January ‘10 Registration is Open
Classrooms open Jan 4, 2010
Registration closes Jan 6, 2010
First lesson posts Jan 9, 2010
Course Fees:
$30.00 New Students
$24.00 Returning Students
Courses are 6 weeks long unless otherwise noted.
Certificates of Completion are available.
Sample Writing Process Work Sheet Analysis
Analyze your writing process and answering the following questions about your essay. Some of the organization will depend on the type of essay that you are writing.
1) Determine your audience(s):
2) Determine the purpose and assignment requirements.
3) Write a thesis statement for the essay. The thesis statement is the core of your essay and the thesis is used to develop the content of the essay. The thesis statement is usually a single sentence that summarizes what you are going to be discussing in the body of your essay; it is usually found as the last sentence of your introduction; and the topics to back up your thesis should be mentioned in the introduction along with the thesis statement.
4) Gather information about the main topics from the thesis statement.
5) Organization of ideas in a logical outline for your purpose, which should be in the same order as you list the topics in the thesis statement.
6) Convert the outline into paragraphs. Each paragraph in the body of your essay needs to focus on one particular point that substantiates the thesis statement. Each paragraph should start with a topic sentence; a concrete example or illustration to back up your assertion; and the paper should be cinematic and specific in regards to the word choices in the essay.
7) Unity and coherence of paragraphs in relationship to the thesis as well as unity within each paragraph.
Make sure you concrete words such as cat, chair, dog, eye patch, front door, hot, leather high heels, leather work boots, nose ring, rocking chair, sailboat, sand paper, specific colors, specific trees or plants, spoon, table, velvet, walking, and so forth because these terms refer to objects or events we can see or hear or feel or taste or smell, their meanings are pretty stable. For example, if you ask me what I mean by the word spoon, I can pick up a spoon and show it to you.
9) Edit sentences for grammatical, mechanics, spelling, and structure.
10) Proofread each sentence and paragraph separately. Try reading your essay out loud because it allows you to notice if you need to clarify a sentences with different word choices, punctuation, and so forth. Also, having a friend or family member read your essays for you will help in several manners because they did not write the essay and they should be able to notice areas in your paper that need clarifying for better understanding and grammatical and mechanical errors easier.
Other comments: Smarthinking Resources
Smarthinking is a great resource that Ashford provides free to students, which I recommend to everyone that they should take advantage of this service. The tutors are well qualified and they will help you improve your writing skills, math, English as a Second Language, science, accounting, and so forth. Many college offer this service for free for students enrolled in the university.
Making an outline for an essay can be overwhelming. You start asking yourself, “What is my essay about? How am I going to back up my claims? What if I’m still unsure about how to plan an essay? How will I keep track of it all?”
If you have a general idea of what you want to do in your essay and you know which quotations or research information that you want to use, you’re actually in a better situation than you think. You’re ready to create a rough outline!
So, before you start structuring your ideas into a formal (also known as “traditional”) outline, use this worksheet to create a Preliminary Outline. For more help with developing a thesis statement, use the Thesis Statement Guide in the Writing Center.
Introduction – Thesis Statement: ______________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Body Paragraph #1
Topic sentence: ___________________________________________________________________________
________________________________________________________________________________________
Supporting evidence:
Body Paragraph #2
Topic sentence: ___________________________________________________________________________
________________________________________________________________________________________
Supporting evidence
Body Paragraph #3
Topic sentence: ___________________________________________________________________________
________________________________________________________________________________________
Supporting evidence
Conclusion – Thesis Statement: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Attending to Grammar
A Brief Introduction
Grammar is more than just a set of rules. It is the ever-evolving structure of our language, a field which merits study, invites analysis, and promises fascination.
Don’t believe us? Didn’t think you would.
The fact is that grammar can be pretty dull: no one likes rules, and memorizing rules is far worse than applying them. (Remember studying for your driver’s test?) However, as I’ve said, grammar is more than this: it is an understanding of how language works, of how meaning is made, and of how it is broken.
You understand more about grammar than you think you do. Brought up as English speakers, you know when to use articles, for example, or how to construct different tenses, probably without even thinking about it. (Non-native speakers of English may struggle with these matters for years.)
However, when you write, even as a native speaker of English, you will encounter problems and questions that you may not know how to answer. “Who” or “whom?” Comma or no comma? Passive, or active?
To answer these questions, you will want to have a handbook on hand. Handbooks are available at RWIT; tutors are also available to help you find what you need.
Most Commonly Occurring Errors
Would grammar seem more manageable to you if we told you that writers tend to make the same twenty mistakes over and over again? In fact, a study of error by Andrea Lunsford and Robert Connors shows that twenty different mistakes comprise 91.5 percent of all errors in student texts. If you can control these twenty errors, you will go a long way in creating prose that is correct and clear.
Below is an overview of these errors, listed according to the frequency with which they occur. Look for them in your own prose.
1. Missing comma after introductory phrases.
For example: After the devastation of the siege of Leningrad the Soviets were left with the task of rebuilding their population as well as their city. (A comma should be placed after “Leningrad.”)
2. Vague pronoun reference.
For example: The boy and his father knew that he was in trouble. (Who is in trouble? The boy? His Father? Some other person?)
3. Missing comma in compound sentence.
For example: Wordsworth spent a good deal of time in the Lake District with his sister Dorothy and the two of them were rarely apart. (Comma should be placed before the “and.”)
4. Wrong word.
This speaks for itself.
5. No comma in nonrestrictive relative clauses.
Here you need to distinguish between a restrictive relative clause and a nonrestrictive relative clause. Consider the sentence, “My brother in the red shirt likes ice cream.” If you have TWO brothers, then the information about the shirt is restrictive, in that it is necessary to defining WHICH brother likes ice cream. Restrictive clauses, because they are essential to identifying the noun, use no commas. However, if you have ONE brother, then the information about the shirt is not necessary to identifying your brother. It is NON-RESTRICTIVE and, therefore, requires commas: “My brother, in the red shirt, likes ice cream.”
6. Wrong/missing inflected ends.
“Inflected ends” refers to a category of grammatical errors that you might know individually by other names – subject-verb agreement, who/whom confusion, and so on. The term “inflected endings” refers to something you already understand: adding a letter or syllable to the end of a word changes its grammatical function in the sentence. For example, adding “ed” to a verb shifts that verb from present to past tense. Adding an “s” to a noun makes that noun plural. A common mistake involving wrong or missing inflected ends is in the usage of who/whom. “Who” is a pronoun with a subjective case; “whom” is a pronoun with an objective case. We say “Who is the speaker of the day?” because “who” in this case refers to the subject of the sentence. But we say, “To whom am I speaking?” because, here, the pronoun is an object of the preposition “to.”
7. Wrong/missing preposition.
Occasionally prepositions will throw you. Consider, for example which is better: “different from,” or “different than?” Though both are used widely, “different from” is considered grammatically correct. The same debate surrounds the words “toward” and “towards.” Though both are used, “toward” is preferred in writing. When in doubt, check a handbook.
8. Comma splice.
A comma splice occurs when two independent clauses are joined only with a comma. For example: “Picasso was profoundly affected by the war in Spain, it led to the painting of great masterpieces like Guernica.” A comma splice also occurs when a comma is used to divide a subject from its verb. For example: “The young Picasso felt stifled in art school in Spain, and wanted to leave.” (The subject “Picasso” is separated from one of its verbs “wanted.” There should be no comma in this sentence, unless you are playing with grammatical correctness for the sake of emphasis – a dangerous sport for unconfident or inexperienced writers.)
9. Possessive apostrophe error.
Sometimes apostrophes are incorrectly left out; other times, they are incorrectly put in (her’s, their’s, etc.)
10. Tense shift.
Be careful to stay in a consistent tense. Too often students move from past to present tense without good reason. The reader will find this annoying.
11. Unnecessary shift in person.
Don’t shift from “I” to “we” or from “one” to “you” unless you have a rationale for doing so.
12. Sentence fragment.
Silly things, to be avoided. Unless, like here, you are using them to achieve a certain effect. Remember: sentences traditionally have both subjects and verbs. Don’t violate this convention carelessly.
13. Wrong tense or verb form.
Though students generally understand how to build tenses, sometimes they use the wrong tense, saying, for example, “In the evenings, I like to lay on the couch and watch TV” “Lay” in this instance is the past tense of the verb, “to lie.” The sentence should read: “In the evenings, I like to lie on the couch and watch TV.” (Please note that “to lay” is a separate verb meaning “to place in a certain position.”)
14. Subject-verb agreement.
This gets tricky when you are using collective nouns or pronouns and you think of them as plural nouns: “The committee wants [not want] a resolution to the problem.” Mistakes like this also occur when your verb is far from your subject. For example, “The media, who has all the power in this nation and abuses it consistently, uses its influence for ill more often than good.” (Note that media is an “it,” not a “they.” The verbs are chosen accordingly.)
15. Missing comma in a series.
Whenever you list things, use a comma. You’ll find a difference of opinion as to whether the next-to-last noun (the noun before the “and”) requires a comma. (“Apples, oranges, pears, and bananas…”) Our advice is to use the comma because sometimes your list will include pairs of things: “For Christmas she wanted books and tapes, peace and love, and for all the world to be happy.” If you are in the habit of using a comma before the “and,” you’ll avoid confusion in sentences like this one.
16. Pronoun agreement error.
Many students have a problem with pronoun agreement. They will write a sentence like “Everyone is entitled to their opinion.” The problem is, “everyone” is a singular pronoun. You will have to use “his” or “her.”
17. Unnecessary commas with restrictive clauses.
See the explanation for number five, above.
18. Run-on, fused sentence.
Run-on sentences are sentences that run on forever, they are sentences that ought to have been two or even three sentences but the writer didn’t stop to sort them out, leaving the reader feeling exhausted by the sentence’s end which is too long in coming. (Get the picture?) Fused sentences occur when two independent clauses are put together without a comma, semi-colon, or conjunction. For example: “Researchers investigated several possible vaccines for the virus then they settled on one”
19. Dangling, misplaced modifier.
Modifiers are any adjectives, adverbs, phrases, or clauses that a writer uses to elaborate on something. Modifiers, when used wisely, enhance your writing. But if they are not well-considered – or if they are put in the wrong places in your sentences – the results can be less than eloquent. Consider, for example, this sentence: “The professor wrote a paper on sexual harassment in his office.” Is the sexual harassment going on in the professor’s office? Or is his office the place where the professor is writing? One hopes that the latter is true. If it is, then the original sentence contains a misplaced modifier and should be re-written accordingly: “In his office, the professor wrote a paper on sexual harassment.” Always put your modifiers next to the nouns they modify.
Dangling modifiers are a different kind of problem. They intend to modify something that isn’t in the sentence. Consider this: “As a young girl, my father baked bread and gardened.” The writer means to say, “When I was a young girl, my father baked bread and gardened.” The modifying phrase “as a young girl” refers to some noun not in the sentence. It is, therefore, a dangling modifier. Other dangling modifiers are more difficult to spot, however. Consider this sentence: “Walking through the woods, my heart ached.” Is it your heart that is walking through the woods? It is more accurate (and more grammatical) to say, “Walking through the woods, I felt an ache in my heart.” Here you avoid the dangling modifier.
20. Its/it’s error.
“Its” is a possessive pronoun. “It’s” is a contraction for “it is.”
Becoming Your Own Grammar Tutor
Many of these errors you will find easy to spot and to correct. Perhaps you learned in high school to look for subject-verb agreement. Perhaps you consistently catch any confusion between “it’s” and “its.” Still, some of these errors will be harder to catch. How can you learn to handle these errors and to become your own grammar tutor?
The first thing that you might do is to make a trip to RWIT. We have tutors here that might help you with grammar questions. They might help you to see patterns of error in your work, and they can give you advice as to how to eliminate these errors. They can also help you to get used to using a handbook. Every student writer should have a handbook on his desk as he writes. Even the experienced writer comes across grammar questions that she needs answered. In creating this Web page, for example, I consulted my handbook three times.
When reading your papers for grammar errors, you’ll want to make note of a few things.
First, determine whether the error is a matter of carelessness, or a pattern of error.
If you find a single run-on in your paper, there’s probably not much to worry about. Fix it, and be on your way. But if you notice that you tend to run on again and again, it’s time to think about the run-on. Do you understand the boundaries of the sentence? Do you understand the grammatical principles at work in determining these boundaries? If you think that you don’t, consult a tutor and/or a handbook. Come up with strategies for addressing the problem so that it doesn’t occur in future drafts.
Second, prioritize among your errors.
If you find that your grammar problems are serious ones, determine which of the problems are most serious and address them first. Problems that interfere with a reader’s understanding of your paper – misplaced modifiers, for example, or mistakes in punctuation – ought to be addressed first. If you have trouble determining which mistakes are most serious, visit RWIT. Our tutors can help you to map a course of study in matters of grammar.
Third, practice writing sentences.
The only way to learn to write grammatically is to practice, practice, practice. If your writing is very weak, you might benefit from doing sentence exercises in handbooks to strengthen your understanding of grammatical principles. You will also want to use our Grammar Drills. If your writing is fair to middling, you can play with your own sentences, writing and rewriting them to see how using commas, for example, might change the effect or even the meaning of a sentence.
And finally, understand that grammar COUNTS.
Your professors expect writing that is correct. They are irritated when you give them papers plagued by error. Your professors may or may not mark the errors on your papers. Don’t expect that if you have no red ink on your paper that it is error free. Some professors feel that you should have mastered grammar before college and that it is not their responsibility to point out your mistakes to you. Others will be more helpful and will let you know when your grammar has gone astray. Still, it is your responsibility to master the rules of the language that you speak and write. Learn them well.
Useful Links
Note: Many of these sites will have links to other grammar guides and resources.
Grammar & Style Guides
Grammar Points
Dictionaries & Thesauri
http://www.dartmouth.edu/~writing/materials/student/ac-paper/grammar.html
Registration for the November 2009 session is open at LVS Online ~ Where
Learning Is Fun!
NEW courses include:
» jQuery: Enhancing Web Development
» Adobe Lightroom 2: Organize – Edit – Share!
» Photoshop 3D
» Photoshop Special FX
» Photoshop Elements 7: Basics
» Photoshop Elements 7: More Basics
» PSE 6 For the Mac: Ready, Set, Go! Part 1
» PSE 6 For the Mac: Ready, Set, Go! Part 2
» PSE: Actions & Styles & Plug-ins! Oh, My!
» Photoshop Elements: Learn to Love Layers
» PSE Photo Correction – Make your Photos Pop
» PSE: Photo Retouching and Restoration
» Photoshop Elements: Pizzazz
» Photoshop Elements: Using the Organizer
» Understanding and Helping the Special Needs Child
For more information, go to http://lvsonline.com/update
Remember that returning students receive a 20% discount!
Receive a $5 voucher for EACH new student you refer to LVS! Advise
referrals to mention your name and email address in their registration form!
http://www.lvsonline.com/refer.shtml
Instructor-led classes begin October 31st. There is limited seating so head
on over to LVS Online to enroll now! http://www.lvsassociates.com/register/
Be sure to click on the “Class Information” link supplied in your
registration confirmation for IMPORTANT class information and special
offers!
While defining plagiarism and telling students not to commit plagiarism are easy enough to do, identifying the types of plagiarism that exist it is not. According to Plagiarism.org, “Learning to recognize the various forms of plagiarism, especially the more ambiguous ones, is an important step towards effective prevention. Many people think of plagiarism as copying another’s work, or borrowing someone else’s original ideas. But terms like ‘copying’ and ‘borrowing’ can disguise the seriousness of the offense.” 1
Familiarize yourself with this list of plagiarism examples compiled by Plagiarism.org:
Sources Not Cited
Sources Cited (But Still Plagiarized)
1 http://www.plagiarism.org/plag_article_types_of_plagiarism.html
From Ashford Writing Center
Many students do not realize that proofreading and editing is the final stage of the writing process. Every assignment—a discussion board post, essay, proposal, etc.—should be proofread and edited before submitting it to the instructor. Moreover, it is best to proofread and edit the final draft of an assignment.
To guide you in this process, here are some proofreading and editing strategies that work well:
Be Prepared for Proofing. Proofread and edit your assignment when you are most alert and are without distractions. Know the best time and place for you to concentrate. Also, print out a hard copy, have a pen or pencil in hand, and keep any necessary materials within reach—dictionary, style guide, writing handbook, notes, assignment description, old drafts.
Break the task down into small steps. Avoid proofreading and editing every aspect of the draft all at once. Instead, focus on one component at a time with each read. For example, you might have three proofreading and editing sessions in which you concentrate on the following separately: organization, mechanics (grammar & punctuation), and formatting style.
Proofread backwards. This means to read from the last sentence of the paragraph to its first sentence (bottom to top) or from the end of the sentence to its beginning (left to right). Proofreading backwards will help you “slow down” and consider each sentence or word separately. This strategy works best for isolating typos, misspellings, or missing words.
Read out loud. Reading what you wrote out loud to yourself can help you catch both grammatical errors and awkward organization or development of ideas. A variation on this strategy is having someone else read your paper out loud to you. By putting yourself in the role of the audience, you can hear what does not “flow” or make sense. Or, have this “second pair of eyes” read your draft to her or himself.
Know your computer. Learn to use the tools most word-processing software have. (Note: Refer to “A Basic Guide for Using Microsoft Word” in Writing Resources.
o Spell check – This does not mean, however, that you should not reread your paper on your own or have a friend, relative, or spouse look at it. Have a dictionary on hand to double-check your word choice vs. the spell check’s corrections or suggestions.
o The “Find” feature – This helps you to identify words and phrases you overuse, such as “they,” “it is,” and “it has been said that.”
o Thesaurus – Use it with care: bigger words are not always better.
???? Let your eyes rest. Take a break for a few minutes or hours. Working closely with your own writing for stretches of time can affect the way that you read the paper. You will overlook typos and simple mistakes if you do not allow your eyes to rest. Set small goals. Allow yourself enough time for proofreading and editing to avoid feeling overwhelmed or rushed.
From Ashford Writing Center
According to Langan, “The main purpose of a narrative essay is to make a point by telling your audience a story. Colorful details and interesting events that build up to a point of some kind makes narrative essay enjoyable for readers and writers alike” (p. 195).
The narrative process can take several paths because of the imaginative, personal, and structural elements of the writer. The narrative essay has many uses such as a thoughtful letter to an old friend, a reflection on your education or ethnic heritage, childhood reminiscence, a personal event, why you decided to attend college, and so forth.
Writing narrative essays depends less on subject or structure than on the writing context and word choices used in the essay. Narrative essays can assume a personal stance, but it requires the narrative technique. The narrative technique suggests close connections among writer, reader, and subject. A good narrative essay has a relaxed style, but retains a strong structure of an academic essay. A narrative essay is written mainly for enjoyment and learning techniques, which can be accomplished by appealing to the reader’s five senses: sight, smell, sound, taste, and touch with concrete descriptions.
A narrative essay consists of a few structural elements: narrator, order, and thesis. The narrative point of view in an informal essay is from first person perspective directed at the reader. The order is usually chronological sequence and a clearly stated thesis in the beginning paragraph and retouched on in the concluding paragraph.
A major element of a narrative essay is to use effective word because this provides the reader with a vivid image of what you are trying to say. Effective word choices are concrete words such as nouns and action verbs; adjectives and adverbs; and abstract words such as pronouns, preposition, and conjunctions. Using words correctly within a sentence and paragraph are very important in order to have concrete words to provide details in your essay as well as provide the reader with the impression that you are trying to create within your essay.
Concrete terms refer to objects or events that are available to the senses such as sight, sound, smell, taste, and touch. This is directly opposite to abstract terms, which name things that are not available to the senses such as love, success, freedom, good, moral, democracy, and any -ism (chauvinism, Communism, feminism, racism, sexism, and so forth).
Examples of concrete terms include cat, chair, dog, eye patch, front door, hot, leather high heels, leather work boots, nose ring, rocking chair, sailboat, sand paper, specific colors, specific trees or plants, spoon, table, velvet, walking, and so forth because these terms refer to objects or events we can see or hear or feel or taste or smell, their meanings are pretty stable. For example, if you ask me what I mean by the word spoon, I can pick up a spoon and show it to you.
Examples of abstract terms refer to include belief, comfort, compassion, democracy, failure, faith, feelings, freedom, law, love, loyalty, maturity, memory, moral, peace, pride, power, racism, romance, sadness, sexism, skill, success, talent, thrill, truth, wit, and so forth because these terms have different meaning for most people and the words are not perceived through the five senses. For example, I cannot pick up a freedom and show it to you, or point to a small democracy crawling along a window sill. I can measure sand and oxygen by weight and volume, but I cannot collect a pound of responsibility or a liter of moral outrage.
On a final note, writing narrative essays will help students with writing other types of essays that are required in composition courses. Your narrative essay should have defining characters, setting, and action, which reaches a culmination in the middle and resolution at the end of the story. Try to find ways to involve the reader in the story and using descriptive, clear, and concise words in your essay.
If you are unfamiliar with narrative essays, the following is some examples of well-known writers of narrative essays: Charles Dickens, Henry David Thoreau, Virginia Woolf, George Orwell, James Baldwin, Maxine Hong Kingston, Joseph Conrad, James Joyce, and Barry Lopez.
Reference: Langan, J. (2005). College Writing Skills. New York:McGraw-Hill Companies.
A Guide for Writing Research Papers—APA Style
http://webster.commnet.edu/apa/
This web site provides a guide for writing research papers in APA Style.
A Research Guide for Students
http://www.aresearchguide.com/
This web site provides a variety of links to help with research.
Academic Center
http://www.uhv.edu/ac/research/main.asp
This web site provides a variety of information and links to help with writing a research paper.
Elements of a Research Paper
http://www.umw.edu/hisa/resources/writing/papers/elements_papers.htm
This web site provides information for writing a research paper.
How to Write a Research Paper
http://www.enotes.com/topics/how-write-research-paper
This web site provides information on how to write a research paper.
How to Write a Research Paper
http://www.experiment-resources.com/write-a-research-paper.html
This web site provides information on how to write a research paper.
How to Write a Term Paper
http://www.gale.cengage.com/free_resources/term_paper/
This web site provides information on the steps of writing a term paper for college.
Sample Research Paper in APA format.
http://valencia.cc.fl.us/lrcwest/apapaper.html
This web site is a sample of a research paper in APA format.
The Research Paper
http://www.as.ua.edu/ant/bindon/ant570/pap_rule.htm
This web site provides information for writing a research paper with information on the bibliography.
Write Source—APA Style
http://www.thewritesource.com/apa/
This web site provides information for APA style writing.
Writing a Bibliography APA Style
http://honolulu.hawaii.edu/legacylib/apa.html
This web site provides information for a bibliography in APA style.
Writing a Research Paper
http://owl.english.purdue.edu/owl/resource/658/01/
This web site provides valuable information to help students succeed in the research process. (Purdue’s Owl contains information that will help with the APA format, and Writing Process to help students.)
Writing Research Papers
http://www.ruf.rice.edu/~bioslabs/tools/report/reportform.html
This web site provides a variety of information to help with writing a research paper.
Writing Resource Center: Research Writing
http://www.esc.edu/ESConline/Across_ESC/WritingResourceCenter.nsf/wholeshortlinks2/Research+Writing
This web site provides information and links on the steps of writing a research paper.
English Composition Course
The main focus of this composition course will be on the writing process as a whole. The process of writing includes invention, and free writing, another aspect is organization shelling, outlining, drafting, and revisions. Also, another focus will be on areas of organization, clarity, and supporting evidence for your thesis and writing an effective introduction and conclusion.
Students will become acquainted with many facets of the writing process including the following: developing a composing technique; developing the skills, attitudes, and character of a critical thinker; testing and evaluating ideas; and using standard written English effectively. Composition is a writing class, but it is also a writing class that is research driven, which means you will need to do your research in order to effectively write your paper.
This course is based upon the requirements of most colleges and universities in college composition I and II. With the proper tools, practice, and time, anyone can write more effective academic and business writings.
Registeration:
https://www.lvsassociates.com/register/
Classrooms open August 24, 2009
Registration closes August 26, 2009
First lesson posts August 29, 2009
New Courses for Sept session:
» AJAX Web Development with ASP.NET
» Corel Painter I – The Journey Begins [revised]
» Corel Painter II – The Journey Continues [revised]
» Corel Painter: Introduction to Brushes I [revised]
» Corel Painter: Introduction to Brushes II [revised]
» Corel Painter: The Art of Collage [revised]
» Photoshop CS4 ~ Level II
» Introduction to Web Design
Our online classes are perfect for senior learners, homeschoolers, or those seeking a stress-relieving hobby or even a career change. You will not need any special hardware or software to participate. There are no scheduled class times – you decide when you would like to work online, day or the middle of the night, no matter what time zone. Your instructor is there to review your work, answer questions or concerns and, if you would like, you can chat with other students on our class discussion board. The very best part of online learning is that you do not have to leave your home to enjoy a course developed and taught by a professional in their field!
Click on the links under the heading “Available Courses” on the left to see Course Descriptions.
You may register for self-study courses at any time. Those course descriptions can be found by clicking on the “Self-Study” link on the left side of the page under the heading “Available Courses”.
Please NOTE: Self-Study courses have no instructor support. You may download all of the lessons at one time as soon as you have access to the classroom. No refunds or credits will be made after you receive access to the classroom. Please ensure that the course you choose is the correct version for your software.
Secure registration is available at the bottom of each course description. If, for some reason, you have problems submitting your enrollment via our online secure ordering system, please click on the “Non-Secure Form” link in the left navigation menu under the heading “Information”.
Feel free to submit any questions or comments about the registration system via our online contact form
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