English 111 & English Fundamentals (ENF) 3, Spring 2014
Rick Dollieslager, Thomas Nelson Community College
bookshelves your brain

111/ENF 3: Connecting our neural processors to our cultural and stored knowledge.

Last Updated, 12 April, 9:00 p.m.
Important Notice!!

At the start each class, open this web page to look at the agenda for the day. At the end of each class, return to this web page to get your homework assignment and view the agenda for the next class. You'll never miss an assignment, a due date, or an important announcement if you come to this page every day.

Class Video Resources
Class Web Resources
Jump-Links to Weekly Schedule

Plagiarism and Citing Videos

Week 1

  • F2F Office Hours:
  • Mon-Weds 9:30-12:30 in room 874
  • Tues-Thurs 10:00-11:00 in room 874
  • Weds 1:45-3:15 in room 916
  • Online Office Hours:
  • Tues-Weds 6:00-7:15 pm
  • Email me at dollier@tncc.edu

Researched Essay Topics:

--Week One--
Tuesday 1/14/14
In-class activities: 1]
House-keeping and introductions. 2] Register for
Basic Writing 1 software lessons.

Thursday 1/16/14
In-class activities: 1]
Register for MindTap's College Reading textbook. 2] Begin reading and marking Chapter 1

Homework for Tuesday 1/21:
Read Chapter 1 in College Reading
Work the assigned lessons in Basic Writing 1

--Week Two--

Tuesday 1/21/14
In-class activities:
Lecture/discussion on
how the brain grows and develops during learning, using the Cornell note-taking method.

Homework assignment for Thursday, 1/23/14:
Review the NHLP Power Point and these supplemental pages on the NHLP
Read the rest of Chapter 1 in College reading (MindTap login)
Work the chapter review lessons from College Reading, Chapter 1

Thursday 1/23/14
In-class activities: 1]
Preparing for writing--note-taking on the brain videos and reviewing brain development during learning; outline and begin drafting the paragraph. Let's view Anatomy of a Neuron (note, "synaptic cleft" = "synaptic gap") 2:11 min. & Neurons: How They Work 4:56 min. (50 mins.) 3] Discuss application of knowledge, in re: "Emotions affect earning." Focus--concrete examples of when this has happened, how you will address it differently. Assign/discuss paragraph on this topic. (20 mins.)

Both paragraphs described below are due at the start of class on Tuesday. 1) Print them out before you come to class, 2) save them to your portable storage media, and 3) send a copy of each paragraph to yourself as an attachment to your TNCC email in MS Word format or in .RTF (Rich Text Format). BW1 lessons are due before Sunday night at 11.

Homework assignment for Tuesday, 1/28/14:
1] Draft a paragraph on the following topic--how synaptic firing causes dendrite growth and how emotions effect that process. (This is about biology, folks, not about your experiences or about common sense.) Refer to the webpages on the NHLP and view all of the videos in the video resources box at the top o of your class page to reinforce your class notes.Type the paragraph and save it to your jump drive. You MUST have the paragraphs with you in class on Tuesday.
2] Compose another paragraph, this one describing a specific time when you now know that stress caused you to perform poorly in a learning situation and discussing speficially what you will do differently the next time such a situation arises; now that you know that norepinephrine is the reason. Save this to your jump drive after typing is an also send it to your self in Thomas Nelson email as an attachment.
3] Work the activated Basic Writing 1 lessons which are due by Sunday night at 11. If you already worked the two lessons on developing paragraphs, you do not need to rework those two lessons.

--Week Three--

Tuesday 1/28/14
In-class activities: 1] Turn in the two paragraphs which were assigned last Thursday. 2] Preview Chapter 2 and the note-taking functions of MindTap. 3] Read Chapter 2 and meet with Mr. D. for writing conferences during class.

Homework assignment for Thursday, 1/30/14:
Read, anotate and mark Chapter 2. I will access Chapter 2 in your ebook during class on Thursday to see how you are using the marking mechanisms or if you need assistance with those functions. Please be prepared to explain your notes, highlights and marking system during class.

--Week Four--

Tuesday, 2/4/14
In-class activities: 1] Reset/restart/reacquaint activity. 2] View a
summary-writing video and take notes on how and why we write summaries. 3] Discuss Smilkstein's description of the NHLP. 4] Refer to these brief instructions for writing summaries. 5] Draft a summary of Smilkstein's description of the NHLP (about 150 to 200 words).

Homework assignment for Thursday, 2/6/14:
Aplia B.W. 1 Lesson: Paragraphs to Essays. I have reset the date and time for this lesson so that you can work it before class.
Finish composing the NHLP summary paragraph. Then spell check it, proofread it, correct it and print it out before class on Thursday.

Thursday, 2/6/14
In-class activities: 1] Turn in the NHLP summary paragraphs. 2] Preview Chapter 3 with your colleagues at your table, following the process that we have done together for Chapters One and Two. 3] Begin reading and marking up Chapter Three. 4] Chapter 2 mark-up review and brain paragraph mini-conferences with Mr. D. during class. 5] Maria, Mon, Keenan, please do the "Paragraphs to Essays" lesson in Basic Writing 1 also.

Homework assignment for Tuesday, 2/11/14:
Aplia B.W.1 Lesson: "Diagnostic Assessment" Several folks did not do or did not finish the Diagnostic Assessment in the first week of classes. The following folks need to do it before it times out on Sunday evening: J. Grant, Dee, Sydny, Joshua, Legend, Tyshema, Kacy, Keenan.
Read and mark up Chapter 3
View the following videos:

Read (from the online the Guide to Grammar and Writing)

Type answers to these questions: 1] What are the parts of an essay? 2] Define a thesis statement in your own words, not verbatim from a source. 3] Describe the qualities of GOOD writing (any type of good writing) according to your definition of "good writing."

Week Five

Tuesday, 2/11 In-class activities: 1] At the homework table, turn in your answers to the essay writing questions posed as homework for today. 2] Your study group for today consists of your colleagues at your table. Use the resources listed below. 3] Be prepared to present your group's information on citing sources.

  1. Why do we cite and What do we cite--what types of information must be cited?
  2. How do we recognize and avoid plagiarism?
  3. What are the penalties for plagiarism?
  4. What are the primary differences between MLA, APA and Turabian documentation styles?
  5. What information goes into the parenthetical citations?

Homework assignments for Thursday, 2/13/14:
Read and mark Chapter 3 in College Reading
Preview this sample researched paper and the marks and comments on it.

Thursday, 2/13 In-class activities: 1] Plagiarism Tutorial: Test your knowledge and misconceptions about plagiarism, and learn why and how to avoid it! Don't send your results to me; rather, have them sent to your school email address. That way, if I want to disucss your results with you, you can do a Google share so that I can access them in Google Docs.

Zadina, Janet, Rita Smilkstein, Deborah Daiek, Nancy Anter. College Reading: The Science and Strategies of Expert Readers. New York: Cengage, 2013. eBook

Homework assignments for Tuesday, 2/18/14:
Test on Tuesday
on plagiarism and MLA documenting conventions, so study the links below, the links we looked at in class, and take good notes. I will give you a bit of time at the start of class to study your notes along with your colleagues to prep. for the test, so take good notes.
Read and take notes from this lesson: Plagiarism 101. Be sure to click the four tab links along the top of the page that say "Citing Sources," "Ask the Experts," and "Resources." The Resources section has webcasts and videos about how to avoid plagiarism. Choose to view them and plan to spend some time browsing this site and the supplemental links. You will be held accountable for the information therein, whether you study the material or not, and the consequences for plagiarism have already been discussed--they can be quite dire, can't they?

Week Six

Tuesday, 2/18 In-class activities: 1] Plagiarism and Documentation Test Part 1. Use scantron cards to answer Part 1 questions. No notes, no open sources while doing Part 1, please. 2] After you give me your scantron, I will give you Part 2, in which you may use your online resources, the handbooks on the front shelf, your printed edition of the Norton Field Guide to Writing, etc.

Homework assignments for Thursday, 2/20/14:
Read and mark
Chapter 4 in College Reading

Thursday, 2/20 In-class, Reading Pairs Activities. Pair up with a partner and use Chapter 4 to make sure you are answering the electronic handout questions correctly. Answer separately from the activity document so that your print out of answers is one page long rather than 7 or 8 pages.

Homework assignments for Tuesday, 2/25/14:
your three brain development paragraphs into an essay, following the instructions in the essay outline.

Week Seven

Tuesday, 2/25 In-class activities: 1] Discuss the parts of the brain development essay, the thesis statement, and the documenting necessities. 2] Revise per our discussion. 3] Peer review the essay.You may find Paper Rater somewhat useful in providing "computer" feedback on your papers.

Homework assignments for Thursday, 2/27/14:
Revise your brain development essay per our class discussion.
Proofread and edit your essay to submit at the start of class on Thursday.
Read and mark the eBook through Chapter 5 if you have not completed that.

Thursday, 2/27 In-class activities: 1] View a video on summarizing and discuss summarizing specifically for research-paper writing purposes. 2] Do steps 1-4, which is called "Phase One," of the lesson plan called "The Myth of Multitasking."

Homework assignments for Tuesday, 3/11/14:
Draft and document a one-paragraph summary of the Sparks article, appx. 150-200 words in length.

Week Eight

Tuesday, 3/11 In-class activities: Work the Chapter lessons in the MindTap/College Reading eBook, Chapters 1-5 lessons due by Friday 5 p.m. at 80% success rate.

Homework assignments for Thursday, 3/13/14:
Work the Chapter lessons in the MindTap/College Reading eBook, Chapters 1-5 lessons due by Friday 5 p.m. at 80% success rate.

Thursday, 3/13 In-class activities: 1] Work the Chapter lessons in the MindTap/College Reading eBook, Chapters 1-5, or 2] Preview, read, mark, then work Chapter Aplia lessons for Chapter 6. 3] Miniconferences with Mr. D. about brain development essays. 4] Discuss revisons and errors analyses of brain development essays per essay outline below:

Homework assignments for Tuesday, 3/11/14:
Work the Chapter lessons
in the MindTap/College Reading eBook, Chapters 1-5 lessons due by Friday 5 p.m. at 80% success rate.
Read, mark/annotate Chap. 6, then work Chapter Aplia lessons for Chapter 6

Week Nine

Tuesday, 3/18 In-class activities: Collaborating on Combining. An introduction to Google collaboration tools to work sentence construction lessons, an activity which English teachers call sentence combining. We will form into groups, and I will tell you what to do next.

Homework assignments for Thursday, 3/18/14:
Sentence combining exercises.
Do these sentences following the instructions on the document, and then do these two paragraphs ("Pinball Machines" and "Street Musician") to submit to me to be graded. The two paragraphs are in a .pdf file format, so you will need to type the sentences rather than copy and paste them.

Thursday, 3/20 In-class activities: 1] Log in to MindTap and go to Chapter 7. Create an Evernote account by clicking on "my notes." Do the following activities and save them in your Evernote account. These notes will be submitted for your Chapter 7 reading grade next week. 2] Begin errors analysis project for the brain development essay. Use the grading rubric and my margin notes and comments on your marked papers to revise your brain development essay.

Homework assignments for Tuesday, 3/25/14:
1] Write the errors analysis
of the brain development essay
2] Read Chap 7
3] Record the following page notes and activities in Evernote, to be collected and graded on Tuesday 3/25:

Week Ten

Tuesday, 3/25 In-class activities: 1] Discuss revising the errors analysis project and work on them. 2] Discuss note-taking with Evernote for the chapters and work with Evernote: Evernote instructions.

Homework assignments for Tuesday, 3/25/14:
1] Revise and correct
the errors analysis project
2] Finish note taking from Chapter 7 in Evernotes

Thursday, 3/27 In-class activities: 1] Troubleshoot any problems we had in saving notes from MindTap to Evernote, or in sending notes from your Evernote account to me. 2] Begin the editing/grammar skills activity: "Identifying and Overcoming Patterns of Error"
Identifying and Overcoming Patterns of Error
1. Determine the five most prominent or recurrent "handbook" errors identified in your Errors Analysis document. For instance, P-1a-P-1j = comma errors; S-4 = verb tense errors; S-5a = subject/verb agreement; etc. (If you did not have five different errors marked, then "Good on ya!!")
2. Log in to Basic Writing 1 Aplia lessons, which have all been moved to week 16 and have been put into the "practice" mode so that you can work them as much as you want before saving your results. I won't see your results since the grades aren't recorded for me to view in practice mode. Click on "View all Assignments" to see week 16.
3. Work B. W. 1 lessons in each of the five skill areas that were the most prominent or recurrent errors in your brain development essay. Because you are in the practice mode, you will need to write your results down in your notes before you exit because these will not display in your grade report and will, therefore, be lost when you log out. On Tuesday, you will report your scores to me for each of your five most reccurrent patterns of error, so you must record your scores before you leave the lesson.

Homework assignments for Tuesday, 4/1/14:
1] Finish
your rework of B. W. 1 lessons per the instructions for "Identifying and Overcoming Patterns of Error" described above
2] By Tuesday, 4/8, read Chapter Eight and take notes on it. If you turned in Chapter 7 notes for a grade, I won't require you to turn in Chapter 8 notes. However, if you did not turn in the Chapter 7 notes, I will grade your Chapter 8 notes on Thursday on the following activities: 8b, 8c, 8d & chapter questions, 8e, 8f, page 8=2a questions 1-20, page 8-2c Post-Test (all)

Week Eleven: Hybrid Week 1

Tuesday, 4/1 In-class activities: 1] Discuss"Phase One," of the lesson plan called "The Myth of Multitasking." 2] Revise your paragraph summarizing the multitasking article, then 3] Draft a personal experience paragraph, per instructions 5 and 6 on the multitasking/time management paper lesson plan.

Homework assignments for Tuesday, 4/8/14:
Multitasking/time management project
is completed through Phase Three, which is steps 1-9 on the lesson plan page.
Chapter 8 Acivities: If you did not turn in the Chapter 7 notes, I will grade your Chapter 8 notes on the following activities: 8b, 8c, 8d & chapter questions, 8e, 8f, page 8=2a questions 1-20, page 8-2c Post-Test (all)

Thursday, 4/3 In-class activities: Today, I am meeting in Richmond with the Chancellor of the VCCS and the other members of his faculty advisory committee, so we will not hold class in our classroom today. Instead, do Phase Three (steps 7-9) of the lesson plan. At the start of class on Tuesday, 4/8, you will have completed three paragraphs of this essay, per the instructions in steps 1-9.

Homework assignments for Tuesday, 4/8/14:
Multitasking/time management project
is completed through Phase Three, which is steps 1-9 on the lesson plan page.
Chapter 8 Acivities: If you did not turn in the Chapter 7 notes, I will grade your Chapter 8 notes on the following activities: 8b, 8c, 8d & chapter questions, 8e, 8f, page 8-2a questions 1-20, page 8-2c Post-Test (all)

Week Twelve: Hybrid Week 2

Tuesday, 4/8 In-class activities: 1] Discuss The Urgent/Important matrix article and make a sample matrix. 2] Revise/edit your summary paragrpahs. These will be documented with a parenthetical citation and a works cited entry. Turn in your notes with the summary because I will grade your notes as part of the summary grade. The summary and your notes are equivalent to an essay grade, 6 points total. 3] Begin composing another paragraph, one which describes how you have been using your time and how you have reorganized it or adjusted it afer using Covey's time management matrix. This is "Phase Four" on the lesson plan, specifically "Step 11: Writing in class"

Homework assignments for Tuesday, 4/15/14:
Multitasking/time management researched essay is due in its entirety at the start of class.
Complete the essay following the instructions in Phase Five, Step 13. That step includes an outline of the entire essay, and it is very, very specific.

Thursday, 4/10 We do not meet in the classroom today. Instead, use class time to complete the essay, following the instructions in Phase Five, Step 13. That step includes an outline of the entire essay, and it is very, very specific.

Homework assignments for Tuesday, 4/15/14:
Multitasking/time management researched essay is due in its entirety at the start of class.
Complete the essay following the instructions in Phase Five, Step 13. That step includes an outline of the entire essay, and it is very, very specific.

Week Thirteen

Tuesday, 4/15 In-class activities: Peer review the time management essay.

Homework assignments for Thursday, 4/17/14:
Finish edits/revisions
to the multitasking/time management researched essay. It is due at the start of class on Thursday.
Read an excerpt from Chapter 2 of On Course: Strategies for Creating Success in College and in Life: "
Adopting a Creator Mindset"
Read Creator and Victim behaviors and language from Prof. David Mirman's teaching blog.
View three videos about Creators and Victims (and take notes!): Dominic, Jesse, the Professors

Thursday, 4/17 In-class activities: Discuss Creators and Victims and do related activities.

Homework assignments for Tuesday, 4/22/14:

Week Fourteen

Tuesday, 4/22 In-class activities: 1] Discuss direct quoting in researched essays and add a direct quote. 2] Writing workshop. We will add a few paragraphs to those we have written in order to complete an essay on Creator and Victim mindsets and outcomes.

Homework assignments for Thursday, 4/24/14:
Use the outline in the grading rubric and follow those instructions precisely for completing the C/V essay. Format them according to MLA criteria. View a video on MLA essay formatting. This is DUE at the start of class on Thursday.
Finals calendar: During finals week, your classes may meet at different times, so check the times carefully.

Thursday, 4/24 In-class activities:1] Class share: look at use of direct quotes, citations, works cited section of Creator/Victim essays. Make final edits on these aspects of the paper. 2] Webfolio workshop. Beginning webfolios using Google Websites. If you missed class, then log in to MyTNCC, go to Email, click the "apps" icon, and then click the websites icon to start building your homepage. Use the help menus to answer question you have about designing, inserting, changing page layouts, etc. The webfolio is your final reading and writing project. It is the writing final becasue you will edit and revise your major papers once more, and it is the reading final becasue you will need to be able to find the help menus you need and to follow the instructions. THAT is critical reading, and reading is a major part of your grade.

Homework assignments for Tuesday, 4/29/14:

  1. Identify and tell a bit about yourself with a short paragraph
  2. Include an image of you or one which represents you (you may include additional images)
  3. State the purpose of this site (at this point it is your English 111/ENF 3 portfolio of major works)
  4. Make a table of contents on the home page. The webfolio will include (at the least) the brain development essay, time management essay, Creator mindset essay, and the summary of Podmoroff's article on the Urgent/Important matrix.
  5. Make a link to your Eng 111/ENF 3 class page: http://community.tncc.edu/faculty/dollieslager/enf03_spring_2014.html
  6. Make an email link with your ___________@email.vccs.edu address so that we can email each other.
Sample webfolios:
Fall 2013 Eng 111/ENF 3
Summer 2012 Eng 111
Summer 2011 Eng 111

Note: Some of the webfolios may be inactive, and some may require you to be logged in to MyTNCC before viewing, so you may want to go ahead and log in before clicking the links to my former students' webfolios.

Week Fifteen

Tuesday, 4/29 In-class activities: 1] Turn in Creator mindset essays. 2] Webfolio workshop. 3] Revising/editing workshop.

Folks, open up your webfolios to everyone. When in the Edit mode, click the "Share" icon to make it accessible by everyone. Otherwise, I have to log in to veiw every single webfolio that I look at, and that will really irritate me--probably be followed up by another one of "those" emails. Know what I mean?

Note: Check my class schedules from my main page and come to the classroom any time I am scheduled for classes this week. It is webfolio workshop week during all of my classes, so come in and give some help to others, get advice from colleagues and folks from other classes, etc. Make 'em gooood, folks!

Thursday, 5/1 In-class activities: Webfolio workshop.

Week Sixteen

Thursday, 5/8, Scheduled time is 10:45-1:15
In-class activities: 1] Revising/editing
workshop. 2]Turn in webfolios.

Check out your colleagues' great webfolios.


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