TNCC English 109 Summer 2007

french bridge

There are multiple routes to get you where you are going,
but the only way to "arrive" is to first seek your path.

Last Updated, 27 June 2007, 9:50 a.m.

Class Resources

English 109 syllabus (including graded assignments and grading criteria.)

Webster's Dictionary Online & YourDictionary.Com

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.

Contact Mr. D. by email (dollier@tncc.edu), by phone (825-3543), or in person (room 874, first floor of Templin Hall)

Week One

Monday, 5/21
In class: Foundations, housekeeping, getting started
Do: On Course
pre-semester self-assessment.
Discuss
: Expectations of students and expectations of instructor (to add to syllabus)

Homework for Wednesday, 5/23: 1] Bring to class two folders for use in English 109 and one folder for each of your other classes. 2] Read all of Chapter I, "Getting On Course to Your Success" and pages 24-34 of Chapter II "Accepting Personal Responsibility" 3] Write journal entries 2 through 4. I will collect the journals Wednesday for review.

Wednesday, 5/23

dewitt jones Wednesday, 5/23
In class: View and discuss "Celebrate What's Right." Dewitt Jones video
In-class notes: Write six to ten direct quotes from the video.
puffball


In class: 1] View, discuss and write about "Celebrate What's Right" 2] Discuss behaviours and charactistics of successful people and successful students. 3] Do an activity/quiz on "Creator" and "Victim" language and roles.

Homework for Wednesday, 5/30: 1] Read pages 35-57. 2] Write journals 5-8. Journals will be reviewed and evaluated during class on Wednesday, so make sure they are up to date.

Week Two

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.

Wednesday, 5/30
In class: View and discuss "Celebrate What's Right"

Homework for Monday, 6/4: 1] Read pages 58-76. 2] Write journals 9-10 3] Revising Creator and Victim language: Victim and Creator language.
Homework for Wednesday, 6/6: 1] Read pages 77-88. 2] Write journals 11-12

Week Three

Mr. D’s Chapter III Summary: Creating our satisfying futures or completing specific yet very important goals begins with imagination, projection and mental imaging so that visualization of the desired results becomes the means of developing a commitment to their achievement.  Our futures or the realization of major objectives in our lives come about by actions we take and by our own design, not by chance.  The motivation to accomplish our greatest goals and to become the person we want to be comes from within in us rather than extrinsically, and we can shape the motivation into reality, becoming who and what we, first, just dreamed of.

Monday, 6/4
In class:1] In class, the Cornell note-taking method: how to use and modeling the process. Learn how to take note that you can actually use later, the Cornell note-taking method. Above are links to two sites that describe how to use the Cornell note-taking method and that model the process. I even have some blank templates: One is a lined template, and one is unlined. You should always use unlined paper when taking notes in a math or physics class, or in any other situation in which you will be writing mathematical formulas because the lines themselves can restrict how you take the notes or detract from how you read your notes back later. (Note: the Cornell templates appear to have lines when viewed normally on MS Word, but they will not print out that way. You can view them on "Print Preview" to see what they will look like.)
2] Refining a personal affirmation (which you wrote in journal #10, so bring your journals with you to class).

Homework for Wednesday, 6/6: 1] Read pages 77-88. 2] Write journals 11-12

Wednesday, 6/6
In class: Check journals, Song Lyrics activity

Homework for Monday, 6/11: 1] Read pages 88-100. 2] Write journals 13-14

Mr. D’s Chapter IV Summary: Self-management, time-management, life-management happen because of planning by people who are, or who want to be, successful at whatever they do.  There are numerous self-management tools, or heuristics, that are helpful in prioritizing goals, managing time successfully to achieve the goals that take priority, and developing habits that lead to achievement of important goals.

Week Four

Mr. D’s Chapter V Summary: Interdependence refers to the degree to which people cooperate in order to achieve mutually beneficial results by “developing mutually supportive relationships, helping both others and themselves reach their goals and dreams” (Downing, 109). Interdependence is developed by working together to accomplish specific objectives, is strengthened by active listening and honest communication. In an interdependent system, everyone contributes to agreed upon processes or objectives and everyone benefits.

Monday, 6/11
In-class activities: 1] Excuses and Reasons 2] The Late Paper case study 3] Writing a personal affirmation (bring journal #10 with you to class)

Homework for Wednesday, 6/13: 1] Read pages 109-130. 2] Write journals 15-18

Wednesday, 6/13
In-class activities: Envisioning and creating our successful futures using the Internet as inspiration and resource.

Week Five

Mr. D’s Chapter VI Summary: Self-awareness refers to having conscious knowledge of the things that motivate us and of the inner workings of the self that result in emotional reponses to outside stimulus.  Memories are embedded almost from birth in our consious and our sub-conscious mind. In the sub-conscious they may not be fully known to us because our “Scripts” were written early in life and, in many cases, in ways that we are not aware of.  If we are aware of our Scripts and how they operate in us, we can manage them and change them so that our sub-conscious responses reflect our conscious, responsible decision making and our desired behaviours result.

Monday, 6/18
In-class activities: Developing a database of personal and academic success resources, the Annotated Webliography Project

Homework for Wednesday, 6/20: 1] Read pages 109-130. 2] Write journals 15-18

Wednesday, 6/20
In-class activities: Writing a personal affirmation (bring journal #10 with you to class)

Homework for Monday, 6/25: 1] Read Chapter VI 2] Write journals 19-22

Week Six

Monday, 6/25
In-class activities: Discuss Chap. 6

Wednesday, 6/27
In-class activities: Finish the journaling through Chapter 6.

Homework for Monday, 7/5: 1] Read Chapter VII 2] Write journals 23-26

Week Seven

Monday, 7/2
In-class activities: 1] Do the HBDI's Learning Styles
short form and an activity related to analyzing your learning style and adapting to alternative teaching styles. Bisect your paper vertically, list the area of the HBDI in which you scored highest at the top left, and write the characteristics of your highest learning mode score from the HBDI questionnaire. Under that, provide examples of how you learn through this modality in specific learning situations or classes that you have this semester or have had in the recent past. Under that, list the second highest HBDI learning mode score and do the same analysis. Then at the top of the RIGHT column, list your third highest score (I also learn by ____) and do the self analysis; and then finally (in the right column) list your lowest HBDI score and analyze your learning in that area.

2] During class, do the VARK Learning Styles questionnaire and do the same self analysis activity you did with the HBDI learning styles inventory. Bisect your paper vertically, list the area of the VARK in which you scored highest at the top left, and write the characteristics of your highest learning mode score from the VARK questionnaire. Under that, provide examples of how you learn through this modality in specific learning situations or classes that you have this semester or have had in the recent past. Under that, list the second highest VARK learning mode score and do the same analysis. Then at the top of the RIGHT column, list your third highest score (I also learn by ____) and do the self analysis; and then finally (in the right column) list your lowest VARK score and analyze your learning in that area.

A few important points about the VARK questionnaire: First, when answering the questions you can choose one answer, two, three or four, depending on how you might respond in those situations. Additionally, you may skip a question if you have no answers for it. Second, the VARK applies to learning situations, not social situations, so answer your questions in context. Third, independently, explore the VARK web site to find descriptions of what each letter stands for and lots of advice on how to use the various learning modalities to optimize your learning results.

DUE NEXT Monday: Self-analysis of your HBDI and VARK learning styles. Equivalent to two quiz grades (10 points)

Homework for Monday, 7/9: 1] Read Chapter VIII 2] Write journals 27-30

Wednesday, 7/4
Outside-of-class activities: Enjoy Americana and a celebration of American Independence! BOOM!!!

Week Eight

Monday, 7/9
In-class activities: Discussion and activities related to developing Emotional Intelligence

Homework for Monday, 7/11: 1] Read Chapter IX

Wednesday, 7/11
In-class activities: Do post-semester self assessment (i.e., journal entry #31) and discuss the results of a very successful summer learning experience

 


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