R. Dollieslager's English 111 Daily Schedule, Summer 2008

Thomas Nelson Community College

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We got it done, folks. Time to sail off into the summer sunset.


A Tentative Schedule of Projects, Summer 2008
English 111, Computer-Mediated Composition

This schedule for the summer term is subject to change based on class discussion and progress on assignments. I will add links to resources and elaborate on the projects as they come up, making changes to the schedule almost daily.

Since this is a summer class, we should all be outside somewhere having fun instead of sitting in some dusty old cubbyhole. Therefore, much of your homework for this class will be to get out and have fun. And then we're going to write about that fun. The first paper, I'll call a "hidden treasure" essay. Then we will do a restaurant review, an entertainment review, and either a descriptive analysis of a major attraction in the area, or a persuasive piece called "what this area really needs is..." You will also do an "experts team" project, and the final major project will be the web folio.

The culmination of your summer writings will be an on-line database (or a class publication if you wish to look at it that way) of information about how to have fun in our part of Virginia during the summer.


Site last updated on: 7/10/08, 6:15 p.m.


Summer 2008 English 111 Syllabus

Essay projects for the Summer term

Sample Webfolios from Summer 2007

Week One

Mon. 5/19
In-class: Discuss objectives, do the base groups survival experience.

Weds. 5/21
In class: 1] Introduction to Perfect Copy editing lessons, 2] Begin writing survival paper. (one to two pages)

Survival Story: This is a one- to two-page paper. Write it with the members of your base group. (If you did not make it to class today, write this paper on your own.) Using what you know from our discussions and your research on the survival scenario, write a story about how you and the members of your base group (those present today, at least) made it out of the situation successfully. Tell it as a story: who brought which items and why, how did you decide what to do, what did you do with the items, and what was the outcome of your adventure? Additionally, include the information about each member of your group from the grid that you wrote on Monday and discussed today.

Paper length: 300 to 600 words.

Reading assignments for Wednesday, 5/28:
1. First, read this section from the Guide to Grammar and Writing on writing a personal essay (i.e., an essay written from personal experience). Okay, then put the importance of descriptive detail in context by reading this selection on description and the sample essays, "The Sacred Grove of Oshogbo" and Twain's "My Watch." There is important advice following the Twain piece, so read to the end of the page. We will discuss the "Oshogbo" essay as an example.

2. This selection defines what an essay is and what a thesis statement is. In addition to the link provided, read page four of The Writer's FAQs handbook.

3. Read this article about web folios (electronic portfolios) and be ready to answer some questions about why you might want to have a web site and how you can use it for your own purposes.

4. Read at least six student essays from Summer 2005 or Summer 2006 describing a "hidden treasure" (or a little known or minor attraction in the area). Identify the thesis statements of at least six of the essays (write or type them out to be turned in, but keep a copy for yourself for class discussion).

5. Select the topic for your "hidden treasure" (or minor attraction) essay

Week Two

Weds. 5/28
In-class: 1] Finish composing the survivor story, 2] Discuss "The Sacred Grove of Oshogbo"

Homework assignments for Monday, 6/2:

 

Week Three

Mon. 6/2
In-class: 1] Finish discussing how Taylor posits his thesis in "The Sacred Grove..." 2] Identify and discuss successful descriptive writing from the Summer 2005, Summer 2006 or Summer 2007 student webfolios. 3] "The 30-minute Description" descriptive writing exercise: for the last 30 minutes of class go to some place on the campus and observe your locale in order to write a description of that location. Write the description of your location without telling where you are, but rather by using descriptive details which show your surroundings. In no place will your description tell where you are located, (i.e., it won't say something like, "Just outside of the library is a study area and art gallery comprising about 20 study tables and student art exhibits on the walls."). However, through reading the descriptive details which show where you are, your class colleagues should be able to tell you the location you are describing. This writing exercise is due at the start of class on Wednesday.

Homework assignments for Wednesday, 6/4: 1] "The 30-minute Description" (details posted above); 2] Experiential research. Find and experience your hidden treasure/minor attraction before Wednesday. Write down observations or record your thoughts or impressions with a voice recorder so that you have concrete support and don't need to rely completely on mental recall of details. Take pictures!!! (You will also want to use the photos when you post your papers in your webfolios.)

Weds. 6/4
Due today: 1] 30-minute descriptions (at the start of class). 2] Notes, images, voice recording, and any other and "beginnings" for the "hidden treasure" essay, which we will begin drafting in class. We will spend about half of our class time drafting the paper, so be well prepared so that we can use class time most productively.

In-class: 1] Discuss use of descriptive details and do the "30-Minute Description exercise, 2] Discuss hidden treasure topics and begin drafting the essays. Draft of Hidden Treasure essay is due at the start of class on Monday.

Homework assignments for Monday, 6/9: 1] Experience a hidden treasure and write an essay about it (if you have not already done so.) Draft is due at the start of class Monday. 2] Bring at least three sources of information on activities, events or places to visit or experience in this region of Virginia during this summer. 3] Do on-going experiential research for upcoimng assignments.

Week Four

Mon. 6/9
In-class: 1] Finish corrections and errors analysis of the survival essay. 2] Peer review hidden treasure essays. 3] Register with Geocities and begin building survivor story page.

A good resource for local experiential research: the Daily Press Entertainment pages on-line

Homework assignment for Wednesday, 6/11:
1] Do some experiential research!!
2] Write: Finish the Hidden Treasure essay and turn it in to me at the start of class on Wedenesday for evaluation.
3] Read about writing and using summaries in researched papers.
4] Read this restaurant review and be prepared to summarize it in class. "Fresh and Tasty Seafood Found at Slightly Up the Creek."

Weds. 6/11
In-class: 1] Post the survival essay in your web site and make into a snappy webpage with relevant photos and links. 2] Discuss summary writing. 3] Compose a summary of the article reviewing Slightly Up the Creek. 4.] Discuss documentation conventions for the summaries.

Homework assignment for Monday, 6/16:
1] Do some experiential research!!
2] Write: On your own or in collaborating with your partner, finish drafting a summary of the "Slightly Up the Creek" review. It is due at the start of class on Monday 6/16.
3] Edit the text of the survivor story you wrote incorporating my suggested revisions and making corrections where errors are indicated. We will spend about 40 minutes working in base groups on Monday to post photos, backgrounds, and appropriate links on the survivor project web page, and then I will evaluate them during class.
4] Read in the FAQs handbook section 38, "Integrating Sources" and section 40 "MLA Style."
5] Read the same stuff in the on-line GGW (btw: that's the Guide to Grammar and Writing on-line handbook, NOT the Girls Gone Wild website. Sorry, gents.): We document to ensure that there is no inadvertant plagiarism, and the GGW provides models of each type of works cited entry.

Week Five

Mon. 6/16
In-class: 1] Finish the survival project web page with images and links. 2] Finish the summarizing exercise by including a works cited entry, and ensuring that (a) there is no inadvertant plagiarism, and (b) that the works cited entry is correct in content and format. The Citation Machine may help us do this. Whoddathunkkit?

Homework assignment for Wednesday, 6/18:
1] Bring the corrected works cited entry for the Shelley Rauch review of Slightly Up the Creek. Not enough information was provided in the FAQs Handbook or the GGW, so try this source: Virtual Salt, Citing Web Sources MLA Style. (Questions to consider: What should be capitalized? What should be abbreviated? What punctuation marks go where in the works cited entry?)
2] Regarding the use and visual presentation of parenthetical citations in a paper, research the FAQs Handbook, the online GGW and other reputable online and/or print resources to answer these general questions about using MLA-style parenthetical citations in an academic paper:

Weds. 6/18

In-class: First, this "punctuality quiz": (a) What is meant by "parenthetical citation"? (b, c, d) Give three reasons why it is important to be at class on time. This quiz is due at 8:15, no later, no exceptions.

1] Add the works cited entry and the parenthetical citation to the Rauch article summary and turn it in for evaluation. 2] Begin the parenthetical citations group project. You will become an expert at some aspect of using parenthetical citations, and your group will teach the conventions to your Eng. 111 colleagues. (This is a graded project.)

A mid-semester course correction: The door to room 916 will be closed/locked at 8:10 a.m. In order to gain admittance after that time, you will sing a song, in its entirety, and the class will vote on whether it merits your admittance.

Homework assignment for Monday, 6/23:
1] Do experiential research for the next paper, which we will begin to write next week. 2] Finish your part in the group project. On Monday, I will group you up and I want to look at the information you will present and how you will teach it. I am looking for accuracy and effective ways of teaching that information to your colleagues.

Week Six

Mon. 6/23
In-class: 1] Finish the group project. I will group you up and I want to look at the information you will present and how you will teach it. I am looking for accuracy and effective ways of teaching that information to your colleagues. 2] Do the group presentations in the 2nd half of class (IF we are all ready). 3] Discuss errors analysis and begin that project. 4] Discuss the next paper assignment

Week Seven

Mon. 6/30
In-class: 1] Finish the parenthetical citations presentation. 2] Begin the errors analysis assignment.

Homework assignments for Wednesday, 7/2:
1] Due: draft of essay #3 (note: essay #1 was the survivor story, essay #2 was the hidden treasure). 2] Due: Errors analysis project

Weds. 7/2
In-class: 1] Parenthetical citations quiz. 2] Metacognitive processing of parentheses group project. 3] Research and develop the editing experts (group) project (I'll explain it in detail in class). 4] Make the experts presentations. 5] Peer review essay #3

Turn in:1] Parenthetical citations quiz, 2] Due: Errors analysis project, 3] Essay #3. If you did not finish editing or revising it during class, you may email it to me as an atachment in .rtf (Rich Text Format) or .doc (MS Word 2000 format) by no later than noon on Thursday 7/3/08. dollier@tncc.edu

Homework assignments:
1] Essay #3 is due (via email) by noon Thursday. 2] In that same email send me the URL to your geocities index page. 3] In that same email answer the following questions about the parenthetical citations project:

Week Eight

Mon. 7/7
In-class: 1] Finish researching and developing the editing experts (group) project. 2] Make the experts presentations.

Weds. 7/9
In-class: 1] Finish the experts persentations (appx. 30 minutes);

2] Final project: Summarizing an article. We will begin this in class (spend appx. 60 minutes) and submit it electronically by noon on 7/10/08 so that I can evaluate it before our final meeting Friday morning. The assignment is to select one of the following three guidelines for assessing the value and viability of Internet sites for academic and professional uses, and write a summary of it, approximately 150 words in length. Follow the summarizing process which we discussed and used previously, and turn in not only the summary but your drafts of the phases of the process (per the instructions at the summarizing link above.) Here are the guidelines:

3] Pre-publication workshop: revising and correcting the essays, uploading and trouble-shooting web pages, correcting and making links, etc. (75 minutes). Note: I will officially "collect" the webfolios for grading at 10 a.m. today.

During our revising/editing workshop today, consult your colleagues for their expertise in these areas:

Fri. 7/11
In-class: Tying up loose ends: perfecting documents and web pages / webfolio evaluation conferences

Most excellent: Check out your colleagues' webfolios!

The summer semester has ended!

christian the lion

It has been great fun, folks, and this is not goodbye, but au revoir ('til we meet again).


Clip art, animation, and background resources for building web pages

Clipart.com

Linkopedia.com

Microsoft's Clip Art Gallery

Help from Geocities in building your pages:
(Copied verbatim from Geocities Website.)

To get started building your web site with any of our great
tools, just go to http://www.geocities.com/.

If you already have pages and images on your computer that you
want to transfer to your new site, you can get information about
our FTP service at http://help.yahoo.com/help/us/geo/gftp

If you need help building your site, please visit
http://help.yahoo.com/help/us/geo/


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