TNCC English 109 Spring 2012, T-Th 9:30 and 11:00 a.m.
Last Updated, 26 April 2012, 10:00 a.m.
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Class Resources
- Emotional Intelligence resources
- English 109 syllabus (including graded assignments and grading criteria.)
- 2010 Academic and holidays calendar. Refer to this for important dates during the Spring semester.
- Webster's Dictionary Online & YourDictionary.Com
- Schoolhouse Rock. No, seriously: music is a very brain-compatible way to learn.
- I use the On Course Student Success index as a resource for teaching and supplementing this class.
- The "On Course Principles" are excellent guidelines for keeping yourself on course to academic success and to success in life!
- Advice and guidelines for analytical reading of texts: SQ3R
- While designed for working professionals, the Mind Tools web site has many useful self-help links, including techniques for memorizing.
- "The 12 Steps to Academic Success" by Dr. Earl Bloch, Howard University Medical College
- The Learning Toolbox An excellent resource site from James Madison University with information on staying organized, test taking, study skills and strategies, critical and analytical thinking, and how to be successful in the 3 r's: readin' and writin' and 'rithmatic.
- Learning Links online library courtesy of New River Community College, Dublin Virginia
Contact Mr. D. by email, dollier@tncc.edu; by phone, 825-3543; or in person, room 874, first floor of Templin Hall
Week One
Tuesday, January 10, 2012
In class: Foundations. 1] Introductions and information-gathering for colleagues quiz 2] On Course pre-semester self-assessment.
Thursday, January 12, 2012
In class: Foundations. 1] Colleagues quiz 2] On Course pre-semester self-assessment.
Homework for Day Two: Get your book this week, please. For future reference, check out Chegg.com, a website from which you may rent books (at about half the cost of buying them!)
Week Two
Tuesday, 1/17/12
In-class: 1] Discuss the empty sections of the syllabus, and 2] do the Hartman Personality Inventory
Thursday, 1/19/12
In-class: 1] Access Chap. I of On Course online. 2] ] Power Writing workshop
Homework for Tuesday 1/24:
1] Read On Course, pages 2-18
2] Write Journal entries 1 & 2 (NOTE: I will collect these at the start of class on Tuesday and will grade them in class because I want you to know if you will be earning full points on each journal entry.)
Week Three
Tuesday, 1/24/12
In-class: 1] Discuss the empty sections of the syllabus. What information should be deleted, added, or revised in the Classroom Deportment and Outside Work Habits? Please note that the Expectation of Instructor section is still empty. Make a list and let's discuss it. 2] Begin a Power Write on your Hartman results.
Homework for Thursday 1/26:
1] Read On Course, pages 19-27 (Note: we will write journal entry #3 in class on Thursday)
2] Write a Power paragraph about your Hartman results following this pattern: 1-2-3-2-3-2-3.
3] Choose a song which you know that reflects your dominant Hartman personality color, and be ready to explain how it does this.
Thursday, 1/26/12
In-class: 1] Finish the syllabus. 2] Study Skill focus: pre-reading strategies and activities
Homework for Tuesday 1/31:
1] Finish the graphic organizer for Chap 2
2] Write a paragraph (appx. 1/2/ page) on this topic: "Why I Deserve Respect"
Week Four
| Mr. D's Chapter II summary: The paths our lives take are not predetermined or written in some cosmic scriptbook that can't be known to us. Rather, we create our lives by the choices we make and the attitudes we hold to. Creator or Victim choices are not "good" or "bad" per se. They direct the processes by which we arrive at the outcomes and experiences we wish to create in our lives, so make the appropriate choices to make the things happen which you desire as outcomes. Whether we want them to or not, the choices we make (and even passively deciding to do nothing is a choice we make) create our lives. |
Tuesday, 1/31/12
In-class: 1] Write journal entry #3, and 2] discuss a case study
Homework for Thursday 2/2: Note--I will not be in class on Thursday, but you have some work to do and turn in then nonetheless.
Thursday, 2/2/12
During class: Go to the Academic Computing Lab or wherever you wish, and write journals #3 and #4. Place them in my mailbox today in room 852 of Templin Hall.
Week Five
Tuesday, 2/7/12
In-class: C & V and the language of responsibility (Let's learn some hand gestures. Ahem.)
Homework for Thursday 2/9: Do your own lyrics analysis following the instructions: a) Identify 6 songs that you are familiar with or that you commonly listen to to analyze the messages in the lyrics. Three will exhibit Creator messages and three will exhibit Victim messages. b) Go on line and find the lyrics of these songs; then copy a couple stanzas which exemplify the song appropriately, and paste those lyrics into an MS Word document. c) Below the lyrics, state whether the message is a Victim or Creator message and explain why. d) Additionally, give advice to the Victim messages on how to act the Creator role. e) VERY IMPORTANT: in your lyrics analyses, write your answers in complete, grammatically correct sentences. This assignment is due at the start of class on Thursday.
Thursday, 2/9/12
In-class: Focus on professionalism: “What Work Requires of Schools”
Homework for Tuesday 2/14:
1] Read pages 34-62.
2] Write journal entries 5, 6, 7
(Note: If you did not turn in your journal last Thursday, get caught up and turn in journals 1-7. This is your one free late submission for the semester.)
3] Professionalism worksheet which we started in class.
Week Six
Tuesday, 2/14/12
In-class: 1] Begin Cornell lecture notes, and 2] learn about the Natural Human Learning Process.
Homework for Thursday 2/16:
Write a Power paragraph following this pattern: 1-2-3-2-3-2-3-2-3-2-3-2-3-4
- Power 1 sentence states what Dr. Smilkstein's research shows about learning in stages (the Natural Human Learning Process) and it includes the number word 'six."
- Power 2 sentences, the major support sentences, will describe Dr. Smilkstein's six stages and what they mean. These are sentences that "tell."
- Power 3 sentences, which are the specific details elaborating on P-2 sentences, will describe what your activities were in each of the six stages of the NHLP when you learned a specific skill or body of knowledge. The P-3s are sentences that "show."
- Power 4 sentence brings closure to the paragraph by stating that we learn in this way because learning is a biological process.
Thursday, 2/16/12
In-class: The Natural Human Learning Process. How brain cells are similar to trees and how synaptic firing is similar to spark plug firing.
Homework for Tuesday 2/21:
Draft two paragraphs and be prepared to describe the Power Writing pattern you used to develop them. The topic of one is how neurons are similar to trees.
We talked about six ways in which they are similar in growth and in structure. Then, write a paragraph about how synaptic firing is similar to a spark plug firing. I think we focussed on six or seven ways in which these two things are similar. These are due at the start of class on Tuesday.
Week Seven
Tuesday, 2/21/12
In-class: Review the Power Pattern for the NHLP paragraph and begin revising the paragraph per the instructions.
Video resources (somewhat) related to our study of neuronal development during learning:
- Anatomy of a Neuron (note, "synaptic cleft" = "synaptic gap")
- Neurons: How They Work
- How the Brain Works (during learning)
Thursday, 2/23/12
In-class: Review brain development and brain functioning during learning to help with developing the paragraphs
Homework for Tuesday 2/28:
Begin note taking while reading Chapter 3 (up through page 71). The next academic success skill we will practice is Cornell note-taking from text sources, so draw out your note pages in Cornell format, take the link I have provided in the previous sentence, and begin filling in the main notes section while reading the chapter. You will take a chapter test on Chap. 3 next week, and you will use your Cornell notes to prepare for it, so you want them to be good.
Read pages 64-88
Write journal entries #8, 9, 10
Week Eight
Tuesday, 2/28/12
In-class: 1) First, collect three paragraphs on brain development: 1] the NHLP, 2] neurons are similar to trees, 3] synaptic firing is like a spark plug firing. 2) Taking Cornell notes from chapter 3 (cues column, main section, summary sections checked in class). 3] Case study.
Homework for Thursday 3/2:
Read pages 90-100
Thursday, 3/1/12, 9:30-10:45 In-class: Finish career plan and extra credit for SDV 100 |
Thursday, 3/1/12, 11:00-12:15 Activity: Writing a personal affirmation (journal 11) in class |
Homework for Tuesday 3/13: Tuesday, 3/13/12 Homework for Thursday 3/15:
11:00 bring a list of your 15 BEST specific time saving strategies. (NOTE: "Planning ahead" is not a specific time saving strategy.)
Thursday, 3/15/12 Homework for Tuesday 3/20 and Thursday 3/22: I will be at a VCCS conference in Roanoke on Tuesday and Thursday, so you are own your own next week, which is good because the topic of Chap. 5 is "Intedependency," which means working successfully together. This will give you a chance to further develop interdependency. View this class page next Monday to see your (group/individual) assignment for the week. We will NOT meet in our 916 classroom on 3/20 or 3/22, but you will get together with your colleagues to do your projects (if you are smart).
Tuesday, 3/20/12 & Thursday 3/22/12 Email me if you encounter any problems. I will be logged in to help you via email during your assigned class time, since I know that you have no other commitments then. Dollier@tncc.edu (Copy and paste it into an email "To:" line if email does not open when you click the link.)
Tuesday, 3/27/12 Homework for Thursday 3/29: Finish the mid-book take home and turn it in at the start of class on Thursday.
Note: It's almost never too late to get things turned around, going in the right direction!
Thursday, 3/29/12 Note: Here are the things you need to know in order to skip over English 3, since these are the things emphasized in that class:
"The Least You Need to Know about Editing"
Resources for editing and revision and "The Least You Need to Know" project: Homework for Tuesday 4/3: 1] Read pages 140-162 (appx. 4 and 1/2 pages per day, if you break it down that way). 2] Write journal entries 16, 17, 18, 19
Tuesday, 4/3/12 Homework for Thursday 4/5: 1] Read pages 140-162 Thursday, 4/5/12 Homework for Tuesday 4/10:
Complete this chapter preview sheet
Read pages
101-107
Write journal #12 (Note: We will skip journals 13 and 14, which students frequenly find confusing.)
Read pages
122-137
Write journal #15
DUE NOTICE: I will collect journals 8, 9, 10, 11, 12, and 15 for grading Tuesday 3/13/12. (We are skipping journals 13 and 14)
NOTE to 9:30 class: We will start journal entry #11 in class on Tuesday, so you do not have to write it outside of class beforehand.
Week Nine
In-class:
9:30- do journal 11, 11:00 discuss time wasters and time savers
In-class: 1] Brainstorm and begin compiling the class service project: "Time Saving Strategies for TNCC Students," 2] Preview Chap. V topic: Interdependency
Week Ten
Interdependency activities: Most of your professors are in Roanoke this week so that y'all can practice the Chapter V skill: Interdependency. Work together to discuss the questions and prompts on the "Mid-Book Take-Home Test."
Follow all of the instructions. It is due at the start of class on Tuesday, 3/27. The Templin 916 classroom will not be open for your use this week, so you will need to meet your colleagues and do your project elsewhere. You can do it! I have confidence in YOU!!
Week Eleven
In-class activity: Acing the "Mid-Book Take-Home Test
Type your
answers in complete, grammatically correct sentences and paragraphs
In-class activity:
Preparing essays for your Eng. 1 portfolios--using Perfect Copy to sharpen your editing skills
Week Twelve
In-class activity: "Professor Roger's Trial" case study
2] Write journal entries 16, 17, 18, 19
In-class activity: 1] I do my life as I did the puzzle. 2] Preview Chap. 6
1] Read pages 171-188
2] Write journal entries 20, 21,22
Homework for Thursday 4/12:
1] Read pages 189-205
2] Write journal entry 23
3] Turn in journals 16-23
Week Thirteen
Tuesday, 4/10/12
In-class activity: Begin "Experts Project" You will select a study skill which you and your partner both need to develop more fully in order to improve your chances for academic success this semester and in the future. You and your partner will teach these skills to your colleagues in Week 15 (two weeks from now, so we need to get hopping!)
Your project outcomes (worth 15 points apiece):
- A 10-15 minute classroom presentation in which you and your partner teach your success skill to all of your colleagues (on April 24th and 26th)
- An annotated bibliography of the sources you consulted. (Note: Use this citation generator to determine what information is needed in your bibliography.)
- A "hard copy" handout, such as a brief written description or summary of what you taught to your colleagues. This could be a bulleted summary, or written instructions summarizing the main points or the most important things to know, or . . . ?
You will use the following resources to develop your presentation and handout:
- On Course, by Skip Downing
- Student Succsess Seminars
- Viable on-line sources
Thursday, 4/12/12
In-class activity: Research and develop resources with your partner for your "Experts Project"
Week Fourteen
Tuesday, 4/17/12
In-class activity: Plan and develop your "Experts" presentation with your partner
Homework for Thursday 4/19:
1] Read pages 243-248
2] Write journal entry 28
Thursday, 4/19/12
In-class activity: 1] Finish "tweaking" your presentation with your partner. 2] Write ten questions which will be on the study skills test that you and your colleagues will create and take. 3] Send me your questions as an email attachment in .rtf format by Friday at noon. 4] Write a self-assessment/team assessment of progress after three days of working on the project.
Homework for Tuesday 4/24:
1] Read pages 249-269
2] Write journal entries 29, 30, 31
Week Fifteen
Tuesday, 4/24/12
In-class activity: 1] Turn in journals 28-31, 2] Present "Study Skills Experts Project"
- "Critical Reading," Michelle and Sharniece, and Kim and Tracey
- "Course Management," Shakeita and Antonio
- "Memorizing," Stephan and Gwen
- "Saving Time," Kaila and Antwain, and Jade and Shadae
- "Study Habits," Keisha and Rynn
- "Test Taking," Markisha and Cam
- "Writing to Learn," Tyler, Jayme and Ethem
Thursday, 4/26/12
In-class activity: 1] On Course End-of-semester self-assessment for journal #32. 2] Finish the study skills experts presentations.
Homework:
1] Write journal entry #32 and place it in your portfolio (I will not collect those again; I will just award you the 5 points automatically.)
2] Write the course evaluation.
Week Sixteen
Tuesday, 5/1/12 Final scheduled time for 11-12:15 class is 10:45-1:15
This is your Eng. 109 class final, covering computer literacy and study skills:
- You have developed the final test.
- You have answered the final test questions by providing them.
- Now, you be the teacher: Edit and post your presentation supplement (PPt, or Word.docx.) and questions by the end of class today (i.e., before 1:15 today). Do it by sending them to me as an email attachment so that I can save them to the class folder.
That's it. No more help from me. Now, you are the teacher. You teach yourself. You teach the world.
Thuesday, 5/3/12 Final scheduled time for 9:30-10:45 class is 8:00-10:30
This is your Eng. 109 class final, covering computer literacy and study skills:
- You have developed the final test.
- You have answered the final test questions by providing them.
- Now, you be the teacher: Edit and post your presentation supplement (PPt, or Word.docx.) and questions by the end of class today (i.e., before 10:30 today). Do it by sending them to me as an email attachment so that I can save them to the class folder.
That's it. No more help from me. Now, you are the teacher. You teach yourself. You teach the world.
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