Computer-Mediated Preparation for College Writing II
We Real Cool
The Pool Players.
Seven at the Golden Shovel.
We real cool. We
Left School. We
Lurk late. We
Strike straight. We
Sing sin. We
Thin gin. We
Jazz June. We
English 03 Syllabus
"OWL" links OWL stands for Online Writing Labs. These are links to handbooks, workbooks, and even help desks to aid you in answering those sticky questions or finding help with any sort of writing problem. Our primary on-line "textbook" is linked here. It is the Guide to Grammar and Writing.
Professional Communication Skills "Why do we have to take these %*#@$&!!! English and speech classes, anyways?" Let some of your peers answer that question for you. Find out what reading, writing, speaking, listening, researching and computing skills are needed in order to obtain a job and to advance in your chosen profession. These essays were researched and written by TNCC students.
Wrules for Writers When in doubt, check this style sheet. (But don't take it too seriously.)
Use these checklists to assess your own papers before relying on feedback from others.
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.
In class assignment: 1] Discuss the VARK questionairre and web site, 2] Write a well developed paragraph describing what the VARK is to an audience who knows nothing about it. (For instance, how would you describe it to a friend or a family member?) This paragraph is due by the end of class today
Homework for Wednesday 5/28: Write one paragraph describing your VARK profile and what that means about you as a learner. Write this paragraph for an audience who knows nothing about the VARK or about the way or ways in which you yourself learn most successfully. Due at the start of class on Wednesday 5/28.
Memorial Day Holiday: No Classes today!!
Due: a paragraph describing what the VARK is.
In class assignments: 1] Write a paragraph describing your VARK learning preferences profile (see the prompt posted at 5/21/08 above). Provide support by showing examples from your own experience which prove that these are, indeed, your learning strengths. 2] Write a paragraph describing one of your professors (from this semester or the past academic year) or one of you teachers from your K-12 years. Focus on a professor or teacher whose teaching style was very compatible with your learning style, analyzing that person's teaching style based on the VARK criteria.
Due by the end of class today: (2 or) 3 paragraphs about the VARK, which describe (1) what it is and who created it, (2) what it shows about your learning preferences or pre-existent learning strengths, (3) a paragraph profiling the (VARK) teaching style of a current or former professor or teacher from whom you have successfully learned the material which that class covered.
Homework for Monday 6/2: Write one paragraph describing a teacher whose (VARK) teaching style was not compatible with your learning style.
In class: 1] Discuss the paragraph about a professor or teacher whose teaching style was not compatible with your learning strengths. 2] Discuss the final sequenced paragraph topic: adapting to teaching methods that do not resonate naturally with my own learning strengths.
Homework for Wednesday 6/2: (Paragraph 5) Write one paragraph with a topic sentence that reiterates your VARK learning profile and that indicates that you understand that you can adapt your learning style to any teaching styles or methodologies. For example: "As a Visual and Kinesthetic learner I do well naturally in my science lab classes and art classes, but I also know that I can adapt to the teaching styles of my professors who use mainly Read/Write and Aural teaching methods."
In class: 1] Discuss the adaptations you wrote about in the 5th paragraph assignment. 2] Discuss thesis statements and essay organization. 3] Revise paragraph assignments 1-5 into a unified essay about using the VARK.
Homework for Monday 6/9: 1] Read this essay about succeeding as a student. In class on Monday, we will discuss the structure of the essay, and we will discuss people we know who have succeeded against the odds. Focus on these questions:
2] Write one well developed paragraph of aproximately 100-150 words in length about one person you know whom you think has been successful in overcoming the difficult circumstances he or she has faced in life. Below are links to essays students have written about people who have succeeded against the odds. Read them. They might give you some ideas or remind you of someone that you know who has faced similar life situations and has succeeded anyway. Maybe that describes you.
Due at the start of class Monday: one paragraph describing a successful person that you know personally. Hereafter, we will call this the "summary paragraph" of your successful person essay. This paragraph will be a way of starting an essay about a successful person you know.
In-class workshop: Developing the "successful person" essay
In-class workshop: Completing the first draft of the "successful person" essay
Mid-semester update: We are half way through the summer semester and we have four essays to write and then to revise and edit into successful college-level papers. If you have finished composing the learning analysis (VARK) essay and the "successful person" essay, you are where you should be. If you have not completed both drafts, get caught up!!
In-class assignment: Identifying what we know and what we don't know.
Answer the questions below, in your own words, to determine what you know about the main patterns of error in punctuation, grammar, and sentence construction. Where you cannot answer a question, you are identifying what you will learn over the next month. Following each entry are the page numbers, from the FAQs Handbook, on which you may find answers to these questions or discussion of the concepts. If you did not purchase the FAQs Handbook, use the index search at the Guide to Grammar and Writing online handbook website.
"I write the way a talk." During revision or editing conferences, students frequently tell me this. That is an important revelation, and I have a solution to that "voice" problem: change the way you talk. On Wednesday, be prepared to discuss how to "change the way you talk" so that you can change your writer's voice and become more professional in your writing. In other words, HOW would you do this?
In-class: 1] Discuss the problem of "writing the way I talk." IS this a problem (why or why not?)? What can you do to change your diction and grammar habits and patterns of communication so that they are appropriate to your academic and professional writing goals? 2] Mini-conferences on essays one and two during class. 3] Identifying what we know and what we don't know: finish the in-class assignment posted on Monday 6/16. This assignment is due Monday, at the start of class, as part of your homework assignment.
Homework for Monday 6/23: 1] Finish the "what I know" exercise posted on 6/16/08. 2] Select your topic for paper three from the topics listed at 6/23/08 below.
Due at the start of class: Identifying what we know and what we don't know about editing conventions. (It is the assignment which was started in class on Monday 6/16).
In class, composing workshop: 1] Discuss essay three topics (listed below) and write on the topic you have selected. 2] draft the thrid essay. 3] Mini-conferences on essays 1 and 2 while you are drafting essay three.
Topics for essay three (select one and write about it):
In class: Review punctuation and grammar concerns to prepare portfolios.
In class: Prepare portfolios for evaluation
In class: 1] Write the final essay (2 hours) 2] Submit the portfolios for panel evaluation
In class: Portfolio exit conferences, individually, with Mr. D.
The summer semester has ended!
Return to Mr. D's index page