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Mon & Weds Office Hours : M & W 12:00-2:00, room 233
Tues & Thurs Office Hours 10-11:40 in the Tutor Zone; 11:45-1:45, room 207Q
Office Phone: 757-258-6506 Office: 207Q
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Page last Updated: 4 December 2018, 2:00 p.m.
Class Video Resources
Class Internet Resources
Fall Class Schedule
Avoiding plagiarism by citing sources:
- Avoiding plagiarism and using MLA documentation style (16 min.)
- What do I need to cite? (1 min.)
- Plagiarism: You can't just change a few words! (1 min.)
- Quoting and paraphrasing (3 min.)
- Citing without quoting (3 min.)
- Citing websites (2 min.)
- Punctuating in-text citations (3 min)
- How to cite a Youtube video.
Test your knowledge and misconceptions about plagiarism, and learn why and how to avoid it!
, a useful style and plagiarism checker. Try it!!
E-mail Do's and Don't's poster
created by Eng 111-03 Fall 2015. Follow this ettiquette and these protocols when emailing your professors and everyone
Grammar Instruction With Attitude: Daily grammar work out, grammar glossary, grammar exercises, MOOC (enroll in a free Massive Open Online Course), handouts, Power Point presentations, grammar videos, tips & rules--and it's actually FUN! Great stuff for teachers and for students alike.
Assistive writing and editing technologies:
Mr. D's email address: email@example.com
Semester Projects from prior terms:
Grading Criteria for all Essays and projects, and the course syllabus
Week One, 9/18 & 9/20
In-class activities: 1] Housekeeping: introductions and Remind.com 2] Compose three paragraphs (appx. 1 and 1/2 pages typed, double-spaced, Times New Roman) for the Pre-semester Reading Literacy Narrative diagnostic writing prompt.
Homework assignment for Thursday, 9/20/18:
In-class activities: 1] Upload Reading Literacy Narrative paragraphs to BBd. 2] Analyze the Schaffhauser article and draft the annotation and summary for it together using Speechnotes with the Google Chrome browser.
- Summary annotations of the articles will be appx. six sentences in length.
- First sentence analyzes and assesses the credibility of the publication itself.
- Second sentence analyzes and assesss the credibility or authority of the writer with regard to the topic of the article.
- Sentences three through five describe the most important information in the article.
- The final sentence reinforces or states for the first time the author's thesis (in the case of these articles, the author's thesis is his or her reommendation about how to solve the problem of cell phone distractions).
Homework assignment for Tuesday, 9/25/18:
- Read and take notes on the following articles:
- Read the course syllabus and prepare to take the syllabus quiz
Week Two, 9/25 & 9/27
In-class activities: 1] Discuss the problem/solution-essay approach these articles take. 2] Consult our primary research source: MLA Style Guide from the Purdue University OWL to develop the works entries for the annotated bibliography. 3] Read and begin summarizing this article: "The Student Cellphone Addiction Is No Joke" in Educaton Week.
Homework assignment for Thursday, 9/27/18:
- Summarize this article: "The Student Cellphone Addiction Is No Joke." This is a different type of summary from what you wrote for the annotated bibliography: It should be about 120-150 words in length. It should begin with a topic sentence that summarizes the entire article, and the support should include your paraphrases (paraphrasing is a way to condense information) of ALL the important info in the article. It does not need to include the evaluative sentences that we put into the annotated bibliography's summaries.
- Write a paragraph describing what you, personally, will do--your own policy about cell phone use during class or during study--and why.
- Research: Either from the Purdue University OWL or from another viable source or sources, define what is meant by "signal phrase attribution," and how signal phrase attribution differs from the other MLA and APA method(s) of in-text citing.
In-class activities: 1] Finish discussing the cell phone articles. 2] Consult our primary research source: MLA Style Guide from the Purdue University OWL to develop the works entries for the annotated bibliography. 3] Discuss the two survey results, and finish the cell phone policy of the course syllabus. 4] Discuss summaries of the Gardiner article and your "personal use policy" paragraphs. 5] Discuss (prove?): IS cell phone use, as Gardiner claims, actually an "addiction"?
Homework assignment for Tuesday, 10/2/18:
Week Three, 10/2 & 10/4
In-class activities: 1] Reconstructing Bertrand Russell: (a) Pre-reading. (b) Piecing together the puzzle. 2] Planning the cell phone essay
In-class activities: 1] Integrating multiple paraphrased sources into one paragraph, team drafting supporting paragraph #2. 2] Discuss the outline and grading rubric for the cell phone essay.
Homework assignment for Tuesday, 10/9/18:
- Compose the essay on the detrimental effects of cell phone use on college success.
Week Four, 10/9 & 10/11
In-class activities: 1] Revising and resubmitting the annotated bibliography 2] Modeling and discussing MLA papers format.
Homework assignment for Thursday, 10/11/18:
- Complete and submit the the essay on the detrimental effects of cell phone use on college success
- Prepare the essay for grading by running it through all of the pertinent assistive technologies
- Submit the printed Paper Rater report with the essay.
In-class activities: 1] Peer review the cell phone essay. 2] Revise and print out the essay for grading. 3] Begin Learning Unit #2: Adopting a "Creator" Mindset.
Homework assignment for Tuesday, 10/16/18:
- Read this excerpt from Chapter 2, of Skip Downing's book On Course: Strategies for Creating Success in College and in Life: "Adopting a Creator Mindset"
- Critical Thinking: Downing describes some Creator behaviors and some Victim behaviors, but he does not really define those terms in this excerpt. Put on your thinking cap, and write YOUR paraphrase of what you think is Dr. Downing's definition of a Creator and a Victim (capital C and V). E.g., "According to Dr. Skip Downing a Creator (capital C) is a person who knows that . . . Whereas a Victim (capital V) is a person who believes that . . . "
- 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?
- Read, highlight, take notes and be ready to discuss my essay called "Succeeding Against the Odds." Would you say Patrick was a Victim or a Creator? Why do you say so?
- Case studies:
Take notes to yourself about why you ranked the characters as you did.
- "The Procrastinators": Write answers to the three questions at the bottom of the page to prepare for class discussion.
- "The Late Paper": Rank the characters in terms of their responsibility for Kim's failing grade, per the instructions at the bottom, and write out your rationale for why you ranked them as you did. Write a reflection for the "Diving Deeper" questions at the bottom of the page.
- "Strange Choices": Look up the term "self-sabotaging" before reading and rank the characters in the story per the instructions.The Diving Deeper question is "How do you think these self-sabotaging habits have come into being?"
- "After Math": Look up the term "emotional intelligence" before reading and rank the characters per the instructions.
- Read the "Excuses and Reasons" handout, the "Language of Responsibility" and "Victim vs. Creator Language" handouts and be prepared to discuss these in groups on Tuesday.
Week Five, 10/16 & 10/18
In-class activities: 1] Class Discussion--Creator behaviors v. Victim behaviors. First, let's define the terms, as Downing uses them; then we will discuss the videos. 2] Group/class discussion: "Succeeding Against the Odds" and the case studies..
Note-taking assignment for Thursday 10/18/18. Its mid-term, so "Show me the money!"
- Define Creator and Victim (capital V) as Dr. Downing uses the terms in his book On Course: Strategies for Success in Colege and in Life, either verbatim or paraphrased. Record your source.
- Define "mindset," either verbatim or paraphrased, and record your source.
- Complete the "Excuses and Reasons" handout and the "Language of Responsibility" handout
- Annotated bibliography of six sources about adopting a Creator mindset (print or video)
- Examples relating to success as a college student will be most useful to you
- Identify, from sources, two examples of Victim behavior (Capital V) in public life
Summary annotations of the articles will be appx. six sentences in length.
- First sentence analyzes and assesses the credibility of the publication itself.
- Second sentence analyzes and assesss the credibility or authority of the writer with regard to the topic of the article.
- Sentences three through five describe the most important information in the article.
- The final sentence reinforces or states for the first time the author's thesis.
Thursday 10/18/18, Cyber Thursday
Cyber-class activity: Post your best source from your annotated bibliography today into the Google Docs "Creator Mindset Mass Research Database."
Homework assignment for Tuesday 10/23/18:
- Read/re-read the essay "Succeeding Against the Odds"
Effective writing both TELLS and SHOWS. Writing cannot BE effective if it does only one thing or the other.
- Writing “Tells” when it provides information that is necessary to understand what is happening in the piece. “Telling” tends to be generalizations, conveys a writer’s impression of things in the article, essay, story; or his or her emotional response to things in the text. It is information that is abstract rather than concrete.
- "Telling" is necessary in writing in order to “compact” information and relate the writer’s ideas or feelings about people, things, places, and ideas themselves
- Writing “Shows” when it conveys specific details that we can experience through the descriptions (i.e., things that could be recorded on video or audio):
- Things such as actions, behaviors, verbatim (word-for-word) speech. Things that we can see, things that appeal to or appear to the senses.
- “Telling” in Chap. 2 of On Course
- He tells us about his student Deborah—she wants to be a nurse, she is taking Eng. 101 for the 3rd time, keeps failing the exit exam, because she doesn’t seek help and keeps doing the same things over, but expecting different results
- “Showing” in Chap. 2 of On Course
- He tells her to make appts. with him, but she does not follow through.
- Shows through verbatim dialogue that she blames others and not herself for her lack of success.
- He shows, with the example of Rosa Parks' simple action, that one person can have a huge impact on changing the results that are possible for herself and for others.
- Answer the following reading questions:
- Patrick was a victim of a car crash (I think that is what happened, at least), but was Patrick a Victim (capital V)? Explain the difference and explain your answer.
- What evidence is there that establishes that Patrick was a Victim OR that he was a Creator (note: capital V and capital C)?
- Give two specific examples that SHOW.
- Give at least one example that TELLS.
- What evidence is there that establishes that Patrick had an impact on his fellow students and what KIND of influence did he have?
- Give two examples that SHOW whether or how he influenced his class colleagues.
- Give at least one example that TELLS whether or how he influenced his class colleagues.
- Write your answers to the above reading questions in complete, grammatically correct sentences.
- Post your answers to the reading questions above into BBd before class on Monday.
- Write: Do you know someone who has inspired you by creating success in the face of great adversity? (Of course you do--everyone does.) Write a paragraph or two about this person, describing the adversity he or she faced, how success was achieved, and why you are inspired by him or her (maybe a half page to full page). Be ready to share this in class on Monday.
- Follow the instructions on the Google Doc. and clean up your submission so that it is uniform, neat, tidy, professional looking.
- Read: Use the annotated bibliography and view videos or read the articles posted to it that look ineresting or useful to you.
- Take notes on the readings or videos. You will be writing an essay on this topic, so you will want to have plenty of notes
Week Six, 10/23 & 10/25
In-class activities: Discuss responses to the first-week college preparedness survey and how these responses relate to our study of Creator and Victim attitudes and worldviews--or if you prefer other terminology for this same concept--adopting a "Growth Mindset" or an "Innovator Mindset." These are just different terms for the same idea, terms that you may encounter in a psychology textbook or a business management textbook.
Note-taking assignment for Tuesday 10/30/18.
- Copy sections IX and X of the course syllabus into a MS Word or Google document, and use this as a mid-semester self-assessment tool. First, at the top of the page type your specific goals for each of your classes by the end of the semester so that you have specific targets to shoot for.
Then do this:
- Make an X or checkmark next to each behavior or activity in Sections IX and X that you feel you are doing well or that is not problematic for you.
- Write notes about what you could or should be doing differently in any of the areas from those "Success" sections of the course syllabus in which you don't feel you are doing your best.
- Be specific! What things could you or should you be doing differently to achieve the goals you typed at the top of your self-assessment notes? Vague comments such as "I should study harder" or "I should study more" or "I should pay attention in class" are all a Victim's excuses for not achieving the results you would REALLY like to experience. Specific behaviors, such as "I will spend the 90 minutes of free time between my English and math classes on Tuesday and Thursday finishing my math assignments" are achievable exactly because they ARE specific.
- Problem/solution essays. You are generating, in your notes, material that you can use in an essay on how to be successful in college, and more specifically, how you can achieve your success THIS semester: The annotated bibliography that you have developed, the personal example of a Creator you know, the examles of Creator and Victim behaviors from the excerpt from Downing's book and the case studies and the essay about Patrick, the self-assessment, and the additional resources to read through which were provided in our "mass" annotated bibliography are all materials that you can draw from for the essay on "Adopting a Creator Mindset," which will be assigned as a problem/solution essay. I.e., the problem: How do I achieve my goals as a college student this semester? Solutions: The model "Creator" who has inspired you by example? The many resources in our mass bibliography? The plans you make for ahieving your goals? Other? I am NOT assigning you to write this essay just yet. I am still in the process of helping you develop material that you will be able to include in the essay; in other words, we are still in the researching and note-taking phases. So let's just do this step-by-step, which will make it easy to draft the essay itself once you have sufficient information.
- Bear this in mind: How you define your own success is not confined to ONLY what you do in and outside of a classroom in order to attain your goals for a class or for all your classes. It also has to do with managing the rest of your life as well, which does NOT go away just because you are in college, right? Hmmmm . . .
Week Seven, 10/30 & 11/1
In-class activities: Begin drafting a paragraph discussing where you are off course to your success and the resources you will use to get back on course.
Note-taking assignment for Thursday 11/1/18.
- Write: Based on discussion of the "Rules for Success" sections IX and X of the syllabus and your checklist heuristic about how you're doing, write a paragraph in which you (a) assess, honestly, how you are doing this semester, and (b) make a "Creator's" plan for your future success--to finish out this semester and to succeed in college in the future.
Make it into two pararaphs if one is not enough to develop both the self-assessent and specific plans for getting back on course.
- Resources for making your short-term and long-term success plan: Study Guides and Strategies. James Madison University's Learning Toolbox. There are also, obviously, many other resources to draw from, but I like these and encourage you to become familiar with these because they specifically target college students and outline specific success skills and methods of achieving success.
- Post a draft of your paragraph(s) in BBd prior to class start time on Thurs. 11/1/18
Week Eight, 11/6 & 11/7
In-class activities: Begin Webfolio development
Some examples of Webfolios developed by Eng. 111 and Eng. 112 students in recent semesters:
- Google Sites Webfolios from Fall 2017 Eng. 111 classes. (You may need to be logged in to "MyTNCC" to access some of these webfolios.)
- Wix.com sites, examples from Spring 2016 Eng. 111:
Homework assignment for Thursday 11/8/18.
- Webfolio development: View the Google Sites and Wix.com tutorials and decide which of these you want to use. There are other free webpage hosting and developing services, so you are free to use whatever product you desire, not just these two. Try to make your home page and a page to paste in your annotated bibliography.
- Homepage: Using either Wix.com or Google Sites, produce a home page for your webfolio, which includes a brief introduction to who you are, a description of the purpose of the website, and an image of you or one which clearly represents you in some significant way related to the (academic) purpose of your webfolio.
Thursday 11/8 In-class activities: 1] Discuss Boilerplate comments on revising and editing the returned cell phone essays. 2] Begin the Errors Analysis project. 3] Discuss webfolio starts.
Week Nine, 11/13
In-class activities: 1] Progress check on Errors Analysis Project and Webfolio development. 2] Planning workshop: constructing the Success Mindset essay
Prepping for Success Mindset Essays
Purpose of activity: The importance of note-taking. If you took notes when these readings and discussions were assigned, this will be an exceedingly easy paper to write because you already have everything recorded in your notes. If you didn't, you get to do all of the work now, on very short order.
Locate the paragraphs and notes you have written related to developing a Success Mindset--whether you prefer the general psych. terms of Growth mindset and Fixed mindset or Dr. Downing's student success terms of Creator mindset or Victim mindset does not matter. Drag your notes and paragraphs into a common folder in your Google Drive storage space for easy access.
- The original source materials--excerpt from Downing's book, the videos, the essay "Succeeding Against the Odds" were posted to the class webpage on 10/11 and two case studies were handed out that day, with an assignment due date of 10/16.
- The annotated bibliography assignment was posted on 10/16 and with a due date of 10/18.
- A readings analysis on "Succeeding Against the Odds," a paragraph writing assignment, and note-taking assignments were posted on 10/18 with a due date of 10/23.
- Note-taking and two paragraphs were assigned on 10/18 with a 10/23 due date.
- The "Success Plan" paragraph was researched in class on 10/30 and assigned for 11/1. We revised that first draft of thos paragraphs, to resubmit, and I am grading them during clas today, 11/13, while you are here.
Sources for the handouts (case studies and the excerpt from Downing's book):
- On Course: Strategies for Creating Success in College and in Life is a book written by Dr. Skip Downing, (PhD), and the 5th edition, from which I excerpted 3 pages from Chapter 2 (pages 31-33), was published in 2007 by Wadsworth in Boston, Mass.
- Case Studies came from the same book, but the 6th edition, published in 2011, with the page numbers listed below.
- "The Late Paper" 30
- "The Procratinators" 102
- "Strange Choices" 172
- "After Math" 244
In short, we have spent the past month (10/11-11/13) compiling a ton of information that you can draw on for the "Adopting a Success Mindset" essay. Pull that information together because we will do a group workshop about how to weave your notes and paragraphs into a researched essay of about three to four pages on Thursday, 11/15.
Notes about drfting the essays on Adopting a Creator Mindset (or "Success Mindset" if you are more comfortble with that more generic term)
- The essay will be three full pages in length but not to exceed four full pages (not including the works cited page). You do NOT need to come to a group consensus about your own blocking outline for the essay. Rather, you will discuss and share your resources with your team members, critique each other's outlines, and discuss how to document your sources. If you agree with the plans your colleagues make in their blocking outlines, you may all follow the same one. That is your call because your plan for how to write the essay is your plan.
- You have far more material developed in your notes and paragraphs than you will need for the essay. Do not bloat this paper beyond four full pages (not including the works cited section). Use the best of the material you have developed, not necessarily ALL of it.
- Remember that if you use a source someone else described in the big shared annotated bibliography, you will have to go to that original source to paraphrase or summarize from it. You can't just copy someone else's paraphrases from our shared annotated bibliography because that would be plagiarism.
The essay will include the following CLOs (Course Learning Outcomes)
- A strong thesis statement which helps unify the essay.
- The component parts of an essay: Introduction, body (supporting paragraphs), and a conclusion
- At least one paragraph-length summary of an article on this topic
- At least one paragraph that paraphrases from more that one source or article on this topic
- At least one direct quote
- At least one example of signal phrase attribution
- At least one parenthetical citation
- A correctly formatted works cited section
- Citations or attribution of all information derived from sources, i.e., that which is not "common knowledge" or your personal experience
- Plagiarism checked with SafeAssign
- Proofed by use of ALL of the assistive technologies for editing.
Folks, I so hope you took the notes when they were assigned and that you wrote the paragraphs that were assigned throughout the month of October. If so, you have an easy paper to draft by weaving those components together. If not, you have a month of assignments to do in five days.
Thursday 11/15 Cyber Thursday, no f2f class meeting in room 233 . During class time on Thursday, share your blocking outlines with your group mates, and discuss what material you have selected to include in the essay and WHY you are including those particular examples and resources. I will join your discussion/planning groups, remotely, from my Humanities Conference meeting in Glen Allen. The classroom won't be open, but you may meet f2f on campus in the Tutor Zone or a study carrell; or you may jack-in remotely from what ever location you prefer. However, make those arrangements and come to agreement about them before class on Thursday so that everyone in your group has "bought in" to the group decision. This is scheduled class time, so this is a sheduled class which will meet remotely, which is a requirement in any "hybrid" course.
Week Ten, 11/27 & 11/29
In-class activities: 1] Progress check on Errors Analysis Project. 2] Draft Success Mindset (or Adopting a Creator Minset) essays
Homework assignment for Thursday 11/29/18.
In-class activities: 1] Submit Errors Analysis projects. 2] Peer review Success Mindset essays. 3] Submit your homepage URL to the Index Page, per the instructions. You have an invitation from me to edit this page in your school email. 4] Research skills review. 5] Polish, perfect, and post your Success Mindset essay.
Homework assignment for Weds. 11/28:
- Draft a self-assessment about what you have learned about researching and research writing this semester, at least three paragraphs in length, no more than five.
Webfolios of Final Revisions: Total points possible = 10
Your webfolio presents your best quality academic writing at the culmination of the semester, work which has been fully revised and edited following evaluation. The exception will be the final essay--the self-assessment of your development as an academic researcher--which will go into the webfolio as is and will be graded as a final draft. That "raw" paper is your opportunity to show me what you have learned about writing and also about editing your own work. (USE the assistive technologies!!)
Homepage minimum inclusions:
- Your name
- Short blurb which introduces you and the purpose (or purposes) of your website
- Links to the TNCC homepage, class homepage, your college email address (hot-linked), navigation links to your project pages
Project pages include the following:
- Annotated bibliography of cell phone articles
- Two documented summary paragraphs excerpted from the essays
- The Cell Phone Policy essay
- The Success Mindset essay
- The Self-Assessment of what you have learned (or re-learned) about conducting, collecting, writing, and documenting academic research projects
- The webfolio is easily navigable, and the projects are easy to locate from your index page.
- The text is easy to read, i.e., no dark text on a dark background, or vice versa.
- As a Webfolio of Revisions, the work is revised and edited per evaluation suggestions, and is free of egregious errors of any sort.
- Web pages vs. documents: Academic papers are visually boring; web pages should not be. It is easy to add visually appealing backgrounds, relevant graphics and images, and links to any sources which have been cited. Simply posting a Word document or linking to a Google document takes little effort and shows little pride in the work. Such minimal effort won't earn maximum credit.
- Extra inclusions/extra effort will be reflected in the final grade for the webfolio. Extras may include work you have done for other classes, photos you have taken, social elements such as pet photos (particularly dogs) ;-) and family or friends photos, your art work, poetry, blog posts, links to and or images of your place of employment, college you plan to transfer to, images related to your future profession, etc. In other words--have FUN with your website!
Week Eleven, 12/4 & 12/6
Tuesday 12/4 In-class workshop: 1] Peer-review then post your research skills self-assessment essay. 2] Update webfolio with corrections to Success Mindset essay 3] Providing webfolio feedback. I have to access the webfolios of everyone in three Eng. 111 classes this week and next to provide suggestions for improvement, spot needed corrections, give kudos and back-pats for work well done; and, of course, to steal any ideas about design, function, and navigation that look good to me. ;-) Guess who else has to do that? YOU do! This is called making MY job easier, which keeps me in good spirits during the final weeks of the semester, something that YOU want since I have all this grading to do, including YOUR work. So, to start, without logging in to MyTNCC, see how many of these webfolios you can access, and that will tell you, first, how many people have listened to instructions or read them when I have repeatedly said, "Make your websites open to everyone on the Internet, for at least the last few weeks of class." And, as Scooby says, "Ret's ro." Webfolios Index, Fall 2018.
Homework assignment for Weds. 12/5:
- Peer-review and provide feedback on webfolios.
Thursday 12/7 In-class activities: Compile your webfolio peer reviews into one document, print, and submit so that I can award grades for peer review. List your reviewers' name and under that his or her comments, questions, suggestions.
Week Twelve, 12/11, 1:30-4:00
Tuesday 12/11, In-class activity: Webfolio evaluation conferences and webfolio completion.
Semester is over. Go forth and multiply.
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