R. Dollieslager's English 112 Weekly Schedule, Spring 2018 Thomas Nelson Community College Mr. D's email address: dollier@tncc.edu

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Tues & Thurs Office Hours 2:00-3:00 & 6:00-7:00 in classroom 233
Office Phone: 757-258-6506
Email me at dollier@tncc.edu

Page last Updated: 19 July 2018, 7:00 p.m.

English 112 course syllabus

Week One

• Read and take notes on the following articles. We will discuss and then write summaries of them in class:
  • "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

Thursday, 6/7/18 In-class activities:

1] Resources: Below is a link to an older version of the Norton Field Guide to Writing, which is published by W. W. Norton, the publisher of the Little Seagull Handbook, which is the paper handbook that is used in many sections of English 111 and 112. The "handbook" section of the Norton Field Guide is exactly the same as the Little Seagull, so we will use this as our primary handbook because it will be easier to search than the .PDF handbook that I posted in BBd. It also has some interactive quizzes/lessons on lots of editing, punctuation and grammar skills. I will show you how to use these resources next Tuesday. Additionally, the Purdue University Online Writing Lab (OWL) is up to date with changes in MLA and APA style guides, so we will use that for our research guide.

• W. W. Norton's Field Guide to Writing's quick access toolbar
• W. W. Norton's Exercise Central
• Research and citations resource: Purdue University OWL.

2] Annotated bibliographies: Analyzing the sources, easy summarizing with Speechnotes, adding the works cited entries.

• Grading criteria for annotated bibliography (4 points possible):
  • 1 pt. 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.
  • 1 pt. Analysis of sources: Each annotation first assesses the credibility of each source (one sentence) and then the credibility of the writer (one sentence).
  • 1 pt. Content: In four to five sentences the most important content of the article is described in paraphrased summary.
  • 1 pt. Editing: The annotations have few if any grammatical or punctuation errors.

3] Critical Thinking Journal #1 Dive Deep!

Homework assignment for Tuesday, 6/11/18:

• Finish the annotated bibliography on cell phone use
• Research and write Critical Thinking Journal #1
• Read Gettleman's ape smuggling article and the sidebar piece, "How Not to Talk to an Ape Smuggler"

Week Two

Tuesday, 6/12/18

In-class activities: 1] Housekeeping: Questions about the annotated bibliography, print and submit CTJ#1 2] Jump-starting the brain: Logic quiz. 3] Discuss the ape smuggling saga and Gettleman's ethical dillemma. 4] Read "What are Facts and Opinions?" Discussion questions: Do you believe that most of what we hear, read, and watch that passes off as news is reliable or is it mostly fake or too slanted to be useful? How can you determine whether the news you consume is reliable? Does it really matter?

Homework assignment for Thursday, 6/14/18:

• BBd Assignment: Analyzing an Article (availale now, due by Thursday afternoon so that it can be graded before class)
• Readings:
  • Tavernise, Sabrina. "As Fake News Spreads Lies, More Readers Shrug at the Truth" New York Times, 6 Dec. 2016. (read and discussed in class Tues.)
  • "What are Facts and Opinions?" Skillwise: English and Maths for Adults, June 2018. BBC
  • Prepare to discuss the following article. (Dive Deep!!): "2017 Isn’t ‘1984’ –It’s Stranger than Orwell Imagined"
    • Paragraphs 1-13 are an excellent example of background information for people who don't know much about George Orwell or his works, essentially 13 paragraphs of "introduction" to Broich's essay.
    • Paragraphs 14-20, essentially, ARE Broich's essay, then.
      • Is Broich a credible writer? (Discuss)
      • Where was this piece published? Is it a viable publication?
      • What is his thesis statement?
      • Describe evidence of Ethos, Pathos, and Logos in Broich's essay.

Week Three

• Read and take notes on the "Tracking the Truth" resources and the additional material on the "Media Bias and Media Bastions" webpage

Thursday, 6/21/18 In-class activities: 1] Discuss the assigned readings and the persuasive/arugumentative appeals. 2] Begin drafting essay #1 per the detailed instructions posted in BBd.

Homework assignment for Thursday, 6/26/18:

• Compose, complete and post essay #1 per the instructions in BBd.

Week Four

• Read the essay and do the worksheet on Langston Hughes' short, powerful narrative "Salvation."

Thursday, 6/28/18 In-class activities:

Homework assignment for Tuesday, 7/3/18:

Week Five

Week Six

• 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

Homework assignment for Thursday, 7/12/18

• Homepage: Using either Wix.com or Google Sites, 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 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"

Thursday 7/12/18 In-class activities: 1] Discuss and workshop on Hughes essays. 2] Webfolio development workshop: Start your home page. Home page will include the following: briefly introduce yourself, tell the purpose of the website, at least one image of yourself or yourself and others or an image which represents you in some way relevant to the purpose of the webfolio (no Dallas Cowboy or Philadelphia Eagles logos!!); links to the class webpage, TNCC webpage, the college you will transfer to if you know what that ill be, your place of work if you have one, maybe some of your favorite sites?

Week Seven

Webfolios of Revisions, Summer 2018 Index.

Week Eight--Final Class

Tuesday, 7/24/18

In-class activities: 1] Self-Assessment paper on use of assistive technologies 2] Webfolio evaluations/mini-conferences 3] Webfolio completion, final grading

Assistive writing and editing technologies:

• The "Speak" function in M.S. Word
• Speechnotes Chrome browser and cell phone voice-to-text app
• You will find Paper Rater useful in providing computer feedback on your papers
• Grammar/spell check with both M.S. Word and Grammarly
• SafeAssign plagiarism checker in BlackBoard

Self-Assessment paper on use of assistive technologies--instructions (4 points):

• Paragraph 1: Overview of assistive technologies we used. In two to three sentences, describe what each of the above five assistive technologies is and how each functions.
• Paragraph 2: Audio text generation and editing. Describe your experiences using Speechnotes and assess the value of this app in helping you to generate text, giving specific examples of how/when you used it. Describe your use of MS Speak and assess the quality of the output and the value to you in using this feature for editing your work with specific examples from your experience with it. Would you recommend these two apps for use? Why or why not?
• Paragraph 3: Grammar, style, and plagiarism checkers. Did you find Word's spelling and grammar check functions useful? Support with examples. How does Grammarly compare with Word for spelling and grammar checking? How is it different? Is one better than the other? Describe your experiences with PaperRater as a grammar and spelling checker, as a style checker, and as a plagiarism checker. How does it compare to Word and Grammarly? Describe how useful SafeAssign was for you. How does it compare to PaperRater?
• Conclusion: Would you recommend, or have you recommended, use of the above assistive technologies or others such as these to other writers? Have you used any other assistive writing development or editing technologies that you found useful or that you would recommend to others?

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