Senior Project Research & Development
SA498.01
Class Meetings: Thursdays 6 - 8:50 PM
Jephson Campus A . The Seminar Room . #209
Instructor: Associate Professor Jen Pepper . Division of Art & Design
Email: jpepper@cazenovia.edu
O: JCA #210
OH: M - W - F 11:15 - 12:15 (best by appointment)
course objectives
SA498 Senior Research Project is the first term in year long senior project where Studio and Photo students create a significant body of studio work while undergoing scholarly research and the writing of their Capstone Project.
During the FALL term, the course emphasis is placed on the research capstone project that requires intellectual, rigorous engagement in writing and responding to their ongoing creative work.
The Senior project allows for each student to be reflective of their academic and creative training at the Cazenovia College, reflective of their evolution as visual practioners, while having the advantage of developing a Thesis committee composed of two faculty members and one outside professional contact member relative to their field and or interests.
SA 498 presents the ultimate forum where each student not only begins to work independently as scholarly professionals, but as well, allows for each student to independently imagine themselves in the professional world they are advancing towards.
The Senior Research project involves two components: the creation of a significant body of studio work as well as a rigorously conceived, planned and thoughtfully written research paper.
In the following Spring term, the student will present their creative work in their BFA Candidate exhibitions in the Art Gallery in Resiman Hall on our college campus.
At the conclusion of their exhibition, each student will present their Capstone research project to their full Thesis Committee (including 2 Faculty Members and 1 Professional Contact, along with the Faculty Advisor) and college community in an oral, multi-media presentation situated within the context of their personal creative work installed in the gallery.
It is at this time that the student defends their Capstone Thesis research papers thoroughly and its connection to their studio work.
Course materials are on a blog site, making it easy to access from anywhere.
Please bookmark the URL site now > fa2016.sa498.Caz.blogspot.com
Visit it regularly to keep up with new materials launched to the site daily.
Please contact me should you be unable to access a computer to keep up with our work.
learning objectives
Each student will be researching an independently designed project and will bring in various ideas that impact the dynamics of the semester. Rather than operating the course as lecture based dissemination of materials each individual will bring in his/her independent research and creative work to the seminar structure.
Class time will be spent in discussion, critique, work-shops dealing with research skills, library visitations and resources, as well as student presentations.
During the term, each student will meet independently with the Faculty Advisor as well as their committee members to discuss their ongoing creative projects and how their research might be enhancing their productive output. It is anticipated that the student’s research findings will also become embedded during these small group critiques.
As a meta learning environment, it is intended that SA 498 methods and seminar development provides the opportunity for each student to obtain greater visual literacy skills in reading visual expressions, while helping refine critical analysis skills, creative production (when thinking, reading and discussing their own creative practice), problem solving, written and oral communication skills. It is the initiations within the dynamic structure of the course that it will heighten personal writing and spoken communication performance –- all vital, and truly inseparable components in the development of any visual learner.
working methods
Students will involve themselves in rigorous writing and research practices throughout this seminar. By the end of the fourth week, students should have in place two, faculty members who have agreed to work with the student acting as a faculty mentor throughout their senior year. These individuals will serve as a reader, recommender, responder and on-going member of the student’s Senior Thesis Capstone projects through to the culmination of the Spring term. Faculty selections consist of two individuals. One faculty member will come from the Division of Art + Design, the second may come from outside the Division, however one member must be a full time professor of the college. Each student of SA498 will also have the additional benefit of being assigned to work with an outside Professional contact who has been carefully selected to match the working aesthetic, interest and practice of the student by the Faculty Advisor (me). The Professional Contacts come from a wide scope of the visual industry including: practicing studio artists, film & video industry, art educators, gallery owners, museum curators to name a few. In addition to meeting and discussing the student’s ongoing studio practice throughout the context of the Seminar, each student will have at least one independent critique with me.
The one on one critiques is an opportunity to go in depth with the student’s evolutionary practice and research as they advance through their project and developed research. Appointments will be established of these future critiques throughout the interim of the semester. Each student will meet with their Faculty members twice during the Fall term and twice during the Spring term. The student will meet with their Professional Contacts once in both semesters. The Faculty Advisor must be notified of when and where these meetings occur as well as be given a brief typed, one page summary of each outcome one week following the initial meetings. Contracts will be initiated between the student and their Committee members.
Fall term 2016 specifics
Capstone research & development project
Thinking, creating and writing go hand in hand in all studio practice. Research is an expectation of all design students throughout their academic careers. Writing is another way of investigating one’s expressive voice, translating the visual idea into textual language. Through the semester students will be writing a number of ‘units’ towards their Capstone project, incorporating thorough research, numerous edits and three large draft versions of their 20 page, minimum, papers.
Like any well informed and creative production, the work should evolve over a period of time.
Student writings will be graded from early drafts to edited versions, to the completion of the Capstone essay. Although it expected that the Capstone project will lead the student into new research and will be graded for content, equally valuable is the Capstone as a works in progress, therefore being graded on the process.
In all cases, students need to be able to integrate scholarly research, readings, critical notes and discussion with their working thoughts, individual interests as well as incorporating how this research may effect their own creative output.
In all papers, cite specific connections made between studio practices, theoretical readings and research.
Keep up with a properly written annotated bibliography, citing research primary, secondary, (tertiary sources in some cases), URLs and other.
All written pieces must first be read by each student’s seminar partner, corrections made, then submitted to the Faculty Advisor. DRAFT #3, 4 and FINAL need to be submitted to the Center for Learning & Teaching, warrant an “OK” by them and signed off with signatures of Writing Mentor, prior to handing into the Faculty Advisor.
This will note their informative reads of your work and any corrections that need to be completed must be made prior to submitting to the Faculty Advisor. Attach the original signature and date from the CLT prior to handing into the Faculty Advisor.
on-going studio engagement
Students will continue to work towards strong, independent work of their choice. Critiques with their colleagues in class, with all Committee members, and the Faculty advisor will assist the student towards greater refinement and direction. The student will be involved in writing an artist statement that will be revised as the semester proceeds.
fall term 2016 specifics
The research paper will be related to the student’s creative work, even though in the early stages students may not find connections. The paper will be theoretical in nature and must be 20 pages in length, minimum.
It must involve scholarly research and may not simply be a descriptive historical book report or a discussion of the process the student followed in making your creative work.
• Must include at least 8 primary or secondary sources
• May only include 3 URLs sources
• Make connections to how the research may affects the industry in which the student is advancing toward
• Connect the student’s subjective response to their research and how it affects them as a maker
• Include visual components including visual references, independent creative work embedded within the context of the paper (Fig. 1, Fig. 2, Fig. 3, et al.)
• Follow MLA or APA style format
By the end of the Fall term, each student should have completed the following:
• a survey and analysis of pertinent literature and visual works in the field in which the student are concentrating their research efforts
• a creative project proposal package, revised at least once and handed in twice during the term: one prior to the third week of classes and one at midterm
• a well-reasoned thesis, which should be initiated by a good question
• an Introduction page about the student’s research
• a detailed outline of the student’s research paper
• a constructed Table of Contents
• an annotated works consulted bibliography of at least 8 items (three URL sources allowed)
• four drafts of the student’s research paper—one of first 5 pages or more, the second draft must be at least 10 pages, the third be at least 18 pages and the FINAL at culmination of the term
• on –going, rigorous creative work
• one meeting with a Professional contact
• two independent (minimum) critiques with the Faculty Advisor
• two meetings with the Faculty contact members
• three in-class critiques among your colleagues
• attend and discuss Th3 events in Syracuse and the gallery in Reisman Hall
• establish an outside email address that you will use for your professional work
• begin to design a professional web site
• create multi-media presentations of the student’s creative work and connection to research that is being developed
• a title page noting title of your research, your name, Faculty Contact mentors information, Professional Contact information, your program, and me as the Faculty Advisor, Jen Pepper Associate Professor of Studio Art & Design, Division of Art + Design, CAZENOVIA COLLEGE, Cazenovia, New York and the date submitted, December 2016
spring term 2017 specifics
By the end of the spring semester the student’s work must meet the following criteria:
• project proposal of the work you wish to carry out for your Senior BFA Thesis exhibition
• on-going independent creative/studio work
• Professional exhibition resume, an artist’s statement, the development of a professional business card, an exhibitions catalogue (@ BLURB.com or LuLu.com), a updated and managed WEBsite, the professional mounting of their BFA Candidate Solo Exhibition in the Art Gallery in Reisman Hall, exhibition announcement postcards (flyers, brochures, etc.)
• A 2 page Appendix, Afterword or Addendum written following the mounting of their exhibition connecting how the student’s research paper has affected the creation of new studio practice.
• The oral defense of the thesis Capstone project is the forum in which student’s orally and visually present their project, process and written research to their full Thesis Committee Members and Cazenovia College at large.
• This is the public and final forum of the year that occurs in the SPRING term and it is when each student is graded for your Senior Project/Seminar work during the spring term.
professional contact & faculty thesis committee members
The Professional Contact is someone who works professionally in a field related to the student’s creative topic. He or she will help the student focus on their project proposal, studio/creative work and will critique their work twice during the FALL term and at least twice during the SPRING term. The Professional Contact and Faculty Committee Members also assist the student in the ongoing development of the student’s Capstone Thesis paper. The Faculty Advisor for Senior Project will assign professional contacts to each student. The student must be available for scheduled meetings with them either here on campus or at their professional places of business or studio settings.
The Center for Teaching + Learning (CTL)
A description from the Cazenovia College catalogue states:
Students are expected to succeed within a challenging intellectual environment.
It is not unusual for students to need assistance in maximizing their educational growth in a variety of areas during their four years at the college. The Center for Teaching & Learning assists students in these efforts. Make an appointment well in advance at the CTL/LLC to assist you in the writing process. The Center should be used throughout your career at the college to help you in the refinement and organization of your writing examples. And in fact, you will have early Drafts of your Capstone Research papers, read, commented upon and signed by a member of the Mentoring staff prior to submitting your written work to me. 315.655.7296
evaluation + grading
Students should set high standards for their own work.
Although process is an essential component of the studio a legible, refined and thoughtfully crafted representation is the expected outcome of every work.
Informed speculation and experimentation are encouraged.
Students should be able to explain the conceptual ideas underlying their work, which formal principles are being employed and be able to question and incorporate suggestions offered in critique.
Intellectual understanding and exploration of the readings and projects, ability to initiate research, and individual drive throughout each project are significant factors in grading a student’s level of participation.
Hard work and improvement are recognized. In addition to completing exquisitely crafted projects, engaged work and participation will positively impact a student’s grade.
Lack of preparation, disengagement from his/her work, avoidance of critiques, lack of participation in discussion, incomplete and not prepared work will result in a lower grade. Should a student be performing below an adequate level, the student will be notified as soon as it is evident and a meeting will
be scheduled to address deficiencies.
work evaluation + assessment
| FALL FUTURE 2016 |
SA 498 Capstone Research & Development |
STUDENT X |
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TOTALS |
Creative Work 20%
|
A Quality = 20 pt. |
B Quality = 15 pt. |
C Quality = 10 pt. |
D = 5 pt. |
F = 0 pt.
|
| PPT / Multi Media presentation #1 = 10% |
10 pt. |
8 pt. |
6 pt. |
4 pt. |
2 pt. |
| PPT / Multi Media presentation #2 = 10% |
10 pt. |
8 pt. |
6 pt. |
4 pt. |
2 pt. |
| * both need to contain creative work & research development |
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| Artist Proposal / statement = 5% |
5 pt. |
4 pt. |
3 pt. |
2 pt. |
1 pt. |
1 pt. = completed
2 pt. = connections to world at large & interests
2 pt. = work / media / applications
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| Committee Member Critiques completed 10% with written synopsis |
10 pt. |
8 pt. |
6 pt. |
4 pt. |
2 pt. |
Research + Development of Capstone project 20%
Theory + Content > comprehension + communication |
A = 20 pt. |
B = 15 pt. |
C = 10 pt. |
D = 5 pt. |
F = 0 |
| Research + Dev. of Capstone project 20 % Includes students' participation with the work, their revisions, + accept. recommendations |
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| extra willingness to go the extra mile + improve 5% |
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TOTAL:
Capstone Research papers will be graded using a standard rubric.
> The rubric will assess the clarity of answering the thesis question
> The quality of the supporting evidence provided (support & development)
> The research paper's organization and depth fulness
> The writing style and transitional quality
> And, the mechanics/grammar (technical control)
Specificities of the your capstone
Continue to ask these points of your work:
1 Is the capstone anatomy being followed correctly?
2 Ask yourself ‘what does the writer (you) want the reader to think about?’
3 Is the working thesis a statement that can be supported by the gathered evidence?
4 Has historical information been introduced sufficiently to set a convincing foundation from where the author will assert and prove their claims?
5 Is there enough evidence planted in the thesis to convince the reader of the author’s claims?
6 Would visual figures (charts, graphs, images, etc.) assist in identifying the author’s claims as additional evidence?
7 Are main claims and values clearly introduced? What minor claims is the writer also making?
8 Does the organization of the paper guide the reader to understand the thesis concepts as it is being revealed throughout the essay?
9 Would a narrower approach of evidence help convince the reader of what the writer is conveying?
10 Based on the evidence found in the Body of Research, how can the working thesis be improved?
11 What additional evidence would assist the author to convince the reader of their position?
12 Should the thesis be re-organized to make the questions + concerns more evident?
13 Where should the author go from here?
14 Writing mechanics : Are the transitions from one idea to the next made smoothly and effectively?
15 Grammar and spelling --- accuracy? Thus providing a smooth, uninterrupted read?
Quality participation is characterized by:
On time attendance at each class meeting
Class Participation
Attendance & Thoughtful Participation include:
• Students are required to attend classes regularly.
• Students are required to prepare for each class by completing all assignments as outlined on our calendar.
• Students are required to participate in all class discussions through listening to others and contributing their thoughts.
• Full attendance is required. However, situations may arise that prevent students from attending every class.
• If a student must be absent, s/he is required to contact the instructor in advance (or as soon as possible) to discuss the absence.
• 2 points will be deducted from the student’s participation grade for each absence beyond the two (2) excused absences given to him/her.
• Mastery of the course objectives requires full and active participation of each student. Class participation should be informed by their independent research and creative work as well as personal and professional experiences.
Quality participation is characterized by:
On time attendance at each class meeting.
• Active, enthusiastic participation in class discussions and activities
• Preparation and understanding of their research and the preparation of others' work
• Asking thoughtful questions
• Responding to others’ comments in a responsible and constructive manner
• Contributing regularly mindfully of others
• Leadership and active participation in all activities they engage in
Grading Numerical Equivalents + GPA (grade point average)
All students need to earn a "C" or better in order to successfully advance to SA499 in the spring term.
grade descriptions
A - Excellent. Work shows exceptional ability, an outstanding performance in crafting a well constructed, superior research paper and creative work. B - Above average. Work shows excellent ability and interest, a very good performance C - Average. Work shows adequate performance + effort D - Below average. Work is uninteresting and obviously resulting from little effort, and will fail this course. F-Failure
Undergraduate Grading Policy
Grades are calculated in Grade Point Average as follows:
A = 4.00 C+ = 2.33
A- = 3.67 C = 2.00
B+ = 3.33 C- = 1.67
B = 3.00 D+ = 1.33
B- = 2.67 D = 1.00 F = 0.00
A 93 – 100% A- 90 – 92%
B+ 87 – 89% B 83 – 86% B- 80 – 82%
C+ 77 – 79% C 73 – 76% C- 70 – 72%
D+ 67 – 69% D 63 – 66% D- 60 – 62% F below 60%
standards for grading
A: The typical "A" student will consistently follow all of the steps in the creative process, resulting in work that is beyond the students’ previous technical, conceptual and expressive capabilities. Equally important, the A student will conduct research, integrate information from other classes and experiences, follow through on ideas, not opt for an easy way out, will hand in work on time and in a well presented manner, will participate fully in class, ask questions and do extra work when needed in the pursuit of knowledge and greater ability. The work produced is exemplary and sets a benchmark for other students; actively participating in class discussions and critiques with a sustained high level of curiosity. In short, the A student will be a responsible and active learner throughout. Superior work.
B: The typical "B" student attends all classes and completes all assignments on time; follows all instructions, demonstrates above average skills and creativity in completing assignments, turns in consistently good work though some further development of knowledge and skills is possible; frequently contributes to discussions and critiques. Good work.
C: The typical "C" student has less than perfect attendance; complete all assignments with average skills, attitude and creativity demonstrating limited commitment to the learning process, average use of materials, and ideas that need further development. Occasionally contribute to class discussions and critiques. Satisfactory work. Obtaining a grade of C- or less will fail the student.
D: Has poor attendance; seldom meet deadlines, have an unconcerned attitude, has less than adequate performance; contribute very little to class discussions and critiques. And will not pass this course!
F: Has poor attendance; seldom meet deadlines; turn in poor work; have a bad attitude, and/or impervious to the learning process. And will not pass this course!
seminar policy
The atmosphere throughout this course is to create a community of active learners.
We need to realize that world experience produces difference in all people.
Our differences often make communication and understanding difficult to comprehend, or even agree with, when considering the ideas of others.
We need to create a safe space where individuals can interject their ideas even if they may not be reflective of others. Our space needs to be one where people are encouraged to take risks, and not worry if they don’t have the ‘right’ answer, and have the space to take a wild guess by connecting earlier information together.
Each of us need to remain active participants in the world of learning.
Our course together asks you to cultivate a relationship of mutual respect between each other and the work at large, your faculty, Master Students and outside guests. This respect, it is hoped, may extend outside the walls of this community into the world in general. The key is to listen and be considerate of all people.
confidentiality
We will discuss a variety of controversial topics in this course. Self-expression and honest reflection will take place through our discussions and written work. It is expected that each student will recognize that s/he will be privy to personal information about others in the class and must protect the privacy of the others by exercising strict confidentiality outside of class. When discussing class content outside of class it is recommended that all identifying descriptors be removed from statements so that the statements cannot be attributed directly to the individual who had made the statement. Respect for others is mandatory and non-negotiable. Please note that failure to adhere to confidentiality is a serious offense carrying severe penalties.
The atmosphere in the studio should be one of mutual respect; courteous with colleagues, faculty, guests and with the work at hand. We are cultivating a relationship between you and your work, you and your critic, you and your colleagues. Your work ethic will show in your projects. Issues will emerge during the course that will prompt a general discussion required by all students.
attendance policy
Attendance and punctuality are absolutely mandatory and are significant components of your commitment to your work. It is impossible to learn if you are not here! Students are to attend class every day and be prepared with materials, assignments, readings and papers always! We have a lot of material to cover this semester; missing one class will impact on your ability to do well in this course. Absences will adversely affect your final grade. Once you have accumulated 4 absences you will not be successful to complete the course and may be asked to withdraw. Tardiness and absences will greatly hinder student progress in this course. Students who miss class, in an extreme case, are responsible for notifying faculty prior to class start time. If a student knows they will be absent, make arrangements with the instructor as soon as you are able to find out what you will/or will have missed. Students who are absent from a class are expected to be prepared with ALL assignments and readings due at the next class meeting. All assignments are to be completed in a thoughtful and timely manner.
This responsibility is yours.
academic honesty
Cazenovia College is committed to academic honesty. The Committee on Academic honesty reviews all reported cases of alleged plagiarism, cheating on examinations, undocumented copying of art, and similar forms of academic dishonesty. At the beginning of each full academic term, all new students receive a comprehensive orientation to the College's expectations regarding academic honesty. It is expected that each student in this course will carry out all the assignments appropriately and that all work submitted by the student will be her or his own. Academic dishonesty in any form (e.g., cheating in exams, using another's plan or project, fabricating a study, plagiarism, etc.) is a serious offense with severe penalties. At the very least, the student will receive an F on the particular assignment or exam in question. Cazenovia College’s policy for students who abuse the academic honesty policy are as follows: First offense the student is given a warning. Depending on the circumstances, the student may fail the course. Second offense is reported to the Dean of Faculty and depending on the circumstances, the student may fail the course. Third offense, depending on the circumstances, the student may be dismissed from the college. A description of plagiarism and other forms of academic dishonesty are to be found in the on-line Student Handbook @ www.cazenovia.edu
a note on plagiarism: The MLA Handbook defines plagiarism as follows: “Plagiarism is the act of using another person’s ideas or expressions in your writing without acknowledging the source - in short, to plagiarize is to give the impression that you have written or thought something that you have in fact borrowed from someone else.”
Plagiarism often carries severe penalties, ranging from failure in a course to expulsion from school. In this course, papers which have been plagiarized will receive an F and may not be rewritten. If you have any doubts whether you are committing plagiarism, cite your source/s. A college committee on academic honesty reviews reported cases of alleged plagiarism, cheating on exams, undocumented copying of art, and similar forms of academic dishonesty. A description of plagiarism and other forms of academic dishonesty are to be found in the on-line Student Handbook @ www.cazenovia.edu
It is also understood by each student that the work is completed for this class shall not be used as material work intended to be graded for another class.
special educational needs
Any student who requires special accommodations for classroom work, independent assignments, and/or examinations should notify the Office of Special Services at 315-655-7170. The Office of Special Services will grant students accommodations in accordance with their identified individualized educational plans. Students with accommodations are responsible for informing their instructors of their needs and giving them the accommodations report provided by the Office of Special Services.
recommended text + other resources
• Keys for Writers by Ann Raimes, reference librarians, and the Learning Resources Center. Students are required to work with a Learning Center tutor on each major draft of their papers. It is highly recommended to work with the same tutor for each draft for continuity purposes. It is your responsibility to schedule meetings with them well in advance of due dates. When handing in your drafts to me, the signature and date visited / discussed with the Learning Resources Center will be made clearly visible on hardcopy of your drafts.
• Note that the APA style has made changes in its formatting April 2016. The updates need to be followed.
tentative calendar schedule
MAY 2016* Informative meeting with Junior students to go over highlights of SA498
Establish what is necessary over the summer including:
> making a list of pertinent resources and literature around your topic
> reading and developing notes on a few of the located resources
> begin to form your thesis question
week 1 AUG 25
Research Resources > Library 6:00 PM meet with Lauren Michel
week 2 SEP 01
Sabbatical Returns opening > Reisman Hall 4 - 5:30
Establish seminar partner
Survey of pertinent literature + visual works in the field #1 (bibliography)
Students to discuss three works they are most interested as beginning point
Establish outside email address you will use professionally > email to Pepper
week 3 SEP 08
Professor Chris Geyer visits class for assistance in theoretical question development
DRAFT #1
Submit Title Page, Table of Contents, the beginnings of a Thesis Question, intro
> Read 4 Capstones from Division of Art + Design - create a 1 page critique on each commenting on organization, image choice + content > Pepper >> NEW Capstone Copyright policy ** discuss <
week 4 SEP 15
Th3 Syracuse gallery + museum openings, tentative*
Outline of Research paper delivered to Pepper prior to campus
Establish www and purchase of domain - screen shot
week 5 SEP 22
DRAFT #2
Submit Title page, Table of Contents, Thesis question + intro + bibliography
+ first 5 pages
Professional Contacts established contact and set up appointments
Student PPT of personal studio work + research delivered to seminar group
Artist statement of personal studio work DRAFT #1/3 > Pepper
Secure Faculty Committee member #1 + #2 > submit to Pepper
Individual critique with Pepper #1
week 6 SEP 29
Contracts written for individual Faculty Committee members + Professional Contacts, signed and submitted to Pepper
week 7 OCT 06
Collaborative Capstone reads
AUTUMN BREAK IS MONDAY + TUESDAY, OCT 10 + 11
week 8 OCT 13
DRAFT #3
Hand in Title page, Table of Contents, Thesis question, Intro + bibliography + 10 pages
week 9 OCT 20
Opening reception Reisman Hall Gallery & Artists' Lecture Series Strange Nature
No class
week 10 OCT 27
Student PPT of personal studio work + research delivered to seminar group
Artist statement of personal studio work DRAFT #2/3 > Pepper
week 11 NOV 03
Individual student meetings with Pepper week of NOV 2 - NOV 6, plan an hour
#2 individual critique with Pepper
DRAFT #4
Hand in Title page, Table of Contents, Thesis question, Intro + bibliography + 17 pages
week 12 NOV 10
Capstone research + class delivery
week 13 NOV 17
Capstone research + class delivery
week 14 NOV 24
Thanksgiving recess
week 15 DEC 01
Student PPT of personal studio work + research delivered to seminar group
Artist statement of personal studio work DRAFT #3/3 > Pepper
Turn in blog address for PPT # 1 - 2 and 3 or DVD, thumb drive with all Artist Statement drafts. Complete Calendar hardcopy, copy and submit to Pepper
DRAFT #5 > 20 page minimum
Stay on track!
By Week 5 you will have had completed:
- Class critique #1.
- established Faculty Committee member #1 + #2 + Professional Contac
- Completed your critiques with Faculty Committee members #1 + #2
By Week 7 by Midterm, you will have:
- Completed critiques with Professional Contact + independent one with Pepper.
- You will have also completed your Class critique #2.
- And will have submitted your Capstone Draft to Faculty Committee Members
+ Professional Contact for their thorough comments
- Provide Pepper a signed copy of their read and edits
By Week 9 you will have:
- Completed critiques with Faculty Committee members #1 + #2
- You will have submitted signed contracts from Faculty Committee members
and Professional Contacts to Pepper, agreeing that your Committee members have read and made full comments on your Capstone draft. Submit the signed contracts to Pepper
By Week 14 you will have completed Class critique #3, and will have completed and submitted your Capstone to Pepper.
Capstone Drafting policy:
- All incoming written work needs to be first read by your seminar partner and make appointments with the Writing Center
- Make appropriate corrections prior to handing in hardcopy to Pepper
- All work submit in 2-pocketed folder or large folder to Pepper
- Organize the Left side to keep all MARKED work, in chronological order > latest first + marked drafts
- Right side: All new, unmarked work – place folder into a large plastic envelope
