This first project is deliberately plain. That is a feature, not a limitation. A syllabus is a good beginner project because it practices the structures that appear everywhere else in PreTeXt:
<subsection>
<title>Course and Instructor Information</title>
<p>
<ul>
<li>Course: ==CourseName==, ==Term==</li>
<li>Instructor: ==YourName==</li>
<li>Email: <c>==yourname@example.edu==</c></li>
<li>Office: ==OfficeLocation==</li>
<li>Office Hours: ==OfficeHours==</li>
<li>Lecture: ==MeetingTime==, ==Room==</li>
<li>Course Website: <url href="==URL==">Canvas</url></li>
</ul>
</p>
<p>
The best way to reach me outside of office hours is by email. I aim to reply within one business day.
</p>
</subsection>
<p>
Calculus I is a first course in differential calculus.
We develop the concept of the limit from scratch, use it
to give a precise definition of the derivative, and spend
most of the semester learning to compute and apply
derivatives. The course closes with an introduction to
integration and the Fundamental Theorem of Calculus, which
connects the two main ideas of the subject.
By the end of the course, a successful student will be
able to differentiate polynomials like
p(x) = x^3 - 2x + 1, exponentials like e^x, logarithms
like ln(x), and trigonometric functions like sin(x) and
cos(x). They will also evaluate limits, apply the
derivative to problems involving rates of change and
optimization, and interpret the definite integral as a
signed area.
</p>
Improve the structure by splitting the text into two <p> tags, wrapping every formula with <m>, and emphasizing the word “Prerequisites” somewhere in a final sentence with <em>.
<subsection>
<title>Course Description</title>
<p>
Calculus I is a first course in differential calculus.
We develop the concept of the limit from scratch, use
it to give a precise definition of the derivative,
and spend most of the semester learning to compute
and apply derivatives. The course closes with an
introduction to integration and the Fundamental
Theorem of Calculus, which connects the two main
ideas of the subject.
</p>
<p>
By the end of the course, a successful student will
be able to differentiate polynomials like
<m>p(x)=x^3-2x+1</m>, exponentials like <m>e^x</m>,
logarithms like <m>\ln(x)</m>, and trigonometric
functions like <m>\sin(x)</m> and <m>\cos(x)</m>.
They will also evaluate limits, apply the derivative
to problems involving rates of change and
optimization, and interpret the definite integral as
a signed area.
</p>
</subsection>
<p>
Homework: 20 percent.
Due Sundays at 11:59 pm on Canvas. Collaborate
freely, but write solutions in your own words.
Late work accepted up to 48 hours late at a 20
percent penalty; lowest two scores dropped.
Quizzes: 10 percent.
Short biweekly quizzes covering the recent
material.
Midterm 1: 20 percent.
Closed book, closed notes, one handwritten
reference sheet permitted.
Midterm 2: 20 percent.
Same format as Midterm 1.
Final exam: 30 percent.
Cumulative. Time and room set by the registrar.
Grade cutoffs:
A at 90 percent or above, B at 80 percent or above,
C at 70 percent or above, D at 60 percent or above.
Cutoffs may be lowered at the end of the term but
will never be raised.
</p>
Add a summary table above the description list using the <tabular>, <row>, and <cell> templates. Two columns are enough: the component and the percentage.
<subsection>
<title>Graded Work</title>
<tabular>
<row>
<cell>Homework</cell>
<cell>20%</cell>
</row>
<row>
<cell>Quizzes</cell>
<cell>10%</cell>
</row>
<row>
<cell>Midterm 1</cell>
<cell>20%</cell>
</row>
<row>
<cell>Midterm 2</cell>
<cell>20%</cell>
</row>
<row>
<cell>Final Exam</cell>
<cell>30%</cell>
</row>
</tabular>
<p>
<dl>
<li>
<title>Homework</title>
<p>
Due Sundays at 11:59 pm on Canvas. Collaborate
freely, but write solutions in your own words.
Late work accepted up to 48 hours late at a 20
percent penalty; lowest two scores dropped.
</p>
</li>
<li>
<title>Quizzes</title>
<p>
Short biweekly quizzes covering the recent
material.
</p>
</li>
<li>
<title>Midterm 1</title>
<p>
Closed book, closed notes, one handwritten
reference sheet permitted.
</p>
</li>
<li>
<title>Midterm 2</title>
<p>Same format as Midterm 1.</p>
</li>
<li>
<title>Final Exam</title>
<p>
Cumulative. Time and room set by the registrar.
</p>
</li>
<li>
<title>Grade Cutoffs</title>
<p>
At most A at 90 percent, B at 80, C at 70,
D at 60. Cutoffs may be lowered at the end
of the term but will never be raised.
</p>
</li>
</dl>
</p>
</subsection>
This final subsection turns a large block of schedule data into a readable table. The syntax is a little verbose, so work slowly and rebuild after each small edit.
You have now used the most common beginner structures in PreTeXt. If you can build this syllabus from scratch, you are ready for short narrative lessons and handouts.
