TNCC English 109 Spring 2009

Spring Break Panama City

Explore the inner space of your brain.

(Go dendrites! It's your birthday.)

Last Updated, 30 April 2009, 9:30 a.m.

Class Resources

Contact Mr. D. by email,; by phone, 825-3543; or in person, room 874, first floor of Templin Hall

Week One, Jan. 12-15

Day One
In class: Foundations, getting started, introductions and information-gathering for colleagues quiz 2] Cooperative Learning Activity: "Wordles"

Homework for Day Two: "New Equations." You've had some experience with cracking the logic of visual text puzzles, an excellent brain exercise. That's right: the brain needs exercise, just like any other part of the body. Moreso, actually. Decipher as many of the shorthand equations as can be mastered. Be resourceful and you will get all the answers! I want you to learn to be resourcesful and this is one of the challenges to your resourcefulness.

Day Two

In class:1] Colleagues Quiz 2] New Equations. How resourceful were you? 3] Growing dendrites: Activity: Understanding the Natural Human Learning Process

Homework for Day Four:
Read Chapter I by Day Four (the end of week two), pages xvii-21
Finish the New Equations worksheets by finding answers to ALL of the puzzle equations

Week Two, Jan. 19-22

Day Three
DUE: New Equations exercise (at the start of class)
In class: 1] Discuss and make a list of habits and behaviors of successful students (or successful people in general) 2] Finish the "Course Rules for Success" section of
the course syllabus

Homework for Day Four:
Read Chapter I by Day Four (the end of week two), pages xvii-21

Day Four
In class: 1] How the brain learns 2] Finish any uncompleted "Day Three" agenda items

Week Three, Jan. 26-30

Mr. D's Chapter II summary: The paths our lives take are not predetermined or written in some cosmic scriptbook that can't be known to us. Rather, we create our lives by the choices we make and the attitudes we hold to. Creator or Victim choices are not "good" or "bad" per se. They direct the processes by which we arrive at the outcomes and experiences we wish to create in our lives, so make the appropriate choices to make the things happen which you desire as outcomes. Whether we want them to or not, the choices we make (and even passively deciding to do nothing is a choice we make) create our lives.

Day Five
1] On Course pre-semester self-assessment 2] Discuss journaling and 3] Write journal entry 1

Homework for Day Six:
Write Journal Entry #2. I will look at journal entries #1 and #2 on Day Six, just to ensure that you will get full credit for your journaling. I will only review them and give you feedback. I won't officially grade them until I am satisfied that you know what you need to do in order to earn all available points for the journals.

Day Six

  • 1] View Celebrate What's Right video and discuss the implications
  • 2] Group process: journal entry #3 (and journal entry #4 if time permits)

Homework for Day Seven:
Write Journal entries #5 and 6. Note: I will collect your journals with entries 1, 2, 5, 6 at the start of class on Day 7
Bring TWO tabbed folders with pockets, one for your notes for Eng 109 and one for you 109 Journal

Week Four, Feb. 2-6

Day Seven
Pop Culture 101: Let's talk about this ballad.

Day Eight
Pop Culture 101: Recognizing Creator language and revising Victim messages in song lyrics

But first, Carrie Underwood: Creator, Destroyer, or Victim?

Homework for Day Nine:
Bring the draft of your first essay from Eng 01 or Eng 03 class
Finish the lyrics project. Find four songs with Creator lyrics and four songs with Victim lyrics. Copy and paste the lyrics into an M.S. Word document file. Under the lyrics 1] indicate whether they are Creator or Victim lyrics. 2] If they are Creator lyrics, explain why you say so. 3] If they are Victim lyrics, then a) explain why you say so, and b) give the lyricist some advice about how to act as a Creator instead of a Victim.

Week Five, Feb. 9-13

Mr. D’s Chapter III Summary: Creating our satisfying futures or completing specific yet very important goals begins with imagination, projection and mental imaging so that visualization of the desired results becomes the means of developing a commitment to their achievement.  Our futures or the realization of major objectives in our lives come about by actions we take and by our own design, not by chance.  The motivation to accomplish our greatest goals and to become the person we want to be comes from within in us rather than extrinsically, and we can shape the motivation into reality, becoming who and what we, first, just dreamed of.

Day Nine
In class: 1] Return the journals and discuss journaling to earn full credit. 2] Activity/discussion: "How your Professors Make Tests Questions: Taking Cues from Textbooks and Lectures." You'll learn the inside secrets as we review Chap 2. 3] Turn in the lyrics analysis assignment

Homework for Day Ten:
Read pages 54-68 in the On Course book.
Write journal entries 7 and 8
Bring 1] the draft of the first essay from your Eng 01 or Eng 03 class, 2] A separate three-hole tabbed folder for your class notes

Day Ten
In class: 1] Growing the dendrites: "Where are the books?" 2] Recognizing prepositions and identifying prepositional phrases in your essay. We may need to review what we know about nouns and pronouns and connectors. It may help to review this list of prepositions, or this other list of prepositions. :-)

Homework for Day Eleven:
Read pages 68-80 in the On Course book.
Write journal entry 10
Mark all prepositional phrases in your essay

Week Six , Feb. 16-19

Day Eleven
The vision thing: Finding images of our successful futures.

Day Twelve
Perfecting our Affirmations When we make a bcommitment, we program our brains to look for and to make the opportunities to achieve our objectives.

Homework for 2/19:
Turn in journals 7, 8 and 10
Email me your perfected affirmation if I did not collect it in class:

Homework for Day Thirteen:
Read pages 81-84.
Bring your notes on Brain Development. Very important!! We are going to make a test from your notes, just like your professors do when they make tests.

Week Seven, Feb. 23-27

Mr. D’s Chapter IV Summary: Self-management, time-management, life-management happen because of planning by people who are, or who want to be, successful at whatever they do.  There are numerous self-management tools, or heuristics, that are helpful in prioritizing goals, managing time successfully to achieve the goals that take priority, and developing habits that lead to achievement of important goals.

Day Thirteen
Making a test on brain development and the Natural Human Learning Process. Today we will model how your professors make tests by anticipating test questions from your lecture and discussion notes on brain development. The test will be made from a Cornell Notes template where the anticipated test questions appear in the "cues" column, and the answers appear in the main notes section of the paper.

Day Fourteen
Making Cornell Notes from Chapter 4, anticipating test questions. I will be at a conference in Greensboro, NC during your meeting of class #14, but the classroom will be unlocked so that you may work together on this 10-point project (which is due at the start of Day 15), should you choose to work together on it. You may do it as a group project (no more than four group members), or you may do it individually. Your notes should anticipate 25 test questions to cover all of Chapter 4, which you will write as questions in the "cues" column of your Cornell Notes sheets.

Before reading Chapter 4 and preparing to take your notes on it, read and follow the instructions for the SQ3R analytical reading method from the first four steps on this one-page handout from the StudyGuides (StudyGs) website. Here is a more interactive set of instructions on the SQ3R process from a Virginia Tech. web site. Review them prior to making your test notes from Chapter 4.

Spring Break Week, March 2-6

Going on a Spring Break excursion? You may want to consider taking a Bard along with you to record the event for posterity.

Week Eight, Mar. 9-12

Day Fifteen
In class: Making Cornell Notes from Chap IV, pages 87-92

Homework for day 16:
Turn in Cornell notes covering pages 87-95 for a grade. Anticipate the test questions from this section of the chapter and answer them in your own words when you read.
Write journal entries 11 and 12

Day Sixteen
Time Management: 1] Let's do "Time Wasters" (Do you have what it takes to make a commitment?) 2] Let's do "Time Savers" drawing on our collective wisdom. 3] Time allowing, let's read and discuss Luanne's persistence problems: pages 103-104.

Homework for day 17:
Read pages 101-117 (of Chap. 4)
Write journal entries 13 and 14
Read pages 120-131 (of Chap. 5)

Week Nine , Mar. 16-19

Mr. D’s Chapter V Summary: Interdependence refers to the degree to which people cooperate in order to achieve mutually beneficial results by “developing mutually supportive relationships, helping both others and themselves reach their goals and dreams” (Downing, 122). Interdependence is developed by working together to accomplish specific objectives, is strengthened by active listening and honest communication. In an interdependent system, everyone contributes to agreed upon processes or objectives and everyone benefits

Day Seventeen
In class Monday and Thursday: 1] Discuss the Goose Story and other interdependency characteristics and behaviors, such as active listening. 2] View and discuss The Global Brain a fascinating metaphor for understanding interdependency on a higher level. "George Lakoff, a linguist, and Mark Johnson, a philosopher, suggest that metaphors not only make our thoughts more vivid and interesting but that they actually structure our perceptions and understanding." ("Metaphors We Live By")


Tuesday 3/17/09 Interdependency Activity:
Drumming Workshop, 9 a.m.-11 a.m., Templin Hall Auditorium

Homework for day 18:
Read pages 131-145
Write journal entry 18

Day Eighteen
In class writing: "Interdependency and the Drumming Circle." What did you like most about the drumming workshop on Tuesday? According to Chapter V, what are the behaviours referred to when we talk about "positive interdependency"? What are some specific examples of positive interdependency that you observed and that you participated in? Would you recommend this drumming experience to others? Why or why not? Email your response to me as an attachment in MS Word or RTF formats at, before Friday of this week.

Turn in journals with entries 11, 12, 13, 14 & 18 (we will cover the material in journals 15, 16, 17 with in-class activities)

Week Ten, Mar. 23-26

Day Nineteen
In class: 1] Case Study: Professor Rogers Trial 2] "I did the puzzle as I do my life." Thinking critically about interdependency using metaphorical analysis.

Discussion: During the puzzle project, what role did you play? What was your behavior? How did you respond to the behaviors of others? How did this make you feel? How was your behavior and feelings similar to or different from past experiences working in groups?

Homework for day 20:
Read pages 147-158
Write journal entry 19
Write: "I did the puzzle as I do my life" A half-page metaphorical analysis of the two processes.

Day Twenty
In class: Practicing Interdependency: Developing a group project on punctuation and grammar. For this project you will use at least one print resource and one on-line resource. The Guide to Grammar and Writing is a good on-line resource.

Homework for day 21:
Read pages 159-173
Write journal entry 22

Week Eleven, Mar. 30-Apr. 2

Day Twenty-one
In class: Group grammar and punctuation project. Prepare to teach your colleagues in English 109 what you have learned about your editing convention.

Homework for day 22:
Read pages 205-207
Write quiz questions for "Effective Memorizing"

Day Twenty-two
Travel Day for Mr. D. I will be at the VCCS New Horizons conference in Roanoke the rest of this week. As you know, I cannot cancel classes when I am traveling, so I will make your "in-class" assignment, which you may work from any Internet accessible computer which is available to you, since the classroom will not be unlocked during your class on Wednesday or Thursday.

Homework assignment for Day Twenty-three, 4/6/09 or 4/7/09:
Using the Purdue University OWL web site, review the construction patterns of simple, compound, and complex sentences. Then find three examples of each of the eight sentence patterns from your own first two essays and werite them as a model. If you do NOT have three sentences constructed in each of the 8 patterns, then recast some of your senetences from your essay and revise them in the paper itself so that you have variety of sentence constructions, a strong element of writing style.

Due at the start of class on Day Twenty Three: Twenty four sentences from your essays modeling the eight construction patterns posted above.

Homework for day 23:
Read pages 210-224
Write journal entries 27 and 28

Week Tweleve, Apr. 6 - 9

Day Twenty-three
In class: 1] Group grammar and punctuation project. 2] Prepare for registration/advising workshop

Day Twenty-four
In class: Parsing the sentences from your essays. (simples and compounds)

Homework assignment for Day 25:
Write one well developed paragraph of 100- to 150 words in length describing what you have learned about the punctuation or grammar convention which you have been researching with your group. Your paragraph should define or describe the convention, it should tell readers how to identify the convention, how to identify when it is in error, and how to correct the errors in the use of this convention. If you have too much material for a 150-word paragraph, condense it by focussing on the most important information about this editing problem.

Week Thirteen, Apr. 13 - 16

Day Twenty-five
In class: Group grammar and punctuation presentations. Does punctuation matter? You be the judge.

Day Twenty-six
In class: Group grammar competition: Sentence Scrabble. Winners earn big money!

Week Fourteen, Apr. 20 - 23

Day Twenty-seven
In class writing portfolio preparation: Hey, can you help me with this sentence? Today, we practice "inverse sentence editing." Start with the final sentence of one of your essays. Read it to yourself (aloud, if possible, but quietly). If it is good, go on to the next. If you have a concern, write it down and, underneath the sentence, list WHY you are concerned (i.e., "Is this a fragment?"). "Let's git 'er dun!"

Day Twenty-eight
In class: "Hey, can you help me with this sentence?" Go through each of your essays reading from the last sentence to the first. Write down EVERY sentence that you are concerned about, and write down the reason for your concern. Consult with the experts in your class on whatever you think the problem may be with your sentences (comma use, verb use, sentence boundaries, colons and semicolons).

Click here for TNCC Final Exams schedule, May 6-9

Week Fifteen, Apr. 27 - 30

Day Twenty-nine
In class: 1] Post-semester self assessment. 2] Write Journal Entry 31, 3] Prepare for final test on brain development by reviewing the PowerPoints on this page and rereading your notes from class.

Homework assignment for Day 30:
Journal entry #31

Day Thirty
In class: 1] Small group assignment: Prepare each other for the final test, 35 minutes. (Achievement goal: Everyone passes with over 80% correct. Make it so. Help each other get there!) 2] Take the 25-question final exam on brain development, 40 minutes.

Finals Week, May. 4 - 7

Monday, May 4, last regularly scheduled meeting for M-W 9:30 section, English Elite
In class: Learn "The Secret"

Tuesday, May 5, On Course II COL meets for Eng 01 and Eng 109 Final at 9:00 a.m.
In class: 1] Meet with Ms Hayden individually during class for your portfolio evaluations. 2] Eat, have fun, and celebrate the "Yes, you are" experience.

Wednesday, May 6, English Elite (M-W @ 9:30) does NOT meet today for Eng 109





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