TNCC English 109-03 (T-Th) Spring 2007

halftime at the all america bowl

Who is ultimately responsible for learner-centered education?

Last Updated, 24 April 2007, 9:45 a.m.

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Class Resources

English 109 syllabus (including graded assignments and grading criteria.)

Webster's Dictionary Online

I use the On Course Student Success index as a resource for teaching and supplementing this class.

The "On Course Principles" are excellent guidelines for keeping yourself on course to academic success and to success in life!

Advice and guidelines for analytical reading of texts: SQ3R

The Cornell note-taking method: how to use and modeling the process.

While designed for working professionals, the Mind Tools web site has many useful self-help links, including techniques for memorizing.

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

Week One

Tuesday, 1/9
In class: Foundations, housekeeping, getting started
Discuss: Expectations of students and expectations of instructor (to add to syllabus)

Homework for Thursday, 1/11: Bring to class two folders for use in English 109 and one folder for each of your other classes.

Thursday, 1/11
In class: Do On Course
pre-semester self-assessment.

Homework for Tuesday, 1/6:
Read: Pages 1-15 of On Course textbook.

Week Two

Tuesday, 1/16
In class: Discuss journaling assignments; write journal entry #1

Homework for Thursday, 1/18:
Read: Chapter I, pages 15-19 of On Course textbook.
Write: Journal entry #2
Due: Journals, at the start of class

Thursday, 1/18
In class: View and discuss "Celebrate What's Right."
In-class notes: Write six to ten direct quotes from the video.

Homework for Tuesday, 1/23:
Read pages 20-23, "Learning College Customs"
Read pages 24-34 of Chapter II, "Accepting Personal Responsibility"
Write: Journal entries 3 and 4

Week Three

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.

Tuesday, 1/23
In class: I. Discuss "college customs" II. Discuss "Creators and Victims" III. Do an activity related to Creator and Victim language

Homework for Thursday, 1/25:
Read: Pages 35-48 in textbook.
Write: Journal entries 5 and 6
Due: Journals (entries 1-6), at the start of class

Thursday, 1/25
In class: 1) Turn in Journals (through #6) 2) Case study in making wise decisions. 3) Do an activity related to
Victim and Creator language.

Homework for Tuesday, 1/30:
Read pages 49-64, "Discovering and Committing to Your Dreams"
Write Journal entry #7, 8, 9
Bring electronic storage media with you to class everyday hereafter (jump drive, 3.5" disk)
Research: Find on line, or from a CD cover that you have, lyrics of five songs that you know. Find two or three that convey Victim messages and two or three that convey Creator messages. Copy and paste the lyrics into a MS Word document, or type them from your CD cover.
Take-home quiz: Analyze the lyrics you have selected in order to 1) explain, in a few sentences, why you feel they are Victim messages or Creator messagesand what the outcomes of the attitudes or behaviors will be, and, 2) suggest what the "Victims" should do differently to change their behaviors to achieve Creator's outcomes.

Homework for Thursday, 2/1:
Learn how to take notes that you can actually use later, the Cornell note-taking method. Here are links to two sites that describe how to use the Cornell note-taking method and that model the process. I even have some blank templates: One is a lined template, and one is unlined. You should always use unlined paper when taking notes in a math or physics class, or in any other situation in which you will be writing mathematical formulas, because the lines themselves can restrict how you take the notes or detract from how you read your notes back later. (Note: the Cornell templates appear to have lines when viewed normally on MS Word, but they will not print out that way. You can view them on "Print Preview" to see what they will look like.)

Week Four

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.

Tuesday, 1/30
In class: 1) Return journals. 2) Case study in making wise choices 3) Activity: Electronic storage media needed today! Making our dreams tangible: collecting images of our successful futures. Let's look at samples from the Fall '06 English 109 students'
Internet project

Homework for Thursday, 2/1:
Read pages 64-76, "Discovering and Committing to Your Dreams"
Write Journal entry #10

Thursday 2/1
In class: Take Cornell notes on the lecture. Turn in Journals through entry #10

Homework for Tuesday, 2/6:
Read pages 77-95, "Employing Self-Management "
Write Journal entries #11, 12 and 13
Email me your affirmation from journal entry # 10 ( Important: Make sure you put your name in the subject line of any emails to me so that I don't delete them as spam or junk mail.

Week Five

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.

Tuesday, 2/6
In class: 1) Return journals. 2) Quiz On Cornell note-taking from Thursday's lecture 3) How are we doing? Assessing our status after the first month of the semester 4) Activity: case study in self-management or finish writing a personal affirmation (if we did not finish last Thursday)

Homework for Thursday, 2/8:
Read pages 95-108, "Managing money"
Write Journal entry #14

Thursday, 2/8
In class: 1. View the "Managing Money" video. 2. Write Cornell notes on the video. 3. Turn in the notes as a quiz grade at the end of class.

Next, I want to give you somehing to think about related to the themes of our study over the past two weeks. It is a Cherokee lesson in the form of a tale, a bit of a riddle, and I'd like you to think about the grandfather's answer to his grandson's question and tell me on Tuesday what you think the anwser is:

One evening an old Cherokee told his grandson about a battle that goes on inside people. He said, "My son, the battle is between two 'wolves' inside us all. One is Evil. It is envy, jealousy, sorrow, regret, greed, arrogance, self-pity, guilt, resentment, inferiority, lies, false pride, superiority, and ego. The other is Good. It is joy, peace, love, hope, serenity, humility, kindness, benevolence, empathy, generosity, truth, compassion, and faith." The grandson thought about it for a minute and then asked his grandfather: "Which wolf wins?"

I want you to give some thought to the grandfather's answer, and I'll ask you what it is next Tuesday. If you are analytical, you can probably guess the answer. If you are enterprising, you will find the answer. In whatever way you arrive at the answer, even hearing it from somone else, you will also see that you are wiser by knowing it.

Homework for Tuesday, 2/13:
pages 109-121
Write journals 15-17
Research effective note-taking from textbooks at the following links describing
SQ3R and SQ4R methods. The format of the textbook notes is the same as that of Cornell lecture notes.
Homework for Thursday, 2/15: SQ4R method notes on Chapter V, turned in as a quiz grade.

Week Six

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, 109). 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.

Tuesday, 2/13

In class: 1) Return journals. 2) Interdependence discussion and activity 3) Discuss class success project. The Fall classes did their success projects. We will start planning for our own, but it won't be the same thing.

Homework for Thursday, 2/15:
Read pages 124-134, "Interdependence at Work"
Write Journal entry #18
Write Journal entry #"15.1" Label the scavenger hunt document as journal 15.1. On the back answer the following question as it applies to four different areas of student life. The question: "What does a TNCC student most need to know about in order to be successful?" Think about the answers in the follwoing four areas of student life: A] Academic success/support, B] Financial support, C] Life skills/life management, D] Career success
SQ4R method notes on Chapter V, turned in as a quiz grade.

Thursday, 2/15

"Celebrating what's right with the world keeps us open to its possibilities. By celebrating what's right,
we find the energy to fix what is wrong." (Dewitt Jones, Celebrate What's Right)

In class: 1) Turn in journals. 2) Turn in SQ4R notes on Chapter V as quiz #6 3) Discuss class success project. The Fall classes did their success projects. We will start planning for our own, but it won't be exactly the same thing.

Homework for Tuesday, 2/20:
SQ4R method notes on Chapter V, turned in as a quiz grade.
Write your responses to "The Goose Story," label the handout as "Journal 17.1," and place it in your journal in numerical order.
Read pages 135-151, "Recognizing When You Are Off Course/Revising Our Scripts"
Write Journal entries 19, 20 & 21

Week Seven

Mr. D’s Chapter VI Summary: Self-awareness refers to having conscious knowledge of the things that motivate us and of the inner workings of the self that result in emotional reponses to outside stimulus.  Memories are embedded almost from birth in our consious and our sub-conscious mind. In the sub-conscious they may not be fully known to us because our “Scripts” were written early in life and, in many cases, in ways that we are not aware of.  If we are aware of our Scripts and how they operate in us, we can manage them and change them so that our sub-conscious responses reflect our conscious, responsible decision making and our desired behaviours result.

Tuesday, 2/20

In class: 1) Return journals. 2) View video "The Global Brain" 3) Discuss video and The Goose Story

Homework for Thursday, 2/22:
Read pages 152-160, "Self Awareness/Believing in Yourself"
Write Journal entry #22
Write Journal 22.1. Respond in a paragraph to this question: What observable evidence is there that Peter Russell's hypothesis of the Global Brain is a scientific fact rather than a metaphorical way of looking at the planet and humankind's place on it? Ancillary questions to consider: If Russell's hypothesis has merit, is humankind a cancer on the planet or a care-taker of the planet? How is Downing's philosophy of humankind as an interdependent species related to Russell's philosophy of the Global Brain?

Research Our academic "hard skill" of the week: memorizing for tests. We'll get some help in our to begin our search for memorization techniques from Fall 2006 COL students:

Thursday, 2/22
In class: 1) Turn in journals. 2)Do a memorization activity 3) discuss Scripts and do a related activity 4) discuss group project and choose our first research/writing assignments related to the COLs capstone project: "Achieving Success at TNCC and Beyond"

Homework for Tuesday, 2/27:
Read pages 161-179, "Discovering Your Learning Styles and Developing Wisdom "
Write Journal entries 23, 24 & 25

Week Eight

Tuesday, 2/27

In class: 1] I will be taking my wife to Richmond for surgery during class today. Here is what you are to do in my absence. First, do the VARK Learning Styles questionnaire and then do the following self-analysis activity: Bisect your paper vertically, list the area of the VARK in which you scored highest at the top left, and write the characteristics of your highest learning mode score from the VARK questionnaire. Under that, provide examples of how you, yourself, learn through this modality in specific learning situations or in classes that you have this semester or have had in the recent past. Under that, list the second highest VARK learning mode score and do the same analysis. Then at the top of the RIGHT column, list your third highest score (I also learn by ____) and do the self analysis; and then finally (in the right column) list your lowest VARK score and analyze your learning in that area. 2] Do the HBDI's Learning Styles short form activity to begin analyzing your learning styles and adapting to alternative teaching styles. After answering the questions record the results, your scores in each of the learning modes, and read the supplemental material on the HBDI Learning Styles. It is the same information in the first part of Chap 7. Do the same double-sided note taking analysis of your HBDI results as you did for the VARK results.

A few important points about the VARK questionnaire: First, when answering the questions you can choose one answer, two, three or four, depending on how you might respond in those situations. Additionally, you may skip a question if you have no answers for it. Second, the VARK applies to learning situations, not social situations, so answer your questions in context. Third, independently, explore the VARK web site to find descriptions of what each letter stands for and lots of advice on how to use the various learning modalities to optimize your learning results.

DUE Thursday: Notes: Your self-analysis of your HBDI and VARK learning styles. Equivalent to two quiz grades (10 points), so this assignment will be quizzes 7&8

Homework for Thursday, 3/1:
Read pages 179-193, "Lifeling Learning "
Write Journal entry 26

Thursday, 3/1

In class: 1] Turn in journals. 2]Turn in ananlyses of HBDI and VARK learning styles 3] Do the Kiersey personality types inventory 4] Other on-line resources for self/career exploration:

Homework for Tuesday, 3/12:
Read pages 195-207, "Developing Emotional Intelligence & Creating Flow"
Write Journal entries 27, 28 & 29

Week Nine

Tuesday, 3/13

In class: Activity: Life as a puzzle.

Homework for Thursday, 3/15:
Read pages 214-223, "Being Emotioially Intelligent "
Write Journal entry 30
Homework for FRIDAY, 3/16:
Turn in journals through entry #30. Final journal submission. (We will do journal entry #31 later in the term. It is the post-semester self-assessment.) Because our schedule got out of whack prior to the spring break, the journals I collected from Chap. 7 were incomplete (the few that got turned in), so I want to account for the schedule change by giving you an opportunity to get caught up without worrying about a punitive grade. As such, you may turn in journal entries 23-27 (Chap. 7) and 27-30 (Chap. 8) by 11 a.m. on FRIDAY of this week (i.e., 2/16/07) without grades being marked down for late submission.

Thursday, 3/15

In class: Discuss Emotional Intelligence chapter concepts.

Homework for Tuesday, 3/20:
Read pages 224-230, "Staying On Course"

Major Projects for the 2nd half of the semester:
There are four, and you've already started one of them.

Week Ten

Tuesday, 3/20

In class writing workshop, drafting the learning analysis essay: Analyzing your professors' teaching styles and describing them in paragraph form. Be certain that you provide concrete examples to show that your professors teach in the ways that you claim.

Thursday, 3/22

Writing workshop: Finish drafting the body paragraphs of the learning analysis essay.

Homework for Tuesday, 3/27:
Write an introductory paragraph and a concluding paragraph for the learning analysis essay.
Conduct self-evaluation of your draft of the learning analysis essay by reading the editing and revising section of the on-line Guide to Grammar and Writing. Be sure to use the editing checklist at the bottom of the page.
Due: Finished draft of the learning analysis essay

Week Eleven

Tuesday, 3/27

In class: Begin annotated webliography project; finish drafting the learning analysis essay Due: Turn in the learning analysis essay today.

Homework for Thursday, 3/29:
Make a brainstorm list of areas where you are off course in your studies or in your life, and of information you will need in order to be even more successful in areas where you are not achieving the results you most desire (i.e., if you are passing math class, but you really want to earn an A or B).

Thursday, 3/29

In class: Work on annotated webliography project.

Week Twelve

Tuesday, 4/3

In class researching workshop on annotated webliography

Thursday, 4/5

In class discuss annotated webliography project

Week Thirteen

Tuesday, 4/10

In class: Select topic for final project for my approval

Due: Any late learning analysis essays and annotated webliographies. Last day to submit either assignment for a grade.

In class: Workshop, research or compose final project

Thursday, 4/12

Workshop: finish final projects. Due at the start of class on Tuesday.

Homework for Thursday, 4/17:
VERY IMPORTANT! Bring electronic copy of your learning analysis essay, annotated webliography and final project on a disk or a jump drive, printed out and as an email attachment. NO EXCUSES!!!!!

Week Fourteen

Tuesday, 4/17

In class: Loose ends workshop. David was going to make his presentation on how to overcome procrastination today, but he is not ready, so he will present it at the start of class on Thursday. Today, finish revising and editing the three major projects for upload into your Geocities site on Thursday.

Homework for Thursday, 4/19: You must have electronic copy of your major projects with you every day through the rest of the semester. NO EXCUSES!!!!

Thursday, 4/19

In class: Geocities workshop. Revise, edit, correct, update, save as .html, post class projects and dress up webfolios.

Homework for Tuesday, 4/24:
Very Important: Bring your journals back to class. You will need them on Tuesday

Week Fifteen

Tuesday, 4/24

In class: 1] Do On Course post-semester self-assessment. If you miss todays' class do this outside of class and bring it with you on Thursday. You will use this post-assessment along with the pre-assessment that you did in week one 2] Geocities workshop. Revise, edit, correct, update, save as .html, and post class projects to webfolios.

Homework for Thursday, 4/19: 1] You must have edited and corrected electronic copy of your learning analysis essay, your annotated bibliography, and your final project when you come to class on Thursday. 2] Journals, including entry #31 (the final entry) are due for the last time. Bring them with you to turn in on Thursday.

Thursday, 4/26

Due: Journals, completed, including entry #31 for final journal evaluation.

In class: Geocities workshop. Revise, edit, correct, update, save as .html, post class projects and dress up webfolios.

Week Sixteen

Thursday 5/3, 10 a.m.-11:45

Final Class: 1) Semester grade conferences. 2) Play "On Course: The Board Game" and celebrate our successful semester and the re-start of our success-filled lives.

Class web page for Eng 109, Spring 2006

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