R. Dollieslager's Weekly Schedule Spring 2019 English 111 T-Th, 12:30 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, 7:45 p.m.

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

Week One

Tuesday 1/8/19

In-class activities: 1] Housekeeping: introductions and Remind App: text 81010 and use class code @eng111tths 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, 1/10/19:

• 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
  • Format: MS Word, Times New Roman 12-point font, double-spaced throughout, includes w.c. section if anything is citedPreparation:
  • 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/rubric: 2 pts. (by comparison, essays = 6 pts.); rubric is posted in BBd

• Pre-semester readiness survey: Complete by C.O.B. 1/9/19 (2 pts.)
• 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).

Thursday 1/10/19

In-class activities: 1] LMS: BBd rather than Canvas 2] Remind App: text 81010, class code is @eng111tths 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.)

Homework assignment for Tuesday, 1/15/19:

• 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
• Read: Using Cornell format lecture notes for test preparation
• View these note-taking videos (appx. 25 mins):
  • 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.

Week Two

Thursday 1/17/19
In-class activities: 1] Taking notes on readings using Cornell notes format. 2] 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 Tuesday 1/22/19:

• 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)..
• 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
  • "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

Homework assignment for Tuesday, 1/22/19:

• Write the course syllabus quiz. We will complete section VII together on Tuesday
• Read the Assistive Technologies handout in the Course Documents section of BlackBoard
• USE the Assistive Technologies to produce your annotations and to aid you in proof-reading your work before submitting it.
• Post your completed annotated bibliography in BBd to run it though the Safe Assign plagiarism checker
• 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 research your rationale is based on, a clear statement of your understanding of the consequences or outcomes of your personal cell phone use policy. Post in BBd when completed and edited via use of the Assistive Technologies.

Week Three

Tuesday 1/22/19 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 138144.

Homework assignment for Thursday, 1/24/19:

• 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.

Thursday 1/24/19
In-class activities: 1] Discuss reading and the reading literacy narratives, including audiobooks/audio learning 2] InQuizitive meta Copy this into a Word document and post it to BBd upon completion.

Week Four

Tuesday 1/29/19 In-class activities: 1] Discuss the syllabus quiz. 2] Boilerplate comments and evaluation of the annotated bibliographies. 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 Thursday, 1/31/19:

• 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
• Register for a free subscription to the NY Times and their feature program NY Times in Education: https://libguides.tncc.edu/newyorktimes

Thursday 1/31/19
In-class activities: 1] Submit Grammar Crossword and post the sample sentences. 2] Discuss InQuizitive meta and use. 3] Mini-workshop, run-on sentences: comma splices and fused sentences. 4] Discuss NY Times in Education.

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

Homework assignment for Tuesday, 2/5/19:

• Progress check: We are 1/4 of the way through the semester. We have met for class 8 times. To date 9 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-four amnesty offer: If you have work more than a week overdue, I will accept everything that is late now--along with your NQA.

Week Five

Tuesday 2/5/19 In-class activities: 1] Run-on sentences? Let's Kahoot it!! 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"?

Thursday 2/7/19
In-class activities: 1] The "late grade amnesty" offer goes off the table. Let's look at Fall grades and see why I made it. ("Course Documents" in BBd) 2] Searching in Little Seagull Handbook 3] Taking notes on the Sendak interview. 4] "Diving Deeper": Applying Gross's advice to our own conversations.

Week Six

Tuesday 2/12/19  In-class activities:  1] Discuss summaries of the two articles--about Terry Gross and about discourse analysis. 2] Planning an interview: I, personally, want to interview Langston Hughes. Okay, he died in 1967, but I still have some questions for him. ;-)

Homework assignment for Thursday, 2/14/19:

• Finish planning your interview with a famous person, living or dead, real or fictional. I will collect your notes for this activity and for your planned conversation next week, when I review and evaluate the paragraphs that I will have you write related to these interview/conversation plans.
• Post drafts of the two article summaries to BBd by 11:59 p.m. Friday. Appx. 200 words for each summary. Using TNR, 12-point font size, double spaced, that is around 2/3 of a page, a fairly well developed paragraph lengthwise.

Thursday 2/14/19  In-class activities: Planning a conversation with a real person, a conversation you need to or want to have, following the advice of Terry Gross.

Week Seven

Tuesday 2/19/19  In-class activities:  1] BP comments on Kerr and Tannen articles. 2] 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 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 Tuesday, 2/26/19:

• 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

• 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.

Thursday 2/28/19  In-class activities: Peer review "how to be a good conversationalist" essay

Week Nine

Tuesday 3/12/19 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, 3/15/19:

• 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!

Thursday 3/15/19  In-class group activity: Analyzing an article (it's posted in Canvas)

Homework assignment for Tuesday, 3/19/19:

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

Week Ten

Tuesday 3/19/19 In class: 1] "What are Facts and Opinions?" BBC 2011 2] Discuss the two articles on the acquisition of knowledge: Answer the reading questions and identify different types of persuasive appeals in their arguments.

Homework assignment for Thursday, 2/21/19:

• Summarize and document: Identify an example of "pure research" which has been derided by critics as a waste of money, money which could have or should have been spent on more practical outcomes for humankind or in our nation’s best interests.
  • Write a short summary of the research, and collect the source information to add your example to a mass (three classes) annotated bibliography of sources on this topic, which we will add to that data base during class on Thursday

Thursday 3/21/19 In class group research workshop. Preparing to write argument analyses: 1] Using the handouts about different types of persuasive appeal, identify the methods used by each writer to persuade you to accept their position on this topic. Do this paragraph by pargraph and take good notes.

• For examples:
  • (logos) Stephens uses logos and hard evidence when he refers to the numerous space exploration efforts currently underway, explorations which only began more than 250 years after Newton first posited the principles for rocket propulsion.
  • (adjectives) What is the effect of the use of adjectives in paragraph 6 of Stephens' essay, which begins with the sentence, "You don't have to be a space geek to appreciate the . . . "

Homework assignment for Tuesday, 3/26

• Read the handouts on strategies for argumentation. We will discus these strategies in class on Tues., and you will apply them to analyze the rhetorical methods of the writers of these articles.
• Read the "Blocking Outlines" handout
• Finish identifying the persuasive lanugauge techniques used in each article. Using the handouts about different types of persuasive appeal, identify the methods used by each writer to persuade you to accept their position on this topic. Do this paragraph by pargraph and take good notes.
• Summarize and document: Identify an example of "pure research" which has been derided by critics as a waste of money, money which could have or should have been spent on more practical outcomes for humankind or in our nation’s best interests. Space exploration is a good example and you may look into more comments or articles on this issue--from authorititative sources.
  • Write a short summary of the research, and collect the source information to add your example to a mass (three classes) annotated bibliography of sources on this topic, which we will add to that data base during class on Tuesday

Week Eleven

Week Thirteen

• 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
• If you have not already done so, work the following InQuizitive lessons:
  • "Sentence Fragments"
  • "Comma Splices"
  • "Fused (Run-on) Sentences"
  • "Mixed Constructions"

Thursday 4/11/19 In class composing workshop: "What I have learned about being a better reader and researcher this semester."

• How has our reading and analysis of articles differed from your past experiences as a reader?
• Previously, have you considered the reading "process" in your understanding of what reading is? Could you apply this process to a specific reading we have discussed this semester as an example? (Preview, read and interact for deep meaning, review)
• What effective note-taking methods or techniques have we used and practiced this semester? See assignments posted on 1/10 as homework to review methods suggested and modelled in class.
• What did you learn about engaging with texts and about how to prepare your reading notes for integration into your researched essays or formal research papers in the future?
• How will you use the reading techniques you learned this semester to be a better college student in the future? Be specific.

Homework assignment for Tuesday, 4/16

• Draft one or two paragraphs: "What I have learned about being a better reader and researcher this semester."
• Edit/revise your three paragraphs from Week One's Pre-semester Reading Literacy Narrative
• Final self-assement essay on academic reading development.
  
  

  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) 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

Week Fourteen

Tuesday 4/16/19  In-class Workshop: 1] Discuss 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 Thursday, 4/18/19:

• Blocking outline for Aristotelean Argument essay (due)
• Lessons worked In InQizitive and Little Seagull on the errors marked for correction (due)
• Start working on the Errors Analyis Project for the good conversationist essay

Week Fifteen

Tuesday 4/23/19  In-class activities: 1] Submit the Errors Analysis and Revisions for grading (6 points). 2] Peer review the essay on the "pure research" / "useless knowledge" issue.

Homework assignment for Wednesday, 4/25/19:

• Due: Final Draft of your Aristotelean Argument essay

Thursday 4/25/19  In-class: Webfolio workshop.

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

Week Sixteen, Thurs. 5/2, 10:45-1:15

Thursday 5/2/19 Final class! Webfolio conferences and final edits/tweaks.

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