Mr. D's email address: firstname.lastname@example.org
|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, political affiliation, sexual identity, or sexual orientation.|
Office Hours: 6:00-7:00 Tues. & Thurs. room 233 (If I'm not in the classroom, come to my office, 207B, and I will open it and join you.)
Email me at email@example.com
Page last Updated: 13 July 2017, 10:30 a.m.
Class Video Resources
Class Internet Resources
Summer Class Schedule
Avoiding plagiarism by citing sources:
In-class activities: 1] Plagiarism Tutorial: Test your knowledge and misconceptions about plagiarism, and learn why and how to avoid it! 2] Identifying main ideas and supporting details in researched writing. 2a] Process: First, highlight and copy the title, author's name and text of an article into an M.S. Word document. Then skim through the article to get an impression of what it is about and to get an overview of what sort of support is included and where the supporting details tend to be located. Next, background highlight the main ideas/topic sentences in light blue, and in yellow highlight all the details that support THAT main idea before moving on to the next. When finished highlight the conclusion in light grey, and then--after having read the whole article--go back and highlight the thesis statement in pink. 2b] The readings:
3] Documenting our sources and annotating the articles. We will write an annotated biblography of four articles on the same topic--the effects and outcomes of cell phone use in the classroom. Your annotated bibliography will look similar to this one. YOUR annotation, however, will include the complete MLA-style works cited entry, and the annotation will begin with audience analysis (i.e., for whom was the piece written/who are the intended readers?), a statement of the topic and the writer's thesis (the thesis is his or her opinion anout the topic), the most important supporting details (two or three), and the writer's conclusion. The anotation should be approximately five sentences, and it will be paraphrased. IF you quote directly, which is not necessary, be sure to display the quoted text inside quotation marks.
Homework assignment for Thursday, 6/1/17:
In-class activities: 1] Discuss the cell phone articles, the works cited conventions; and edit, revise, tweak, and print out the annotated bibliography of the articles. 2] Discuss a class cell phone use policy to implement in the course sylabus. 3] In-class Diagnostic Writing Assignment: Fake News. Because this is a "diagnostic" assignment, it will not be graded as formally as subsequent essays will be, and not for as many points (worth 2 points rather than 6).
Respond to the following writing prompt: In an era when fake news is prevalent and misinformation can be quickly conveyed via social and mainstream media, does truth really matter? Should it?
Before you complete this writing assignment, read The New York Times essay, "As Fake News Spreads Lies, More Readers Shrug at the Truth."Remember that if you use any information from the article you must cite it both in the essay and on a "Works Cited" page.
Responses should be:
In-class activities: 1] Identifying and creating Ethos, Pathos, and Logos--a group activity. 2] Logical Fallacies: A short list from the Purdue University Owl. A bit longer list from the UNC-Chapel Hill's Writing Center. An exhaustive list from rhetoric professor O. M. Wiliamson at UT-El Paso. 3] Revising the annotated bibliographies.
Homework assignment for Thursday, 6/8/17:
In-class activities : 1] Discuss the "Fake News" article. 2] Listen to this story 3] Discuss Orwell and 1984.
Homework assignment for Tuesday, 6/12/17:
In-class activities: 1] Identify any logical fallacies from your group's discussion of the ethos, pathos and logos worksheets. We delineated a couple examples of logical fallacies in our discussion. 2] Discuss "assistive technology" for reading and writing. 3] Deep-reading activity and discussion: "The Battle of the Ants"
Preview "Politics and the English Language."
Homework assignment for Thursday, 6/15/17:
In-class activities: 1] Discuss "The Battle of the Ants," "deep-reading" in general, and both reading and writing as a process. 2] Discuss the Riley/Robertson article from Bloomberg News, focusing on solutions to the current and likely future problems of interferrence in the national voting process. 3] Begin drafting essay two, which will follow the Aristotelean model for argument.
Homework assignment for Tuesday, 6/20/17:
Rubric for Essay Two, How Should we Protect our Votes from Tampering? 10 points total
In-class activities: 1] Review returned work and discuss revisions and editing 2] Peer review essay two to prepare it for submission 3] Discuss "Politics and the English Language" and Orwell's Rules for Writers.
Homework assignment for Thursday, 6/22/17:
In-class activities: 1] Discuss Doublespeak and identify doublspeak in official documents, political, news reports, etc. 2] Discuss revisions of essay #1, "Does Truth Matter?" 3] View, parse, and discuss the argumentative strategy of Rachel Maddow.
Homework assignments for Tuesday, 6/27/17:
In-class activities: 1] Review returned work and discuss revisions and MLA documentation in essay #2. 2] Discuss the readings assigned for tonight. 3] Discuss the Comparative Governments Research Project .
Homework assignment for Thursday, 7/6/17:
In-class activities: 1] Discuss revisions to essay two and the annotated bibligraphy on cell phone use. 2] Make presentations on different forms of govenrment. Take copious notes, folks!! You will need this research.
Homework assignment for Tuesday, 7/11/17:
In-class activities: 1] Finish presentations 2] Begin the class comparative governments web page index
Homework assignment for Tuesday, 7/13/17
In-class activities: 1] Discuss revision of the returned essay on protecting the voting process. 2] Contribute to the class project, i.e., your own comparative governments web page, by posting (1) your definitions, paraphrased from your sources. (2) the annotated bibliography of the sources you used, (3) your description of a real contemporary or historical society or nation with this form or system of government, (4) your description of a fictional society or nation with this form or system of government--from published sources, not one which you have made up, (5) a graphic/national symbol which represents your described form of government. 3] Discuss and begin researching and or drafting the Comparative Governments Research Project essay.
Homework assignment for Tuesday, 7/18/17
Webfolios of Revisions (10 points) will contain the following pages and assignments:
A home page which will include
English 112 projects, revised, edited, polished, final versions
Additional, optional material (not required, but will be weighted in the grade):
|Grading Criteria: This is a Webfolio of Revisions. Your work should be revised/edited/perfected per the evalution feedback. If work which was submitted and evauated does not reflect the revisions and edits which were pointed out in the evaluation process, your webfolio of revisions will earn a very low grade.|
In-class activities: 1] Peer review, revise and edit, then submit the Comparative Governments Research Project essay. 2] Workshop and collaborate on Webfolio of Revisions.
Homework assignment for Wednesday, 7/19/17
In-class activities: 1] Return final essay for final revisions/edits 2] Mini-conferences on final webfolio revisions and edits, and discussion of final grades.
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