R. Dollieslager's English 111
Weekly Schedule Fall 2016
Thomas Nelson Community College

Mr. D's email address: dollier@tncc.edu

rache ray grammar

End of the semester: Crunch time.
If only we all had a hyper-speed mode. Alas . . .

Office Hours in room 233: 9:00-10:00 M-Th (4 hours) & 11:40-12:30 M-Th (3.5 hours)
In my office, room 207-A: 1:45-3:00 M-W (2.5 hours)
Email me at dollier@tncc.edu

Page last Updated: 5 December 2016, 10:00 a.m.


Class Video Resources
Class Internet Resources
Fall Class Schedule

Avoiding plagiarism by citing sources:

  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)


Mr. D's email address: dollier@tncc.edu

Week 1

Researched Essay Topics and Other Projects:

Grading Criteria for all Essays and projects, and the course syllabus


Week Two

Day two: 1] Today's close reading activity, "Showing" vs. "Telling" in writing; marking up "The Battle of the Ants." Copy the story into MS Word and highlight the sentences that "tell" in a light blue background, and highlight the sentences that "show" in a yellow background. Discussion: What is the purpose of the analogy half way through the story where he describes battles involving Achilles and battles in Concord, Austerlitz and Dresden and compares them to the battle of the ants? How does this change our understanding of ant behavior? Human behavior? 2] Prepare to write Critical Thinking Journal #1.

Homework assignment for Week Three, Day One (3.1):

Week Three, 9/5-9/8

Day One (3.1) In-class activities: 1] Post the "Battle of the Ants" assignment if you did not already do so.
2] Do the Plagiarism Tutorial 3] Discuss in-text citations, works cited, and the content of your drafts of the Critical Thinking Journal #1

Day Two (3.2) In-class activities: 1] Print out your Reading Literacy Narratives and save them to your storage media. 2] Return and complete the Colleagues Quiz. 3] Peer review CTJ #1 and submit. 4] Prep CTJ #3

Week Four: 9/12-9/15

Day One (4.1) In-class: Begin discussion and note-taking for Reading Question #1 and the instructions for writing body paragraph #1 of the researched essay project on "Communicating as a Professional"

Homework assignment for day 4.2:

Day Two (4.2) In-class activities: 1] Check the parenthetical citations and works cited models in the Little Seagull Handbook and on the sample research paper. 2] Submit your vocabulary worksheet, the notes, and the documented paragraph dervied from your notes on the Adams and Weins articles per the instructions and grading rubric. 3] Begin Phase 2/Reading Question #2. Refer to the project's main page if you have not decided on your major or future professional field at this point: "Communicating as a Professional"

Homework assignment for day 5.1:

Week Five: 9/19-9/22

Day one (5.1) 1] Discuss CTJ #1: Diving deep, not "skimming for answers," but making connections. THAT's critical thinking. 2] View the InQuizitive quick start video (3:46) and do the "How to Use InQuizitive" tutorial. 3] InQuizitive Diagnostic Immersion. Work the InQuizitive lesson titled "Editing Errors that Matter (A Comprehensive Activity" using the help links to enable you to diagnose what punctuation and grammar practices you need to work on the most in order to improve your writing quality and your reading comprehension.

While working this lesson, take the following steps:

Homework assignment for day 5.2:

Day two (5.2) In-class workshop on Phase 2/Reading Question #2. Refer to the project's main page if you have not decided on your major or future professional field at this point: "Communicating as a Professional" 1] Read these sample Professional Communication essays in these exemplary webfolios from recent semesters, particulary body paragraphs #2: Kaytlin Evans, Barbara Hensley, Trey Reichle, Shahad Yahya (it is "Essay 1" in Shahad's index) 2] Use the Google Docs environment to discuss with your group the communication skills necessary to enter and succeed in your your future professional field, information which you have extrapolated from the O.O.H.

Homework assignment for Day 6.1:

Week Six, 9/26-9/29

Day one (6.1) 1] Discuss and begin developing body paragraph three for the professional communication essay.

Homework assignment for day 6.2:

Day two (6.2) In-class workshop: Completing the essay "Communicating as a Professional" per the grading rubric. It is due at the end of class.

Homework assignment for day 7.1:

Week Seven, 10/3-10/6

Day one (7.1) Preparing for the Errors Analysis Project: "Punctuation Makes Meaning," a critical thinking and editing workshop. Today, we make new groups first and then begin our collaboration in a Google doc.

Instructions: Read the links and the instructions above the poem so that you are familiar enough with the story to make the critical interpretaions and to understand Williams' poem about it. (Note: In order to know who Joseph Campbell is, you need not read the transcripts of all the interviews with him in the PBS "Power of Myth" series. I link to it just for further illumination for those who are interested. Great stuff though!!)

Homework assignment for Thursday:

Day two (7.2) 1} How much does punctuation matter? The Dear John Letter. A $2 million comma?!Getting to know your Little Seagull Handbook: The Grammar Crossword activity. Learning is fun!!

Instructions:

  1. Use pencil, not ink.
  2. Complete the Grammar Crossword. Where you don't know an answer, be a resourceful researcher to ascertain it.
  3. Once it's complete, find the sections of the Little Seagull Handbook which correspond to the grammar or punctuation convention listed in the clue answers below, and pencil in those section numbers next to the clue number on the puzzle, for example S-3, P-2c, etc.
  4. Type an original sample sentence (i.e., not a sentence copied from the handbook or from any other source) which exemplifies the correct use of the punctuation mark or grammar conventions of the following clue answers:

Homework assignment for day 8.1

Week Eight, 10/10-10/13

Monday's class: 1] Print and submit the assignments due today. 2] Begin the group comma conventions project using Google docs to collaborate with your group colleagues.

Wednesday's class: 1] Discuss and share comma conventions group project. 2] Begin Phase One of the Multitasking and Time Management Project.

Homework assignment for day 9.1

Thursday's: Begin the group comma conventions project using Google docs to collaborate with your group colleagues.

Homework assignment for Tuesday, 10/18

Week Nine, 10/17-10/20

Monday's class: 1] Discuss the multitasking article. 2] Finish the draft of the paragraph

Tuesday's class: 1] Demonstration: Previewing reading and note taking using the SQ4R reading process, per Steve Piscitelli's video on SQ4R. Section your notes sheet into Cornell format and follow the instructions posted at "Phase One" of the Multitasking and Time Management Project. 2] Begin Phase One of the Multitasking and Time Management Project.

Wednesday's class: 1] Begin "Phase Two"--discuss "multitasking" experiences in the context of the research presented by Sparks in her article.

Thursday's class: 1] Begin "Phase Two"--discuss "multitasking" experiences in the context of the research presented by Sparks in her article.

Week Ten, 10/24-10/27

Monday's class: 1] Discuss previewing the reading and using the SQ4R note-taking strategy for "packaging" the Mueller article about Covey's Time Management Matrix so that you can use it "as is" in your paragraph, which will summarize the Mueller article. 2] Draft and document the summary paragraph. The paragraph should answer all of the questions we discussed when previewing the article and particularly those which were written on the white board. It should explain how Covey labelled each quadrant and it should give concrete examples of the behaviors or activities which a person would write into each quadrant.

Tuesday's class: 1] Discuss previewing the reading and using the SQ4R note-taking strategy for "packaging" the Mueller article about Covey's Time Management Matrix so that you can use it "as is" in your paragraph, which will summarize the Mueller article. 2] Draft and document the summary paragraph. The paragraph should answer all of the questions we discussed when previewing the article and particularly those which were written on the white board. It should explain how Covey labelled each quadrant and it should give concrete examples of the behaviors or activities which a person would write into each quadrant.

Wednesday's class: 1] Peer review the paragraph summarizing the Mueller article. Grading criteria: Content and notes (2 pts.) should explain to a reader unfamiliar with Covey's 4 quadrants matrix its purpose and how to use it. Documentation (2 pts.) should include tag line attribution to the Mueller article and a parenthetical citation at the end of the summary, as well as a correctly formatted works cited section at the end of the summary. Proofead and edit carefully (2 pts.) using Grammarly, MS Word's spell check and grammar check features, advice from your colleagues, Paper Rater, etc. 2] Discuss how to complete the project.

Thursday's class: 1] Peer review the paragraph summarizing the Mueller article. Grading criteria: Content and notes (2 pts.) should explain to a reader unfamiliar with Covey's 4 quadrants matrix its purpose and how to use it. Documentation (2 pts.) should include tag line attribution to the Mueller article and a parenthetical citation at the end of the summary, as well as a correctly formatted works cited section at the end of the summary. Proofead and edit carefully (2 pts.) using Grammarly, MS Word's spell check and grammar check features, advice from your colleagues, Paper Rater, etc. 2] Discuss how to complete the project.

Week Eleven, 10/31-11/4

Monday's class: Begin Wix.com webfolio development.

Wednesday's class: 1] Revise and edit critical thinking journal entries #1 & #3, and post them to your webfolio. 2] Begin critical thinking journal #4.

Thursday's class: Begin Wix.com webfolio development. Your home page will display an image of you, or one which clearly represents something about you. In adition, it will include a paragraph introducing you and describing the purpose of the website. It will also link to the class web page and the TNCC web page and your college email address. You may post anything additional on your home page that you wish to, such as a family photo, pet photos, links to your employer's web site or the college you plan to transfer to, sports affiliations, etc. However, links to the Dallas Cowboys web pages or portrayal of a blue star are strictly prohibited. Video: Getting Started with Wix.com Website Builder (11:30).

Homework assignment for Tuesday 11/8

Week Twelve, 11/7-11/10

Monday's class: Write a paragraph of appx. 200 words derived from two separate sources which describes ways to read academic texts more successfully, more completely,  with better comprehension. One of your sources will be listed in either the JMU Learning Toolbox website or the Study Guides and Strategies website.  The other will be a credible source which you find elsewhere. Make it clear which information came from which source when citing it in the paragraph, and include two correctly formatted works cited entries in the Works Cited section. Post it in MS Word or .rtf (Rich Text Format) so that correct formatting conveys.

Homework assignment for Wednesday 11/9

Tuesday's class: Write a paragraph of appx. 200 words derived from two separate sources which describes ways to read academic texts more successfully, more completely,  with better comprehension. One of your sources will be listed in either the JMU Learning Toolbox website or the Study Guides and Strategies website.  The other will be a credible source which you find elsewhere. Make it clear which information came from which source when citing it in the paragraph, and include two correctly formatted works cited entries in the Works Cited section. Post it in MS Word or .rtf (Rich Text Format) so that correct formatting conveys.

Homework assignment for Thursday 11/10

Wednesday's class: 1] Resubmit the reading strategy summary 2] Begin background reading for Hughes and Orwell defining moment projects

Thursday's class: 1] Submit the reading strategy summary 2] Begin background reading for Hughes and Orwell defining moment projects

Week Thirteen, 11/14-11/18

Monday's class: 1] Stop yammering and socializing! 2] Discuss the vocabulary and the reading analysis questions from "Shooting an Elephant." 3] Begin writing a 150 to 200 word summary of "Shooting an Elephant."

Tuesday's class: 1] Discuss the vocabulary and the reading analysis questions from "Shooting an Elephant." 2] Begin writing a 150 to 200 word summary of "Shooting an Elephant."

Wednesday's class: 1] Discuss how to summarize "Shooting an Elephant" 2] Discuss "boilerplate comments" for revising the "Professional Comunication" essays 3] Discuss and begin the Errors Analysis Project.

Homework assignment for Monday 11/21

Week Thirteen.five, 11/21

Monday's class: 1] Submit the "Errors Analyis Project" and the revised/edited "Multitasking and Time Mangement" essay. 2] Discuss the vocabulary and the reading analysis questions from "Salvation" and draft the summary of that story.

Week Fourteen, 11/28-12/1

Monday's class: Research/Note-taking workshop: Discuss and then begin researching and note-taking for your final essay which will SHOW that the story told by Orwell or Hughes was a defining moment in that very infleuntial writer's life. Again, this is not merely a biography of the writer (which is simply an objective, uncritical "report" on a person), but rather is an argumentative essay in which biographical information will be important supporting material.

Tuesday's class: 1] Discuss the vocabulary and the reading analysis questions from "Salvation," and 2] draft the summary of that story.

Homework assignment for Thursday 12/1

Wednesday's class: Workshop: Researching/note-taking for Orwell' or Hughes' defining moment essay

Thursday's class: Workshop: Researching/note-taking for Orwell' or Hughes' defining moment essay. 2 P.M. class: Discuss "boilerplate comments" for revising the "Professional Comunication" essays 3] Discuss and begin the Errors Analysis Project.

Homework assignment for Tuesday 12/6

Week Fifteen, 12/5-12/8

Voice to text! While searching for something else, I came across these two tutorials on two different voice to text apps. I can see how these would be very useful for many writing and note-taking situations. For example, when we are using the SQ4R note-taking method, and we reach the "Recite" step, how easy it will be to close the source, say aloud in our own words what we just read, and instantly have our paraphrase conveyed into text. Sounds like a good short cut to me. How about using this for writing a speech for your SPD 100 class? Give these apps a try!

Preparing Essays for Grading or Re-evaluation in the Portfolio

  • Proofread, listen, edit. In order to proofread and edit your works successfully do the following:

    • First, print a paper copy and listen to it using M.S. Word’s “Speak” function.
    • Correct anything that does not sound right by penciling it in on your printed copy.
    • Then, run it through M.S. Word’s grammar checker; and then run it through Grammarly.
    • Type in all of the corrections, and make sure that your paper is neat and follows our formatting criteria.
    • Check the works cited against the models in the Little Seagull Handbook, probably one of the models from numbers 30-36 for most of the on-line sources.
    • Post it in your webfolio.

Webfolios will contain the following pages and assignments:

A home page which will include

  • An index of your posted projects (listed below).
  • An image of you or one which you feel clearly represents you in some obvious way.
  • Links to the TNCC website and your class web page.
  • An active email link to your college email address so that we can all contact each other and provide feedback to each other during the development process.
  • An introduction that tells the purpose of your web site and tells a little bit about you.

English 111 projects, revised, edited, polished, final versions

  • Essays: "Communicating as Professional," "Multitasking and Time Management," "A Defining Moment for Orwell or Hughes," "Reading Literacy Narrative"
  • Paraphrase example: Documented paragraph from the Adams and Weins articles
  • Documented summary paragraphs: Sparks article, Mueller article, "Salvation," "Shooting an Elephant"
  • Critical Thinking Journals

Additional, optional material (not required, but will be weighted in the grade):

  • Anything else that you want to share with the world in your academic webfolio or on the home page, as long as it is appropriate for this purpose; i.e., links to your artwork, links to your job page(s), links to the college you plan to transfer to, photos of your family, links to professional journals in your field of study or to professional association websites, your resume, links to your hobby or avocation web sites, etc. No Dallas Cowboys! ;-)

Webfolios index for Fall 2016 English 111 classes

 

Monday's class: Workshop! 1] Peer review drafts of defining moment essays if they are ready. 2] Finish drafting defining moment essys if they are not already complete. 3] Post revised/edited work to webfolios if this is your priority. 4] Begin revision/editing/completion of the "Reading Literacy Narrative" essays

Tuesday's class: 12:30-1:45, 1] Workshop

2:00- 3:15 1] Collect Webfolio URLs 2] Workshop! 2.a] Peer review drafts of defining moment essays if they are ready. 2.b ] Finish drafting defining moment essys if they are not already complete. 2.c] Post revised/edited work to webfolios if this is your priority. 2.d] Begin revision/editing/completion of the "Reading Literacy Narrative" essays

Wednesday's class: 1] Collect Webfolio URLs

Thursday's classes: 1] Collect Webfolio URLs. 2] 12:30 class discuss "boilerplate comments" for revising the "Professional Comunication" essays 3] Discuss and begin the Errors Analysis Project.

Week Sixteen, FINALS week, 12/12-12/15

Tuesday 12/13, 10:45-1:15, 111-23W (normal meeting time 12:30-1:45) Final: Miniconferences on webfolios; finish corrections, edits, "tweaking" of webfolios

Wednesday 12/14, 10:45-1:15, 111-05W (normal meeting time 12:30-1:45) Final: Miniconferences on webfolios; finish corrections, edits, "tweaking" of webfolios

Thursday 12/15, 1:30-4:00, 111-24W (normal meeting time 2:00-3:15) Final: Miniconferences on webfolios; finish corrections, edits, "tweaking" of webfolios


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