English Fundamentals 1 & 2, Fall 2017
Rick Dollieslager, Thomas Nelson Community College

Ladies and gentlemen, meet your BRAIN!

Last Updated, 28 November 2017, 9:45 a.m.

lady liberty
I am an Equal Opportunity Educator: I refuse to discriminate against, condone discrimination against, or participate in, or support, or tolerate discrimination against any person based on ethnicity, religion--or lack thereof, age, gender, national origin, political affiliation, physical disability, learning disability, sexual identity, or sexual orientation.

Mon & Weds Office Hours 10 AM – 12:30 Library Tutoring Zone
Tues & Thurs AM Office Hours 9:30-10:00, room 233
Tues & Thurs PM Office Hours 12:00 – 2:00, room 207A

Email me at dollier@tncc.edu

Editing & Study Resources
Class Resources
Class Schedule & MLA documentation
  • The five-paragraph theme
  • Introductory paragraphs video (4 min.)
  • Thesis statements video (4 min.)
  • Editing and Revising checklists to assess your own papers before relying on feedback from others
  • James Madison University's Learning Toolbox. This website includes tools to help you improve in the eight academic areas of Math, Organization, Study Skills,
    Test Taking Skills, Note Taking, Reading, Writing, and
    Advanced Thinking.
  • Study Guides and Strategies cover "how to's" like managing time and class projects, and "what to's" with study outlines, procedures, and summary infomation for subjects in English, math and science, social sciences, etc.

Brain videos and sites:

Week 1

  • Avoiding plagiarism by citing sources:

  1. Avoiding plagiarism and using MLA documentation style (16 min.)
  2. What do I need to cite? (1 min.)
  3. Plagiarism: You can't just change a few words! (1 min.)
  4. Quoting and paraphrasing (3 min.)
  5. Citing without quoting (3 min.)
  6. Citing websites (2 min.)
  7. Punctuating in-text citations (3 min)
  8. Plagiarism Tutorial: Test your knowledge and misconceptions about plagiarism, and learn why and how to avoid it!
  9. Understanding & Preventing Plagiarism, an excellent web resource on why and how to document sources
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.
--Week One--
Monday, 8/21/17 & Tuesday 8/22/17

In-class activities: 1] Preparing to take the Degrees of Reading Power test by 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, 8/24/17:

Wednesday, 8/23/17 & Thursday 8/24/17
In-class activities: 1] Register new colleagues with Remind.com. 2] Discuss main ideas and supporting details in the cell phone articles. 3] Registration and introduction to the Little Seagull Handbook/InQuizitve lessons and the Norton Write lessons. 4] Begin the Reading Literacy Pre-Semester paper

Homework assignment for Tuesday, 8/29/17:

Week Two

Tuesday 8/29/17
In-class activities: Degrees of Reading Power testing

Homework assignment for Thursday, 8/31/17:

Thursday 8/31/17
In-class activities: 1] Print out the reading literacy narrative paper. 2] View videos on the Creator mindset and the Victim mindset (as defined by Dr. Skip Downing and others): You will be writing about this, so take notes! Dominic, Jesse, the Professors. What got Jesse back on course? What got Dominic back on course? What is the most notable quote from any of the professors? 2] Introduction to Speechnotes (works on Chrome browser). How do you think you can use this app to help you write your papers or for other purposes? 3] Read about how to identify and how to write topic sentences. 4] Read and highlight the topic sentences of each paragraph of these three pages excerpted from Chapter 2 of Dr. Skip Downing's book called On Course: Strategies for Creating Success in College and in Life: "Adopting a Creator Mindset." While Dr. Downing does not give his specific definition of a Creator or a Victim (captial C and V), he describes their behaviors. How do you think Dr. Downing defines a Creator and a Victim? E.g., "Dr. Skip downing defines a Victim (capital V) as a person who . . . Whereas he describes a Creator (capital C) as a person who . . ."

Homework assignment for Tuesday, 9/5/17:

Week Three

Tuesday 9/5/17
In-class activities: 1] Discuss the three readings, "
Adopting a Creator Mindset," Speechnotes.com review, and "Succeeding Against the Odds." 2] Read examples of Creator and Victim behaviors and language from Prof. David Mirman's teaching blog essay called "Do You Think Like a Creator or a Victim?" Take notes because you will summarize this article later--from your notes only. Your notes should describe what each student did, explain why Mirman calls one a Victim and one a Creator, and what Mirman's thesis is in this essay. 3] Group summary: From everyone's notes, I will dictate a summary in class of Mirman's article, using Speechnotes.

Homework assignment for Thursday, 9/7/17:

Thursday, 9/7/17
In-class activities: 1] Discuss, finish and print the paragraph about a time when you, yourself, played the role of victim. 2] Discuss and begin drafting a separate paragraph about a person you know personally who exemplifies what it means to be a Creator.

Homework assignment for Tuesday, 9/12/17:

Week Four

Tuesday, 9/12/17
In-class activities: 1] Print and submit the paragraph about a person you know personally who exemplifies what it means to be a Creator. 2] Read this sample essay on adopting the Creator mindset from
Connie Fields, Fall 2014. Please note: Connie's concluding paragraph is different from the conclusion which you will write when you follow the instructions above. 3] Pre-writing activity and discussion of your concluding paragraph, which will state what your academic and personal life goals are for THIS semester. Using examples from the paragraph about the Creator you just wrote about, describe specifically what YOU will do to achieve the outcomes YOU wish to experience this semester.

Homework assignment for Thursday, 9/14/17:

Thursday, 9/14/17
In-class activities: 1] Read aloud your concluding pargraph, a paragraph about how you will be a Creator this semester by creating the outcomes you wish to achieve. 2] Group Activity: Reconstruct Bertrand Russell's essay to focus on the importance of thesis statements and transitions.

Week Five

Tuesday, 9/19/17
In-class activities: Finish, print and submit the Creator mindset essay.

Thursday, 9/21/17
In-class activity: Making inferences while reading. The story crossword.

Homework assignment for Tuesday, 9/26/17:

--Week Six--

Tuesday, 9/26
In-class activities: 1] Persistence = success! Don't end up on a Facebook video, folks. Be Creators not Victims. Finish your homework!! 2] Finish "Editing the Errors that Matter" on InQuizitive. 3] Write the InQuizitive meta.

Homework assignment for Thursday, 9/28/17:

Thursday, 9/28
In-class activities: 1] Begin the learning unit on The NHLP and Brain Development During Learning. Take good notes in Cornell format because there will be a test on this material next week, and we will be writing some pararaphs from our notes on this material as well.

Homework and resources for Tuesday:

Week Seven

Tuesday 10/3/17
In-class activities: 1] Review lecture and notes from Thursday on the NHLP and neuronal growth and development during learning. 2] Lecture/discussion/note-taking on synaptic firing, dendrite growth,

Homework assignment for Thursday, 10/5/17:

Thursday 10/5/17
In-class activities: 1] Warm-up writing: Freewrite for 15 minutes on this topic--"Emotions Affect (control) Learning" In what way(s) do endorphins and norepinephrine affect your ability to learn? Give an example of a specific time when stress has impeded your learning or your recall of learning. Give an example of what you can do when this happens. 2] Diving deeper into your owners anual for your brain.

Homework assignment for Tuesday, 10/10/17:

Week Eight

Tuesday 10/10/17
In-class: Writing Workshop!! You have been assigned to write (1) a short paragraph summarizing the NHLP according to Dr. Rita Smilkstein's research, (2) a paragraph about how you learned a skill or body of knowledge through the six stages of the NHLP, and (3) a paragraph which explains how emotions affect learning and which describes a situation in which you now understand that stress hindered your learning or testing abilities. Those are the body paragraphs of essay #2; now we will write the introductory paragraph and the concluding paragraph. The introductory paragraph will include the Henry Ford quote, "Whether you think you can or you can't, you're right." And it will explain the relevance of that quote to this essay about learning and brain development. The concluding paragraph will include the quote from neuroscientist Janet Zadina: "Fire it till you wire it." And you will explain what she means by that and how it relates to this essay topic.

NHLP essay instructions and grading rubric.

Thursday 10/10/17
In-class: Writing Workshop!! Submit your InQuizitive meta and finish writing your first draft of the Brain Development essay.

Homework assignment for Tuesday, 10/10/17:

Week Nine

Tuesday 10/17/17
In-class: Writing Workshop!! Finish the NHLP/Brain Development essay

Thursday 10/19/17
In-class: Editing Workshop. Work the following sentence boundary lessons in InQuizitive and in Norton Write, then re-read your first two essays and correct them to eliminate these errors: Sentence fragments, comma splices, fused (run-on) sentences.

Homework assignment for Tuesday, 10/24/17:

Week Ten

Tuesday 10/24/17
In-class: Writing Workshop: Finish the Creator Mindset essay

Thursday 10/26/17
In-class: Editing Workshop: Finish the NHLP/Brain Development essay

Week Eleven

Tuesday 10/31/17
In-class: 1] Print "The Creator Mindset" essay and "NHLP/Brain Development" essay. 2] Summarize Video: How to Write Cornell Notes. JMU's Learning Toolbox Cornell Notes web page model 3] Summarize SQ4R reading and note taking process. Steve Piscitelli's video. SQ4R web page.

Homework assignment for Thursday, 11/2/17:

Thursday 11/2/17
In-class: Editing Workshop: Using the assistive technologies to help you prepare your paragraphs for evaluation

Making it ready for grading:

Week Twelve

Tuesday 11/7/17
In-class: Portfolio prep. workshop and mini-conferences

Homework assignment for Thursday, 11/9/17:

Thursday 11/9/17
In-class: Portfolio prep. workshop and mini-conferences. 1] Using the grading rubric/instructions checklists, complete the three essays (Creator Mindset, NHLP, and Reading Development) and the "Meta" paragraph about your use of InQuizitive. 2] Run each one through all of the assistive technologies listed on the grading rubric web page, inclulding M.S. Word's "Speak" to listen to them. 3] Print the PaperRater report to submit with each paper.

Grading rubric/essay instructions web pages:

Week Fourteen

Tuesday 11/28/17
In-class activities: Degrees of Reading Power post-semester test.

Thursday 11/30/17
In-class activities: "Best Sentence" editing activity. Analyze best sentences from essays submitted; discuss not-so-great sentences and how to revise them.

Week Fifteen

Tuesday 12/5/17
In-class activities: Begin in-class final essay

Thursday 12/7/17
In-class activities: 1] Finish in-class final essay 2] Submit portfolios

Week Sixteen

Thursday 12/14/17, 10:45-11:45
In-class activities: Portfolio outcomes/placement conferences

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