R. Dollieslager's English 111 Daily Schedule, Summer 2009

Thomas Nelson Community College


Okay, time to use our editing expertise and prepare the projects for the final portfolio.
Let's get 'er done.

A Tentative Schedule of Projects, Summer 2009
English 111, Computer-Mediated Composition

This schedule for the summer term is subject to change based on class discussion and progress on assignments. I will add links to resources and elaborate on the projects as they come up, making changes to the schedule almost daily.

Since this is a summer class, we should all be outside somewhere having fun instead of sitting in some dusty old cubbyhole. Therefore, much of your homework for this class will be to get out and have fun. And then we're going to write about that fun. The first paper, I'll call a "hidden treasure" essay. Then we will do a restaurant review, an entertainment review, and a descriptive analysis of a major attraction in the area. You will also do an "experts team" project, and the final major project will be the web folio.

The culmination of your summer writings will be an on-line database (or a class publication if you wish to look at it that way) of information about how to have fun in our part of Virginia during the summer. I call this our Legacy Project because we will leave it on-line for others to use in the future.

Site last updated on: 7/16/09, 2:45 p.m.

Summer 2008 English 111 Syllabus

Essay projects for the Summer term

Sample Webfolios from Summer 2008

Week One

Tues. 5/19
In-class: 1] Discuss objectives, and 2] do the base groups get-to-know-me activity.

Thurs. 5/21
In class: 1] Take the colleagues quiz. 2] Base groups, first exchange contact information, and then discuss the wilderness survival problem. 3] Begin writing survival story paper. (one to two pages)

Survival Story: This is a one- to two-page paper. Write it with the members of your base group. (If you did not make it to class today, write this paper on your own.) Using what you know from our discussions and your research on the survival scenario, write a story about how you and the members of your base group (those present today, at least) made it out of the situation successfully. Tell it as a story: who brought which items and why, how did you decide what to do, what did you do with the items, and what was the outcome of your adventure? Additionally, include the information about each member of your group from the grid that you wrote on Tuesday and discussed today.

Paper length: 300 to 600 words.

Reading assignments for Tuesday, 5/26:
1. First, read this section from the Guide to Grammar and Writing on writing a personal essay (i.e., an essay written from personal experience). Okay, then put the importance of descriptive detail in context by reading this selection on description and the sample essays, "The Sacred Grove of Oshogbo" and Twain's "My Watch." There is important advice following the Twain piece, so read to the end of the page. We will discuss the "Oshogbo" essay as an example.

2. This selection defines what an essay is and what a thesis statement is. In addition to the link provided, read page four of The Writer's FAQs handbook.

3. Read this article about web folios (electronic portfolios) and be ready to answer some questions about why you might want to have a web site and how you can use it for your own purposes.

4. Read at least six student essays from Summer 2005 or Summer 2006 describing a "hidden treasure" (or a little known or minor attraction in the area). Identify the thesis statements of at least six of the essays (write or type them out to be turned in, but keep a copy for yourself for class discussion).

5. Select the topic for your "hidden treasure" (or minor attraction) essay

Week Two

Tues. 5/26
In-class: 1] Finish composing the survivor story, 2] Discuss "The Sacred Grove of Oshogbo"

Homework assignments for Thursday, 5/28:


Thurs. 5/28
In-class: 1] Finish discussing how Taylor uses description to drive the story, create the mood, and show us what he thinks about the characters without "telling" us (in "The Sacred Grove...") 2] Identify and discuss successful descriptive writing from the Summer 2005, Summer 2006 or Summer 2007 student webfolios. 3] "The 20-minute Description" descriptive writing exercise: For 20 minutes of class you will go to some place on the campus and observe your locale in order to write a description of that location. Write the description of your location without telling where you are, but rather by using descriptive details which show your surroundings. In no place will your description tell where you are located, (i.e., it won't say something like, "Just outside of the library is a study area and art gallery comprising about 20 study tables and student art exhibits on the walls."). However, through reading the descriptive details which show where you are, your class colleagues should be able to tell you the location you are describing.

Homework assignments for Tuesday, 6/2: 1] Experiential research. If you haven't already done so, find and experience your hidden treasure/minor attraction before Tuesday. Write down observations, or record your thoughts or impressions with a voice recorder so that you have concrete support and don't need to rely completely on mental recall of details. Take pictures!!! (You will also want to use the photos when you post your papers in your webfolios.) 2] Revise and edit your 20-Minute Description to turn in for a grade at the start of class on Tuesday. This is a "one-pager" (appx. 250-300 words in length), and I will also use it as a diagnostic paper.

Week Three

Tues. 6/2
Due today: 1] 20-minute descriptions (at the start of class). 2] Notes, images, voice recording, and any other "beginnings" for the "hidden treasure" essay, which we will start to draft in class.

In-class: 1] Discuss use of descriptive details and share the "20-Minute Description" exercise, 2] Discuss hidden treasure topics and begin drafting the essays. We will spend about half of our class time drafting the paper, so be well prepared so that we can use class time most productively. Draft of Hidden Treasure essay is due at the start of class on Thursday.

Homework assignments for Thursday, 6/4: 1] Revise and edit your hidden treasure essay. Draft is due at the start of class Thursday. 2] Read this material on peer review, 3] Bring at least three sources of information on activities, events or places to visit or experience in this region of Virginia during this summer. 4] Do on-going experiential research for upcoming assignments.

Here's some "housekeeping" information that we talked about last Thursday, including a (tentative) list of assignments, the paper formats, and the grading criteria.

Thurs. 6/4
In class: 1] Peer review content of hidden treasure papers. 2] Do a diagnostic test on editing skills,

Homework assignments for Tuesday, 6/9: First, below are some on-line handbooks to help you with the editing skills that I marked on your group survival experience papers. Browse them to see what you like about each. Use them. They are free!

1] Do some experiential research!! A good resource for local experiential research is the Daily Press Entertainment section on-line.
2] Edit: The Hidden Treasure essay to turn it in to me at the start of class on Tuesday for evaluation.
3] Read about writing and using summaries in researched papers.
4] Read this restaurant review and be prepared to summarize it in class. "Fresh and Tasty Seafood Found at Slightly Up the Creek."

Week Four

Tues. 6/9
1] Errors analysis of returned 20-minute description papers. 2] Final (quick) edit of your Hidden Treasure essay before I grade it. 3] Discuss summary writing. 4] Begin drafting a summary. We will spend 30 minutes at the start of class on Thursday finishing the summary, and then will add a works cited section and parenthetical citation.

English 111 student says, "Mr. D., how can I make my writing more sophisticated? I sound too elementary?"
Mr. D. says, "Read about sentence combining in order to affect more variety in your sentence constructions, and try some sentence combining exercizes."

Homework assignments for Thursday, 6/11: Read about the why's and how's of documenting sources: We document to ensure that there is no inadvertant plagiarism, and the GGW provides models of each type of works cited entry. (By the way, the GGW is the online Guide to Grammar and Writing, NOT the Girls Gone Wild website.) The Citation Machine is a nifty tool to help get the basic information and formats for a works cited entry, but it is not foolproof. It's just a tool and it is imperfect, as all tools are.

Thurs. 6/11
1] Finish and discuss practice summaries. 2] Begin group Citation Experts project. 3] Discuss what we've been doing to have fun and what plans we have for the next week.

Note: I just now discovered that the GGW's link from their index to the research paper section of that on-line handbook is currently broken, so I provide it here: http://www.ccc.commnet.edu/mla/index.shtml This is not the only on-line resource that you will want to be familiar with, but it is a pretty good one.

Homework assignments for Tuesday, 6/16: First, prepare YOUR part of your group Citation Experts presentation by doing your research thoroughly and developing three possible quiz questions that you will tweak later. Second, do your experiential research! I expect to see some of you at the Lake Maury Thursday Night Concert tonight, at the Hampton Block Party, at Fridays at the Fountain Concert in City Centre, at the movies, at War Memorial Stadium, at . . . Well, you get the picture. Get out there and have some fun, dang it. That's part of your homework.

Week Five

Tues. 6/16
1] Collaborate: Work on your group documenting project. Attendance quiz/individual accountability will be 3 quiz questions from each person. 2] Discuss revision and editing of Hidden Treasure papers. These will be revised and edited for you re-evaluation in your portfolio in a couple weeks

Try some of these sites for models or sample researched papers:

Homework assignments for Thursday, 6/18: To help me jump-start Thursday's class, I'd like someone from each group to email me your PowerPoint or MS Word supplement today (Tuesday) or Wednesday so that I can preview it before class.

Thurs. 6/18
1] Briefly at the start of class, I will preview your presentation supplement (PowerPoint or Word document) prior to your group presentation. 2] Group presentations:

Week Six (Editing Experts Project Week)

Tues. 6/23
2] MLA Citing presentations 3] Due: Draft of essay #2

Thurs. 6/25
1] Begin Editing Experts project 2] Quiz on MLA-style citing conventions

Experts Groups. In-class assignment: Based on the editing problems I saw in your papers and the diagnostic test, I will place you into "experts teams" wherein you will research a specific punctuation or grammar convention, making yourselves, hereafter, the class experts and consultants on that aspect of editing while we prepare the essays for the portfolios. Today you will begin your research from on-line, print, and human resources, and you will plan how your group will present your topic in class and how you will supplement it with a permanent resource. You may supplement your oral presentation by developing a PowerPoint slide show (which can then be posted on the Internet for future reference), a web page or web site, or simply as an MS Word hard copy handout, which also can be posted on the Internet. The experts teams will consist of four members and will focus on comma uses and misuses, sentence fragments, comma splices and run-ons, articles and indefinite pronouns, and colon and semicolon use and misuse. (From a presentation I make to other English teachers) here is why we do the Editing Experts project.

Starting the research: If there are four members of your group present today, two will start research from on-line sources, and two will use print resources.

If you missed class today (6 absentees!!), you have been assigned to a group anyway. Do your research on your own so that you can contribute meaningfully when we reconvene on Tuesday. You won't get full credit for this project, but you will get some credit if you contribute. Therefore do your research independently!

Week Seven (Documenting and Revising Week)

Tues. 6/30
1] Due: Documented, one-paragraph summary 2] Incorporate sourced information into draft of essay # 2 3] Quiz on MLA-style citing conventions 3] Finish Editing Experts project

Answer key for MLA citing and documentation quiz. Please refer to this before Thursday, and use it as another way to ensure that you are correctly citing your source in the text of essay #2 and that you are correctly formatting the works cited entry.

Due on Thursday: 1) The final draft of essay #2, including either two quotes, at least one of which is a direct quote, a parenthetical citation, and a works cited entry for the source; or a summary, with a parenthetical citation and correctly formatted works cited entry. 2) The draft of essay #3. In this essay you will include either two quotes or a summary, whichever of these conventions you did not include in essay #2.

Thurs. 7/2
1] Turn in he final version of essay 2, correctly documented. 2] have with you the draft of essay #3, which we will work on in class 2] Editing experts presentations

Week Eight (Portfolio Prep. Week)

Tues. 7/7
Workshop: Editing Experts presentations

Thurs. 7/9
Workshop: 1] Finish Editing Experts presentations 2] Portfolio Prep. workshop: Consult/revise/edit/correct/perfect essays

Week Nine (Final Week)

Tues. 7/14
In-class: Portfolio Prep. workshop: Consult/revise/edit/correct/perfect essays

Due: Portfolios, at the end of class

Thurs. 7/16

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