R. Dollieslager's English 111
Weekly Schedule, Spring 2007

multiple intelligences graphic

I want my children to understand the world, but not just because the world is fascinating and the human mind is curious. I want them to understand it so that they will be positioned to make it a better place. Knowledge is not the same as morality, but we need to understand if we are to avoid past mistakes and move in productive directions. An important part of that understanding is knowing who we are and what we can do... (Howard Gardner, 1999)

Page last Updated: 17 April 2007, 11:30 a.m.

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This schedule will be updated frequently, so check it often.

Week One

In class: 1). Discuss thesis statements and the two sample essays
2). Geocities registration and workshop
a.) Instructions for registering with Geocities for web page building.
b.) Instructions for uploading a document file to Geocities Web Page Builder.
c.) Instructions for uploading a picture or other .jpg image to Geocities Web Page Builder.

Essay reading Assignment and "take-home" quiz: Read these two on-line essays written by well known professional writers and turn in the readings quiz at the start of class. Follow the instructions for completing the take-home quiz.

Homework assignment for Tuesday, 9/16: Take-home readings test is due at the start of class.

Week Two

Tuesday, 1/16
In class: Succeeding on assignment #1, the take-home readings test. Let's compare answers.
Due by 5 p.m. today, the take-home readings test on Orwell and Hughes

Thursday, 1/18
In class: Discuss the concept of a "defining moment." Begin analyzing the student essays below.

Homework assignment for Tuesday, 1/23:
1]. READ. Everyone experiences incidents in his or her life which have major significance as milestones or turning points. Such incidents become a part of our personal history and help us to understand who we are; they reveal something important to us about ourselves, about other people, or about life in general. These are defining moments in our lives.
2]. WRITE. In a few sentences for each essay, describe what the incident is that each writer tells us about, and explain the sense in which this event is a defining moment in the lives of each.
3]. THINK. What are the events in your life that have shaped you into the person that you are? On Tuesday, we will discuss the essays by Orwell and Hughes; and we will discuss incidents in our own lives that stand as defining moments.

Essays for reading and discussion:
"Dying to be Thin" by Amanda Goodwin
"The End of One Life..." by Heather Horrell
"That Which Does Not Kill Me Makes Me Stronger" by Robert Riggs
"Goodbye and Hello, L.A." by Vanessa Saucedo

Week Three

Tuesday, 1/23
In class: Discuss the take-home readings test on "Shooting an Elephant"
Make corrections during our discussion so that all of your answers are right when you resubmit the take-home test next Tuesday.

Thursday, 1/25
In class: 1) Discuss the "Rules of Engagement" for classroom discussion. 2) Discuss the take-home readings test on "Salvation" 3) Discuss topics for your defining moment essay
Make corrections during our discussion so that all of your answers are right when you resubmit the take-home test on Tuesday 1/30/07.

Homework assignment for Tuesday, 1/30:
Draft The defining moment essay. At the start of class on Tuesday you will have a draft of the defining moment essay which will include an introduction, a body developed through narration (telling the story of the event, circumstance or situation), and a conclusion reinforcing the thesis.

Week Four

Tuesday, 1/30
Composing/draft completion workshop: Discuss the defining moment essay projects, share highlights, troubleshoot problem, finish the draft. Cynthia found a Dr. Phil web site that helped her narrow her topic for her defining moment essay. Take a look at it, scroll down to the age you were at which the event occurred and click on that box.

In-class drafting workshop: 1) Make sure your narrative essay shows the experience through use of concrete, descriptive details. 2) Consult my evaluation page for your defining moment essay and make sure that your essay measures up.3) When you reach the editing phase of your writing process make sure you avoid the deadly sins of essay writing. 4) Consult the editing and revising checklist, apply this to your own essay outside of class, and apply these criteria to your colleagues papers when we do peer review on Thursday. I want to simply read these papers, and then write "Great essay!" on them, with no other marks, so make them good so that I don't have to mark them. How about it?

Homework assignment for Thursday, 2/1:
Write: Finish composing the defining moment essay. You will not have time to compose your papers at all in class on Thursday.
Due at the start of class: Defining moment essays

Thursday, 2/1
Peer review/editing workshop: We will spend a little time in class reading each others papers, providing a bit of feedback, and then polishing the final drafts to turn in by the end of class.

Homework assignment for Tuesday, 2/6:
Read my instructions on how to write a summary. Make sure you take the embedded links at the bottom of the instructions page to read a sample article and my summary of it.
Read this five-hundred word article on emotional intelligence. Next week Dr. Quanty will be doing a unit on emotional intelligence. (English 109 alums, you are already familiar with the concept from the On Course text book.)
Write a 120-140 word summary of the article, following my instructions and sample. These are due at the start of class on Tuesday. You will NOT draft these summaries in class on Tuesday.
Writing and thinking: Make a list of four specific things that have happened to you since you have been a college student that have either made you angry or caused you stress. These can be very recent things (yesterday or this morning) or any time since you have been a college student. Write down what you said or did in response to each of these stimuli. Don't worry: you are not turning these incidents in as a writing assignment; it's a thinking assignment that you have simply written down. Next write a list of four specific things that have happened to you you as a college student that have either made you angry or caused you stress. Finally, make a list of four specific situations in which you have observed someone else who was angry or who was clearly under stress of some sort, and describe what they did and describe what (if anything) you did in response.

Week Five

Tuesday, 2/6
Summarizing discussion: Why we do it, how we use summaries, how to improve your summary of the article.
Collaboration: We will do an in-class activity related to emotional intelligence based on your "writing and thinking" assignment.

Homework assignment for Thursday, 2/6:
Read some information you will need to be familiar with: proofreading symbols and abbreviations from our on-line handbook, the Guide to Grammar and Writing.

Thursday, 2/8
During class: Unexpectedly, I need to be in Richmond today, so I have rescheduled an activity for you to do in my absence. At 12:35 you all will go as a group to the library where you will ask to meet with librarian Professor Lynn Gallagher. Prof. Gallagher will give you an orientation on library research skills and will get you started on a library skills exercise. These will be due at the start of class next Tuesday.

Week Six

Tuesday, 2/13
1.) Turn in summaries 2). Discuss and begin errors analysis assignments.

I want to give you something to think about related to the theme of our study over the past two weeks. It is a Cherokee lesson in the form of a tale, a bit of a riddle, and I'd like you to think about the grandfather's anwer to his grandson's question and tell me what you think the anwser is:

One evening an old Cherokee told his grandson about a battle that goes on inside people. He said, "My son, the battle is between two 'wolves' inside us all. One is Evil. It is envy, jealousy, sorrow, regret, greed, arrogance, self-pity, guilt, resentment, inferiority, lies, false pride, superiority, and ego. The other is Good. It is joy, peace, love, hope, serenity, humility, kindness, benevolence, empathy, generosity, truth, compassion, and faith." The grandson thought about it for a minute and then asked his grandfather: "Which wolf wins?"

I want you to give some thought to the grandfather's answer and I'll ask you what it is on Thursday. If you are analytical, you can probably guess the answer. If you are enterprising, you will find the answer. In whatever way you arrive at the answer, even hearing it from somone else, you will also see that you are wiser by knowing it.

Homework assignment for Thursday, 2/15:
Read about multiple intelligences from these two sites: 1] Birmingham (England) Grid for Learning (good site for kinesthetic or "hands on" learners) and 2] from New Horizons in Learning, a great resource site for educators and learners.
Research a reputable site that you have found on multiple intelligences. Print the page BEFORE YOU COME TO CLASS. Do not print from the Internet in our classroom. Ever. Unless I instruct you to do so.
Write the Errors Analysis assignment Due at the start of class on Thursday.

Thursday, 2/15
Extra Credit Opportunity: You will have three extra credit opportunities, totaling one point each, so all three total an entire letter grade for the semester. Therefore, if you miss class when one of the 10 assignments is due, or if you simply neglect to turn one in, there will be no negative impact on your final grade as long as you do the extra credit work.
Before the end of February, 1] attend a Student Success Seminar or a Career Development Workshop. 2] Get the teacher's or facilitators signature indicating that you attended. 3] Turn in to me Cornell-style notes that you have written at the seminar or workshop. 4] Turn in to me a 150-200 word summary or review of the event, focusing on the material that was covered. 5] Post those one-pagers in your web folio after I return them to you. The schedules for Student Success Seminars and Career Development Workshops are in the classroom.

In class: 1] Which wolf wins? 2] Discuss and correctly document the summaries with parenthetical citations and works cited entries. Peer review them, applying the summarizing process and ensuring the summary is not plagiarized. 3] Turn in summaries for evaluation. 4] Discuss multiple intelligences theory/research

Week Seven

Tuesday, 2/20
1] Take out your summaries (since not everyone turned them in).

2] Collaborative in-class assignment: Discuss and record notes on Multiple Intelligences theory and research.

Homework assignment for Thursday, 2/22:
Draft a paragraph of 150 to 200 words about multiple intelligences from your group discussion

Thursday, 2/22
1] Discuss the assignment, your draft of the one-paragraph descriptions of multiple intelligences theory and research. 2] Discuss "professionalism." It is mid-term, time to make course corrections. Our foundation is established, now we shift gears and focus on professionalism, which will guide our conduct of the class for the rest of the semester 3] Assess our own innate intelligences

Homework assignment for Tuesday, 2/27:
Revise your draft of paragraph one of the multiple intelligences essay, based on the discussion we had in class today.
Draft paragraph two of the multiple intelligences essay. Paragraph two will be a discussion of your own innate intelligences. In this paragraph, don't just list the results of the MI assessment. Rather, show whether the assessment is accurate by giving examples from your own experience that support the results of the assessment.

Week Eight

Tuesday, 2/27
Since I'm at hospital with my wife today (she has a surgery) we will not meet in the classroom. (Raucus behavior on the part of some would preclude the opportunity for others to get their work done.) Instead, you will go to the Library or the Academic Computing Lab to finish body paragraphs one and two of the MI essay, and to draft paragraph three. Today, you will place paragraphs one and two in my mailbox in room 852 (topics are posted above as last week's writing projects--Body Paragraph 1: MI overview paragraph; Body Paragraph 2: Your MI inventory results and discussion). Some have already turned in paragraph one to me; if I have it from you, then all that is due today is the second paragraph. DO NOT email me your paragraphs. DO NOT slide them under the door to my office or leave them near my office. Place them in my mailbox in room 852 today (I will pick them up when I return from the hospital in Richmond this evening). I will read them and give you some feedback on corrections and suggestions for revisions. If I do not receive paragraphs one and two from you today, you forfeit all opportunity to revise and correct these body paragraphs with my feedback and suggestions prior to turning them in with the rest of the essay for my evaluation. No excuses, no exceptions, no extensions. The ball is in your court. If you don't know what I'm referring to, that is because you have been talking in class rather than listening, and I won't reward unsuccessful behavior by going over all of this again. The assignments are posted. Mr. D.

Homework assignment for Thursday, 3/1:
Draft the third body paragraph (150 to 200 words) about Multiple Intelligences. In this paragraph, you will choose one of two different tacks. One option will be to personalize what you have learned about MI theory and research, how it is useful to you not only as a learner but in other ways in your life. For instance, consider and write about some of the following questions. How do the results of your MI inventory relate to your choice of career paths? Has your view of yourself and of others changed now that you are aware that there are not two types of definable and measurable intelligences, but rather eight or nine types? Why would you recommend to others that they become aware of MI research and that they take the MI inventory? If people who are close to you, that you know quite well, were to take the MI inventory, what do you suppose it would show them about their own innate abilities and what would you tell them? Option two would focus on the "big picture," that is, what would the impact be on the American public education system if MI were adopted as the cornersone of curricular design? Option three, one that I recommend (particularly for education majors) would be to write a paragrpah on each of the above topics and include both in the essay for a more thorough treatment of the subject matter (and for a "weighted" evaluation of the paper, taking into account the extra effort).

Thursday, 3/1
Due at the start of class: Drafts of the 3rd body paragraph of the MI essay

Homework assignment for Tuesday, 3/13:
Draft of at least three body paragraphs (150 to 200 words each) about multiple intelligences, following the instructions above.

Week Nine

Tuesday, 3/13
In-class composing workshop: We will focus on documenting the paragraphs correctly using the citation machine as a formatting tool, and comparing the results it gives us to the correct model in the on-line Guide to Grammar and Writing or in one of the paper handbooks on our reference shelves. Additionally, we will discuss introductions and conclusions.

Homework assignment for Thursday, 3/15:
Draft of the entire MI essay (600 to 800 words)
Use the guide sheet for production of this essay to ensure you are meeting the assignment objectives. It should include

Use the guide for evaluation of this essay and the GGW's checklist for self-assessment of your essay before you bring it to class.

Thursday, 3/15
Due at the start of class: Drafts of the MI essay
In class: Prepare the content and the MLA documentation conventions of the MI essay
Turn in the MI essay today.

Homework assignment for Tuesday, 3/20:
On Perfect Copy (accessible in the classroom and in the Writing Center) work one A2 indexed lesson in each of the three editing skills that give you the most difficulty.

Week Ten

Tuesday, 3/20
In-class: Begin Experts Project. Based on the editing problems I saw in the defining moments papers and shorter assignments, I will place you into "experts teams" wherein you will research a specific punctuation or grammar convention, making yourselves, hereafter, the class experts and consultants on that aspect of editing throughout the rest of the semester. Today you will begin your research from on-line, print, and human resources, and you will plan how your group will present your topic in class and how you will supplement it with a permanent resource. You may supplement your oral presentation by developing a PowerPoint slide show (which can then be posted on the Internet for future reference), a web page or web site, or simply as an MS Word hard copy handout, which also can be posted on the Internet. The experts teams will consist of three or four members and will focus on comma uses and misuses, sentence boundary errors (fragments and run-ons), identification and use of past tense verbs, use of quotation marks (particularly as relates to other punctuation), identifying and avoiding shifting verb tenses, and effective proofreading strategies and techniques.

Experts Teams Sample Projects:

Here is how I describe the "experts" project to my teaching colleagues when I am making a conference presentation on cooperative learning or doing teacher training.

Thursday, 3/22
In-class assignment: First, I am at a four-day cooperative learning seminar in western Virginia today, so I will not be joining you in-person during class. I will try to log in sometime during the class meeting, however, to take email questions IF it is possible for me to do so. If I can't break from the seminar schedule during our class meeting, I'll follow up on email before the evening workshop sessions begin. The upshot is this: Use your time wisely to work together on your oral presentations. You are already aware that there are consequences when folks decide to play instead of using time wisely while they should be working, and I am counting on you to be adults: Adults take responsibility for their actions and for their own learning.

Instructions: Develop your experts team supplement and plan your classroom presentation of the topic. You may decide upon a spokesperson, or you may take turns with each group member making part of your presentation. You will be called on to make your presentation as your topic comes up during the next three weeks of class; we won't present them all at one time. Throughout the rest of the semester, as we are doing peer review and editing workshops, your team will be the consultants on your assigned punctuation, grammar or MLA research convention whenever there are questions or problems related to that editing topic. Cynthia and Lindsey, I want to talk to you when I'm back next week about how to reinforce some points about MLA documentation conventions as a part of your oral presentations. Go ahead and plan out what you want to do and how you want to do it; my suggestion will supplement what you do rather than to supplant what you do. (Aha, "supplant." Remember that word from the Orwell essay?)

Homework assignment for Tuesday, 3/27: Outside of class, each member of your experts team will compose a works cited entry for each resource you used to develop your presentation. Follow the guidelines and samples in the online Guide to Grammar and Writing. On Tuesday, you will discuss these with the other members of your team and will add them to your team's presentation supplement when you have come to agreement as to the format and information in each works cited entry. Please use the citation machine as a formatting tool, but bear in mind that it is not the definitive source on the correct works cited formats. check the GGW on line and the numerous handbooks on the front shelves in the classroom. Or do a keyword search for other on-line resources.

Week Eleven

Tuesday, 3/27
In-class workshop: Preparing the teaching presentations

Thursday, 3/29
In-class workshop: Add the works cited entries at the end of the presentation supplement indicating each website or print source you used to develop your presentations. Complete the presentation supplement and ready it for final evaluation; it's due at the start of class next Tuesday.

Week Twelve

Tuesday, 4/3
In-class workshop: Preparing the teaching presentations

Homework assignment for Thursday, 4/5:

Thursday, 4/5
In-class workshop: You will prepare a quiz on parenthetical citation conventions. I'll give you the directions at the start of class, so be on time.

Week Thirteen
NOTE: First, you are required to have with you at all class meetings two forms of electronic copy of all projects you have done for this class throughout the semester. Second, you are required to be in class, to have all of your work with you, and to complete all work on time. We have only seven class meetings left for the semester. I'll make no exceptions to the due dates and will allow no late work to be made up. No excuses will be considered. If you don't want to risk your work being late, then turn it in early. R.D.

Tuesday, 4/10
In-class: 1] "Whats" and "Hows" prepare your colleagues for the parenthetical citations quiz. 2] Two teaching presentations 3] Write the quiz

Homework assignment for Thursday, 4/12:
Finish preparing your oral presentation. We will finish delivering and listening to the oral presentations in class on Thursday 4/12.

Thursday, 4/12
In-class: Teaching presentations

Week Fourteen

Tuesday, 4/17
In-class: Finish teaching presentations. Correct parenthetical citation quizzes. Eat pizza.

Homework assignment for Thursday, 4/19:
Bring with you, in paper and in electronically saved formats, the following: 1] Revised and corrected defining moment essay, 2] emotional intelligence article summaries, revised and corrected, 3] Multiple intelligences paper, which we will revise and edit to prepare for inclusion in the webfolios, 4] any extra credit assignments for which you would like to earn credit (a one-page description or summary of the event or activity and hand-written your notes on it), 5] your oral presentation supplement.

Thursday, 4/19

In class workshop: 1] Discuss correct documentation conventions. 2] Revisions and corrections of multiple intelligences essays, due at the end of class today.

Homework assignment for Tuesday, 4/24:
First: Make a list with a one- to two-sentence explanation of the following three things: (a) The three most important lessons you have learned this academic year, (b) the three most important lessons you have RE-learned this academic year, (3) the three most important lessons you have taught yourself this cademic year. In all, this will be a list of nine entries with one or two sentecne explanations of each. Turn these lists in to me at the start of class.
Bring with you,
in paper and in electronically saved formats, the following: 1] Revised and corrected defining moment essay, 2] emotional intelligence article summaries, revised and corrected, 3] Multiple intelligences paper, which we will revise and edit to prepare for inclusion in the webfolios, 4] any extra credit assignments for which you would like to earn credit, 5] your oral presentation supplement.

Week Fifteen

Tuesday, 4/24
In-class: 1] Discuss "lessons learned lists" 2] Geocities workshop You will have to have all of your work with you in electronic format. Bring it. No excuses!

Homework assignment for Thursday, 4/26:
Either outside of class or during class on Thursday write a final essay of 400-500 words on lessons learned this academic year.

Thursday, 4/26 In-class: 1] Compose or revise "lessons learned, final essay " due at the end of class today! or (if finished) 2] Webfolio editing

Finals Week

Thursday, 5/3, 12:00-1:45
In-class: 1] Revisions and corrections to final (and posting it to your web folio) 2] Revisions and corrections to the webfolios.

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