R. Dollieslager's Weekly Schedule Fall 2019 English 111, M & W, 4:00 pm Thomas Nelson Community College Prof. D's email address: dollier@tncc.edu

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, physical disability or learning disability, political affiliation, sexual identity, or sexual orientation.

Office Hours: Mon. & Weds. 11 a.m.-12:30 p.m. and 3 p.m.-4 p. m.; Tues. & Thurs. 11 a.m-12:30 p.m.
Office Phone: 757-258-6506. Text me on Remind App for appt.
Remind App texting is the best way to contact me on or off-campus.
Office: 207Q

Email me at dollier@tncc.edu

Page last Updated: 1 December 2019, 10:10 p.m.

Grading Criteria for all Essays and projects, and the course syllabus

Week One

• 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. Use either M.S. Word or Google Docs.Save the document to Google Drive if you use Word
• Read and take notes on these articles about the impact of cell phone use during class and study times:
  • "Research: College Students More Distracted Than Ever" Campus Technology, 1/20/16
  • "Why Phones Don't Belong in School" Huffington Post, 4/12/16
  • "Texting and Tweeting in the Classroom: How Do They Impact Student Learning?" Science Daily, 4/6/15
  • "The Student Cellphone Addiction Is No Joke." Education Week, 4/16/16
  • *Note taking from cell phone articles: For each article, paraphrase the writer's thesis, and under that list the most important evidence he or she provides for making that recommendation (which is the thesis statement).

Week Two

Monday, 8/26/19
In-class activities: 1] Accessing Google Docs and Canvas to post your Reading Literacy Narrative. 2] Registration and introduction to the Little Seagull Handbook/InQuizitve lessons (class set # is 190337) and the Norton Write lessons (class set # will be provided upon purchase of the Little Seagull)

• Finish the InQuizitive lesson "Editing the Errors that Matter"
• Purchase Little Seagull Handbook with InQuizitive and Norton Write lessons

Wednesday, 8/28/19
In-class activities: Discuss cell phone articles

Homework assignment for Wednesday, 9/4/18:

Compose and post to Canvas a two-paragraph composition about your personal policy for cell phone use during class and during study. (Paragraph one) Begin with highlights from the readings which show the impact cell phone use has on college grades and course outcomes. (Paragraph 2) Then, based on class discussion about the research we read, describe what your personal cell phone use policy will be--during classes and during study.

Week Three

Wednesday 9/4/19
In-class activities: 1] Introduction to essay #1, Communicating as a Professional. "Phase One" Paraphrasing from two sources in one paragraph. 2] Introduction to Norton Write handbook lessons. Please add yourself to this class set: 193117 and work the Tutorial called Avoiding Plagiarism.

Homework assignment for Monday, 9/9/19:

• Finish the Tutorial on "Avoiding Plagiarism from Norton Write
• Complete the first part of the essay project #1, (Communicating as a Professional) which answers the age old question, "Why do I have to take all of these stinking English and speech classes in college?!"
• Purchase Little Seagull Handbook with InQuizitive and Norton Write lessons
• InQuizitive: Finish lesson #2, "Editing the Errors that Matter" if you have not already done so.

Week Four

Monday 9/9/19
In-class activities: 1] Complete "Phase One" of essay #1, (Communicating as a Professional)--documenting, revising, polishing the paragraph which paraphrases from the Adams and Weins articles. Run it through the Assistive Technologies, post it to Canvas, and use the TurnitIn plagiarism tool to ensure you have not unintentionally plagiarized. 2] Discuss and begin "Phase Two," exploring and extrapolating information from the Occupational Outlook Handbook.

Homework assignment for Wednesday, 9/11/18:

• View Steve Piscitelli's video on SQ4R note taking
• View this Video on how to write Cornell notes
• Cornell notes format for lectures and reading.
• Complete the first draft of the "Phase Two" paragraph, exploring and extrapolating information from the Occupational Outlook Handbook. Note: In class, I will collect your Cornell-formatted notes for this phase of the process and will return them to you

Wednesday 9/11/19
In-class activities: Begin "Phase Three" of research on communicating as a professional, Critical Application.

Homework assignment for Monday, 9/16/19:

• Finish the second and third body paragraphs for the essay on Communicating as a Professional
• View these videos on introductions, thesis statements, and conclusions
  • The 5-pararaph essay (10 min.)
  • Introductory paragraphs video (4 min.)
  • Thesis statements video (4 min.)
  • Concluding paragraphs--what to do.
  • Concluding paragraphs--what NOT to do.

Week Five

• Draft an introductory paragraph and a concluding paragraph and complete the essay per the instructions in the grading rubric. Take care to use good transitions between pargraphs to weave the paragraphs togeter and unify the essay.
• View Why I hate YOU!!
• View/Read e mail ettiquette and protocols:
  • Prof. Richardson's advice. (2:30 mins.)
• Professor DeCoster's advice (10 mins.)
• 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.

Wednesday 9/18/19
In-class activities: 1] Discuss (graded assignment) vocab and notes from the instructions for researching and writing the Adams and Weins paragraph. 2] SQ4R for "Battle of the Ants"

Homework assignment for Thursday, 9/19/18, by midnight:

• Draft an introductory paragraph and a conclusion and weave all the paragraphs together by use of a strong thesis and good, unifying transitions. Post your essay in Canvas. Save the Paper Rater report in electronic format and post it in your essay after the w.c. section.

Homework assignment for Monday, 9/23/18:

• Take notes on " The Battle of the Ants." You will have a deep-reading, open-notes test on this selection on Monday. It is a hard test, so take good notes. Read my Canvas announcement about the notes from this selection.
• Register for your free access to the New York Times: https://libguides.tncc.edu/newyorktimes. You will have to separately register for access to both of the following. The instructions are on that previous link to the TNCC Library Guides
• New York Times in Education.
• New York Times newspaper.

Week Six

Monday 9/23/19
In-class activities: Open-notes test on "Battle of the Ants." What's the essay really all about? "Deep reading" is much like reading entries in the Wikipedia: there are tons and tons of hot links in their articles which take you to other sources with ancillary information to aid in understanding what may seem to be a very short article. In texts that pre-date the Internet, we have to be our own hot-linkers and dig deep frequently in order to ferret out meanings and connections.

Homework assignment for Wednesday, 9/25/19:

• In New York Times in Education select the "Psychology" section and scroll to the article titled "Why You Procrastinate (It Has Nothing to Do With Self-Control)." You will need to go several screens back by clicking on ***LOAD MORE at the bottom because the article was published on 30 Mar. 2019.
• Read: For this article, read the summary, discussion prompts, and the "digging deeper" questions as ways of previewing the article, so that you know what to look for.
• Take notes when you read the article because we will be writing about this topic, and you will use a significant amount of information from it. Remember to use Speechnotes to paraphrase from it--or otherwise distance yourself from the text by closing it before recording your paraphrases. If direct quotes stand out for you, don't forget to put them inside of quotation marks in your notes so that you know what is paraphrased and what is quoted verbatim, to help you avoid unintentional plagiarism.

Wednesday 9/25/19
In-class activities: 1] Discuss "Why You Procrastinate (It Has Nothing to Do With Self-Control)" 2] Begin SQ4R note taking on "Why I Taught Myself to Procrastinate"

Homework assignment for Monday, 9/30/19:

• Take copious SQ4R notes on "Why I Taught Myself to Procrastinate" and Your Best Tips for Beating Procrastination
• You will be writing about the topic of procrastination, next week, so take deep SQ4R notes to get to the deep meanings, and use Cornell notes format to pakage your notes so that you can use them "as is" in your essay.

Week Seven

Monday 10/2/19
In-class activities: 1] Discuss the readings "Why I Taught Myself to Procrastinate" and "Your Best Tips for Beating Procrastination." 2] Research and note-taking workshop. Problem/solution essay on procrasination. In addition to the linked articles in the NYT, more resources are below:

• 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.
• "Inside the Mind of a Master Procrastinator" Tim Urban Ted Talk

Homework assignment for Monday, 10/7/19:

• First, research and take notes from the three NYT articles: "Why You Procrastinate (It Has Nothing to Do With Self-Control)," "Why I Taught Myself to Procrastinate" and "Your Best Tips for Beating Procrastination." Develop plenty of notes that you will be able to use in a problem/solution essay on the topic of procrastination.
• Then write: Draft a paragraph (appx. 150 words) which moves from general to specific about your own experiences with procrastination. General: Are you a chronic procrastinator, a situational procrastinator, or maybe (like Adam Grant) a pre-crastinator? Or are you somewhere in between all of these? Or have you never given any of this a thought? Specific: Once you have established that generalization, focus on a specific time/event/occurrence/situation that illustrates it. For example, Grant illustrates his own situation by showing himself as a college student: he submitted his dissertation two years before it was due and his master's thesis four months early, worked on college papers for 12 hours at a stretch, and even worked through a party his roommates threw without even realizing there was a party going on.

Week Eight

• A Google Sites Eng. 112 project page. (Note, you may need to be logged in to "MyTNCC" to access some of these project pages.)
• Google Sites Webfolios from Fall 2017 Eng. 111 classes. (Again, you my need to be logged in to "MyTNCC" to access some of these webfolios.)
• Wix.com sites, examples from Spring 2016 Eng. 111:
  • Tabitha Barber
  • Ben Cardenas
  • Barbara Hensley
  • Kaytlin Evans

Homework assignment for Wedbnesday, 10/9/19:

• Homepage: Using either Wix.com or Google Sites or another website developing and hosting product, 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.
• "New Google Sites Web Pages Tutorial"
• "How to Use the New Google Sites -- Tutorial"
• "Wix Tutorial for Beginners -- 2018"

Wednesday 10/9 In-class activities: Deep Learning through Deep Reading: George Orwell's "Shooting an Elephant"

Week Nine

Monday 10/14 In-class group project: Making sense of comma uses and teaching your colleagues how to use them correctly. "Comma Conventions: A Handbook Scavenger Hunt."

Homework assignment for Wednesay, 10/16/19:

• Work on your comma group assignment for a presentation and assessment method to present in class.
• Extra credit: Poetry Coffeehouse, 1 p.m.-2 p.m. on Weds. Theme is "The Supernatural." One point for attending, another for reading a poem relevant to the theme.

Week Ten

Monday 10/21 In-class group project: Making sense of comma uses and teaching your colleagues how to use them correctly. "Comma Conventions: A Handbook Scavenger Hunt."

Homework assignment for Wednesday, 10/23/19:

• Work on your comma group assignment for a presentation and assessment method to present in class.

Tuesday 10/24 In-class: Group project workshop, synchronous or asynchronous. Finish your plans for how to present, and who will present what. "Comma Conventions: A Handbook Scavenger Hunt."

Week Eleven

Wednesday 10/30 In-class: 1] Begin group presentations. Let's take another look at the Learning Pyramid, atop the class page. You will have a VERY difficult test on commas, based on comma purposes for making meaning and conventional place holding uses. I will be taking copious notes from each presentation and the test will be derived in large part from the presentations themselves, and it will include a comma purposes application component. If you are not, likewise, taking copious notes, expect to be dead in the water when you take the test. Engage. Interact. Question. Learn!! "Comma Conventions: A Handbook Scavenger Hunt."2] Introduction to researching/writing/thinking for Critical Thinking Journals.

Homework assignment for Monday, 11/4/19:

• Research and take notes for Critical Thinking Journal #1. Bring your notes with you and we will discuss your notes in class on Thursday, following the remaining comma presentation(s). And then you will begin composing CTJ #1 in class.

Week Twelve-Fourteen

In-class: Develop and deliver group presentations.

Week Fourteen.one

Monday 11/25 In-class: 1] Thesis statements activity posted in Canvas. 2] Discuss theis statements and Post-semester Reading Literacy editing and conclusions

Homework assignment for Monday, 12/2/19:

• Edits and revisions to "Communicating as a Professional" essay

Week Fifteen

Monday 12/2 In-class 1] Discuss sentence patterns activity 2] Workshops: Editing, Revising and posting to Webfolio of Final Revisions.  

Webfolios of Final Edits and Revisions will include the perfected versions of the following:

• Cell phone policy paragraph(s)
• CTJ #1
• Link to Group Presentation (edited and perfected)
• Medieval Romance ending (with link to the story on-line)
• Perfected version of "Profesional Communication" essay
• Perfected version of Reading Literacy Narrative, discussing "value added"

Wednesday 12/4 In-class Workshops: Editing, Revising and posting to Webfolio of Final Revisions.

Important Webfolio information:

• Make web pages for your final projects rather than linking to a Google Doc or linking a MS Word doc to your web page. First, becase no one can access your Google Docs without your permission, so I won't even be able to look at your final edits and revisions. Second, because document pages are BORING! No one wants to look at a bland, ugly, unadorned, double-spaced academic paper. Copy the text into the web page template of your choice, and you can then add relevant graphics to make your work visually appealing.
• Open your Webfolio and your Group Presentation to everyone. When you click on the Publish button, you have accessibility options. If your work is not open to "everyone," then it can't be accessed, so there is no point in doing the project. After next week, when my grades are submitted, YOU get to decide to leave your web site on line, or you can tear it down completely, or make it accessible only to people you invite to view it.

Week Sixteen, Final class

Wednesday 12/11, 4:15 pm-6:45 pm In-class: Webfolio mini-conferences and final preparation for grading.

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