by film showings (especially Disney). Additionally, we will engage theoretical positions and secondary literature in our attempt to understand these various texts and films in context.

This course is one of several “restricted electives” for the Associate in Arts in English (AA Degree) and Associate in Arts in English for Transfer (AA-T) Degree. It supports program levels outcomes for these degrees including:  Analyze and evaluate major themes and techniques found in literature and expository texts by applying appropriate writing strategies and skills  Demonstrate an appreciation for the aesthetic value of literature and expository texts from a diversity of cultural, historical, and ethnic perspectives In addition, this course supports institutional learning outcomes in the following areas:  Communication Skills: students will read, write, speak and verbally comprehend at a college level  Critical Thinking: students will use quantitative and logical reasoning to analyze information, evaluate ideas and solve problems  Global Awareness: students will recognize and respect the cultural, economic, social, political, biological, and interdependence of global life

Required Texts and Materials Zipes, Jack. The Great Fairy Tale Tradition: From Straparola and Basile to the Brothers Grimm (Norton Critical Editions). 1st Edition, W. W. Norton, 2010.

CoursePak, available at the Hartnell Bookstore, containing secondary literature such as: Jean Baudrillard, Simulacra and Simulations Peter Bennett, Film Studies: The Essential Resource (excerpts) Bruno Bettelheim, The Uses of Enchantment (excerpts) Joseph Campbell, The Hero with the Thousand Faces (excerpts) Robert Darnton, The Great Cat Massacre (excerpts) Linda Degh, “Social Relevance of a Controversial Classic” John Ellis, One Fairy Story Too Many (excerpts) Daniel Goldhagen, Hitler’s Willing Executioners (excerpts) Carl Jung, The Archetypes and the Collective Unconscious (excerpts) Jill Nelmes, An Introduction to Film Studies (excerpts) Pamela O’Brien, “The Happiest Films on Earth” Henry Schwarz, "Mission Impossible: Introducing Postcolonial Studies in the US Academy” Steven Seidman, Queer Theory / Sociology (excerpts) Maria Tatar, The Hard Facts of the Grimms’ Fairy Tales (excerpts)

Supplementary (Optional) Texts and Materials Bettelheim, Bruno. The Uses of Enchantment: The Meaning and Importance of Fairy Tales. 1st Edition, Random House, 1989.

Computer and Email Requirements  You MUST have access to a PC‐compatible computer with a Pentium or higher processor running Windows XP or higher. Hardware requirements should exceed the minimal recommended for the specific operating systems.  Students are expected to have access to and be familiar with: o a word processing application (e.g., Microsoft Word) as all assignments will require its use; o a spreadsheet application (e.g., Microsoft Excel) as some assignments may require its use; and o Adobe Acrobat Reader to view course documents.  Etudes will be used to communicate with students and disseminate materials and assignments throughout the course. Students should check the course website at least once per day.  Class notes and handouts will be posted at the latest by 5:00PM the day before class days. It is strongly recommended that you print out hardcopies of class notes to bring to class with you.  When sending e‐mail to me, please begin the “Subject:” of the message with the following: ENG-139H: :< insert your subject heading

Technology and Media

Course Blog: Your participation grade depends upon your communication in class sessions and online. In addition to message boards in Etudes, you may also communicate via 'comments' on the course blog, where the instructor will post news items and provocative questions related to our content. The URL for our course blog is http://fairytales.blogspot.com .

Classroom Response Clickers: We will be using e‐instruction in class on a regular basis. You will be provided with a CPS pad (commonly called a “clicker”) during class sessions whenever they are required as we will be using the pads in activities that count for class points. I will provide a short demonstration of how to use CPS in class.

Course Schedule (* Subject to revision) NOTE: “Blue Text” = Zipes: The Great Fairy Tale Tradition PDFs are accessed via the etudes online materials list or the CoursePac available through the bookstore

Date Finish This Homework Before Class Topics to be Discussed in Class 1/7, 9 N/A Introduction SLOs: 1-3 Reflection on Fairy Tales and YOUR childhood Fairly Tale definitions, examples Mother Goose Folklorists, literary theorists, Freudians, Jungians, historical, feminist, psychoanalytical Joseph Campbell, The Power of Myth DVD Tolkien, On Faerie Stories Tolkien, Lord of the Rings (DVD) 1/14, 16 1. Read Cinderella (Blue Text, pp 468-473) Freud and his theories SLOs: 1-4 2. Read Cinderella-1812 (PDF) Campbell, Hero with a Thousand Faces 3. Read Campbell (PDF) Modern fairy tales: Oscar the Mouse and the 4. Read Freud primer (PDF, pges 1-17) episodic version 5. Read Jung (PDF) Cinderella: Grimms Bloom and the types of questions on quizzes 1/21, 23 1. Take online quiz #1 before Tuesday class Cinderella: Perrault, Basilѐ SLOs: 1-3 2. Read Cinderella (Blue Text, pp 444-454) Bettelheim (Freudian Readings) 3. Complete Reading Questions for Cinderella (PDF) Modern Cinderella (Brandy Norwood) Ever After (movie) 1/28, 30 1. Read O’Brien (PDF) Cinderella: Disney SLOs: 2,4 2. Read Zipes, Breaking (PDF) Disney as children’s literature, cultural text, feminist interpretations 2/4, 6 1. Prepare for Midterm #1 (bring Scantron 882) Midterm #1 (bring Scantron Form #882) SLOs:1,2, 2. Read Snow White – 1857 (PDF) Snow White: Grimms, Basilѐ 4 3. Read Snow Shite- 1810 (PDF) Neil Gaiman 4. Read Weber (PDF) Historical Readings 5. Optional: Read Gaiman (PDF) (note: some adult Garrison Keillor themes/language in this reading) 2/11,13 1. Complete Reading Questions for Snow White (PDF) Snow White: Disney SLOs:1-4 2. Read Bennett (PDF) Snow White: Disneyland and Walt Disney World 3. Read Nelmes (PDF) 4. Read Baudrillard (PDF) 3 2/18, 20 1. Take online quiz #2 before Tuesday class Sleeping Beauty: Grimms, Perrault, Basilѐ SLOs:1-4 2. Read Sleeping Beauty (Blue Text, pp 684-698) 3. Read Sleeping Beauty-1810 (PDF) 4. Complete Reading Questions for Sleeping Beauty (PDF) 2/25, 27 1. Essay #1 (group essay) due in class Tuesday Sleeping Beauty: Disney SLOs:2-4 2. Read Ellis (PDF) Grimms and their sources 3. Read Zipes, Once There Were Two Brothers (PDF) Italian tradition: Basilѐ, Straparola 4. Read Tatar (PDF) Creation of groups for the Group Project 5. Read Basilѐ Frame (PDF) 3/4, 6 1. Prepare for Midterm #2 (Tues) Midterm #2- Tues (will use clickers) SLOs:1-3 2. Attempt a first draft of Essay #2 and bring to class Thur Little Mermaid: Foquѐ, Anderson 3. Read Little Mermaid (PDF) Little Mermaid: Disney 4. Complete Reading Questions for Little Mermaid (PDF) Sign up for Group Project Topics 5. Read Seidman (PDF) 3/11, 13 1. Finish Essay #2 and submit to turnitin.com before Beauty and the Beast: Grimms, Beaumont SLOs1-4 class (bring one print-out to class) Tues Beauty and the Beast: Disney 2. Read Beauty and the Beast (Blue Text pp 805-820) 3. Complete Reading Questions for Beauty and the Beast 4. Read Marxism Primer (PDF) 3/18, 20 1. Take online quiz #3 before Tues class Tues: Group Presentations: Little Red Riding Hood SLOs: 1-4 2. Read Little Red Cap (Blue Text pp 744-750) Thur: Red Riding Hood: Grimms, Perraul 3. Read Red Riding Hood (PDF) Movie “Freeway”

3/25, 27 1. Read Snow Queen (PDF) Imagining a Disney movie SLOs: 1-3 2. Read Grimms, Frog King (PDF) Bremen Town Musicians 3. Read Frog Pincess (Russian) (PDF) 4/8, 10 1. Finish Individual Project and bring to class on Tues Group Presentations (Tues) SLOs: 1-4 2. Read Rapunzel (Blue Text pp 474-479) Rapunzel, Rumplestilskin 3. Read Rumplestilskin (Blue Text pp625-628) Rapunzel Unbraided: Disney 4. Read Bettelheim (PDF) Freudian theories Hansel and Gretel 4/14-18 Spring Break! 4/22, 24 1. Take online quiz #4 before Tues class Tuesday: Group Presentations SLOs: 2, 4 2. Read Grimms, Mother Holle (Blue Text pp 572-574) Mother Holle (text and video) 3. Read Grimms, Girl Without Hands Girl Without Hands 4/29, 5/1 1. Read Grimms, Jew Among Thorns (PDF) Jew Among Thorns SLOs: 1-4 2. Read Grimms, Good Bargain (PDF) The Good Bargain, Goldhagen Manfred Gratz, Grimms’ Preface Snopes: Milk of Human Kindness, other Urban Legends 5/6, 8 1. Finish Essay #3; submit to turnitin.com before Tues Essay discussion SLOs: 1,2 class H.C. Anderson: Ugly Duckling 2. Read The Ugly Duckling (PDF) 5/13, 15 1. Read Goldhagen (PDF) Group Presentations SLOs:1-4 2. Read Degh (PDF) Campbell, Revisited 3. Read Grimms Preface Fairy Tale descendants: Tolkien, Edgar Allen Poe, George Lucas, C.S. Lewis 5/20, 22 1. Read Postmodernism Primer (PDF) Modern Fairy Tales: Faerie Tale Theater, Little SLOs:3, 4 2. Read Schwarz (PDF) Golden Books, “supermarket” books Post-Modern Fairy Tales: Fractured, Politically Correct, Shrek, Into the Woods Fairy Tales and video games

5/27 Bring Blue Book Final Exam (8:00-11:00 AM) Important Dates to Remember: Feb 1 Last day to Add a full semester course Feb 6 Last day to drop a full semester course with “No Grade of Record” May 2 Last day to drop a full semester course with a “W” grade Course Policies The following paragraphs contain important information about course policies, grading, and student conduct so read it carefully! Class Projects and Essays: This course requires the completion of several essays and projects. Detailed instructions will be provided for each assignment during the third week of class (and are also posted online). A summary list of essay and project topics appears below: Essay #1: (Group Essay) – write an original fairy tale (SLO 2, 3, 4) Essay #2: folk fairy tale interpretation (SLO 1) Essay #3 research paper on folk fairy tale (SLO 1-4) Group Project: fairy tales from another culture (SLO 2, 3) Group Project: A critical look at fairy tales through the eyes of Disneyland and Walt Disney World (SLO 3, 4) Individual Project: re-incarnations of folk fairy tales in current media applications (SLO 4) Grades Basis for Final Grade: A percentage grade will be determined based upon the total number of points you have earned at the end of the semester. I will be using the following weights and grading scale:

Assessment Points Percent of Final Grade Daily Writing Assignments 50 pts (5 ea x 10) 5% Discussion and Participation 50 pts (5 ea x 10) 5% Clicker quizzes 50 pts (10 ea x 5) 5% Online quizzes 100 pts (25 ea x 4) 10% Essay 1 Group Essay 50 5% First Midterm 100 10% Essay 2: Folk Tale Interpretation 100 10% Group Project 50 5% Second Midterm 100 10% Individual Project 50 5% Essay 3: Research Essay 100 10% Final Exam 200 20% TOTAL: 1,000 100%

Grading Scale: Based upon the total number of points you have earned at the end of the semester, you will earn the following letter grades:

Grading Scale (%) Interpretation 90-100 A Excellent, exceeds average understanding as evidence in course work and goes well beyond the basics 80-89 B Far above average, meets or exceeds average understanding as evidenced in course work and fully understands the basics; can deal with some concepts beyond the basic level 70-79 C Average; meets minimum expectations to satisfy course requirements 60-69 D Below average; meets some minimum expectations and satisfies several but not all 5 course requirements 0-59 F Fails to meet minimum expectations in understanding of course concepts as evidenced by performance on exams and submission of graded elements

Graded tests and assignments in this course will be returned to you individually and then returned to me. You can access your scores at any time using the gradebook feature in the etudes portal. I f you need help accessing your grades, please see me.

Rewrite Policy: Rewrites are required for papers with a grade of less than “C”. Note that an alternate grading rubric will be used for the rewrite, featuring an additional column that evaluates the changes made specifically.

Essay Commentary Policy: Commentary on essays will be delivered in written format, at the end of the essay. However, upon request, an alternate delivery method can be used. If desired, instructor comments will be made verbally and delivered to the student as an mp3 through WebCT. This approach yields far fewer written comments, but much more commentary in general is delivered, due to the speed and specificity of speech. Those requesting mp3 feedback must state so when the essay is turned in.

Extra Credit Policy: There are limited opportunities for extra credit assignments in this class. You are eligible for extra credit assignments only if all other course work is completed. When extra credit is granted, the additional points are added to the "First Midterm" portion of the semester grade. You cannot earn higher than 100% on the "First Midterm" portion of the grade; any points over 100% are not counted.

Group Work Policy: Everyone must take part in the group projects. All members of a group will receive the same score; that is, the project is assessed and everyone receives this score. However, that number is only 90% of your grade for this project. The final 10% is individual, and refers to your teamwork. Every person in the group will provide the instructor with a suggested grade for every other member of the group, and the instructor will assign a grade that is informed by those suggestions.

Late Work Policy: There are no make‐ups for in‐class writing, quizzes, the midterm, or the final exam. Essays turned in late will be assessed a penalty: a half‐letter grade if it is one day late, or a full‐letter grade for 2‐7 days late. Essays will not be accepted if overdue by more than seven days.

Grades of "Incomplete": Incomplete grades are given only in situations where unexpected emergencies prevent a student from completing the course. Incomplete work must be finished by the end of the next semester or the “I” will automatically be recorded as the grade you earned at the end of the course. (See Hartnell College Catalog p,26) Course Policies: Student Expectations Professionalism Policy: Cell phones, iPods, etc. must be silenced during all classroom lectures so as not to disrupt the learning environment. Please arrive on time for all class meetings. Students who habitually disturb the class by talking, arriving late, leaving early or other disturbances will be warned and may be dropped from the class or suffer a reduction in their final class grade. (See Hartnell policies for Student Conduct and Grievances on pages 31 and 32 of the college catalog; www.hartnell.edu/academics/catalogs ). These actions are taken to protect the learning environment for all students.

Academic Dishonesty Policy: Academic dishonesty in any form will not be tolerated. If you are uncertain as to what constitutes academic dishonesty, please consult page 31 of the 2013-14 Hartnell catalog for further details (www.hartnell.edu/academics/catalogs ). Violations of these rules may result in a record of the infraction being placed in your student file and receiving a zero on the work in question. Confirmation of other incidents can also result in expulsion from the College. These actions are taken to protect the learning environment for all students.

Attendance: If you miss more than four class sessions, Hartnell policy requires that you be dropped from the class, regardless of your performance. Please discuss extenuating circumstances with me. If you need to drop this class, please fill out the official paperwork before the final drop deadline. (See Hartnell catalog, p. 35)

Turinitin.com: In this course we will utilize turnitin.com, an automated system which instructors can use to quickly and easily compare each student's assignment with billions of web sites, as well as an enormous database of student papers that grows with each submission. Accordingly, you will be expected to submit all assignments in both hard copy and electronic format. After the assignment is processed, I receive a report from turnitin.com that states if and how another author’s work was used in the assignment. For a more detailed look at this process visit http://www.turnitin.com . Student Support Additional student support may be available to you from affordable textbooks to financial aid and scholarships. Please visit the Hartnell website ( www.hartnell.edu/students) for programs and services that may be of value to you. In addition, should personal issues interfere with your academic success, please consider consulting Crisis Counseling Services ( www.hartnell.edu/crisis ) or phone 770-7019 for personal/confidential counseling services. Crisis Counseling sessions are free of charge to Hartnell students. If you need support of any kind, I hope you will visit with me during office hours or at other times that are mutually convenient. DSPS Statement The Department of Supportive Programs and Services (DSPS) coordinates academic accommodations for students with documented disabilities at Hartnell College. If you have, or suspect you may have, a disability that impacts your education, please contact the DSPS Office to determine your eligibility for accommodations. DSPS is located in the Student Services Building B, Room 107 (831) 755-6760. I encourage you to meet with Amy Lehman, Director of DSPS, to discuss your specific accommodations and to have test proctoring forms signed 5 days in advance.

Celebration of Diversity The members of a classroom represent a rich variety of backgrounds and perspectives. I am committed to working with you to provide an atmosphere for learning that respects diversity. I hope we can all work together to build this learning community and ask all class members to: • share their unique experiences, values and beliefs • be open to the views of others • value each other’s opinions and communicate in a respectful manner • keep discussions that occur within class that are of a personal nature confidential • appreciate the opportunity that we have to learn from each other in this community • consider ways that we may create an inclusive learning environment within this course and across the Hartnell College community Campus Safety: EMERGENCY NOTIFICATION: In the event of a life threatening emergency call 911. · To report a non-life threatening incident, safety hazard, or a suspicious activity please contact campus security at 755- 6888 · To obtain campus status information, call the campus safety and facilities emergency status bulletin telephone number: 831-796-6222. From a campus line, simply dial 6222

Please visit Hartnell's emergency reporting link here: http://www.hartnell.edu/reporting-emergencies Students: If you receive an emergency notification, please tell your instructor immediately. During a campus emergency, you will generally be told to do one of two options, SHELTER IN PLACE or EVACUATE. When either of these are given, vehicle traffic coming onto campus will likely be turned away. Students are required to obey the directions of staff in a timely fashion.

EVACUATION: Please note the exit(s) in the room. In the event of an alarm or safety threat, uniformed Hartnell personnel equipped with two-way radios--including security, and maintenance staff--have up-to-date information; they also have the authority to order either shelter-in-place or immediate building evacuation. For evacuation, immediately heed their directions by proceeding calmly and quickly to an exterior assembly area as indicated by trained staff. Please stay back at least 200 feet from any building until the “all clear” command is issued. SHELTER IN PLACE:In the event of a safety threat, instructors and staff will lock classroom doors and direct occupants to stay clear of windows. Occupants are requested to remain quiet. During this time, DO NOT access any exits unless directed by first responders or staff. A shelter in place order is also used for severe environmental threats like a thunderstorm.

7 Run, Hide, Fight (Links to an external site.) Active Shooter Response In the event of an Active Shooter Event, there are three things you need to know in order to survive: Run, Hide, Fight. Pleas review the video in the link.

If you see suspicious behavior on campus, please tell someone. Our Campus Safety (Links to an external site.) officers are trained to investigate suspicious incidents.

EMERGENCY PREPAREDNESS: The first 72 hours of a disaster are often the most difficult, but this period can be less stressful if everyone has extra supplies on hand. The college has a limited amount of emergency supplies, so students and staff should have on campus their own portable emergency kit including snacks, water, and prescription medication; this is especially important for those who may need to shelter on campus. For more information go to http://72hours.org/

Students: If you have knowledge of an emergency on campus, share it immediately. If you see something suspicious or potentially hazardous, let someone know.

ENG-139H: ESSAY AND PROJECT GRADING RUBRIC

Point Conceptual Thesis Development and Organization Language s Support 10 Demonstrates clear and Essay controlled by Well-chosen examples; Appropriate, clear and Uses sophisticated convincing analysis; shows clear, precise, well- persuasive reasoning used smooth transitions; sentences effectively; command of interpretive and defined thesis; is to develop and support arrangement of paragraphs is usually chooses words conceptual tasks required by sophisticated in both thesis consistently; uses appropriate; excellent topic carefully; observes assignment and course statement and quotations and citations sentences; paragraphs linked conventions of written materials; ideas are original insight; scope of effectively; causal rather than stacked; topic English and manuscript and insightful, going beyond thesis is ambitious connections between sentences are claims in format; makes few minor the ideas discussed in class. and original. ideas are evident. themselves. or technical errors. 9 Shows a good understanding Clear, argumentative Pursues thesis Distinct units of thought in Some mechanical of the texts, ideas, and thesis central to the consistently; develops a paragraphs controlled by difficulties or stylistic methods of the assignment; essay; may have left main argument with clear specific and detailed topic problems; may make goes beyond the obvious; minor terms major points and sentences; clear transitions occasional problematic may have one minor factual undefined; may be appropriate textual between developed, word choices or or conceptual inconsistency. more general than evidence and supporting cohering, and logically awkward syntax errors; specific; level of detail; makes an effort to arranged paragraphs that are a few spelling or ambition may not be interpret quotes beyond internally cohesive; some punctuation errors or high enough. their surface meaning. stacking rather than linking of cliché; usually presents paragraphs; modest topic quotations effectively. sentences. 8 Shows an understanding of General thesis or Only partially develops the Some awkward transitions; More frequent the basic ideas and controlling idea; may argument; shallow some brief, weakly unified or wordiness; several information involved in the not define several analysis; some ideas and undeveloped paragraphs; unclear or awkward assignment; may have some central terms; thesis generalizations arrangement may not appear sentences; imprecise factual, interpretive, or attempts to “prove” undeveloped or entirely natural; contains use of words or over- conceptual errors; operates too little. unsupported; makes extraneous information; reliance on passive at a level consistent with limited use of textual some paragraphs voice; one or two major “obvious” (information evidence; fails to integrate unnecessary or may be too grammatical errors already known about the quotations appropriately. long or too short; basic topic (subject-verb text). sentences. agreement, comma splice, etc.); effort to present quotations accurately. 6-7 Shows inadequate command Thesis vague or not Frequently only narrates; Simplistic, tends to narrate or Some major of course materials or has central to argument; digresses from one topic merely summarize; wanders grammatical or significant factual and central terms not to another without from one topic to another; proofreading errors conceptual errors; does not defined. developing ideas or terms; illogical arrangement of (subject-verb respond directly to the makes insufficient or ideas; topic sentences agreement; sentence demands of the assignment; awkward use of textual incomplete or insufficient. fragments); language confuses some significant evidence. marred by clichés, ideas. colloquialisms, repeated inexact word choices; inappropriate quotations or citations format. 0-5 Writer has not understood No discernible thesis. Little or no development; No transitions; incoherent Numerous grammatical lectures, readings, discussion, may list facts or paragraphs; suggests poor errors and stylistic or assignment. misinformation; uses no planning or no serious problems seriously quotations or fails to cite revision. distract from the sources or plagiarizes. argument.