English Fundamentals 2, Fall 2014
Rick Dollieslager, Thomas Nelson Community College
grammar nazi

The Grammar Nazi does care (and he is not alone.)

Last Updated, 7 December, 10:00 p.m.

F2F Office Hours in room 916: M-Th 7:30-8 a.m.; M & W 10-11; T & Th 9:40-11:00
In my office, 874: M-Th 12:30-1:30
Email me at
dollier@tncc.edu
Study Resources
Class Resources
Fall Class Schedule
  • The five-paragraph theme
  • Study Guides and Strategies cover "how to's" like managing time and class projects, and "what to's" with study outlines, procedures, and summary infomation for subjects in English, math and science, social sciences, etc.

Brain videos and sites:

 

Week 1

  1. Avoiding plagiarism and using MLA documentation style (16 min.)
  2. What do I need to cite? (1 min.)
  3. Plagiarism: You can't just change a few words! (1 min.)
  4. Quoting and paraphrasing (3 min.)
  5. Citing without quoting (3 min.)
  6. Citing websites (2 min.)
  7. Punctuating in-text citations (3 min)
  8. Plagiarism Tutorial: Test your knowledge and misconceptions about plagiarism, and learn why and how to avoid it!

 

Important Notice!!

At the start each class, open this web page to look at the agenda for the day. At the end of each class, return to this web page to get your homework assignment and view the agenda for the next class. You'll never miss an assignment, a due date, or an important announcement if you come to this page every day.

--Week Two--.

Tuesday, 8/24/14

In-class activities: 1] Discuss "The Late Paper" case study. 2] View videos on the Creator mindset and the Victim mindset (as defined by Dr. Skip Downing and others): You will be writing about this, so take notes!
Dominic, Jesse, the Professors

Note: We will not have class on Thursday of this week. I have to travel back to the Midwest for a family situation.

Homework assignment for Tuesday, 9/2/14:
1] Exchange Aplia Basic Writing 1, Version 3 at the bookstore for Aplia Basic Writing 1, Version 1 at the bookstore.
2] Read these three pages excerpted from Chapter 2 of Dr. Skip Downing's book called On Course: Strategies for Creating Success in College and in Life: "Adopting a Creator Mindset." While Dr. Downing does not give his specific definition of a Creator or a Victim (captial C and V), he describes their behaviors, so in your notes include what you think his definition of a Creator is (in one sentence) and his definition of a Victim (in one sentence), written in your own words.
3] Read examples of Creator and Victim behaviors and language from Prof. David Mirman's teaching blog. Take notes because you will summarize this article later--from your notes only.
4] Write in your notes about someone you know personally whom you regard to be a Creator. Include in your notes some examples of this person's behaviors that show him or her behaving and speaking as a Creator. You will use your notes to, first, discuss in class in small groups, and later to write a paragraph about this person.

--Week Three--.

Tuesday, 9/2/14

In-class activities: 1] Discuss the readings by Downing and Mirman about the Creator mindset and the Victim mindset. 2] Rank excuses and reasons.

Homework assignment for Thursday, 9/4/14:
1] Exchange Aplia Basic Writing 1, Version 3 at the bookstore for Aplia Basic Writing 1, Version 1 at the bookstore.
2] Draft a paragraph (appx. 150-200 words) describing a specific time when you played the Victim role. SHOW what you did, said, etc. in that situation with specific details, not just generalizations.
3] Draft a separate paragraph describing a Creator whom you know personally. (i.e., you do not personally know Oprah Winfrey, Michael Jordan, Dr. M. L. King--but you DO know Creators in your own lives.) SHOW what he or she did, said, etc. that makes you regard that person to be a Creator.

Thursday, 9/4/14

In-class activities: 1] Discuss Victims paragraphs and Creators paragraphs. 2] Register your MindTap access code for College Reading by Smilkstein and Zadina

Homework assignment for Tuesday, 9/9/14: DUE-4 paragraphs in all, the two assigned above plus the two below:
1] Draft a paragraph (appx. 150-200 words) describing what you enjoy about reading and what your diggest difficulties are in reading. Be specific.
3] Draft a separate paragraph (appx. 150-200 words) describing what you enjoy about writing and what your diggest difficulties are in writing. Be specific!

--Week Four--

Tuesday, 9/9/14

In-class activities: 1] Discuss the
reading process and its similarities to the writing process, specifically the pre-reading, during reading, and post-reading stages, for active engagement with text. 2] Preview Chapter 1 in College Reading: The Science and Strategies of Expert Readers. For the e-book, use the CengageBrain log in rather than the Aplia Basic Writing 1 log in.

Homework assignment for Thursday, 9/11/14:
1] Read Chapter 1 through the end of section 1-5b ("Fighting Distractors")
2] View the following videos before drafting notes about a skill you have learned (instructions below)

3] In your notes write about a skill or body of knowledge that you have learned very well or have mastered--something which you have learned outside of school or outside of formal class instruction. Just make a bulleted list of the steps in your learning process, why you learned this thing and how. These are just notes, but they are very important, so bring these notes with you to class.

Thursday, 9/11/14
1] Turn in your four assigned paragraphs. 2] In-class: Cornell note-taking from lecture: "An Owners Manual for Your Brain" Today's focus, the NHLP. 2] Using the features of the MindTap reader, such as the read-aloud function, post-it notes and Evernotes.

Homework assignment for Tuesday, 9/16/14: DUE-4 paragraphs in all, the two assigned above plus the two below. (Folks, this may look like a lot of work, but really it's only five activities, and you have five days to do them. You can do one of these activities per day and have plenty, plenty of time to get it all done. That includes viewing the brain development videos, which:

  1. Draft a paragraph (appx. 150-200 words) describing the steps you went through to learn an activity, skill, or body of knowledge that you feel you have mastered, following the phases of the NHLP as described in Dr. Rita Smilkstein's research.
  2. Read the rest of Chapter 1 interactively, using the MindTap tools we discussed in class today. Stop reading after section 1-8b, the chapter summary page, and click on the blue "house" button at the top of your reading page to return to the beginning of Chapter 1 in order to access the chapter Aplia questions.
  3. Work the Chapter 1 Aplia lessons, and then return to section 1-8c in Chapter 1, which is the Post Test.
  4. Post Test, Part 1: Use a post-it note to answer the matching and T/F questions in part 1 of the post test.
  5. Post Test, Part 2, the reading passage: Use Evernotes to record your answers to questions 1-10 in part 2, about the reading from The Fattening of America.
  6. View the brain development videos and the audio which I posted on 9/9 (above) as homework for 9/11. DO THIS!! It is important!!

--Week Five--

Tuesday, 9/16/14

In-class activities: 1] Discuss our interactive reading experience (using Evernotes, post-its, highlighting, Aplia lessons for the chapter, etc.) 2 ] Cornell note-taking from lecture: "An Owners Manual for Your Brain" Today's focus, the biology of brain development. As Dr. Zadina says: "Fire it until you wire it."

Homework assignment for Thursday, 9/18/14:
Write a paragraph: Biologists would define "learning" as "the growing of dendrites on neurons." How does this growth take place? Write a paragraph which describes how a neuron is similar to a tree in the way it grows and develops and how synaptic firing stimulates the growth of neurons. (appx. 200 words in length) Sources:

NOTE: Your class notes are the best sources because you won't accidentally plagiarize if you use your own notes. We have not covered plagiarism yet, but if you use my PowerPoint or the Central New Mexico college web pages, you will be plagiarizing the information unless you restate it in your own words, which is called "paraphrasing" a research skill we will practice because we use it when we include outside research in our own papers.

Thursday, 9/18/14

In-class activities: 1] Preview Chapter Two. Discussion first: WHY do we need to preview college texts? 2] Turn in paragraphs about how dendrites grow. 3] Workshop: Reading, note-taking, writing, mini-conferences.

Homework assignment for Tuesday, 9/23/14:
Read: Finish reading all of Chapter Two, and while reading, annotate and write notes
Annotate: Use your highlighting features to mark important information. When you do this, you can access all of your highlights and ONLY your highlights if you click on the icon with the marker and pen, and then select the "Highlights" tab.
Write: Use the Post-it notes feature and the Evernote feature to answer questions.
Prepare: I will let you use your notes for a test that I will access from the instructor's testbank on Chapter Two. You can see that Chap. 2 has a lot of definitional information (for example, the different methods of encoding and the terms for different memory functions) so take good notes on the chapter about the concepts, key ideas and keywords that are most important. I will let you access your evernotes during the test, but not the MindTap environment, so you want your notes to be pretty thorough.

--Week Six--

Tuesday, 9/23/14

In-class activities: 1] View MindTap analytics to ascertain time on task, Chapter review scores (Aplia lessons), general progress in the book. 2] Group activity: Acrostics, Anagrams, Analogies, Acronyms, Chunking--find examples from on-line resources of how to use each of these mnemonic strategies to memorize material for the classes you are taking now and for (specifically) classes that you will be required to take in the future in your field of study.

Homework assignment for Thursday, 9/25/14:
1] Chapter Review lessons: If you did not complete the Aplia lessons at the end of Chapters 1 and 2, or if you completed them at below 75% correct, then complete or redo the Aplia lessons for Chaps 1 and 2 by class time on Thursday.
2] Beef up your Chapter 2 notes to prepare for the chapter test on Thursday.
3] Finish finding mnemonic strategies related to information you will need to memorize for your classes (i.e., the activity we began in class today.)
4] Write notes: On the back or in a side margin of your mnemonic strategies homework sheet list three to ten methods you know of for developing vocabulary.

Thursday, 9/25/14

In-class activities: 1] Test on Chapter 2. (This will be hard if you don't have good notes.) 2] Story Crossword 3] Discuss other vocabularly building techniques.

Homework assignment for Tuesday, 9/30/14:
Finish the story crossword which you began in class, an activity in making inferences. Work together with someone if you want to. That's not cheating; it's collaboration. :-)
Read and take notes on Chapter 3, through the end of section 3-3 (which is all the material on using roots or root words). Do all the "workbook" activities from the beginning through Activity 3-N

--Week Seven--

Tuesday, 9/30/14

In-class activities: 1] Test on Chapter 2. (This will be hard if you don't have good notes.) 2] Discuss vocabularly building techniques from Chapter 3.

Homework assignment for Thursday, 10/2/14:
Identify or find vocabulary building games (crossword puzzles are examples, Scrabble, etc.) to describe to your colleagues in class

Thursday, 10/2/14

In-class activities: 1] Return tests and discuss test reading and test taking tips. 2] Let's have FUN building vocabulary today with vocab. games.

Resources: Test-taking tips from JMU's Learning Toolbox; and from StudyGs

Homework assignment for Tuesday, 10/7/14:
Identify or find vocabulary building games (crossword puzzles are examples, Scrabble, etc.) to describe to your colleagues in class. Bring them with you and we will share these strategies for vocab development.
Post-test review: Write notes on your test (where you have answered incorrectly) which discuss not what the correct answer is but why you did not answer correctly. I will collect your text and notes on Tuesday.
Preview Chapter Three and write down your previewing strategies on the back of the last page of your test.

--Week Eight--

Tuesday, 10/7/14

In-class activities: Fun with Words: Sharing our games, puzzles and apps for vacabulary building.

Thursday, 10/9/14

In-class activities: Vocabulary building sources. Begin compiling our index to vocabulary building activities, which we will start to annotate next week.

Homework assignments for Tuesday, 10/7/14:

  1. Vocabulary building: If you did not share a vocabulary building activity in class to add to our database, send me a link to one that we have not already tried out with a brief description of the activity. This is an assignment, folks, not a suggestion.
  2. Read and finish note-taking on the rest of Chapter 3, and do the Aplia lessons for the chapter when you have completed it.
  3. View and take notes on these videos (posted on my Eng 111 class page), then return to this page for the tutorials below.
  4. Work these plagiarism and citing tutorials. Do the pre-test first and the post-test when finished with the turotials, proper. I am not holding you accountable for your scores; I just want evidence through them that you have done the activity. Have your results emailed TO YOU (not to me) so that I can view your outcomes in class on Tuesday.
  5. Draft a paragraph (appx. 150 words) describing yourself as a "multitasker." Do you consider yourself to be a multitasker, or is multitasking not something that you do?

--Week Nine--

Tuesday, 10/14/14

In-class activity: 1] Review what we have learned about documenting sources in a works cited list. 2] Begin annotated bibliography of vocabulary building games. 2] Turn in your multitasking experiences paragraph

Homework assignment for Thursday, 10/16/14:
Make, save, and bring with you in electronic format a draft annotated bibliography entry for YOUR vocabulary building game. Annotations will reflect all the elements we input into our first one, outlined as follows:

"Word Shake." Learn English. British Council.org. Web. 14 Oct. 2014. <https://learnenglish.britishcouncil.org/en/word-games/wordshake>.

Word Shake provides a 16-letter, square grid, and the user makes as many 3 to 7 letter words as possible in 3 minutes. The program totals points based on the length of the words identified. While primarily for ESL learners, it can also help native English speakers who can guess at words from the letters given, and if a guessed word is scored, it can be looked up in a dictionary.

Thursday, 10/16/14
In-class activities: 1] Submit or show me your annotated bibilography entry for your identified vocabulary building activity prior to breaking into groups. 2] Break into your groups from Tuesday and "tweak" the annotations and workls cited of each group member. Start by everyone going to the game or site and using it so that all group members are familiar with how it works. 3] Develop a collaborative webpage of our vocab. building games using Google Drive.

Homework assignment for Tuesday, 10/21/14:
Preview, read/annotate (i.e. mark up and highlight), and take notes on Chapter 4, through the Chapter summary, section 4-5.

--Week Ten--

Tuesday, 10/21/14
In-class activities: 1] Share our experiences as "multitaskers." 2] Begin a researched essay project with reading activities from an article on "multitasking." Do Phase 1 of the multitasking and time management researched project.

Homework assignment for Thursday, 10/23/14:
1] Do Phase 1 of the multitasking and time management researched project, which includes steps 1-4. We did steps 1 and 2 in class. Finish step 3 (note taking to write the summary), and then view the video on summarizing, and read my instructions on how to summarize sources to use in a researched essay.
2] Write a summary of Sparks' article, staying true to the source; i.e., do not add your replies, comments, speculations, arguments to the summary. Save those for a separate paragraph and just summarize HER most important points by answering my summarizing questions in your own words.
3] Finish Chapter 4 by doing the activities in section 4-5and 4-5d, and the Aplia chapter 4 lessons.

Thursday, 10/23/14
In-class activities: 1] Discuss and document the paragraphs summarizing the Sparks article. 2] Discuss how to do Phase 2 of the multitasking and time management researched project.

Homework assignment for Thursday, 10/23/14:
1] Revise the Sparks summary, per our class discussion, and make sure you add the works cited entry for it.
2] Write the Phase 2 paragraph, describing your experience when you felt that you were "multitasking," bearing in mind what we learned from Sparks' research showing that the human brain not only does NOT multitask, but that those activities that we call "multitasking" typically are slower and less productive than paying attention to one thing at a time. Have both of these two paragraphs (Sparks and your personal experience) ready before class starts on Tuesday.
3] Preview Chapter 5, and then read and take notes on sections 5-1 through 5-4

--Week Eleven--

Tuesday, 10/28/14
In-class activities: 1] Discuss the revised Sparks summary paragraph and the personal experience paragraph about your "multitasking" endeavors.

Homework assignment for Thursday, 10/30/14:
1] View the plagiarism and documentation videos in the class resources box at the top of the page.
2] Do Phase 3 of the multitasking and time management researched project which includes your SQ4R notes in Cornell format, your time management matrix (prioritized correctly), and the 200 word summary of the article, along with the correct parenthetical citation and the correct works cited entry.

Thursday, 10/30/14
In-class activities: 1] Discuss the summary of the McCay article and then how we can use this information about the myth of multitadsking and the need for time management systems. 2] Discuss paraphrasing v. quoting, starting with the Plagiarism Tutorial. Did, y'all view the videos yet? Question: How do my instructions for writing the article summaries correlate to the information in the videos and the tutorials?

Homework assignment for Tuesday, 11/4/14:
1] Revise paragraphs for Phase 1, Phase 2, Phase 3 of the multitasking and time management researched project
2] Finish drafting the Phase 4 paragraph which we began in class.
3] Finish reading and taking notes on Chap. 5, and do the Aplia lessons for that chapter after reading and annotating the chapter.
4] Work Basic Writing Skills 1 lessons on the following editing and grammar conventions:

--Week Twelve--

Tuesday, 11/4/14
In-class activities: 1] Reconstructing "What I Have Lived For" 2] Discuss essay structure, how to affect unity, and use transitions.

Homework assignment for Thursday, 11/5/14:
1] Only 5 people did the B.W.1 lessons! If you did not do them, then work Basic Writing Skills 1 lessons on the editing and grammar conventions listed below. These lessons can only be set by calendar week from midnight on Monday until 11:59 the next Sunday. I have no way to over ride the publisher's calendar, and no real need to. If you could not access the lessons on Monday evening, that is the reason why, but by then it did not matter because you had simply procrastinated until the last minute, and you were not going to do the lessons successfully at that point anyway. Why do you suppose we are studying time management currently? If you did those lessons and scored 80%, good on ya! You don't need to redo them. However, if you scored below 80% on any of the lessons, rework those lessons. You need to know this material. In the resources box at the bottom of today's entry, I will include a link to the lessons on the W. W. Norton site again as well as the "Least You Need to Know . . ." document. This is important material, folks, and the other readers and I will weigh your writing portfolio heavily based on your editing skills, so don't try to cut corners or get by with little effort. Simply stated, you will be back in ENF 2 or out on the streets next semester if you don't demonstrate adequate college-level writing AND editing skills, so learn 'em!!

2] Finish the multitasking and time management essay, following the grading rubric in step 13 on the lesson page, and your notes about intros, body paragraphs, conclusions, transitions, etc.

Resources for completing the essay

View the following videos:

Read (from the online the Guide to Grammar and Writing)

Beef up your punctuation, grammar and editing skills:

 

Thursday, 11/6/14
In-class activities: 1] Proofread and edit the class bibliography of vocb sites. 2] Peer review the multitasking essays.

Homework assignment for Tuesday, 11/11/14:
1] Preview Prof. Mirman's article and make a notes sheet with vocab you will define and any important ideas you will add to your notes when you read the article.
2] Read examples of Creator and Victim behaviors and language from Prof. David Mirman's teaching blog and take notes.
3] Write a summary (appx. 150-200 words) of Prof. Mirman's article. Include a correct MLA-style works cited entry. You may use citation generator tools such as such as EasyBib, Son of Citation Machine, or M.S. Word's citation generating function; however, these tools are all inaccurate, so find and compare your works cited source to a correct works cited sample from the research handbook of the Norton Field Guide to Writing.

--Week Thirteen--

Tuesday, 11/11/14
In-class activities: 1] Punctuation matters: the Dear John letter. 2] Mirman's summary and works cited. 3] Completing the Creator mindset essay

Homework assignment for Thursday, 11/13/14: Finish the draft of the Creator's mindset essay

Tuesday, 11/13/14
In-class activities: 1] Documenting the sources for the Creator's mindset essay 2] Peer reviewing the draft of the Creator mindset essay.

Homework assignment for Tuesday, 11/18/14:

  1. Final draft of the Creator mindset essay is due at the start of class on Tuesday
  2. Begin Phase 1 of the professional communication essay by reading about and paraphrasing two articles about the importance of good grammar and good communication skills in the professional workplace.

--Week Fourteen--

Tuesday, 11/18/14
Class is cancelled for today, folks. Check this page for instructions about Thursday.

Thursday, 11/20/14
Lets research and write in response to reading question #2 of the professional communication essay

Homework assignment for Tuesday, 11/25/14:

--Week Fifteen--

Tuesday, 12/2/14
Begin in class final essay

Thursday, 12/4/14
Finish in-class final essay and submit portfolios for evaluation. The portfolio review happens on Friday, tomorrow.

--Week Sixteen--

Thursday, 12/11/14
Portfolio and course evaluation conferences. Note: You must show up for the portfolio conference in order to pass the class.


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