R. Dollieslager's Weekly Schedule Spring 2017 English 111-21W, T-Th 9:30-10:45 Thomas Nelson Community College Mr. D's email address: dollier@tncc.edu

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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: 9:00-11:00 M & W (4 hours);T & Th 9:00-9:30 (1 hour); and 12:45-2:00 M-Th (5 hours)
On-line office hour: TBA
Email me at dollier@tncc.edu

Page last Updated: 25 April 2017, 9:40 a.m.

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

Week One

• "Research: College Students More Distracted Than Ever" Campus Technology, 1/20/16
• "The Age of Distraction: Getting Students to Put Away Their Phones and Focus on Learning" Faculty Focus, 1/8/14
• "Why Phones Don't Belong in School" Huffington Post, 4/12/16
• "Texting and Tweeting in the Clasroom: How Do They Impact Student Learning?" Science Daily, 4/6/15

Homework assignment for Tuesday, 1/17/17:

• Finish marking main ideas, supporting details, theses, and conclusions in the articles about cell phone use.
• Compose three paragraphs (one full page to a page and a half) describing your experiences and development as a reader as well as your feelings about reading, per the Reading Literacy Pre-Semester topic prompt.

Week Two

Tuesday 1/17/17
In-class activities: 1] Group activity: compare mark ups of four readings on cell phone use. 2] Discuss cell phone readings. 3] Upload Reading Literacy Pre-Semester paper to Google Drive and post it to BlackBoard Assignments

Homework assignment for Thursday, 1/19/17:

• Using your mark-ups of the articles, write concise summaries of the four articles, four to six sentences which convey the most important main ideas in each article as well as the writer's thesis. It will be similar to the abstract at the begining of the article we read from Science Daily, "Texting and Tweeting in the Clasroom: How Do They Impact Student Learning?" 4/6/15. Take a look at that as an example. Save your summaries to Google Drive so that we can work with them in class Thursday
• Purchase the access code for Little Seagull Handbook with InQuizitive lessons or click on the link and go to the website to buy it outright. It costs $15.

Thursday 1/19/17
In-class activities: 1] Group activity: compare mark ups of four readings on cell phone use. 2] Discuss cell phone readings. 3] Upload Reading Literacy Pre-Semester paper to Google Drive and post it to BlackBoard Assignments

• Make a list for discussion: If we are to have a cell phone use policy, there will need to be results or consequences for use during class. The articles we read listed numerous consequences to discourage in-class use. List those consequences or policies, and in addition, come up with at least three ideas of your own, which can include "no consequences for in-class use," but you will need to prepare to defend that position in class discussion.
• Finish the annotated bibliography of the articles about cell phone use. We will peer review it in class on Tuesday and then submit it to BlackBoard following peer review.
• Log in to InQuizitive and work first two lessons, "How to Use InQuizitive" and "Editing the Errors that Matter"

Week Three

Tuesday 1/24/17
In-class activities: 1] Discuss cell phone policy. 2] Cover works cited entries for the annotated bibliography 3] Upload the annotated bibliography

Homework assignment for Thursday, 1/26/17:

• Post the annotated bibliography of cell phone readings

Thursday 1/26/17
In-class activities: Begin "Phase One" of "Communicating as a Professional": Note-taking and paraphrasing from sources

Homework assignment for Thursday, 1/26/17:

• Complete "Phase One" of "Comunicating as a Professional." On Tuesday you will submit (1) your vocabulary and note-taking workseet, and (2) separate from your notes, the documented paragraph, formatted per MLA conventions as modeled in this sample research paper, or the in sample researched paper in the Little Seagull Handbook. Please use Times New Roman 12-point font double space the entire document from your name block a the top through the works cited enries at the bottom of the paper.
  • An example of this project written by Hannah Clymer in Fall 2016. If the Word document does not launch from that link, find the summary in Hannah's webfolio.
• Plagiarism Tutorial: Test your knowledge and misconceptions about plagiarism, and learn why and how to avoid it! After completing the pre-test record your score; then work the tutorials, and do the post-test. Record both the pre-test and the post-test scores to report them to me in class on Tuesday--do NOT have them emailed to me from the last page of the tutorial!

Week Four

Tuesday 1/31/17
In-class activities: 1] Discuss and "tweak" the "Phase One" paragraph 2] Register with Remind.com 3] Explore class resources: (a) 100 Ways to Use Google Drive, (b) Speechnotes voice-to-text tool, (c) M.S. Word's "Speak" text-to-voice editing tool. The passage below was created with Speechnotes; let's listen to it using "Speak" and then edit it for our paragraph which paraphrases the Adams and Weins articles:

Homework assignment for Thursday, 2/2/17:

• Read two sample essasy on "Communicating as a Professional," focusing specifically on the second body paragraph, which we will begin in class on Thursday: Kirk Goggan's essay; and Liam Keating's essay.

Thursday 2/2/17
In-class activities: 1] Discuss Speechnotes voice-to-text tool--it only works on Chrome on the computer. 2] Discuss and begin "Phase 2" of "Communicating as a Professional"

Week Five

• Finish drafting the essay: Use the outline and the resources in the grading rubric to complete the essay on "Comunicating as a Professional." There are many links--READ them; they link to important information. In class on Thursday, we will discuss how you have executed the third body paragraph of the "Professional Comunication" essay, and we will focus on the importance of thesis statements and transitions.

Thursday 2/9/17
In-class activities: 1] Discuss how to execute the third body paragraph of the "Professional Comunication" essay. 2] Group Activity: Reconstruct Bertrand Rusell's essay to focus on the importance of thesis statements and transitions. Here it is.

Homework assignment for Tuesday, 2/14/17:

• Finish the essay: Use the outline and the resources in the grading rubric to complete the essay on "Comunicating as a Professional." There are many links--READ them; they link to important information. We will peer review these essays in class on Monday and submit them for grading at the end of class, so they must be ready at the start of class. Follow the instructions in the lesson plan and the grading rubric, read the sample essays that I have suggested, and you should do well with this project. I want all B's and A's on this essay--all A's would be better than B's!!
• InQuizitive. Work the following lesson sets, and then edit your essay closely for these types of errors:
  • Comma Splices
  • Sentence Fragments
    
  • Fused (Run-on) Sentences
  • Pronouns with Unclear Reference
  • Omitted Commas
• Final Proofreading and editing. Use your tech. tools: (1) Run it through M.S. Word's grammar checker and spell checker, (2) run it through Grammarly, (3) run it through Paper Rater, (4) then listen to it with M.S. Word's "Speak" function and make it perfect. That's all--just perfect.

Week Six

• Using Cornell format lecture notes for test preparation
• Video about Cornell note taking from readings 4:52 min
• Video about Cornell note-taking from lecture 7:52 min.
• What to write when taking notes from lectures; a video lesson on lecture notes 4:35 min.
• Various note-taking methods (video) 6:39 min.
• Take pre-lecture notes about the Natural Human Learning Process from Dr. Rita Smilkstein's P.Pts. or .pdf files. In-class, I will do a lecture lesson on the NHLP and brain development during learning, and there will be a test on this material next week. Come to class with preliminary notes from reading Dr. Smilkstein's presentation materials.

Thursday, 2/16/17 1] Review the Learning Pyramid 2] Learning Unit: The NHLP and Brain Development During Learning.

Week Seven

Tuesday, 2/21/17 1] Complete the Cues column and Summary section on NHLP notes from Thursday. Ask any questions you have. (10 mins.) 2] Complete the learning unit on The NHLP and Brain Development During Learning. Take good notes for the test on Thurs.

Homework and resources for Thursday.

• Finish your Cornell notes by writing the cues and the summaries. Study your notes to prepare for the 20-question test. Write good summaries because you will be writing paragraphs frhom your notes about this topic
• View the videos and read the web pages about The NHLP and Brain Development During Learning, which I have pasted in below, and take notes from those sources.
  • Brain videos/audios for "flipping" the classroom:
    • 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) 9:05 min.
    • "Struggle for Smarts? How Eastern and Western Cultures Tackle Learning" (audio file from NPR) 8:37 min.
  • Spark plug firing
  • How spark plugs work (1:10 video)
  • Dr. C. George Boeree's webpage description of synaptic firing
  • Graphic description and animations of synaptic firing from the Neuroscience for Kids web site

Thursday, 2/23/17 1] NHLP/Brain development test 2] Discuss "boilerplate comments" for revising the "Professional Communication" essays 3] Discuss and begin the Errors Analysis Project.

Homework assignment for Tuesday, 2/28/17:

• Finish the errors analysis project
• Compose two paragraphs about the NHLP and brain development during learning AFTER completing the errors analysis project.
  • Using the key words for the six stages of learning from Dr. Smilkstein's research on the NHLP, write a paragraph describing how you learned a higher order skill or body of knowledge outside of a formal classroom situation.
  • Write a second paragraph discussing how emotions affect (control) learning, and exemplify it by describing a specific learning situation in which stress interfered with your ability to learn, recall, or achieve successful learning outcomes.

Week Eight

Tuesday, 2/28/17 1] Finish and submit the Errors Analysis Project, per instructions on the whiteboard. 2] Write a paragraph (or two) in which you discuss how you will employ specific strategies from these two resources, JMU's Learning Toolbox and The Study Guides and Strategies web site, to overcome the difficulty which you described in the previous paragraph (test anxiety, speech anxiety, overwhelm due to time management or procrastination, etc.), or similar such situations in which stress prevented you from achieving your desired learning outcomes. Choose a strategy from the Learning Toolbox and a strategy from the Study Guides and Strategies web site which are applicable. State what the strategies are called on the web sites, describe them, and describe how each will work to help you to overcome that particular stressor now and in the future.

Homework assignment for Thursday, 3/2/17:

• Finish the third body paragraph (posted above) of the NHLP and brain development essay. Document your sources with parenthetical citations and two correctly formatted works cited entries for the webpages you used from JMU's Learning Toolbox and The Study Guides and Strategies web site.

Thursday 3/2/17
In-class activities: 1] Compose introductory and concluding paragaphs for the NHLP essay to finish it. 2] Add the Works Cited section 3] Submit the essay on BBd as soon as humanly possible, but no later than 9:30 a.m., 3/7/17..

Week Nine

Tuesday, 3/14/17 Group workshop: How much does punctuation matter? The Dear John Letter. A $2 million comma?!

Homework and resources for Thursday.

• Read Do Commas Still Matter?
• Punctuation Makes Meaning," a critical thinking and editing activity.

Thursday, 3/16/17 Discuss the Icarus Project: 1] Diving deep to ferret out meaning and interpretation, i.e., critical thinking activities 2] Using punctuation to make meaning and nuance

Homework and for Tuesday, 3/21/17

• Do all the InQuizitive lessons for all of the punctuation errors and grammatical errors that you discussed in the Errors Analysis Project
• AFTER working the InQuizitive lessons, go back to your NHLP essay and edit it carefully, looking especially for those errors so that you have not created the same patterns of error on the second essay as I marked on the first.
  • We will peer review the NHLP essays at the start of class on Tuesday, so make them perfect.

Week Ten

Tuesday, 3/21/17 1] Per review NHLP essays 2] Discuss and begin "Readings Analysis" (a) Identifying main ideas, explication, and supporting details (b) Making connections and researching background in The Battle of the Ants."

• Copy the story into MS Word and highlight the sentences that "tell" in a light blue background, and highlight the sentences that "show" in a yellow background.
• Discussion prep (take notes): What is the purpose of the analogy half way through the story where he describes battles involving Achilles and battles in Concord, Austerlitz and Dresden and compares them to the battle of the ants? What is the significance of the battles that he compares the ant battle to? (research them) How does this change our understanding of ant behavior? Human behavior?

Homework assignment for Thursday, 3/23/17

• Submit your mark up in BBd as an attachment: Additionally, at the end of the document, include the following: Find the words which I designated below within the story (they follow below in their order of appearance in the story), and try to define them from their context clues. Where you can't make sense of them, look up the word and record the definition that most closely reflects the way that Thoreau intended it to be understood.
  • The words: duellum / bellum, Myrmidions, internecine, resolutely, adversaries, "divested him of several of his members," pertinacity, Achilles and Patroclus, carbuncles, endeavoring, carnage, obstinacy, fidelity.

Thursday, 3/23/17 1] Discuss the Battle of the Ants 2] Previewing reading and note taking using the SQ4R reading process, per Steve Piscitelli's video on SQ4R. Section your notes sheet into Cornell format and follow the instructions posted at "Phase One" of the Multitasking and Time Management Project. 3] Begin Phase One of the Multitasking and Time Management Project.

Homework assignment for Tuesday, 3/28/17

• Complete "Phase One" of the "Multitasking and Time Management" project

Week Eleven

Thursday, 3/30/17 In class: 1] Discuss and tweak the documentation for the Sparks article summary. 2] "Phase One" of the "Multitasking and Time Management" project

Homework and for Tuesday, 4/4/17

• Complete the "Phase Two " paragraph of the "Multitasking and Time Management" project

Week Twelve

• Complete the "Multitasking and Time Management" project following the outline in "Phase Five" on the lesson page.
• Bring your notes with you on the learning unit about the NHLP and brain development.

Week Thirteen

Tuesday, 4/11/17 Reading Workshop: Review what we have learned and practiced this semester to develop good acadmic reading skills. Take copious notes because you will be writing about this in your final essay, which will be to complete the reading literacy narrative you began in week one.

Review: What have I learned about academic reading in English class? Reading is a process Reading academic texts requires engaging with texts, not just looking at the words: Note taking—Cornell format video; Cornell format instructions Identifying main ideas and major supporting details, and annotating them by marking and highlighting Distinguishing between text that "shows" (narration, description, exemplification, empirical data) and text that "tells" (exposition, explanation, elaboration) Reading strategies from the JMU Learning Toolbox Reading strategies from the Study Guides network Incorporating readings into my writing: Paraphrasing--putting information into my own words Summarizing--identifying main ideas and supporting details of the whole paragraph or article: video, written instructions Attributing and citing sources, videos and tutorial: 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 websites (2 min.) Punctuating in-text citations (3 min) The Plagiarism Tutorial Sample Reading Literacy Narratives: Kaytlyn Evans, Spring 2016; Josh Colonna, Fall 2016; Amanda Gentry, Fall 2016; Christina Villanueva, Spring 2016

Homework and for Thursday, 4/13/17

• Read these sample reading literacy narratives from recent semesters: Kaytlyn Evans, Spring 2016; Josh Colonna, Fall 2016; Amanda Gentry, Fall 2016; Christina Villanueva, Spring 2016
• Draft paragraphs four and five of the reading literacy narrative.

Week Fourteen

Tuesday, 4/18/17 Webfolio Workshop: View this tutorial on how to build a Google Sites website, and begin building your home page.

Homework and for Thursday, 4/20/17

• Finish your Google home page with a welcome message--a paragraph about yourself--a statement of its purpose includin a link to our class webpage, and an image of you or which in some way clearly represents you.
• Post and link to a second page: Do final revisions/edits of the professional communication essay, and separately post it in a Google Sites webpage along with at least one graphic which relates to the future profession which you researched from the Occupational Outlook Handbook and detailed in the third body paragraph. Link to the online sources in your works cited section
• Submit the Reading Literacy Narrative on Thursday.

Week Fifteen

"Finals Week" schedule for ALL classes. Ours meets Thursday 5/4/17, 8:00-10:30

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