I am an Equal Opportunity Educator: I refuse to discriminate against, condone discrimination against, or participate in, or support, or tolerate discrimination against any person based on ethnicity, religion--or lack thereof, age, gender, national origin, physical disability or learning disability, political affiliation, sexual identity, or sexual orientation.
Mon & Weds Office Hours 10 AM – 12:30 Library Tutoring Zone
Tues & Thurs AM Office Hours 9:30-10:00, room 233
Tues & Thurs PM Office Hours 12:00 – 2:00, room 207A
Email me at email@example.com
Page last Updated: 15 November 2017, 11:40 p.m.
Class Video Resources
Class Internet Resources
Fall Class Schedule
Avoiding plagiarism by citing sources:
- Avoiding plagiarism and using MLA documentation style (16 min.)
- What do I need to cite? (1 min.)
- Plagiarism: You can't just change a few words! (1 min.)
- Quoting and paraphrasing (3 min.)
- Citing without quoting (3 min.)
- Citing websites (2 min.)
- Punctuating in-text citations (3 min)
- How to cite a Youtube video.
Assistive Communication Technology
- Speechnotes Chrome browser and cell phone voice-to-text app
Test your knowledge and misconceptions about plagiarism, and learn why and how to avoid it!
, a useful style and plagiarism checker. Try it!!
E-mail Do's and Don't's poster
created by Eng 111-03 Fall 2015. Follow this ettiquette and these protocols when emailing your professors and everyone
Grammar Instruction With Attitude: Daily grammar work out, grammar glossary, grammar exercises, MOOC (enroll in a free Massive Open Online Course), handouts, Power Point presentations, grammar videos, tips & rules--and it's actually FUN! Great stuff for teachers and for students alike.
Mr. D's email address: firstname.lastname@example.org
Researched Essay Topics and Other Projects:
Grading Criteria for all Essays and projects, and the course syllabus
In-class activities: 1] Housekeeping: syllabus overview and Remind.com 2] Identifying main ideas and supporting details in researched writing. 2] Process: First, highlight and copy the title, author's name and text of an article into an M.S. Word document. Then skim through the article to get an impression of what it is about and to get an overview of what sort of support is included and where the supporting details tend to be located. Next, background highlight the main ideas/topic sentences in light blue, and in yellow highlight all the details that support THAT main idea before moving on to the next. When finished highlight the conclusion in light grey, and then--after having read the whole article--go back and highlight the thesis statement in pink. 3] The readings:
Homework assignment for Thursday, 8/24/17:
- Finish marking main ideas, supporting details, theses, and conclusions in the articles about cell phone use.
- Read the "Rules for Success" section of the syllabus
In-class activities: 1] Group activity: compare mark ups of four readings on cell phone use. 2] Discuss cell phone readings and the syllabus. 3] Discuss and type the annotated bibliographies of cell phone articles.
Homework assignment for Tuesday, 8/29/17:
- Using your mark-ups of the articles, write concise summaries of the four articles in about six to eight sentences which discuss the credibility of the sources and the writer, and which also convey the most important main ideas in each article as well as the writer's thesis. It will be similar to the abstract at the begining of the article we read from Science Daily, "Texting and Tweeting in the Clasroom: How Do They Impact Student Learning?" 4/6/15. Take a look at that as an example. Save your summaries to Google Drive so that we can work with them in class Tuesday, when we will post them in BlackBoard.
- Purchase the access code for Little Seagull Handbook with InQuizitive lessons or click on the link and go to the website to buy it outright. It costs $15.
- Compose three paragraphs (one full page to a page and a half) describing your experiences and development as a reader as well as your feelings about reading, per the Reading Literacy Pre-Semester topic prompt.
In-class activities: 1] Finish discussion of cell phone policy and finalize the syllabus. 2] Introduction to Speechnotes (works on Chrome browser) 3 ] Format, print out, then upload Reading Literacy Pre-Semester paper to Google Drive and post it to BlackBoard Assignments. 3] Register with Little Seagull Handbook with InQuizitive lessons. Class set # is 38167.
- Log in to InQuizitive and work the first lesson, "How to Use InQuizitive," and purcahse the progam on line or with an access code from the bookstore before class on Thursday
- Read this review of Speechnotes
- View and anaylze the advice of these two professors on how to email your professors AND everybody else that you ever email: Prof. Richardson's advice. Professor DeCoster's advice.
In-class group activity: Compare and discuss the annotated bibliography of the articles about cell phone use.
Homework assignment for Tuesday, 9/5/17:
- InQuizitive: Do "Editing the Errors That Matter." Take notes on the recurrent errors that you have so that you can ask me questions about them in class next week.
- Explore class resources: 100 Ways to Use Google Drive.
In-class activities: 1] Peer review the annotated bibliography in class, print it out, and submit it to BlackBoard following peer review. 2 ] Create, as a class, a poster of email protocols and rules, by use of the Google Slides app.
Homework assignment for Thursday, 9/7/17:
- 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. What got Jesse back on course? What got Dominic back on course? What is the most notable quote from any of the professors?
- Read about how to identify and how to write topic sentences.
- Read and highlight the topic sentences of each paragraph of 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."
- Take notes: While Dr. Downing does not give his specific definition of a Creator or a Victim (captial C and V), he describes their behaviors. How do you think Dr. Downing defines a Creator and a Victim? E.g., "Dr. Skip downing defines a Victim (capital V) as a person who . . . Whereas he describes a Creator (capital C) as a person who . . ." Write, in your notes, what you take his definition to be.
- Read, mark and take notes on the essay called "Succeeding Against the Odds." First, copy the text into a Word document.
- Then highlight sentences in light blue that SHOW that Patrick was a Creator.
- Highlight in yellow sentences that TELL that he was a Creator.
- Note: Sentences that "show" are those in which we can see or hear what is happening, sentences which descibe things that could be videotaped, in other words. Sentences which "tell" are those which explain things or indicate what the writer thought or felt about what he or she is describing (these are called "explication'" which simply means "to explain.")
- Highlight in gray any sentences which describe the other students' reactions to Patrick and his influence upon them.
- In pink, highlight what you take to be the thesis of the essay. If the thesis is NOT stated outright, then YOU write the thesis for the essay.
In-class activities: Discuss the readings and do activities related to unerstanding the Victim mindset and the Creator mindset
Homework assignment for Tuesday, 9/12/17:
- Note: Do this series of assignments in the order I list them below
- Read examples of Creator and Victim behaviors and language from Prof. David Mirman's teaching blog. Take good notes because you will summarize this article later--from your notes.
- THEN draft a paragraph about a time when you, yourself played the role of Victim. Remember: Show, don't just tell.
- THEN write a paragraph about someone you know personally whom you regard to be a Creator, describing him or her with specific details which SHOW that this person is, indeed, a Creator.
- Read about paragraph transitions and essay coherence in section W-4c "Making Paragraph Flow" in the Little Seagull Handbook
In-class activities:1] Discuss the annotated bibliographies. 2] Read this sample first draft essay on adopting the Creator mindset from Connie Fields, Fall 2014. Please note: Connie's concluding paragraph is different from the conclusion which you will write when you follow the instructions above. 3] Pre-writing activity and discussion of your concluding paragraph, which will state what your academic and personal life goals are for THIS semester. Using examples from the paragraph about the Creator you just wrote about, describe specifically what YOU will do to achieve the outcomes YOU wish to experience this semester.
Homework assignment for Thursday 9/14/17:
- Finish drafting a paragraph about how you will be a Creator this semester by creating the outcomes you wish to achieve.
- Read this web page about writing a five-paragraph theme.
- View the following videos:
- Introductory paragraphs video (4 min.)
- Thesis statements video (4 min.)
- Five-paragraph essay video (11 min.)
- By Thursday, you should have drafted the three body paragraphs which were assigned on 9/6 and 9/11, and you should have a working definiton of Creators and Victims (according to Dr. Skip Downing's perspective). Make sure you have all of these prior to class so that we can discuss the instructions for completing the essay.
In-class activities:1] Discuss works cited and final paragraps of the Creators Mindset essayHousekeeping: Printout of the definitions and summary from Downing and Mirman; InQuizitive questions, problems, troubleshooting. 2] Rewarding good note-taking. 3] Essay coherence group activity. 4] Discuss concluding paragraphs for "Adopting the Creator Mindset" essays
Homework assignment for Tuesday, 9/19/17:
- Revise and post the revisions to the annotated bibliography of cell phone articles. If these are now error free, I will add points to your previous grade. If they are not, no points will be added. If you already earned 4 points, fix the minor errors and edits that I marked and those I did not mark. Due by class start time on 9/19/17
- Complete the Creator's mindset essay per the instructions in the grading rubric.
- Note: Cite Downing's book as the source of the parphrase of his definitions. Even though you read the excerpted pages on line, that material is not available in a bona fide on-line source--it's just my handout from pages 42-44 of his print book.
- Also NOTE: Use ALL of the assistive technologies at the bottom of the instructions/grading rubric page before submitting it for my eyes.
In-class activities: Discuss the concluding paragraph and works cited sections of the Creators Mindset essay
Homework assignment for Thursday, 9/7/17:
- Finish the Creators Mindset essay
In-class activities: 1] Print out the Creator Mindset essays. 2] Preview readings for essay two and take notes.
Homework assignment for Tuesday 9/25/17:
In-class activities: 1] Complete and print your notes and the paragraph which paraphrases the two articles about good grammar in the professional workplace. 2] Discuss and begin "Phase Two" of the professional communication essay.
Homework assignment for Thursday 9/28/17:
In-class activities: 1] Discuss revisions and edits of the returned Adams and Weins paraphrases paragraphs. 2] Discuss research question #2/paragraph #2 progress, problems, triumphs, etc.
Homework assignment for Tuesday 10/3/17:
- Revise body paragraph # 1 and complete body paragraph # 2 of the "Communicating as a Professional" project.
- Plan: From the research for body paragraph # 2, identify what you regard to be the three most important comunication skills you, personally, will need to develop in order to enter and to be successful in your future field. Next Tuesday, we will discuss these skills or communication situations or activities in class and begin to develop individual PLANS for how you will specifically develop the skills you feel you most need to in order to be sucessful in your future profession.
In-class activities: 1] Discuss how to develop the final body paragraph of the "Communicating as a Professional" project. 2] Peer review the "Phase Two" paragraphs with a partner.
Homework assignment for Thursday, 10/5/17:
In-class activities: 1] Discuss Why Can't College Graduates Write Coherent Prose? 2] Mark-up and note-taking for "close reading": (A) Preview the essay using SQ4R in Cornell format (B) "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.
Homework assignment for Tuesday 10/10:
- Discussion questions for Tuesday: 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?
- Bring your mark up and notes on "Battle of the Ants"
- Finish drafting the Communicating as a Professional project following the instructions in the grading rubric. You will print and submit it next week.
In-class activities: 1] Questions about the completed draft of the Communicating as a Professional project 2] Discuss and take notes on "Battle of the Ants." If your notes are incompoete or lacking details we discuss in class, then finish them so that you will ace the test on this reading. 3] Discuss and begin researching Critical Thinking Journal #1, including viable sources for researching the Critical Thinking Journal entries.
Homework assignment for Thursday, 10/12/17:
In-class activities: 1] Revised instructions/grading rubric for "Communicating as a Professional" essay 2] Scavenger hunt! (1a) Where in our class website might one find videos about introductory and concluding paragraphs in essays? (1b) Where in our class website might one find links to handbook discussions about introductory and concluding paragraphs in essays?
Homework assignment for Tuesday 10/17:
the Grammar Crossword activities by indicating the section numbers from the Little Seagull Handbook
which correspond to the following clue answers: Across:
1, 5, 17, 33, 41, 51, 56. Down:
4, 10, 12, 25, 49.
Separately, type an original sample sentence (i.e., not a sentence copied from the handbook or from any other source) which exemplifies the use of the punctuation mark or grammar conventions of the following clue answers: Across: 1, 5, 17, 33, 41, 51, 56. Down: 4, 10, 12, 25, 49.
- Work the following Norton Write lessons after adding yourself to student set 38131:
- MLA-Style In-text Documentation
- MLA-Style Works Cited
- Identifying an Acceptable Paraphrase (MLA Style)
- Identifying Common Knowledge
- The three lessons related to the things you said in your InQuizitive "meta" which were either the most difficult for you or which you want me to present in mini-lessons in class
In-class activities: 1] Submit the Grammar Crossword activity. Discuss completion of the whole essay following the instructions in, and using the links in, the grading rubric. 3] Read the sample Professional Communication essays below from Fall 2016
Homework assignment for Thursday 10/19/17:
In-class activities: 1] Write Critical Thinking Journal #3. 2] "Catch-up" mini-conferences
Note: Last Day to Withdraw for the Semester is Friday, 27 October
In-class activities: 1] Begin the Errors Analysis Project. 2] Read and use the Creator Mindset Essay Boilerplate comments.
In-class activities: Finish the Errors Analysis Project.
Homework assignment for Thursday 11/2/17:
In-class activities: 1] Does punctuation really matter all that much, or is it just some English teacher thing? Let's ask John!! The Dear John Letter. 2] Big Money: How much would YOU pay for a comma? A $million? Two $million? A $2 million comma?! 3] Begin the Icarus editing and critical reading activity.
Homework assignment for Thursday 11/7/17:
Finish the Errors Analysis. Run it through ALL of the assistive technologies at the bottom of the grading rubric page, including M.S. Word' "Speak" function. Submit it at the start of class on Tuesday.
Finish the Icarus project
yourself for the BIG competiton on Thursday: Grammar Jeopardy
!! Yay!!! (We will play for BIG money.) To prep, study InQuizitve
and Norton Write
lessons and other sources from the OER handbooks and workbooks
on commas, verb use, parts of speech, sentence boundaries. and clauses
In-class activities: 1] Submit the Errors Analysis Project. 2] Discuss the Icarus project; revise and complete it before Thursday, posted in BBd 3] Make groups and begin to prep for Thursday's BIG competition.
Homework assignment for Thursday 11/9/17:
- Revise (per our class discussion), edit, and post to BBD the Icarus Critical Analysis Project
- Prepare for the BIG team competiton on Thursday: Grammar Jeopardy!! Yay!! What does your team know about verb use, comma use, parts of speech, sentence boundaries, and clauses?
- Professional Communication Essays: Run your Prof. Comm. essays through all of the assistive technologies to prepare it for (printed) submission on Thursday along with the PaperRater report. (If we both like the PaperRater grade, I might just go with that and not grade the essay myself--eh?)
- SEE? I told you that you would be excited about the homework for Thursday!
In-class activities: 1] Discuss Coelho quote and CTJ #3 2] PLAY Grammar Jeopardy!! 3] Preview and begin Webfolios.
Homework assignment for Tuesday 11/14/17:
- Browse the Webfolios from Spring 2017 and the better ones from Summer 2017.
- View the videos on how to build a web site using Google Sites. The first tutorial was posted in January 2017, just when Google made its new web page developer accessible. Therefore, there may be some updates in the past 11 months, so I found a newer tutorial. This one by Daniel Vanover looks like it can be useful also because the frame on the right lists several more short videos about the New Google Sites.
- Make a Homepage for yourself. It's not hard. Just do it. Don't worry--you can later change anything you want to.
- Write Critical Thinking Journal #4. It is about a quote from Heraclitus of Ephesus, a pre-Socratic philosopher. Remember what I told you about pre-Socratic times in ancient Greece, i.e., before the "Golden Age" of Greece? Why do we even call that time (circa 500-400 BCE) the "Golden Age"? Think about what was going on in Greek culture at the time and what WASN'T happening in pre-Socratic times. That will be important to recall (hint, hint) as it has great bearing on the meaning of the quote. It also has much to do with why so little of the philosophy of Heraclitus has been recovered. (Again--hint, hint.)
- Most importantly, remember where Moby Dick is lurking. The little stuff splashes around at the surface: to get the BIG ones, we have to DIVE DEEP. Right?
In-class activities: 1] Review and discuss reading strategies that we have practiced or further developed this semester:
2] Summarize Video: How to Write Cornell Notes. JMU's Learning Toolbox Cornell Notes web page model 3] Write: summarize SQ4R reading and note taking process. Steve Piscitelli's video. SQ4R web page.
Homework assignment for Thursday 11/16/17:
Write two paragraphs for the Reading Development Essay: One summarizes the Cornell note-taking format from the sources posted above and describes when you have used this format this semester--i.e., the specific readings or lectures that you recorded this way and their purposes. The second summarizes the SQ4R note-taking strategy from the sources above and describes the way that you have used this strategy this semester, including the specific essays for which you took notes by using this technique. Correctly document both paragraphs.
Homework assignment for Tuesday 11/28/17:
NO CLASS TODAY! I am off to Richmond at a conference--gettin' smarter and edifying some of my English-Prof. colleagues from across the VCCS about how much smarter y'all are gettin' by usin' Assistive Technologies. (And by hanging around with me and with your BRILLIANT Eng. 111 colleagues!) Have a great break, and be thankful, dang it!
Homework assignment for Tuesday 11/28/17:
In-class activities: 1]
Preparing Essays for Grading or Re-evaluation in the Portfolio
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! ;-)
This work is licensed under a Creative Commons Attribution-NonCommercial 3.0 Unported License.