11:00 - 12:15 a.m., Tues. & Thurs. / Prof. Rick Dollieslager
Okay, time for FUN with punctuation and grammar!!
Last Updated, 28 April 2011, 11:40 a.m.
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Contact Mr. D. by email, email@example.com; by phone, 825-3543; or in person, room 874, first floor of Templin Hall
Extra Credit Opportunities
You may earn a total of 15 points of extra credit (equivalent to 1/2 of a final letter grade). For attending and turning in a page or more of Cornell notes on the following on-campus workshops, seminars and events, you may earn five points per event, to total no more than 15:
Tuesday, January 11
In class: Foundations. First Day Activities (1/11/11): 1] Introductions all around, 2] writing the On Course pre-semester self assessment, 3] writing journal entry #1 for English 109 (go to page 11)
Thursday, January 13
In class: Foundations. 1] Colleagues quiz 2] On Course book reading and journal writing.
Homework for Tuesday 1/18:
1] Get your book this week, please. For future reference, check out Chegg.com, a website from which you may rent books (at about half the cost of buying them!)
2] (Just the 9:30-10:45 class) Turn in the New Equations Analysis Exercise. Have ALL of the answers, please.
3] Read On Course, pages 1-27
3] Write Journal entries 1-3
Homework for Thursday 1/20: (I.) Summarizing what you learned about the NHLP: 1] Review your notes from class on the NHLP. 2] Put your notes away. 3] Orally, explain the NHLP to someone you know. 4] Write a summary at the bottom of your Cornell notes page. (II.) Write a paragraph of approximately 150-200 words describing how you learned the skill, activity, or body of knowledge that you discussed in class with your colleagues through the stages of the NHLP.
In-class: 1] Show me your notes and paragraph from Tuesday. 2] An owners manual for your brain.
Homework for Tuesday 1/25:
Finish Cornell notes about the NHLP and brain development from Tuesday's and Thursday's class lectures. Here are the steps: a] Review your notes from class on the NHLP and growing dendrites. b] Summarize each page of notes at the bottom in the summary section c] Write test questions from the main notes section in the Cues Column. Here are written instructions for completing Cornell notes.
In-class: 1] Discuss how emotions affect (control) learning, 2] Write the summary section of the Cornell notes
1] "How'm I Doin?" Day. 2] Finish the syllabus, 3] Creator/Victim preview discussion.
Homework for Tuesday 2/1:
Read pages 29-49 in the On Course book
Write journal entries 4, 5, 6
Record the amount of time you spend reading the assignemnt above, and the amount of time spent writing each of the journal entries
|Mr. D's Chapter II summary: The paths our lives take are not predetermined or written in some cosmic scriptbook that can't be known to us. Rather, we create our lives by the choices we make and the attitudes we hold to. "Creator" or "Victim" choices are not "good" or "bad" per se. They direct the processes by which we arrive at the outcomes and experiences we wish to create in our lives, so you should make the appropriate choices to make the things happen which you desire as outcomes. Whether we want them to or not, the choices we make (and even passively deciding to do nothing is a choice we make) create our lives.|
In-class: Discuss Creator and Victim language and attitudes and "The Late Paper" case study
Homework for Thursday 2/3:
Professionalism worksheet: FILL IT UP!
Listen to conversations in public places and parse the attitudes and language for Creator and Victim messages
Record 20 verbatim quotes overheard in converasation and explain why your quotes reflect either Creator language and attitudes or Victim language and attitudes
1] Finish the syllabus, following our discussion of professionalism, and 2] Analyze the Creator/Victim messages in popular culture as expressed in song lyrics: C & V and the language of responsibility (Let's learn some hand gestures. Ahem.)
Homework for Tuesday 2/8: Tuesday, 2/8/11 Homework for Thursday 2/10:
Record the amount of time you spend reading the assignment above, and the amount of time spent writing each of the journal entries
Do the "Music to My Ears" assignment per the instructions (5 points)
Select 3 songs you listen to which contain Creator messages and 3 song which contain Victim messages. Copy about a half page o the lyrics and paste them into a document. Underneath the lyrics, 1) state whether the song has Creator or Victim lyrics and 2) WHY you say so; for the Victim lyrics, suggest what the song writer, narrative voice, or character in the song should do to be a Creator rather than a Victim. (5 points)
In-class: 1] Discuss Creator and Victim lyrics in small groups. 2] Finish the syllabus
Read pages 50-62
Write journal entry #7
Bring your journal entries 4-7 to class
Homework for Thursday 2/10:
|Mr. D’s Chapter III Summary: Creating our satisfying futures or completing specific yet very important goals begins with imagination, projection and mental imaging so that visualization of the desired results becomes the means of developing a commitment to their achievement. Our futures or the realization of major objectives in our lives come about by actions we take and by our own design, not by chance. The motivation to accomplish our greatest goals and to become the person we want to be comes from within in us rather than extrinsically, and we can shape the motivation into reality, becoming who and what we, first, just dreamed of.|
In-class: 1] Discuss "Popson's Dilemma," and intrinsic and extrinsic motivations
Homework for Thursday 2/17:
Write these questions in the cues column of several Cornell-formatted note pages, and then answer them as you are reading Chapter 3, up through page 85.
Visualizing our futures! For this activity you will need portable storage media and a great attitude!
Homework for Tuesday 2/22:
Write Cornell-formatted notes for the rest of Chap. III. Remember you will take a test on Chap. III next week but will be allowed to study from your notes just prior, so have GOOD notes and you'll get a good grade.
Write Journal entries 8, 9, 10.
Finish collecting the images of your brilliant future!
|Mr. D’s Chapter IV Summary: Self-management, time-management, life-management happen because of planning by people who are, or who want to be, successful at whatever they do. There are numerous self-management tools, or heuristics, that are helpful in prioritizing goals, managing time successfully to achieve the goals that take priority, and developing habits that lead to achievement of important goals.|
In-class: Writing our personal affirmations
Homework for Thursday 2/24:
Turn in journals through #11
In-class: Start building our webfolio sites
Homework for Thursday 2/24:
Post at least 6 images of your brilliantly successful future on your Eng. 109 webfolio home page
Describe the images using complete, grammatically correct sentences
Read pages 101-121
Write journal entries 12, 13, 14
In-class: Preparing affirmations and My Rules for Success to post in the webfolios
Homework for Thursday 3/3
|Mr. D’s Chapter V Summary: Interdependence refers to the degree to which people cooperate in order to achieve mutually beneficial results. Successful people “develop mutually supportive relationships . . . create a support network . . . and strengthen relationsnhips with active listening" (Downing, p. 139) helping both others and themselves to reach their goals and dreams. Interdependence is developed by working together to accomplish specific objectives, is strengthened by active listening and honest communication. In an interdependent system, everyone contributes to agreed upon processes or objectives and everyone benefits.|
In-class: Preparing a study guide for Chap. V in Cornell note-taking format using the SQ3R textbook reading method.
Homework for Thursday 3/17
Finish the SQ3R notes on Chap. V (pages 141-163). Record the page numbers from which you derived your answers. I will evaluate these notes at the start of class on Thursday for a quiz grade (five possible points). Additionally, you will use your notes to study for the chapter test (for another five points), which you will take on Thursday in class.
In-class: 1] Present Chap. V notes to Mr. D for evaluation. 2] Use your Chap. V. notes to study with two colleagues for your Chapter test. 3] Write the Chap. V test. 4] Case Study: "Professor Rogers' Trial"
Homework for Tuesday 3/22
Write a paragraph describing how well you did on the Chap. 5 test discussing why you think you succeeded or did not succeed on it (5 points)
Read pages 171-188
Write journal entries 15-19 from Chap. 5 (if you did not already write them when you read the pages), and journals 20-22 from Chap. 6 Note: Journals will be turned in to be graded at the start of class on Tuesday.
|Mr. D’s Chapter VI Summary: Self-awareness refers to having conscious knowledge of the things that motivate us and of the inner workings of the self that result in emotional reponses to outside stimuli. Memories are embedded almost from birth in our consious and our sub-conscious mind. In the sub-conscious, they may not be fully known to us because our “Scripts” were written early in life and, in many cases, in ways that we are not aware of. If we are aware of our Scripts and how they operate in us, we can manage them and change them so that our sub-conscious responses reflect our conscious, responsible decision making and our desired behaviours result.|
Homework for Thursday 3/24:
In-class: Journal Writing workshop: Write journal entry #23
In-class: Preparing for summer and fall registration
Homework for Thursday 3/31: Register for at least ONE class for Summer or Fall 2011
In-class: 1] Registration trouble shooting. 2] Begin sentence editing skills exercise to help prepare for editing your Eng. 1 protfolios
Homework for Tuesday 4/4: 1] Finish the Sentence Patterns exercise. Due at the start of class on Tuesday. 2] Follow the same instructions on this handout on : "The Least You Need to Know about Editing" (in order to pass Eng. 1 and Eng. 3)
In-class: Using Perfect Copy lessons to learn the basic rules of punctuation and grammar.
Homework for Thursday 4/7: Go to the Writing Center to complete four lessons on the "Beginning and Ending Punctuation" articles in the "Series 2" section of the program. Work the following four lessons:
In-class: 1] UsingFinishing Perfect Copy lessons:
2] Using The Norton Field Guide to Writing's online exercises to identify and correct sentence boundary errors
Homework for Tuesday 4/12: 1] Work the following lessons* from Norton's exercise center, and 2] THEN edit ONE of your essays for ONLY sentence boundary errors. Read it from last sentence to first to test the completeness of the sentences. * The lessons to work (select the 10-question option rather than 5-questions, and record your results in each lesson to turn in to me):
In-class: Finish the editing lessons and edit at least one of your essays for sentence boundary erorrs (fragments, run-ons, comma splices).
In-class: 1] In-class activities: Work two Perfect Copy lessons on comma use, and then edit at least one essay for comma errors.
Monday, 5/2/11 OPTIONAL session 9:30-10:45
Extra Credit test on Chapter 8. This is an optional, extra-credit opportunity folks. You do not have to be here unless you want to give your final grade another nudge in a positive direction. It's a 10-point test with 30 questions.
Tuesday, 5/3/11, 10:45-1:15
FINAL: 1] Meet with Prof. Hayden for your portfolio conferences. 2] View the film called The Secret and write a reflection.
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