R. Dollieslager's Weekly Schedule Spring 2019 English 111, M & W, 9:30 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.

Mon & Weds Office Hours: 12:40-1:40, in room 207Q (my office)
Tues & Thurs Office Hours: 9:30-11 in The Tutor Zone, room 101 (library)
"By Appointment" Office Hours: 11-12:30, in Tutor Zone, room 101. Text me on Remind App for appt.
Remind App texting is the best way to contact me on or off-campus.
(I won't respond during classes, however.)
Office Phone: 757-258-6506

Email me at dollier@tncc.edu

Page last Updated: 23 April 2019, 7:40 p.m.

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

Week One

Monday 1/7/19

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 Wednesday, 1/9/19:

• 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

Wednesday 1/9/19

In-class activities: 1] LMS: BBd rather than Canvas 2] Remind App: text 81010, class code is @eng111mws 2] Upload Literacy Narrative to BBd.

• Format: MS Word, Times New Roman 12-point font, double-spaced throughout
• Fully proof-read and edited for grammar and punctuation conventions. Use the Assistive Technologies to aid proof-reading and editing
• Due: C.O.B. 1/9/19, posted to BBd
• Points 2 pts. (by comparison, essays = 6 pts.)

Agenda item 3] Taking notes on readings using Cornell notes layout and an outline format. 4] Summarizing using Assistive Technologies: Speechnotes

"Formula" writing, annotated summaries (6 to 7 sentences):

• Analysis of the source for credibility (1 sentence)
• Assessment of the writer's credibility with regard to the subject matter (1 sentence)
• Three or four most important points made in the article (3 or 4 sentences)
• The writer's thesis (i.e., the recommendation) (1 sentence)

Homework assignments for Monday, 1/14/19:

• View: Email ettiquette and protocols videos. This advice is applicable not just to emailing professors and class colleagues, but applies to all of our in-class and outside-of-class communication (including Remind App and telephone conversations or messages).
• Read the course syllabus, which we will complete together by concensus next week (re: section VIII)
• Fill out the survey of your current documentation and research writing knowledge.
• Draft the annotation summaries for these five articles: (We will document them together in class on Monday)
  • "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 Classroom: How Do They Impact Student Learning?" Science Daily, 4/6/15
  • "The Student Cellphone Addiction Is No Joke." Education Week, 4/16/16

Week Two

• Step 1: Go to http://nytimesineducation.com/register/ and fill out relevant content.  You must use your @tncc or @email.vccs.edu email when registering. 
• Step 2:  Once registered, faculty and students will go to http://nytimesineducation.com/ to log in.  

Homework assignment for Wednesday, 1/16/19:

• Complete and post (to BBd) the annotated bibliography of four articles on the effects of cell phone use on college students' grades and learning outcomes.
  • Grading criteria for annotated bibliography (6 points possible):
  • 1.5 pts. Format: The four works cited entries correctly follow MLA conventions and they are listed in alphabetical order, with the annotation below them in paragraph format.
  • 2 pts. Analysis of sources: Each annotation first assesses the credibility of each source (one sentence) and then the credibility of the writer (one sentence).
  • 1. 5 pts. Content: In four to five sentences the most important content of the article is described in a paraphrased summary.
  • 1 pt. Editing: The annotations have few if any grammatical or punctuation errors.
• Write a one-page statement of what your personal cell phone policy will be this semester with regard to use in class and during study (250-300 words). It will consist of three pargraphs: Your rationale, paraphrases from the reserch your rationale is based on, a clear statement of your understanding of the consequences or outcomes of your personal cell phone use policy.
• Syllabus quiz.

Wednesday 1/16/19
1] Submit Syllabus Quiz. 2] Discuss cell phone policies and agree to ours. Add it to the syllabus to finalize the syllabus. 3] Discuss Preparedness to Succeed survey outcomes. 4] View/discuss grade rosters from Fall 2018

Week Three

Wednesday 1/23/19 In-class activities: 1] Submit the syllabus quiz. 2] Discuss personal cell phone policies and finish the course syllabus. 3] Tweak and re-submit the annotated bibliography by C.O.B. tonight. 4] Register for Handbook and begin InQuizitive tutorial. Class code is 138145.

Homework assignment for Monday, 1/28/19:

• USE the Assistive Technologies to produce your annotations and to aid you in proof-reading your work before re-submitting it for grading.
• Post your completed annotated bibliography in BBd by 11:59 tonight to be graded per the instructions and the grading rubric in BBd.
• Finish the InQuizitive tutorial and Lesson #1, "Editing the Errors That Matter (A Comprehensive Activity)." This will take a while, usually more than an hour. All InQuizitive lessons will be worked until 100% is achieved.

Week Four

Monday 1/28/19  Group Projects: 1] Does punctuation really matter all that much, or is it just some English teacher thing? Let's ask John!! The Dear John Letter. 2] Big Money: How much would YOU pay for a comma? A $million? Two $million? A $2 million comma?! 3] The Grammar Crossword. Find the sections in the Little Seagull Handbook that correspond to and can help you to answer the following questions, and pencil in the section number next to the clue. Across: 1, 5, 17, 33, 41, 51, 56, 66. Down: 4, 10, 12, 25, 49

Homework assignment for Wednesday, 1/30/19:

• Finish the Grammar Crossword per the instructions above
• Write original sentences (i.e., not a sentence from the handbook or from any other source) which exhibit the punctuation or grammar convention indicated in the following answers from the Grammar Crossword: Across: 1, 5, 17, 33, 41, 51, 56, 66. Down: 4, 10, 12, 25, 43, 49
• Write the InQuizitive meta. Copy this into a Word document and post it to BBd upon completion.

Wednesday 1/30/19  In-class activities: WORK DAY! 1] Register for a free subscription to the NY Times and their feature program NY Times in Education: https://libguides.tncc.edu/newyorktimes 2] Check your results in InQuizitive. 3] Complete the meta if your results are available to you. 4] Submit the Grammar Crossword project and the sample sentences. I will create an assignment post in BBd for you to submit the sentences electronically.

Try the link to edition 2 to see if you can access your records of use.

Log in to http://nytimesineducation.com/ and let's decide what we want to tackle first.

Week Five

Monday 2/4/19  In-class activities: 1] Check your marks in "My Grades" in BBd, and open up your annotated bibliography and also read the grading rubric and my comments in it. These are the Boilerplate comments (BP) that are referred to in my evaluations of the project. Please heed them when you make the corrections to this project for your webfolio of final revisions. 2] Begin writing activities related to the first selected reading in the New York Times in Education. 2a] Small group discussion, bullet point one; followed by class discusion of those questions. Take notes during class discussion because you will be writing about this topic. 2b] Take two-column notes (with "Knew" / "New" column headings) and read the article. Take good notes for class discussion and for your own writing about the topic.

• View these videos on SQ4R reading and note taking method and using the Cornell notes format.
• SQ4R: Skim, write Questions, Read to answer questions, Recite aloud to avoid plagiarizing, Record answers, Review by writing the summary section for each page.

Homework assignment for Wednesday, 2/6/19:

• Read the three links from the lesson page about discourse analysis, the cooperation principle, and Grice's maxims from the lesson page for "How to Talk to People, According to Terry Gross." You will have to be logged in to New York Times in Education, where it is located.
• Listen to the tribute of interviews with children's books author Maurice Sendak by Terry Gross (it's the third audio link from the top) and . . .
  • write notes about it per the instructions on the lesson page.
  • Aditionally consider these questions: In what ways is her interview/tribute to Sendak like an essay? How does she hook her audience with her introduction? How does she arrange the main support for her thesis, and how does she transition between the parts (or move from part to part smoothly, while showing the connections)? Maybe most importantly, what IS her thesis if this tribute is an "audio essay"?
• Progress check: We are 1/4 of the way through the semester. We have met for class 8 times. To date 8 assignments for credit have been made. Look at your progress and grades in "My Grades" in BBd. How are you doing? Make a plan for yourself to catch up on anything missing so far and talk to me about that plan so that you can redeem your grade if you are already behind. This is a week-five amnesty offer: If you have work more than a week overdue, I will accept everything that is late by Wednesday--along with your NQA

Wednesday 2/6/19  In-class activities: 1] Let's listen: We had a nice discussion in class on Monday and had a brief side-bar discussion about one of the ain conversation inhibiters, the fear that we may be judged harshly if we say something that is innacurate. Even though we restate the maxim "We learn from our mistakes" all the time, in our culture, by and large, we believe it is wrong to be wrong. It's not. Let's listen to why we might think this way, though. 2] Modeling importat success/research skills: Taking notes on the Gross article and her interview with Sendak.

Homework assignment for Monday, 2/11/19:

• Note-taking. Finish listening to the second half of the Terry Gross interview(s) with Sendac, completing the notes we began in clas to determine how she conduct her "conversations" with guests and where/when/how she is following her own advice from the article.
  • What do you think about Sendak from Gross's conversations with him?
  • Are you interested in reading or re-reading some of his childrens' books after listening to the interviews?
  • Search around the house. If you have any Sendak books, bring them with you to class on Monday.

Week Six

Monday 2/11/19  In-class activities:  1] Discuss summaries of the two articles--about Terry Gross and about discourse analysis. 2] Planning an interview: I personaly, want to interview Langston Hughes.

Homework assignment for Wednesday, 2/13/19:

• Finish planning your interview with a famous person, living or dead, real or fictional.

Wednesday 2/13/19  In-class activities: 1] "Housekeeping." First, I keep forgetting to return the Syllabus Quiz, and as of yesterday, the Grammar Xword activities, and I also want to discuss the InQuizitive results and your suggestions from the "meta" and my suggestions about using InQuizitive, so I've made these agenda items so that I don't skip over them again. 2] Planning a conversation with a real person, a conversation you need to or want to have, following the advice of Terry Gross.

Homework assignment for Monday, 2/18/19:

• Finish planning your interview with a famous person.
• Post drafts of summaries of the Kerr and Tannen articles to BBd before 6 p.m. Sunday, following the instructions written on the board during class on Weds., so that I can evaluate and provide revision and editing feedback on them prior to class on Monday. The assignment post will become unavailable at 6 p.m. 2/17/19.

Week Seven

Monday 2/18/19  In-class activities: 1] Using InQuizitive: Slow down. Read! DON'T GUESS--ever. It is a learning environment, not a testing environment. 2] Let's talk about the Learning Pyramid and look at grades from Fall Eng. 111s. I can only teach folks who want to learn, and learning isn't a spectator sport. "My Grades" are up to date in BBd. When you view them, please be sure to click on the grading rubric icon so that you can see my instructions for revision as well as the grading criteria. Please inform me if any of your grades do not appear because what you see in "My Grades" is different from what I can see when I post grades. Sometimes, if there are multiple posts for an assignment, the grade will not appear for the final submission, which would be the one which was graded. Just past 1/3 of the semester (6 weeks of 16), 22 points have been available so far; we will total around 60-66 points for the semester by the end. 3] BP comments on Kerr and Tannen articles. I announced in class on Weds. that these drafts were due at midnight on Thursday, 2/14, and made that the due date in BBd. However, I did not add that information also to the class webpage before the end of class on Weds. Therefore, I will re-open the assigment in BBd and make it due by and available until 6 p.m. Sunday 2/17. If posted by then, the asignment will not be considered late, and I will also have an opportunity to grade them Sunday night before class on Monday morning. These paragraphs will be included in an essay about how to be a good conversationalist, so we aren't done with them--only getting started.

Wednesday 2/20/19  In-class activities: 1] Survey: Room preferences. Your email address is not being collected so this form is anonymous, though you will need access it with your "MyTNCC" log-in. 2] Discusing the Tannen and Kerr summaries. 3] Drafting workshop: Composing the body paragraphs for the essay.

Four (or five) body paragraphs for an essay on how to be a good conversationalist, due by start of class on Monday 2/25 (and a sixth for extra credit):

1. Summary of the Kerr article about Terry Gross's advice for how to talk to anyone
2. Analysis of Gross's interviews with Sendak. Does she follow her own advice? Povide specific evidence from the interviews to support your assertion.
3. Planning an interview. If you were to be like Terry, whom would you interview? From your plans, describe whom, why, and how you would conduct your interview. (Here is my model of my plans for an interview with Langston Hughes.)
4. Planning a real conversation. Following Gross's advice write a paragraph outlining a conversation you feel you need to have with someone, or a conversation with someone that you would simply like to have. (My model of plans for a real onversation that I need to have is posted in "Course Documents" in BBd.) Note: This paragraph can be eliminated from your final revision of the essay, which you will post in your on-line Webfolio, if you feel it is personal and, therefore, do not want to share it. For example, my plans for a real conversation are not something I want to post on our open-access class webpage.
5. *Having a real conversation. I will award one point of extra credit for a paragraph which describes the conversation that you planned after you have had it. It can be submitted in the paper or after the paper has been graded, any time during weeks 8 through 14.

Homework assignment for Monday, 2/25/19:

• Finish composing five body paragraphs for your essay on how to be a good conversationalist.
• View the following videos:
  • Introductory paragraphs video (4 min.)
  • Thesis statements video (4 min.)
  • Concluding paragraphs--what to do.
  • Concluding paragraphs--what NOT to do.
  • Why I hate YOU!!
• Read (1) "A Proper Introduction" (2) "Coherence: Transitions Between Ideas" (3) "Concluding Paragraphs"

Week Eight

• Four(or five) body paragraphs for an essay on how to be a good conversationalist, due by start of class on Tuesday 2/26 (and a sixth for extra credit):

  1. Summary of the Kerr article about Terry Gross's advice for how to talk to anyone
  2. Analysis of Gross's interviews with Sendak. Does she follow her own advice? Povide specific evidence from the interviews to support your assertion.
  3. Planning an interview. If you were to be like Terry, whom would you interview? From your plans, describe whom, why, and how you would conduct your interview. (Here is my model of my plans for an interview with Langston Hughes.)
  4. Planning a real conversation. Following Gross's advice write a paragraph outlining a conversation you feel you need to have with someone, or a conversation with someone that you would simply like to have. (My model of plans for a real onversation that I need to have is posted in "Course Documents" in BBd.) Note: This paragraph can be eliminated from your final revision of the essay, which you will post in your on-line Webfolio, if you feel it is personal and, therefore, do not want to share it. For example, my plans for a real conversation are not something I want to post on our open-access class webpage.
  5. *Having a real conversation. I will award one point of extra credit for a paragraph which describes the conversation that you planned after you have had it. It can be submitted in the paper or after the paper has been graded, any time during weeks 8 through 14.

  Homework assignment for Wednesday, 2/27/19:

  • Finish composing five body paragraphs for your essay on how to be a good conversationalist.
  • View the following videos:
    • Introductory paragraphs video (4 min.)
    • Thesis statements video (4 min.)
    • Concluding paragraphs--what to do.
    • Concluding paragraphs--what NOT to do.
    • Why I hate YOU!!
  • Read (1) "A Proper Introduction" (2) "Coherence: Transitions Between Ideas" (3) "Concluding Paragraphs"
  • Write the reflection on coherence/unity/transitions posted in BBd.

Wednesday 2/27/19  In-class activities: 1] Composing good transitions. 2] Testing out good thesis statements.

Homework assignment for Friday, 3/1/19:

• Finish the essay.
• Prepare it for grading by using the assistive writing and editing technologies. These are all described in a post in the "Course Documents" section of BBd. Please read that document and the comments from former student users so that you know how these assistive technologies work. You want these editing aids to help you to find errors. You don't want me to find them:
  • The "Speak" function in M.S. Word enables you to listen to your paper. If something does not sound right, it probably needs to be fixed.
  • Grammar/spell check with both M.S. Word and Grammarly
  • You will find Paper Rater useful in providing deeper feedback on your papers.
  • SmartThinking: You may submit your essay to SmartThinking (at the bottom of the page when you log in to BBd) for feedback from a real reader, not just a computer program.

Week Nine

Monday 3/11/19 In class research workshop: Research/note-taking on logical fallacies. 1] Copy and paste this handout from UNC-CH Writing Center on logical fallacies. Use it as your note-taking database to add notes and examples from Stephen West's two podcast episodes on logical fallacies: Episode #73 and Episode #75. 2] Add examples or further explanations from West's podcast(s), but mark them in different collored text so that it is clear to you what information is from UNC's Writing Center and what info is from Stephen West. Use a third color or background to add notes from the source below ("15 Logical Fallacies . . . ")

Homework assignment for Wednesday, 3/13/19:

• Logical fallacies/faulty reasoning: Read, view, add to your notes from this source: "15 Logical Fallacies You Should Know Before Getting into a Debate" Your notes should include examples of faulty reasoning/logical fallacies and also paraphrases, in your own words, of explanations for the various logical fallacies/faulty reasoning problems from these sources.
• Finish note-taking from Episode #075 of Philosophize This!

Wednesday 3/13/19  In-class group activity: Analyzing an article (it's posted in BBd)

Homework assignment for Monday, 3/18/19:

• Finish the "Analyzing Articles" activites posted in BBd.
• Prepare to defend one of these two positions about the acquisition of knowledge: With whom do you agree more and why?

Week Ten

• Read this short comparative definition, with examples: "What are Facts and Opinions?" BBC 2011
• Identifying persuasive appeals in the articles: Using the handout "20 Techniques of Persuasive Appeal," identify examples of these techniques in the two articles (by Overbye and Stephens). Find different examples from each article. Try to identify every one of these techniques in the two essays--collectively, not individually; i.e., both writers may not try to employ each of these persuasive appeals.

Week Eleven

Week Twelve

Week Thirteen

• Rhetorical analyses of Overbye's and Stephens' articles: If you have not yet posted these to BBd, or if you are revising them, I am pushing back the due date until 11:59 pm, Friday, 4/12.
• 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 (no sports team logos with a blue star are authorized) 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

Additionally, browse the individual webfolios below and some of those which are indexed on the project page links below:

• 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

Work InQuizitive lessons: If you have not already done so, work the following InQuizitive lessons until you achieve a score of 100%.

• "Sentence Fragments"
• "Comma Splices"
• "Fused (Run-on) Sentences"
• "Mixed Constructions"

Week Fourteen

Wednesday 4/17/19  In-class Workshop: 1] Show me your blocking outline for your Aristotelean Argument essay on the "pure research" / "useless knowledge" issue. 2] Discuss the Boilerplate Comments and revision instructions for the good conversationalist essay, and 3] Begin the Errors Analyis Project..

Homework assignment for Monday, 4/22/19:

• Errors Analyis Project for the good conversationalist essay

Week Fifteen

• Schedule for all finals. Read closely because it can be confusing.

Week Fifteen.five

Week Sixteen, Weds., 5/1, 8 a.m. - 10:30

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