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

Week One

• Write the syllabus quiz. Type it and turn it in at the start of class on Thursday IF you did not turn it in on 1/21.
• Brainstorm and write two pages of notes on the following: (1) Identify something you have learned how to do well but have learned outside of a formal school classroom--playing a musical instrument, sport or game; singing, gardending, pet care, dancing, cooking, child care, hair styling, etc.--are examples of some things learned outside of a classroom. (2) Make a bulleted list describing how you learned this skill, from the very beginning up to this point, where you feel you have mastered it or are good at it. Think about, first, why you began to learn this skill or activity, then how you got started learning it, how you developed your skills or knowledge, how you became good at it, how you knew you were good at it, and what you do with or have done with this skill once you mastered it or became good at it. Have these notes with you a the start of class on Thursday.

Thursday, 1/21/16 In-class activities: 1] Punctuality quiz (2 points) 2] Tweak and adopt the course sylabus. 3] Begin writing critical thinking journal entry #1: Henry Ford quote.

Homework assignment for Tuesday, 1/26/16

• Finish Critical Thinking Journal entry #1
• Bring your brainstorm notes as assigned for 1/21/16

Week Three

Tuesday, 1/26/16 In-class activities: 1] Introduction to Cornell-style note taking. 2] Group discussion of similarities in learning processes. 3] Lecture/note-taking on the Natural Human Learning Process (NHLP) based on Dr. Rita Smilkstein's research.

Resource for the NHLP research:

• Smilkstein, Rita. We're Born to Learn: Using the Brain's Natural Learning Process to Create Today's Curriculum, 2nd Ed. Thousand Oaks, Cal.: Corwin, 2011.

Homework assignment for Thursday, 1/28/16

• Compose a paragraph sumarizing the steps in the NHLP, according to Smilkstein, and document it with an MLA-style works cited entry. Due at the start of class on Thursday.

Thursday, 1/28/16 In-class activities: 1] Formatting: Let's check the works cited format for your NHLP summary paragraph. 2] Compose paragraph two which shows your learning activity in each of the stages of the NHLP. Use Smilkstein's terms to describe your learning process. For example: I learned gardening in the stages that Smilkstein describes, and I have continued to refine and develop this craft throughout my life. My motivation to learn gardening came from necessity, since I grew up on a farm and had to participate in all of the farm chores. I began to practice this art by . . . etc.

Homework assignment for Tuesday, 2/2/16

• Revise and edit the summary paragraph which was due today about the NHLP per our class discussion, and add the parenthetical citation.
• Exemplify the NHLP: Compose one paragraph which shows your learning activity in each of the stages of the NHLP. Use Smilkstein's terms to describe your learning process. For example: "I learned gardening in the stages that Smilkstein describes, and I have continued to refine and develop this craft throughout my life. My motivation to learn gardening came from necessity, since I grew up on a farm and had to participate in all of the farm chores. I began to practice this art by . . ." etc.
• Following-the-instructions activity: This is going to test your ability to follow instructions.
  • First, do the pre-test at this plagiarism and documenting tutorial website, and write down your pre-test score, but do NOT have your results emailed to me.
  • Then work through the five learning modules and quizzes about plagiarism, citing, paraphrasing and summarizing. After that take the post-test and see if your score improves. Record your post-test score, but do not email that to me or have it emailed to me.
  • In class on Monday, I will collect your pre-test and post-test scores that you have recorded in your personal notes--just the scores--and give you credit for doing the tutorial (2 points). However, if you don't follow these instructions and instead you have your scores emailed to me, you will get zero points.
  • On your home computer or personal laptop, bookmark page 8 of the tutorial. Page 8 is titled, "Final Suggestions and Useful Links"
• Browse this website on plagiarism and documenting sources: Understanding & Preventing Plagiarism
  • Read deeply the definitions of plagiarism and the discussions of types of plagiarism.
  • Bookmark this site on your own computer.
• View Brain videos/listen to audio for "flipping" the classroom. Take copious notes, Cornell format, because you will have a test next week and will be writing about this material after we have classroom lecture/discussion on the material. It is fascinating information. I call this learning unit which we have begun "An Owner's Manual for the Brain." :-)
  • Anatomy of a Neuron (note, "synaptic cleft" = "synaptic gap") 2:11 min.
  • Neurons: How They Work 4:56 min.
  • How the Brain Works (during learning) 7:38 min.
  • "Struggle for Smarts? How Eastern and Western Cultures Tackle Learning" (audio file from NPR) 8:37 min.
  • Spark plug firing 30 sec.
  • How spark plugs work 1:10 min. video

Week Four

Tuesday, 2/2/16 From Psychology Today on line: "Mindfulness is a state of active, open attention on the present. . . mindfulness means living in the moment and awakening to experience."

In-class workshop: Editing and revising. Is punctuation important? Punctuating a short letter. The two million dollar comma. Two million dollars?! (Yep)

Homework assignment for Thursday, 2/4/16

• Revise and edit Critical thinking journal #1, per class discussion
• Write Critical Thinking Journal #2. Be sure to document it with a parenthetical citation and correctly formatted works cited entry.
• Submit your pre-test and post-test scores for the plagiarism and documenting tutorial
• Review the video homework posted for Tuesday, since we went off the scheduled agenda. We will get back on the scheduled agenda on Thursday: neuron growth and synaptic firing based on Dr. Rita Smilkstein's research.

Thursday, 2/4/16 In-class activities: 1] Discuss documenting sources, esp. Critical Thinking Journals 2] Lecture/note-taking on how neurons grow and develop, in some ways which are comparable to trees.

Week Five

Tuesday, 2/9/16 In-class activities: 1] Lecture/discussion/note-taking: synaptic firing. 2] Peer review the two NHLP paragraphs (one summarizing Chap. 2 of Smilkstein's book and one describing your own learning experience).

Homework assignment for Thursday, 2/11/16

• Compose a paragraph describing how neurons grow and develop--in some ways which are comparable to trees
• Compose a second paragraph describing how synaptic firing is similar to a spark plug firing.
• THINK! "Emotions Affect Learning" To prepare for our discussion on Thursday, think about specific learning situations which have caused you to feel stress, remembering that stress impedes learning--like putting water in your gas tank.

Thursday, 2/11/16 In-class activities: 1] Peer review and discuss paragraphs 3 and 4. 2] Re-review the lecture and discussions on how brain cells grow and develop due to synaptic firing during the learning process and how emotions control this process.

Homework assignment for Tuesday, 2/16/16

• Brainstorm on the following in the following way: First Use a blank piece of paper and turn it sideways, horizontal rather that vertical position. On both sides at the top (which is the long side when the paper is turned on its side) write: Stressors which interfere with my success and achievemnt in college. Make a vertical line down the center on both the front and back, so that you have four sections to fill up. Write these headings at the top of each of your four sections:
  • 1. Inside the classroom
  • 2. During studying
  • 3. In my personal life which affect college performance
  • 4. Other impediments to academic achievement
• In each section, list 6 to 10 specific situations in which you felt stress. Examples (1) I drew a complete blank when I sat down to take my psych test, even though I studied for many hours and attended the pre-test review. (2) I can't concentrate on the readings when I am studying. (3) I had four hours on Wednesday to finish my History paper for Thursday, but my kids made so many demands that I couldn't sit down. (4) A note about this section: "Other impediments" such as negative self-image, ADD/ADHD, bio-chemical depression, dyslexia or other LD's (i.e., diagnosed learning difficulties or learning differences), visual impairment, etc. are also very stress-producing, but none are insurmountable difficulties. If any such apply, or if there are other such impediments you feel are hindering your academic success, make a list of them in column 4.
• Remember: Be specific. No generalizations, but rather specific experiences or occurences; incidents which could be videotaped are specific. "Whenever I want to study, something seems to come up" is a generalization, which cannot be videotaped.
• Revise and edit paragraphs 1-4 of the brain research essay, per the instructions in the grading rubric

Week Six

Thursday, 2/18/16 In-class activities: 1 Discuss the homework due for 2/16/16 and begin drafting body paragraphs 5 and 6 and the concluding paragraph. 2] "Emotions Affect Learning" Instructions/grading rubric for brain development/college success researched essay, and how to write the documented concluding paragraph, which will solve ALLL your problems in life. ;-)

Homework assignment for Thursday, 2/23/16

• Finish the three paragraphs we discussed in class (above)
• View these videos about introductions and titles. Note: We write the introductory paragraphs AFTER the body paragraphs are drafted:
• The 5-pararaph essay (10 min.)
• Introductory paragraphs (3 min.)
• Thesis statements (2 min.)
• Writing essay titles (2 min.) Note: If you do not put good titles on your essays, I will MAKE you watch this awful video over and over again! ;-)
• Read or browse from the online the Guide to Grammar and Writing:
  • The introductory paragraph
  • The thesis statement
  • Supporting (body) paragraphs
  • Transitions
  • Concluding paragraphs
• Type answers to these questions: 1] What are the parts of an essay? 2] Define a thesis statement in your own words, not verbatim from a source. 3] Describe the qualities of GOOD writing (any type of good writing) according to your definition of "good writing.

Week Seven

• Finish the brain development essay by writing a good introduction and tying everything together with good transitions between paragraphs, following the instruction in the grading rubric. Due at the start of class Thursday.
• Type Critical Thinking Journal #2, per the instructions. Due at the start of class Thursday.

Thursday, 2/25/16 In-class: 1] Submit (a) the brain essay, (b) critical thinking journal #2, and (3) answers to the three questions about essays and good writing. 2] Reading/note-taking workshop: "Phase One" of the multitasking and time management project.

Homework assignment for Tuesday, 3/1/16

• Take notes and draft a summary of the Sparks article following the instructions in "Phase One" of the multitasking and time management project
• Note: Be certain to read the article about the "marshmallow test" and view the videos because it relates to a very important point that Sparks makes in her essay.

Week Eight

• Do "Phase Two" (steps 5 and 6) of the multitasking and time management project: i.e., revise and complete the summary of the Sparks article and then draft a personal experience paragraph following the instructions in steps 5 and 6.

Thursday, 3/3/16 In-class activities: Discuss "Phase three": Previewing reading and note taking using the SQ3R reading process. (Since we are taking notes to use in a researched paper, we will add "recite" to the "R's" per Steve Piscitelli's video on SQ4R, which you may review outside of class.) Section your notes sheet into Cornell format and follow the instructions on the lesson page. (We will all do S and Q together.)

• Have a great, relaxing, rejuvenating Spring Break!

Week Nine

• What quadrant am I in the most? the least? should I be in?
• How can you get myself into Q2 for college by using the time management strategies from the MindTools website or the JMU Learning Toolbox or the StudyGs web sites ?

Homework assignment for Thursday, 3/17/16

• Do "Phase Three"
  • Write a summary of the article (about 200 words in length) per the instructions.
  • Make a time management matrix which charts your current time use and priorities
  • Submit [1] your notes, and [2] the documented summary of the Mueller article at the start of class on 3/17/16. Please understand this: I am grading your notes for this assignment as well as the documented, well-edited, and complete summary paragraph of the Mueller article.

Thursday, 3/17/16 In-class: 1] Submit your notes and summary of the Mueller article from "Phase Three" of our multitasking and time management research project. 2] Group discussions: Time management matrices. "How I am spending my time." 3] Begin drafting the "Phase Four" paragraph describing how you have been using your time and then outlining specific strategies you will use for planning how to be successful by moving your academic life into Quadrant 2.

Homework assignment for Tuesday, 3/22/16

• Finish drafting the multitasking and time management essay per the instructions, by completing body paragraph 4 and writing good introductory and concluding paragraphs. Follow the outline in step 12 of the lesson plan page, and read the links regarding introductory and concluding paragraphs prior to writing those parts of the essay.

Week Ten

1. Begin research for Critical Thinking Journal #3. Use SQ4R note-taking. Follow the instructions for writing the critical thinking journals. The first step in critical thinking is to read and follow instructions. And DIVE DEEP!
2. If you did not submit the summary of the Mueller article along with your notes last Thursday, submit this by the end of class today, along with an NQA coupon, or receive a grade of zero for the project (six points are possible).

Homework assignment for Thursday, 3/24/16

• Finish Critical Thinking Journal #3.
• View: Email ettiquette and protocols: Prof. Richardson's advice. (2:30 mins.) Professor DeCoster's advice (10 mins.)
• Peruse: E-mail Do's and Don't's poster created by Eng 111-03 Fall 2015. Follow this ettiguette and these protocols when emailing your professors and everyone.

Thursday, 3/24/16 In-class: 1] Print and submit Critical Thinking Journal #3. 2] Regroup and do "Punctuation Makes Meaning" critical reading and editing activity.

Homework assignment for Tuesday, 3/29/16

• Copy "Wrules for Writers" from our class resources box at the top into a Word document and, under each numbered statement, correct the error alluded to or completely recast the sentence to reflect the rule or practice referred to in the statement.
• Take notes from these videos about in-text citations and works cited sections or pages.
• Search for five web sites that will be a helpful resource for you related to one of your other classes. If this is your only class, find five that will be helpful for things you need to understand about English composition and writing in general.
• Compose a works cited page for these five resources, to be submitted at the start of class on Tuesday
• Resources for completing the works cited page:
  • 1. EasyBib, or Son of Citation Machine. These will produce works cited entries that are close to correct but probably are not exactly correct, so use resources 2 and 3 below after generating the works cited entries.
  • 2. The Norton Field Guide to Writing Quick-Access Toolbar, for checking citations, formatting, handbook conventions, etc.
  • 3. Also consult the Works Cited section of the sample research paper.
• View: Email ettiquette and protocols: Prof. Richardson's advice. (1:30 mins.) Professor DeCoster's advice (10 mins.)
• Peruse: 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.

Week Eleven

Tuesday, 3/29/16 In-class: 1] Discuss "diving deeper" into our critical thinking activities 2] Annotating the sites. Make your list of websites from the assignment for today into an annotated bibliography (appx. four sentences) describing the content and the specific value of the resources you have researched. Title it: Annotated Bibliography of Success Resources. Have at least five, but don't limit yourself to just five; add as many as you feel you will need or can use in this and in subsequent semesters. 3a] Intro to Google Docs for collaboration (log in) and 3b] begin the research for the group comma conventions project

• Group 1: Katie, Jordan B., Emily
• Group 2: Aaron, Yovonda, Christina
• Group 3: Savanna, Quiante, Brooke
• Group 4: Jordan C., Keanu, Erika

Homework assignment for Tuesday, 3/29/16

• Submit the "Wrules for Writers" activity assigned above for 3/29/16
• Take the link in the email I sent you to the class collaboration document which I created in Google docs, and follow the instructions in that document. Post your input prior to class on Thursday or you won't receive credit for it--no late submissions accepted on this post.
• Preview the group comma conventions project so that you are ready to begin this collaborative project in class on Thursday. Anyone who is not in attendance on Thursday to begin this project with your assigned group will be removed from the group and will be required to submit the project individually.

Thursday, 3/31/16 In-class: 1] Take notes on in-text citations and works cited sections or pages and view and discuss the sample research paper 2] Begin the group comma conventions project 3] Discuss Critical Thinking Journal #3 and the summary of the article by Mueller.

Homework assignment for Tuesday, 4/5/16

• Using the group comma conventions project lesson page, individually, identify which handbook "rules" are reflected in the purposes stated in each of the four boxes and box V as well (teh examples of unneeded commas). Then write out your paraphrase of each of the rules (P-1a, P-1.b, etc.) in the handbook. Find some sample sentences that reflect each of those comma rules in the Norton Handbook, but also in the Guide to Grammar and Writing (the lesson page links to both sources). Do not copy any of those sentences, but be familiar with them as examples of the rules. That way, you will be ready to create original sample sentences, along with your group colleagues, in class on Tuesday, as stipulated in the instructions. There will be a total of 31 sample sentences for this project, so you MUST come to class fully prepared to create your sentences along with your group members. You will NOT have time to identify the sections of the handbook which correspond to the 4 purposes for using commas and to paraphrase the handbook rules. That MUST be done before you come to class, or your group will not be able to complete its work, and everyone's grade will suffer as a result. Simply stated: be prepared.

Week Twelve

Tuesday, 4/5/16 In-class activity: Group comma conventions project

Thursday, 4/7/16 In-class activity: Finish the group comma conventions project

Homework assignment for Tuesday, 4/12/16

• Complete the multitasking and time management essay. Follow the grading rubric in Step 12 on the lesson plan for this essay. Use my comments and marks on your returned paragraph which summarizes the Mueller article to perfect that paragraph, and look for the types of editing errors that I marked in that paragraph throughout your essay. Correct them. You don't want me to mark those same errors again because the grade for the paper will be significanly reduced if the editing corrections are not made throughout the paper.
• Complete the group comma conventions project. I will begin grading these on Sunday using the Google docs environment which you invited me into as a "share."
• Annotated bibliographies. I have only one annotated bibliography which was submitted to me on 3/31. Please review the assignment for the annotated bibliographies which was posted on 3/29/16 and submit this at the start of class on Tuesday, 4/12/16.

Week Thirteen

Tuesday, 4/12/16 In-class: 1] Print and submit the annotated bibliograph--if you did not turn it in to me last week. 2] Use the grading rubric to make last-minute revisions and edits to your multitasking and time management essay, then, once it is perfected, print and submit it before the end of class today.

Thursday, 4/14/16 In-class activity: Wix.com registration and webfolio start-up workshop. Let's look at the webfolios from Spring 2015 and Fall 2015 and then get your own started! To do this use Chrome rather than the I.E. browser. Internet Explorer does not want to play with the Wix websites and, undoubtedly, will not be up to the task of enabling you to start creating your own.

Homework assignment for Tuesday, 4/19/16

• Work on your Wix.com web site
• Post to the Wix.com Google docs forum which Prof. D. created for you

Week Fourteen

Tuesday, 4/19/16 In-class: 1] Read the article linked in the text box above which discusses the part that reading plays in the lives of some of the most financially successful Americans today. 2] Read your emails from me and read everything posted in the Wix webpage building forum which I made in Google docs. 3] Work on your Wix.com website and post a question, answer, tip or help site to the Google doc Wix forum page. This is a 2-point assignment, folks, not a casual suggestion. 4] Discuss and pre-read about William Penn in order to prepare to write Critical Thinking Journal #5

Homework assignment for Thursday, 4/21/16

• Work on your Wix.com web site
• Post to the Wix.com Google docs forum which Prof. D. created for you
• Read, Style points: metadiscourse and you. Yuck!
• Write Critical Thinking Journal #5, following the instructions and grading rubric on the CTJs page. Dive Deep!! Show how this quote connects to Penn's own experiences in life. Paraphrase from your sources--do not quote directly and do NOT copy and paste anything from your sources, for this or for any other academic assignments, ever, unless it is a direct quotes and is documented correctly as a direct quote.

Thursday, 4/21/16 In-class: 1] Discuss and then begin the Errors Analysis project for the multitasking and time-management essay. 2] A new reading to reinforce Sparks research prior to revising the essay. Read also some of the blog posts after the article, most notably Dr. Trepel's comments. 3] Submit critical thinking journal #5

Homework assignment for Tuesday, 4/26/16

• Prior to revising the multitasking and time management essay, read the article I link to as agenda item 2 for 4/21/16. It has direct bearing on the topic of this essay. We will talk about it on Tuesday.
• Finish the errors analysis project. Note: If you did not submit the multitasking and time management essay, then do the errors analysis of all four of the previously marked critical thinking journal which I returned to you. The errors analysis project is equivalent in grade to an essay (6 points), so you do not want to miss an opportunity to earn those points.
• Once finished with the errors analysis project, revise, EDIT(!!) and post to your webfolio the essay on brain development and learning following the instructions in the grading rubric.
• Work on your Wix.com web site per the instructions below. It is not all due on Tuesday 4/26, but don't let it pile up until the last minute. Look at the class schedule below and allot your time wisely.

Week Fifteen: Revision week

• Submit the errors analysis at the start of class
• Post the revisons/edits/completion of the reading literacy narrative to your webfolio before class on Thursday
• Begin editing/revision of the essay on brain development and learning following the instructions in the grading rubric. This will be posted to your webfolio rather than submitted separately.
• Extra credit (2 pts. each) will be awarded for submitting notes from a student success seminar, posting something other than your name and URL to the Wix forum which I made in Google docs, posting the annotated bibliography of success sites to your webfolio.

Thursday, 4/28/16 In-class activities: 1] course evaluations. 2] Revise and edit, per the instructions and grading rubric, the learning and brain development essay which you wrote in the first month of the semester. Six points. Post it before Tuesday.