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Page last Updated: 21 February 2017, 2:45 p.m.
Class Video Resources
Class Internet Resources
Fall Class Schedule
Avoiding plagiarism by citing sources:
- Avoiding plagiarism and using MLA documentation style (16 min.)
- What do I need to cite? (1 min.)
- Plagiarism: You can't just change a few words! (1 min.)
- Quoting and paraphrasing (3 min.)
- Citing without quoting (3 min.)
- Citing websites (2 min.)
- Punctuating in-text citations (3 min)
- How to cite a Youtube video.
(OWL stands for Online Writing Labs) link to handbooks, workbooks,
help desks to assist you with writing problems.
Test your knowledge and misconceptions about plagiarism, and learn why and how to avoid it!
E-mail Do's and Don't's poster
created by Eng 111-03 Fall 2015. Follow this ettiquette and these protocols when emailing your professors and everyone
, a useful style and plagiarism checker. Try it!!
Grammar Instruction With Attitude: Daily grammar work out, grammar glossary, grammar exercises, MOOC (enroll in a free Massive Open Online Course), handouts, Power Point presentations, grammar videos, tips & rules--and it's actually FUN! Great stuff for teachers and for students alike.
Mr. D's email address: firstname.lastname@example.org
- Fact Check.Org A Project of the Annenberg Public Policy Center: In an era of ever-increasing "fake news" sources, unreal "reality TV," entrenched political bias, science deniers, and rampant propagandizing, check your facts before you espouse your opinions or quote falsehoods.
- Library of Congress The largest repository of primary sources of information aside form the Internet itself--but much easier to find.
- The Congressional Record: Track daily debates and search for your representatives' and senators' voting records.
- Urban Legends "Where you'll find the most popular urban legends and be entertained with email rumors, recent internet hoaxes and stories you swore actually happened to your friend's, cousin's, pet sitter's, roommate, when she was in college."
- Rumor Has it: "Welcome to Snopes.com, the definitive Internet reference source for urban legends, folklore, myths, rumors, and misinformation."
- Just Facts. A Resource for Independent Thinkers:
- Abortion, Constitution, Education, Energy, Global Warming, Gun Control, Health Care, National Debt, Pollution, Racial Issues, Sex Trafficking , Social Security, Social Spending,
In-class activities: 1] Identifying main ideas and supporting details in researched writing. 2] Process: First, highlight and copy the title, author's name and text of an article into an M.S. Word document. Then skim through the article to get an impression of what it is about and to get an overview of what sort of support is included and where the supporting details tend to be located. Next, background highlight the main ideas/topic sentences in light blue, and in yellow highlight all the details that support THAT main idea before moving on to the next. When finished highlight the conclusion in light grey, and then--after having read the whole article--go back and highlight the thesis statement in pink. 3] The readings:
Homework assignment for Thursday, 1/17/17:
- Finish marking main ideas, supporting details, theses, and conclusions in the articles about cell phone use.
- Diagnostic Writing Assignment: Fake News. I will post this assignment in BlackBoard along with the grading rubric for uploading before or during class on 1/17/17. Because this is a "diagnostic" assignment, it will not be graded as formally as subsequent essays will be, and not for as many points (worth 2 points rather than 6).
Respond to the following writing prompt:
In an era when fake news is prevalent and misinformation can be quickly conveyed via social and mainstream media, does truth really matter? Should it?
Before you complete this writing assignment, read The New York Times essay, "As Fake News Spreads Lies, More Readers Shrug at the Truth." Remember that if you use any information from the article you must cite it both in the essay and on a "Works Cited" page.
Responses should be:
- typed in .doc or .docx format and posted to BBd
- carefully spell checked and proofread
- well written in MLA format, and
- a minimum of 500 words (has a beginning, middle and end).
In-class activities: 1] Group activity: compare mark ups of four readings on cell phone use. 2] Discuss cell phone readings. 3] Discuss and begin annotated bibliographies, re: section W-12 in Little Seagull Handbook.
4] Upload diagnostic essays to BBd Assignments
Homework assignment for Thursday, 1/19/17:
- Begin "Annotated Bibliography of Resources used in English 112" by annotating and documenting the cell phone readings, four to six descriptive sentences for each source annotation, conveying the topic and most important points made in each article, listed alphabetically per MLA conventions. This semester-long project will be categorized by content area subheadings, the first two being "Cell Phones in the Classroom" and "Tracking the Truth"
In-class activities: 1] Discuss the "Fake News" article. 2] Explore class resources: "Tracking the Truth" 3] Discuss the course syllabus.
Homework assignment for Tuesday, 1/24/17:
- Add the "Tracking the Truth" resources and the abstract of the fake news article from Time agazine to your "Annotated Bibliography of Resources used in English 112"
- Make a list for discussion: If we are to have a cell phone use policy, there will need to be results or consequences for use during class. The articles we read listed numerous consequences to discourage in-class use. List those consequences or policies, and in addition, come up with at least three ideas of your own, which can include "no consequences for in-class use," but you will need to prepare to defend that position in class discussion.
In-class activities: 1] Group activity: Discuss cell phone policies (or none) and codify outcomes into the syllabus. 2] Review the annotated bibliographies. 3] Listen to Orwell at 100 Years. 4] Preview "Politics and the English Language."
Homework assignment for Thursday, 1/26/17:
- Read and take notes on "Politics and the English Language"
- Read this article on "double speak" in the news.
In-class activities: 1] Discuss the readings 2] View "How D. Trump answers a question: https://www.youtube.com/watch?v=_aFo_BV-UzI 3] Begin the assignment for Tuesday:
- Who first published this article? Is this entity a reliable source? Explain why or why not.
- List three facts from the article.
- Verify each of these facts and explain how you verified each fact.
- Is the article written in a neutral or biased tone? Explain why it is or is not. List specific words, sentences, or phrases that demonstrate its tone.
- Summarize it--write a brief summary of the article.
- Provide a separate example of fake news. Explain how it is fake. Explain how you verified that the article was not true.
Here is a chart, that, in truth, is quite accurate, which depicts the reliability of news media. It is in an article about how the chart itself has gone viral and has elicited hotly contested rhetoric as to the accuracy of any ranking of reliable sources. So, where IS truth and objectivity in a polarized era driven by opinions, rhetoric, and personal agendas rather than informed by facts? These are our times, folks.
In-class activities: 1] Register with Remind.com 2] Triad Group discussion, 30 minutes: Using your notes and examples and analysis of your own fake news article, each member share your answers and examples from the prompt above. Read your analysis of a separate fake news story to your colleagues for their feedback, input, comments, suggestions. Where you do not agree on issues of reliability, tone, etc., as a group discuss why. 3] Revise your notes and your own sample and submit them.
Homework assignment for Thursday, 2/2/17:
- Read and take notes on "How to Say Nothing in 500 Words" to prepare for discussion. Focus question: How does Roberts' advice compare to Orwell's advice to writers, and how is it different?
In-class activities: 1] Discuss your fake news assignments. 2] Discuss revising the two parts of your "fake news" assignments (posted above on 1/12/17 and the second on 1/26/17) into a unified researched essay on this topic. 3] Discuss Speechnotes voice-to-text tool--it only works on Chrome on the computer, but it works on Safari on a cell phone and there is also an app for cell phones.
Homework assignment for Tuesday, 2/7/17:
- Topic: Does fake news have real consequences and, if so, how do we determine what is real and what is fake?
- Refer to the Standards of Credibility of Just Facts: A Resource for Independent Thinkers
- Revise, edit, unify, and correctly document the researched fake news essay
- Editing/style: Follow the Advice of Roberts and Orwell while editing and polishing the essay
- Proofreading: [A] "Aurally" edit your final draft by listening to it using
M.S. Word's "Speak" text-to-voice editing tool. [B] Run it through Grammarly for spelling errors and editing advice, and through PaperRater for somewhat helpful style and plagiarism feedback. Consider all advice.
In-class activities: 1] Discuss the Roberts essay and his advice to (college) writers, and compare it to Orwell's advice to writers. 2] Dissect Roberts' sample "student essay."
Homework assignment for Thursday, 2/9/17:
- Revise and "pump up" your essay--Does fake news have real consequences and, if so, how do we determine what is real and what is fake?--following the advice of (Orwell and) Paul Roberts about writing with style, expressing concrete meaning, keeping readers interested, cutting out the dead weight in our writing.
In-class activities: 1] Peer review the "fake news" essay; then revise, edit and print it out. 2] Begin drafting an annotated bibliography of resources used in Eng. 112 so far, which will be useful to you this semester and in the future. You will title it "Annotated Bibliography of Writing Resources," and you will continue to develop it throughout the semester. I will review and re-evaluate it periodically as the resource grows. Sections will begin with the following, and more categories will be added as the semester progresses. List the Sub-headings alphabetically (as they are below); and list the resources in each section alphabetically under their sub-headings.
- Cell Phone Use
- Tracking the Truth (from my links in the resources box at the top of the page). You may use the descriptions from my annotations, but add the works cited entries for each, and annotate the Just Facts site.
- Writing with Style (Orwell--2 sources, the Roberts essay, and the Editing Checklist from the Guide to Grammar and Writing--so far)
- Writing with Technology (Speechnotes, Gammarly, PaperRater, and the Youtube video instructions for activating "Speak" in M.S. Word)
In-class activities: Discuss making revisions to the essays submitted last week. Please run them through Safe Assign in BBd for plagiarisim detection help, and use Paper Rater as well for some feedback on possible plagiarism but also for its feedback on "style," readability, academic level, and good stuff like that.
Homework assignment for Thursday, 2/16/17:
Thursday, 2/16/17 Learning Unit: The NHLP and Brain Development During Learning.
Homework assignment for Tuesday, 2/21/17:
- Complete your Cornell notes from class by writing the summary section at the bottom and corresponding questions in the "Cues" column.
In-class activities: Complete the learning unit on The NHLP and Brain Development During Learning. Take good notes for the test on Thursday.
Homework and resources for Thursday.
- Finish your Cornell notes by writing the cues and the summaries. Study your notes to prepare for the 20-question test. Write good summaries because you will be writing paragraphs from your notes about this topic
- View the videos and read the web pages about The NHLP and Brain Development During Learning, which I have pasted in below, and take notes from those sources.
In-class activities: 1] Test on brain development during learning. 2] Discuss returned essays 3] Register with Wix.com web page hosting service
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D's Index page
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