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English 112 course syllabus
Class Video Resources
Class Internet Resources
Summer 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.
Traditional Argument Handouts/Sites
(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
works much like "Speak" in M.S. Word, but you can paste in text from online sources rather than incorporating it into a Word document.
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.
Assistive writing and editing technologies:
- The Congressional Record: Track daily debates and search for your representatives' and senators' voting records.
- 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.
- Fact Checker. A service of The Washington Post
- Library of Congress The largest repository of primary sources of information aside form the Internet itself--but much easier to find.
- Snopes "Welcome to Snopes.com, the definitive Internet reference source for urban legends, folklore, myths, rumors, and misinformation."
- 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."
- "Fake Or Real? How To Self-Check The News And Get The Facts" NPR, 5 Dec. 2016
In-class activities: Introductions
1] Pair up with your partner from last week and with another pair of new colleagues whom you do not already know for a "quadrad" discussion. (Not sure if that's a word formerly, but it is NOW!) Assign a moderator, an "encourager," a "devil's advocate" and a group note-taker. Discuss "Why we want/don't want college to be harder than high school." Discuss and list the pros and cons, the educational and professional outcomes (in either case), and be prepared to defend your group's position, with your moderator as the primary (but not the sole) presenter of your case.
2] Discuss and annotate the reading as an example for the annotated bibliography which is due on Thursday. Use Model #31 in the Little Seagull Handbook with MLA Research section for these on-line sources.
Homework assignment for Thursday, 1/18/18: Make an annotated biblography of these sources--six sentences each. First analyzes the source, second assesses the writer's credibility, the next four summarize the most important information form the articles. List alphabetically
Monday 1/22/18 In class: 1] Discuss completion of the annotated bibliography. Demonstration: Speechnotes voice-to-text tool 2] Discuss results of the pre-semester survey (and submission of late work). 3] Group work: Finish the annotated bibliography
Grading criteria for annotated bibliography (6 points possible):
- 1.5 pts. Format: The four works cited entries correctly follow MLA conventions and they are listed in alphabetical order, with the annotation below them in paragraph format.
- 2 pts. Analysis of sources: Each annotation first assesses the credibility of each source (one sentence) and then the credibility of the writer (one sentence).
- 1. 5 pts. Content: In four to five sentences the most important content of the article is described in a paraphrased summary.
- 1 pt. Editing: The annotations have few if any grammatical or punctuation errors.
Homework assignment for Wednesday, 1/24/18:
Wednesday 1/24/18 In class. Group then class discussion: Type your group's response to the following questions. (A) What are five things that make Prof. Richardson’s video unsuccessful as a piece of persuasive communication? What are two things that it communicates successfully? (B) What are five things that make Prof. DeCoster’s video successful as a piece of persuasive communication? What are two things that are unsuccessful in it? Your answers, following our full class discussion, will be the main part of your first Learning Journal entry, so save the work for instructions that will follow for how to complete the first Learning Journal entry.
Homework assignment for Friday, 1/26/18:
Homework assignment for Monday 1/29/18:
Monday 1/29/18 In class: 1] Discuss the cell phone articles and annotated bibliography. 2] Discuss the course syllabus and complete it with regard to cell phone policy. 3] Discuss and distribute NQAs. 4] Discuss the pre-semester survey results. 5] Do the Google forms documentation conventions survey
Homework assignment for Wednesday, 1/31/18:
- Reading: Abstract and analysis of Orwell's 1984. Read all three of these short selections. George Orwell, (use this bio if the other does not open) author of 1984, Animal Farm and other influential, controversial, and powerful works of fiction and non-fiction. 1984 Plot Summary. 1984 themes and motifs.
- Think!! "Big Brother is Watching," "Newspeak." Think about and be ready to discuss the ways in which Orwell's book was prophetic of the times to come. He wrote it in 1948. He was soooo influential that his name has become an adjective--many people say we live in an Orwellian world, while others hold that we live in "post-Orwellian" society. Do we? How so, or how not? How does his writing reflect the contemporary times in which we live? These will be one of the foci of our conversation about Orwell and 1984.
- Read/Listen to this story
- Take notes on these selections and the discussion questions for our discussion and for your Learning Journal for next week. (More on that later.)
Wednesday 1/31/18 In class: 1] Do the Google forms documentation conventions survey; invitation link sent to your college email 2] Group discussion/activity with the Orwell readings.
Homework assignment for Monday, 2/5/18:
- Finish reading activity: Deep reading the Orwell selections
- Take notes to submit for grading on Monday.
Monday 2/5/18 In class: 1] Little Seagull Handbook search. Who will be first to find the MLA's conventions for capitalizing titles of articles, journals, websites, magazines, books, etc. In what section of the handbook can the rules be found? What do they tell us? 2] Group note-taking, more on Orwell!
Homework assignment for Wednesday, 2/7/18:
Wednesday 2/7/18 In class: 1] at 2:00, discuss the "Analyzing an Article" assignment. 2] at 3:30 group activity: Ethos, Pathos, Logos.
Homework assignment for Monday, 2/12/18:
- Read: "Fake Or Real? How To Self-Check The News And Get The Facts" NPR, 5 Dec. 2016
- Finish note-taking from the readings about Orwell
- Prepare to discuss the following article. (Dive Deep!!): "2017 Isn’t ‘1984’ –It’s Stranger than Orwell Imagined"
- Paragraphs 1-13 are an excellent example of background information for people who don't know much about George Orwell or his works, essentially 13 paragraphs of "introduction" to Broich's essay.
- Paragraphs 14-20, essentially, ARE Broich's essay, then.
- Is Broich a credible writer? (Discuss)
- Where was this piece published? Is it a viable publication?
- What is his thesis statement?
- Describe evidence of Ethos, Pathos, and Logos in Broich's essay.
Monday 2/12/18 In-class activities: 1] Discuss responses to "Anlyzing an Article" activity, which was posted as a "test" in BBd (Week Four). Open it in BBd and read the comments I embedded in the grading rubric as we discuss it. 2] Describe evidence of Ethos, Pathos, and Logos in Broich's essay.
Homework assignment for Wednesday, 2/14/18:
Wednesday 2/14/18 In class: 1] Discuss Orwell readings/notes. Tell me what you learned about "The Dude"! 2] Discuss the readings and Dive Deeper: Pizzagate, the (almost) whole story. 3] Left. Right, Center? Where do popular publications stand on the "truthiness" scale? 4] Discuss Learning Journals
- Read: 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.
- Write Learning Journal One, for Weeks 5 & 6 in BBd
- "Why Fake News Is So Incredibly Effective, Time," Time, 28 Nov. 2016
- Fact Checker. A service of The Washington Post
- "President Trump Made 2,140 False or Misleading Claims in his First Year," The Washington Post, 19 Jan. 2018
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